Bildliteralität in Schullehrwerken - ästhetische Zugangsweisen zu einer zeitgemäßen Schulbuchillustration.

Autor/in	Lieber, Gabriele
Titel	Bildliteralität in Schullehrwerken - ästhetische Zugangsweisen zu einer zeitgemäßen Schulbuchillustration.
Quelle	Aus: Heinze, Carsten (Hrsg.); Matthes, Eva (Hrsg.): Das Bild im Schulbuch. Bad Heilbrunn: Klinkhardt (2010) S. 57-73Verfügbarkeit
Reihe	Beiträge zur historischen und systematischen Schulbuchforschung; Klinkhardt Forschung
Beigaben	Illustrationen; Literaturangaben S. 72-73
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7815-1698-4; 978-3-7815-5003-2
Schlagwörter	Grundschule; Schulbuch; Illustration; Erstleseunterricht; Sachunterricht; Online-Publikation
Abstract	Modern school textbooks, especially from the primary school area, attract attention by an almost already aggressive colourfulness and rich illustration. At a closer consideration it turns out, that most of these illustrations are only used for decoration and in addition, those illustration are made of an traditional assumption of what seems to be suitable for a child. Childhood and school are no more shelters today. From birth on, all children are confronted unfilteredly with pictures. These pictures are of a completely different complexity and aesthetics from all what we mean to be able to get offered to children. Ways of storytelling have changed, linearity is taken off gradually by discontinuity. Educationalists try to convey the picture to the world to children. But they forget that it can't be explained any more in an unambiguous way. Pictures can be manipulated arbitrarily. So school textbooks also manipulate children's mind by the choice of pictures and convey a one-dimensional perspective of the world. If one looks at the choice of pictures in textbooks under an aesthetic point of view, there will be shown a great monotony of the picture choice. Complexity and ambiguity are left on the outside. Pictures could become equal studying partners for the children, supporting their learning efforts. Contemporary picture books could give a good example how this could look like. By the choice of studying media, we steer indirectly the cultural biography of children and this is how we open or close the doors to an active participation in the knowledge society. In this contribution, I will show first approaches and realizations of a new way of school textbook analysis which is oriented on aesthetic approaches. Therefore, I will give some examples.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2011/1