Chapter 1 Constructions of Arts Zones
Inclusions of Diverse Learners through Artistry and Literacy
In: Perspectives on Arts Education Research in Canada, Volume 2Search for other papers by Shelley M. Griffin in
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Abstract
This chapter, which outlines four arts education research studies in the Niagara region of Southern Ontario, explores interactions between artistry, communities with diverse learners, social inclusion, positioning, and literacy. Using a case illustration approach with vignettes (alongside a zone metaphor), the authors show how learners with diverse needs (e.g., behavioural, cognitive, linguistic) utilize the arts to zone-in, becoming productive members of the group. Moreover, students demonstrate how to get out-of-zones of stereotyped marginalization, in which they are occasionally positioned. Findings demonstrate that, when using arts zones, all children (including those with diverse needs) have authentic opportunities to transform perceptions, express unique perspectives, and re-position themselves as valued members of the community.