How can a reciprocal reading model support oracy in a Y7 art class?
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Authors
Greeley, Lizzie
Richardson, Emma
Issue Date
2024
Educational Level
ISCED Level 2: Lower Secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study was conducted in a Year 7 (ages 11–12) art class at an independent co- educational school, involving 22 students. The school was participating in a Close-to-Practice (CtP) partnership with Nottingham Trent University. The inquiry aimed to integrate oracy into art lessons by using reciprocal reading, which had previously been explored through staff development focused on reading across the curriculum.
Aims: The research focused on developing students' oracy skills—defined as the ability to articulate ideas and influence others—by expanding their vocabulary and confidence in speaking about art. Specifically, the goal was to understand how a reciprocal reading model could enhance students’ discussions about artworks, with a broader ambition to improve their ability to write critically about art in later years
Methods: The study used reciprocal reading, where students took on roles such as questioner, clarifier, summariser, and predictor during group discussions about Georgia O’Keeffe's art. Data was gathered through students’ journals, audio recordings, informal group discussions, and final collaborative artworks. Creative methods of data collection were inspired by a professional development session on creative research methods.
Findings: Four key themes emerged: the development of technical and reflective vocabulary, increased competency in art skills, greater confidence in expressing opinions, and enhanced skills in negotiation and persuasion. Reciprocal reading enabled students to articulate ideas more effectively, work collaboratively, and make choices regarding their art projects. Challenges included managing lively group discussions and balancing differing ideas within mixed-gender groups.
Implications: The study highlighted the benefits of reciprocal reading in promoting oracy, particularly in a subject like art. It also showed how student-led approaches could improve vocabulary use, collaboration, and creative decision-making. Future research could explore the impact of different group configurations and the application of these methods in other subjects.
Aims: The research focused on developing students' oracy skills—defined as the ability to articulate ideas and influence others—by expanding their vocabulary and confidence in speaking about art. Specifically, the goal was to understand how a reciprocal reading model could enhance students’ discussions about artworks, with a broader ambition to improve their ability to write critically about art in later years
Methods: The study used reciprocal reading, where students took on roles such as questioner, clarifier, summariser, and predictor during group discussions about Georgia O’Keeffe's art. Data was gathered through students’ journals, audio recordings, informal group discussions, and final collaborative artworks. Creative methods of data collection were inspired by a professional development session on creative research methods.
Findings: Four key themes emerged: the development of technical and reflective vocabulary, increased competency in art skills, greater confidence in expressing opinions, and enhanced skills in negotiation and persuasion. Reciprocal reading enabled students to articulate ideas more effectively, work collaboratively, and make choices regarding their art projects. Challenges included managing lively group discussions and balancing differing ideas within mixed-gender groups.
Implications: The study highlighted the benefits of reciprocal reading in promoting oracy, particularly in a subject like art. It also showed how student-led approaches could improve vocabulary use, collaboration, and creative decision-making. Future research could explore the impact of different group configurations and the application of these methods in other subjects.
Description
Keywords (free text)
art education , oracy , reciprocal reading , collaborative learning , volition , vocabulary development , student-led inquiry