Pecha Kuchas as creative compositions

How speech, images, and written sources combine to convey meaning


  • Katie S. Dredger James Madison University
  • Crystal L. Beach The University of Georgia



adolescent literacy, pecha kucha, 21st century literacies, multimodal composition, teacher preparation


The Pecha Kucha talk is an effective way to encourage the composition process; to promote the use of effective visuals to explain and engage; and to distribute the expertise in the classroom away from the teacher as the central expert and to the students. In this paper, we describe and give an example of what is called a Pecha Kucha (Japanese for ‘chit chat’). When examined within the frameworks of theorists in the areas of composition, pedagogy, and literacy, this emerging presentation genre is promising for both composer and audience. With this in mind, we first discuss ways that the creator of the Pecha Kucha may benefit from the specific composition space. We then share how this composition exercise is an effective teaching tool. Next, we show ways that this presentation style maximizes learning with image and speech coordination and skills of analysis and synthesis. Then we introduce how Pecha Kuchas give students the opportunity to teach and to work with technological tools in authentic ways. Finally, implications for future practice in developing compositions using oral delivery with visuals are discussed.

Author Biographies

Katie S. Dredger, James Madison University

Katie S. Dredger, Ph.D. is an assistant professor of adolescent literacy in the department of Early, Elementary, and Reading Education at James Madison University.

Crystal L. Beach, The University of Georgia

Crystal L. Beach is a current high school English teacher at Buford High School and a language and literacy education doctoral candidate at The University of Georgia.


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How to Cite

Dredger, K. S., & Beach, C. L. (2016). Pecha Kuchas as creative compositions: How speech, images, and written sources combine to convey meaning. Writing and Pedagogy, 8(2), 361–384.



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