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.
The Reading Teacher – Wiley
Published: Jan 1, 2018
Keywords: ; ; ; ; ; ; ; ; ; ; ;
It’s your single place to instantly
discover and read the research
that matters to you.
Enjoy affordable access to
over 12 million articles from more than
10,000 peer-reviewed journals.
All for just $49/month
It’s easy to organize your research with our built-in tools.
All the latest content is available, no embargo periods.
“Whoa! It’s like Spotify but for academic articles.”@Phil_Robichaud