共查询到20条相似文献，搜索用时 46 毫秒
2.
Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献
3.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
4.
Joyce Millman 《Children‘s Literature in Education》2005,36(4):381-393
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues
in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance
of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks,
including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion
that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example,
this article supports the view that picturebooks should be considered a fine art form.
Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College
of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy. 相似文献
5.
Sylvia Pantaleo 《Children‘s Literature in Education》2010,41(1):12-27
Narrative embedding is a common narrative structural device. Genette (1980, 1988) distinguished among various diegetic levels to explain the discrete narrative levels in embedded narratives and he defined
metalepsis as the deliberate disturbing or breaking of narrative boundaries. Metalepsis, described by Malina (2002) as a mutinous narrative device, increases narrative complexity by obscuring or collapsing the boundaries between reality
and fiction. She also stated that, “artistic exploitation of metalepsis has run rampant in the postmodern era” (p. 1). This
essay focuses on three postmodern picturebooks and discusses how the various metaleptic transgressions in these selections
create multifaceted and mutinous texts. 相似文献
6.
David Lewis 《Children‘s Literature in Education》2007,38(4):263-275
In this article David Lewis talks to Posy Simmonds about her career in illustration, cartooning and the writing and illustration
of picturebooks. Together they discuss her early experience of working as an illustrator for newspapers and magazines; her
first attempt at creating a weekly adult cartoon strip and her subsequent career as a regular contributor to the Guardian newspaper. They consider her approach to writing and drawing picturebooks; the balance of realism and fantasy in her work;
her mastery of colour effects; her liking for drawing cats and her attempts to capture the truth of a situation in pictures
and words.
David Lewis has been a teacher in primary and secondary schools, an educational researcher, and lecturer in education at Goldsmiths’
College, London and the University of Exeter. He has written a number of articles about children’s picturebooks and is the
author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial committee of Children’s Literature in Education. 相似文献
7.
Stefania Ciocia 《Children‘s Literature in Education》2009,40(4):320-332
Mark Haddon’s The Curious Incident of the Dog in the Night-Time, the first novel to be published simultaneously for the UK adult and children’s market, exemplifies the phenomenon of crossover
literature better perhaps than the “Harry Potter” series, whose appeal to a dual-aged audience had caught the publishing industry
by surprise. This article identifies Haddon’s engagement with the genre of detective fiction as one of the reasons for the
novel’s crossover success: while the mystery plot offers a compelling narrative “hook” for children and adults alike, the
postmodern twists on the detective formula open up deeper levels of satisfaction, without alienating the less experienced
members of the audience. Analysed within the context of contemporary crime fiction, Curious Incident also appears to be tapping into a relatively recent literary trend that sees detective novels focusing on young characters
as victims, witnesses and even perpetrators of crimes—itself a reflection of our changing attitudes towards the Romantic view
of childhood as an age of innocence. 相似文献
8.
Angela M. Wiseman 《Children‘s Literature in Education》2013,44(1):1-14
This article explores children’s picturebooks about death and grieving by considering both psychological and literary aspects. Two questions frame this analysis: How can picturebooks, particularly written for young children, support children’s grief when someone dies? How do the illustrations and text of picture books express and convey the aesthetic and emotional experience of loss? Using both psychological research on children’s grief reactions and literary analysis of picturebooks, this paper reviews picturebooks that have been published on the topic of death from 2001 to 2011 and then closely analyzes three books that span a range of topics and approaches to death. Findings indicate that children’s picturebooks convey important psychological and cultural issues through text and illustrations. Furthermore, understanding some of the psychological and literary features of children’s picturebooks that address death and grieving can help educators to provide support and understanding for children when they experience loss. 相似文献
9.
Janet Evans 《Education 3-13》2013,41(2):177-190
It has long been accepted that one can respond to fine art in a variety of different ways. However, it is only in the last decade or so that picturebooks have been attracting the kind of recognition that they have long deserved as art forms to be considered and responded to both creatively and aesthetically. There is a growing body of research focusing on how we can respond creatively to the illustrations in picturebooks in addition to the picturebooks themselves as art objects. There is also a growing number of author illustrators who use famous works of art as an integral part of the storyline in their picuturebooks. This article describes how one such book, Katie's picture show, was initially used as the stimulus for some reader response work which quickly led onto more in-depth, detailed responses to fine art – Fernando Botero's art in particular. It then goes on to share the oral, written and illustrative responses of some 10 year old children, showing the creative and aesthetic links between picturebooks and fine art. 相似文献
10.
Evelyn Arizpe 《Cambridge Journal of Education》2013,43(2):163-176
Wordless (or nearly wordless) picturebooks are intriguing in terms of how readers make meaning from them. This article offers a conceptualization of existing studies in the field of education that use wordless picturebooks with young readers. While some of these studies contribute to understanding meaning-making, the pragmatic use of wordless picturebooks often does not take account of their particular nature and of the heightened role of the reader, leading to a mismatch between what the picturebook expects from the implied reader and the researchers’ expectations of what ‘real’ readers must do with these books. By highlighting observations from children’s literature scholarship and reader-response studies, this article aims to encourage a more interdisciplinary understanding of meaning-making. It also seeks to persuade educational researchers and mediators to consider investigative approaches that are not based on verbalization but are more in tune with the invitations that wordless picturebooks extend to young readers. 相似文献
11.
Drew Chappell 《Children‘s Literature in Education》2008,39(4):281-293
JK Rowling’s Harry Potter novels situate their child protagonists in a fantastical world side by side with present day British society. Through the
characters’ choices and realizations, young readers are introduced to the complexities and ambiguities of the contemporary
world. Harry and his friends embrace these qualities of postmodern childhood and question injustices established by and through
the adult wizarding world. The characters’ resistance occurs in relation to control of their minds and bodies, the hegemony
of wizarding bloodlines, and efforts to frame children as in need of protection. Rowling’s novels imagine a culture in which
such child agency is possible, where young people become builders of context, awakening to the network of relationships and
institutions that frame their lives. 相似文献
12.
Tiffany Mary Jones 《Educational Research for Policy and Practice》2009,8(1):35-57
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released
Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study
contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered
the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16
key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative
values education discourses, particularly civics and citizenship education, values inculcation and character education. In
practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches.
The paper argues for such alternative practices and policy that is more diversified and student-centred. 相似文献
13.
Ni Chang 《Early Childhood Education Journal》2012,40(3):187-193
It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known
that children’s drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for
teachers to incorporate children’s drawings into building science concepts. To demonstrate how drawings are utilized to help
a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old
boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical
explanations of how drawings build children’s understandings. Not only are the introduced strategies useful for one-on-one
interactive communication, but also applicable to a small group of young children. The article ends with the specifics of
how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle. 相似文献
14.
Ivy Haoyin Hsieh 《Children‘s Literature in Education》2018,49(2):216-231
There has not been enough critical analysis of children’s literature by and about Chinese Americans, especially when compared to other minority groups in the United States. In particular, Chinese American historical books lack extensive analysis. It is important to reflect cultural accuracy in literature and to help children develop clear concepts of self and others by providing precise cultural and physical characteristics of people. While cultural authenticity allows children the opportunity to see a reflection of real experiences within a book instead of seeing stereotypes or misrepresentations, obtaining correct information about a certain time period can help children to see images of immigration accurately represented in literature. Using the Confucian delineation of interpersonal relationships as the major criterion of cultural authenticity, this article examines three currently available children’s picturebooks set in the historical period between 1848 and 1885. In addition to exploring how Chinese Americans’ interpersonal relationships are portrayed in these children’s historical books, this article argues for more proactive inclusion of the diversity in selection of picturebooks. 相似文献
15.
Karin Murris 《Children‘s Literature in Education》2014,45(2):145-165
Meanings in a picturebook are constructed in the space between words, images and reader. Contemporary picturebooks are ideal vehicles for a deep reading of, and philosophical engagement with, texts that move beyond literary and literacy knowledge. Philosophy with picturebooks also offers an alternative to personal responses to these texts that are individual, subjective and anecdotal. The use of these works of art for teaching demands an epistemological reorientation with ethical and political implications. First, it is argued how picturebooks’ ambiguity and complexity demand the ‘community of enquiry’ pedagogy that positions its participants (including young children) as able meaning-makers and problem-posers. Secondly, it is shown how philosophical knowledge changes the questions lecturers, teachers and primary children ask and how these can disrupt naturalised psychological discourses about child and childhood. The argument is supported by showing how the picturebook Angry Arthur by Oram and Kitamura can be used in teacher education to teach key theoretical distinctions in the philosophy of emotions and how these ideas challenge the still current discourse of developmentality through deep readings that are also literal and not symbolic or figurative as often assumed. Angry Arthur is therefore suggested as a useful text in teacher education especially in combination with the community of enquiry pedagogy. 相似文献
16.
This article examines the role elementary school children’s spontaneous metaphors play in learning science. The data consists
of tape recordings of about 25 h from five different schools. The material is analysed using a practical epistemology analysis
and by using Dewey’s ideas on the continuity and transformation of experience. The results show the rich and varied meanings
that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation
to the science content taught and they influence learning both through what is made salient, as well as through their relations
to the children’s possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these
cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive
way, and how the children’s spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and
also learning about the nature of metaphor use in science. Through their connection with various experiences of the children,
it is also shown how children’s spontaneous metaphors have the potential to enliven and humanise the subject. 相似文献
17.
Mark A. Seals 《Cultural Studies of Science Education》2010,5(1):251-255
In David Long’s article, Scientists at Play in a Field of the Lord, he studies the discourse between a network of regional scientists, atheists, activists and evolutionists at the opening
of The Creation Museum on Memorial Day, 2007. This review essay examines the teaching of evolution through the teacher’s ‘lens
of empathy’ and also considers a ‘pupil centeredness’ approach. As a practicing science educator, I have found it paramount
to take into consideration my students’ backgrounds and their families’ beliefs in order to understand their preconceived
notions about the origins of life. By teaching evolution as ‘a theory with both facts and fallacies’ only then does it become
an opportunity for critical thinking that fosters growth and risk taking in a safe environment. Most times students hear evolution
preached as a one-sided lecture by teachers who believe it’s “my way or the highway” and leave little or no room for dialogue.
I believe that a teacher’s job is to stay updated with current research on the theory of evolution and then present all the
information to students in a way that creates personal opportunities for them to adjust their existing schema without demeaning
them, their ideas, or their faith or belief system. This not only shows value, compassion and tolerance for them as thinking
humans, but also allows them opportunities to develop critical thinking, which helps to shape whom they become as adults. 相似文献
18.
Janice Kroeger 《Journal of Educational Change》2006,7(4):319-337
This paper features one gay parent activist in the complex social milieu of his child’s school and his community, his actions meeting both resistance and concurrence as a larger movement operated locally and nationally to make schooling more accepting of and acceptable to gays and lesbians. The paper traces this man’s parenting processes and their effect on the schooling of many children, not only his own, and then contrasts his voice with the reluctant, often denying, and finally acquiescent voices of school people. The narrative captures the essence of cultural and identity change as well as individual and institutional processes. Turning to theory, I use postmodern dilemmas to define the episodic movements of the groups and the multipositionality of the individuals involved. Agency, social roles, and collaborative and individual activity illuminate the agenda of social groups effectively working with and through this parent to meet political goals for students. 相似文献
19.
Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering
Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American
children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed
and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and
emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s
challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s
behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their
immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This
study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with
systematic social and emotional support, can help these children attain psychological well-being. 相似文献
20.
Jo Lampert 《Sex education》2013,13(2):177-185
Children's picturebooks dealing with the topic of child sexual abuse first appeared in the early 1980s with the aim of addressing the need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may be at risk of or have already experienced sexual abuse. Despite the apparent potential of children's picturebooks to convey child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children's literature. Based on a larger study of 60 picturebooks about sexual child abuse published over the past 25 years, this paper critically examines eight picturebook representations of the perpetrators of sexual child abuse as a way to understand how potentially dangerous adults are explained to the young readers of these texts. 相似文献