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Reading images: an approach to children’s picturebooks
2nd Baltic Sea Conference / 15th Nordic Reading ConferenceLiteracy skills – for learning
Turku, Finland, August 11-13 2010
A. M. Ramos* & R. Ramos***University of Aveiro (Portugal)
**University of Minho (Portugal)Centre of Child Studies
Introduction
Research project "Environment and ecoliteracy in recent literature for children"” (1/9/2009 – 31/12/2011)
(Centre for Child Studies, Univ. of Minho, Braga, Portugal)
www.ecoliteracia.iec.uminho.pt
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Aim of this study:
to identify the lines of intersection between the aesthetic and recreational dimensions of children’s literature and its pedagogical possibilities, specifically concerning ecoliteracy.
Object of study
two wordless picturebooks, published in Portugal in 2008 and 2009: Um dia na praia [A day at the
beach], by Bernardo Carvalho
Onda [Wave], by Suzy Lee
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maritime scenarios
specific relationship between humans and the sea
Theoretical framework
picturebook theory (Duran 2002; Linden 2003, 2008/2009; Sipe & Brightman 2009; Bosh & Duran 2009)
postmodern picturebook theory (Nikolajeva 2008; Sipe & Pantaleo 2008)
paratextual analysis (Muheim 1979)
wordless picturebooks analysis in different contexts (Jalongo et al.2002; Margallo 2008)
ecoliteracy and environmental education (Drouin & Astolfi 1986; Borges 2002; Capra 2002)
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Wave, by Suzy Lee (1)
double page spread - dialogue between the natural elements and a child protagonist
technique - chromatic interplay
black and charcoal grey: earthly elements
blue: the sea
seagulls - suggestions of movement and dynamism
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Wave, by Suzy Lee (2)
symbolic meaning of the dividing line in double page spread = boundary between the earth (security) and the sea (instability)
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narrative organization
struggle between opposing forces throughout 12 spreads , followed by 5 more where the child has established a peaceful and fascinating relationship with the sea
Wave, by Suzy Lee (3)
expression of different emotions: curiosity, fear, mesmerized gazing, attempts at closeness and control, contentment , excitement , surprise/fright, fear, challenge
(see examples)
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A day at the beach,by Bernardo Carvalho (1)
narrative that totally dispenses verbal discourse
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minimal set of resources
coloured and contourless basic shapes
the book prompts the reader's interpretive initiative
A day at the beach,by Bernardo Carvalho (2)
the narrative starts in the initial endpapers, provinding spaciallocation
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split page representing two recognizable actions (sets the initial situation)
A day at the beach,by Bernardo Carvalho (3)
unknown object spotted in the sea
the protagonist identifies the object as a kind of debris
man removes the object from the water
dramatic growth of the pollution problem
man removes all objects from the water
all objects retrieved from the sea are recycled and reused in the construction of a boat
man sails out into the sea10
A day at the beach,by Bernardo Carvalho (4)
man’s journey metaphorical interpretation
stimulating challenge to the individual’s reading and interpretation skills
influence of cinematic technique
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Conclusions (1)
underlying suggestion of a privileged interaction involving human beings and the environment, especially the sea
human being seems to discover the true essence of the sea, its symbolic meaning as a primeval source of life and a medium of harmonious interaction.
euphoric image of the sea by valuing it, strongly and ultimately urging readers to protect and preserve it adequately
seagulls as a cohesive element - symbolic bond between man and nature, evoking a maritime setting and ensuring visual stability 12
Conclusions (2)
these books allow multiple readings
they illustrate the narrative possibilities of pictures
they connect visual literacy (learning to interpret images), cultural literacy (learning the characteristics and expectations of social groups) and literacy with print (learning to read and write language) (cf.: Jalongoet al. 2002)
they foster the development of the readers' narrative skills
they require a competent reader with a solid grasp of the codes regulating this editorial genre
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Conclusions (3)
harmonious interaction between the human being and the seaside environment
ability to take part in the natural scenario
in Wave, the sea is pictured as an equal, one of the protagonist's partners
in A day at the beach, the sea, which was a dumping ground before, is converted into a pleasurable space
perspective utilitarian, but it determines the sustainable condition of space use: man's intervention on environment must be altered
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Conclusions (4)
the realistic dimension of picture story books reinforces the readers' identification with the recreated worlds
reading is the outcome of an active and collaborative process
these books prescribe a process of reading and of generating meaning which is in every respect identical to that of a text, thereby requiring attentive, perceptive and active readers who, moreover, are willing to take part in the game of reading
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References (1)
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CARVALHO, B. (2008). Um dia na praia. Oeiras: Planeta Tangerina.
LEE, S. (2009). Onda. Lisboa: Gatafunho.
BOSH, E. & DURAN, T. (2009). «OVNI: Un álbum sin palabras que todos leemos de manera diferente»,
Anuario de Investigación en Literatura Infantil y Juvenil, 7 (2), pp. 39-52.
BORGES, F. (2002). A Educação Ambiental no 1º Ciclo do Ensino Básico – Contributos para o seu
desenvolvimento no 4º ano de escolaridade, Braga, Universidade do Minho
DROUIN, A; ASTOLFI, J. (1986). «Milieu», Aster, 3, pp. 73-109.
DURAN, T. (2002). Leer antes de leer. Madrid: Anaya.
JALONGO, M. R., et al.(2002). «Using Wordless Picture Books to Support Emergent Literacy», Early
Childhood Education Journal, vol. 29, Nº 3, pp. 167-177.
LINDEN, S. (2003). «L’album, entre texte, image et support», La Revue des Livres pour Enfants – 214, pp.
59-68.
LINDEN, S. (2008-2009). «Et si le sans avait du sens?», Hors Cadre, 3, pp. 7-11.
MARGALLO, A. M. (2008). «¿Qué tipo de corpus facilita la integración y el aprendizaje lingüístico y literario
de los alumnos recién llegados?», paper presented at the 9èmes Rencontres de Chercheurs en
Didactique de la Littérature (Bordeaux, 3-5 Avril), (http://gretel-
uab.pangea.org/images/stories/burdeosgretelanamaria.pdf)
MUHEIM, M. (1979). I formati / a cura. Bologna: Zanicheli.
NIKOLAJEVA, M. (2008). «Play and playfulness in postmodern picturebooks», in SIPE, L. R & PANTALEO,
S. (ed.), Postmodern Picturebooks: play, parody, and self-referenciality, New York: Routledge
research in Education, pp. 55-74
SIPE, L. R. & BRIGHTMAN, A. E. (2009). «Young Children’s Interpretations of Page Breaks in Contemporary Picture Storybooks». Journal of Literacy Research, 41. pp. 68-103
Reading images: an approach to children’s picturebooks
2nd Baltic Sea Conference / 15th Nordic Reading ConferenceLiteracy skills – for learning
Turku, Finland, August 11-13 2010
A. M. Ramos* & R. Ramos***University of Aveiro (Portugal)
**University of Minho (Portugal)Centre of Child Studies
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