Abstract
This article shares findings from a collaborative, qualitative research project investigating what happens to first and third graders’ comprehension of picturebooks if we intentionally teach them the language of art Elements of Art and Principles of Design. Work with the art teacher and two classroom teachers transformed the traditional picture walk and art lessons into authentic art and literacy engagements with picturebooks, empowering the students as readers and deepening their thinking. It is time to rethink traditional methods/strategies to revalue the written text and pictorial text.
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