‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science

Abstract

A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth‐grade classroom when instruction was done remotely due to Covid‐19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production‐oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning‐making, and to intentionally make rhetorical choices.