pdf (Español (España))
FLIP
Authors
Mª Carmen Hidalgo Rodríguez
Universidad de Granada
Abstract
Picture books for children are publications with the highest degree of literary-plastic experimentation. The key to these books lies in the relationship between image and text, where both media collaborate with each other to tell a common story. This research focuses on picture books in which multimodal relationship is fundamentally one of counterpoints, that is, the image and the text tell different stories that may even contradict each other.
The objective of this contribution is twofold: first, it delves into the resources of verbal-iconic interaction that give rise to the counterpoint in the picture book and, a posteriori, a didactic activity focused on the textual and visual decoding of the picture books analyzed is designed, in order to implement it as part of the teaching programming of the Master´s Degree in Drawing. The method used focuses on a qualitative 428 study of five contemporary picture books published in Spanish, taking as a starting point the categories of counterpoint by Nikolajeva and Scott, and the classifications of the metafictional resources described by Lewis and Zabala. The results of the analysis serve as the basis for the design of the activity, where the students will work on the concepts previously explained in the classroom.
The analysis reveals a clear predominance of the devices called “style”, “point of view” and “genre” to create the fundamental counterpoint in the picture book. The didactic activity shows the difficulties of identifying the counterpoint in the non-contradictory picture books. Thus, to improve the efficiency of the activity, some adjustments are proposed such as the expansion of the number of picture books to reduce the working groups, and the incorporation of additional picture books to facilitate the understanding of the concepts by comparison.
References
Bajour, C. (2017). La orfebrería del silencio. La construcción de lo no dicho en los libros-álbum. Comunicarte.
Barr, J. (1986). Illustrated Children’s Books. The British Library. Bruno, P. (escritor) y Cabassa, M. (ilustradora) (2010). La familia C. Kalandraka.
Burningham, J. (1999). Time to Get Out of the Bath, Shirley. Red Fox (original publicado en 1978).
Cao, M. (1998). La Retórica visual como análisis posible en la didáctica del arte y de la imagen. Arte, Individuo y Sociedad, (10), 39-62. https://revistas.ucm.es/index.php/ARIS/article/view/ARIS9898110039A
Colomer, T. (1999). Introducción a la literatura infantil y juvenil. Síntesis.
Colomer, T. (2002). Siete llaves para valorar las historias infantiles. Fundación Germán Sánchez Ruipérez.
Golden, J. M. (1990). The Narrative Symbol in Childhood Literature: Explorations in the Construction of Text. Mouton de Gruyter.
Gravett, E. (2014). El gato de Matilda. Picarona (original publicado en 2012).
Hidalgo-Rodríguez, M. C. (2015). The Interaction between Text and Image in Picture Books. Analysis of Story Books Published in Spain Today. The International Journal of Visual Design, 9(3), 1-14. https://doi.org/10.18848/2325-1581/CGP/v09i03/38741
Hutchins, P. (2015). Rosie’s Walk. Little Simon (original publicado en 1968).
Kitamura, S. (1991). Lili Takes a Walk. Dutton Children’s Books (original publicado en 1987). Kress, G., y van Leeuwen, T. (2006). Reading Images. The Grammar of Visual Design. Routledge (original publicado en 1996).
Kümmerling-Meibauer, B. (1999). Metalinguistic Awareness and the Child’s Developing Concept of Irony: The Relationship between Pictures and Text in Ironic. Picture Books. The Lion and the Unicorn, 23(2), 157-183. https://www.academia.edu/4318505/Metalinguistic_Awareness_and_the_Child_s_Developing_Sense_of_Irony_the_Relationship_between_Pictures_and_Text_in_Ironic_Picture_Books
Lewis, D. (2001). Reading Contemporary Picturebooks. Picturing text. Routledge; Falmer.
McCallum, R. (1999). Very Advanced Texts: Metafictions and Experimental Works. In P. Hunt (Ed.), Understanding Children’s Literature (pp. 115-224). Routledge.
Meek, M. (1988). How Teach What Readers Learn. Thimble Press.
Moss, G. (1990). Metafiction, Illustration and the Poetics of Children’s Literature. In P. Hunt, Literature for Children: Contemporary Criticism (pp. 44-66). Routledge.
Moya-Guijarro, A. J. y Pinar, M. J. (2007). La interacción texto/imagen en el cuento ilustrado. Un análisis multimodal. Ocnos: Revista de Estudios sobre Lectura, 3, 21-38. https://doi.org/10.18239/ocnos_2007.03.02
Moya-Guijarro, A. J. (2016). The Role of Semiotic Metaphor in the Verbal-Visual Interplay of Three Children’s Picture Books. A Multisemiotic Systemic-Functional Approach. ATLANTIS, Journal of the Spanish Association of Anglo-American Studies, 38(1), 33-52. https://www.atlantisjournal.org/index.php/atlantis/article/view/170
Moya-Guijarro, A. J. (2017). Processing Reality in Picture Books. A Multimodal and Cognitive Study. In S. Neumann et al. (Eds.), Challenging Boundaries in Linguistics. Systemic Functional Perspectives (pp. 429-455). Peter Lang. https://doi.org/10.3726/b10693
Nikolajeva, M., y Scott, C. (2000). The Dynamics of Picturebook Communication. Children’s Literature in Education, 31(4), 225-238.
Nikolajeva, M., y Scott, C. (2006). How Picturebooks Work. Routledge (original publicado en 2001).
Nodelman, P. (1990). Words about Pictures. The Narrative Art of Children’s Picture Books. University of Georgia Press.
Salisbury, M. (2005). Ilustración de libros infantiles. Cómo crear imágenes para su publicación. Acanto.
Salisbury, M. y Styles, M. (2012). El arte de ilustrar libros infantiles. Concepto y práctica de la narración visual. Blume.
Schwarcz, J. H. (1982). Ways of the Illustrator: Visual Communication in Children’s Literature. American Library Association.
Silva-Díaz, M. C. (2005). Libros que enseñan a leer: álbumes metaficcionales y conocimiento literario (tesis de licenciatura). Universidad Autónoma de Barcelona, España.
Toro, G. (escritor) y Ferrer, I. (ilustrador) (2007). Una casa para el abuelo. Sins Entido (original publicado en 2001).
Turrión-Penales, C. (2012). La ambigüedad de significado en el álbum y su lector implícito. El ejemplo de El Túnel de Browne. Bellaterra Journal of Teaching & Learning Language & Literature, 5(1), 60-78. https://www.raco.cat/index.php/Bellaterra/article/view/252385
Van der Linden, S. (2015). Álbum[es]. Ekaré.
Voltz, C. (2003). ¿Todavía nada? Kalandraka (original publicado en 1997).
Whalley J. I., y Chester, T. R. (1988). A History of Children’s Book Illustration. John Murray with the Victoria & Albert.
Zabala, L. (2005). Ironías de la ficción y la metaficción en cine y literatura. UAM.
Downloads
