They also apply their listening, speaking, writing, and reading, representing, and viewing abilities in the various areas. The language and literacy requirements of particular subject areas are best acquired in the specific context of those areas. Video Television Radio Microphone skills Tapes, records, discs Music Film Photographs Posters Advertising Stage presentations Art Dance Computer Electronic mail On-line bulletin boards Representing and Viewing Representing and viewing are included as language processes, along with the traditional language processes of speaking, listening, reading, and writing. Representing and viewing broaden the ways in which students can understand and communicate their learning. While the emphasis in language arts is on representing thoughts, ideas, and feelings in written or spoken forms, students also might use visual, dramatic, and multimedia formats to support their written and spoken messages.
Students also comprehend thoughts, ideas, and feelings by viewing .
As students read and listen, they encounter visual messages which require response, interpretation, and critical assessment. The interaction between the viewer and the text varies because of students' prior knowledge and cultural perspectives. By accommodating a variety of learning styles, representing and viewing help students achieve the English language arts objectives. Incorporating representing and viewing into language experiences encourages students to explore and expand the depth of their understandings. Representing and viewing also expand the ways in which students can communicate their ideas.