Learning about and through Picturebook Artwork

Autor/in	Pantaleo, Sylvia
Titel	Learning about and through Picturebook Artwork
Quelle	In: Reading Teacher, 71 (2018) 5, S.557-567 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1653
Schlagwörter	Picture Books; Illustrations; Semiotics; Elementary School Students; Grade 3; Visual Arts; Design; Student Developed Materials; Multimedia Materials + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Bildliche Darstellung; Semiotik; School year 03; 3. Schuljahr; Schuljahr 03; Optische Gestaltung
Abstract	Picturebooks are highly sophisticated multimodal ensembles. Understanding the semiotic resources and affordances of the visual mode to represent and communicate meaning is fundamental to appreciating the artistry and complexity of picturebooks. A recent classroom-based research project with grade 2 students featured explicit instruction on particular elements of visual art and design to develop and enhance students' visual competences and aesthetic appreciation and understanding of picturebooks. In addition to being provided with multiple opportunities to talk and write about picturebook artwork, the students created their own multimodal print texts. The students' composition of this multimodal work required them to intentionally apply the focus elements of visual art and design featured during the study. Examples of students' writing, talking, and artwork reveal how they remade meaning across modes as they described, explained, interpreted, and analyzed visual images in both the picturebooks and their own multimodal texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01