Multimodal literacies in a preschool clasroom through art

People have a multitude of socially constructed languages to express our meanings. The New Literacy Studies that emerged in 1980 on children's literacy have provided children with communicative possibilities beyond verbal language. This widely developed paradigm provides the subject with semiotic resources such as the sound or visual mode that give children tools to face complex communicative situations. The main objective of this action is to know the possibilities that multimodal literacy offers to 4-year-old children who do not master verbal language. The experience we collect incorporates the voice of the child as a prodigious creator of art. To do this, we carried out a qualitative research, based on an ethnographic classroom approach, supported by naturalistic observation of the processes experienced in the classroom through a sensory storyteller of the work Little Red Riding Hood by the artist Adolfo Serra. The combination of different languages through art repositions the child as a competent reader who constructs a genuine version of the story through the encounter with music, images, textures or movement.