scholarly journals Bilderbuch als Klangmedium

2021 ◽  
pp. 25-35
Author(s):  
Lars Oberhaus ◽  
Mareile Oetken
Keyword(s):  
Picture Book ◽  
Symbolic Representation ◽  
Electronic Book ◽  
Film Analysis ◽  
Aesthetic Quality ◽  
Different Types ◽  
Narrative Context ◽  
Words And Images ◽  
Historical Developments ◽  
Viewing Experience

Artikelbeginn:[English title and abstract below] Musik und Klang können auf unterschiedliche Weise Eingang in ein Bilderbuch finden. Aus methodischer Sicht lassen sich auf der einen Seite außermusikalische Inhalte (v. a. Texte und Bilder) musikalisch darstellen (Verklanglichung, Vertonung), und auf der anderen Seite besteht die Möglichkeit, Musik in andere Medien zu transformieren (Bild und Visualisierung, Bewegung und Verkörperung, Text und Versprachlichung). Diese Interdependenzen finden sich auch in Gattungen und Kompositionstechniken, wie z. B. Oper und Programmmusik, in denen sich Handlung, Text und Musik wechselseitig beeinflussen und überlagern.   The Picture Book as a Sound MediumAesthetic, Scientific and Artistic Perspectives This article is an overview of the relevance of sound and music in picturebooks. Various possible relationships between images, words and sounds are shown, and different formats and historical developments are discussed. A focus is placed on the dimensions of the narrative context and the relevance of different types of media. Traditionally, the relation between music, words and images included setting picturebooks to music. In the last few years, electronic book media such as e-books, enhanced books and picturebook apps, which offer a combined, multimedial listening, reading and viewing experience, present new perspectives for intermedial picturebook research. The article details strategies for analysing the picturebook as a sound medium, using methods and concepts from film analysis, aesthetic transformation and the concept of aurality to show how the medium of sound is an open, ambiguous aesthetic quality that enriches picturebooks with its contingent possibilities for symbolic representation.

Embodied displacements in young German children’s storytelling

2019 ◽  
Vol 3 (1-2) ◽  
pp. 168-195 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Lexical Resources ◽  
Narrative Space ◽  
Multimodal Analysis ◽  
Different Types ◽  
German Speaking ◽  
Picture Book Reading ◽  
The Given

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.

Conclusion

2014 ◽  
Author(s):  
Christopher F. Karpowitz ◽  
Tali Mendelberg
Keyword(s):  
Decision Making ◽  
Social Group ◽  
Symbolic Representation ◽  
Descriptive Representation ◽  
Substantive Representation ◽  
Disadvantaged Groups ◽  
Physical Presence ◽  
Subordinate Group ◽  
Different Types

This concluding chapter discusses how scholars have established the utility of different types of representation for disadvantaged groups. Descriptive representation refers to the physical presence of a social group in the setting of decision making. Substantive representation occurs when the concerns, values, sensibilities, or interests of that group are expressed, acted upon, and ultimately influence the outcome in some way. Symbolic representation is defined as the notion that the group is capable of governing, that its exercise of power is legitimate. The book's findings suggest an additional type of representation. In order to obtain substantive and symbolic representation, a subordinate group requires that the conditions of discussion provide the group with authoritative representation.

scholarly journals Life Writing through Texts and Images – Picture books by Celebrities

2021 ◽  
Vol 10 ◽  
pp. BB40-BB64
Author(s):  
Lena Hoffmann
Keyword(s):  
Young People ◽  
Children And Adolescents ◽  
Picture Books ◽  
Picture Book ◽  
Life Writing ◽  
Theoretical Framework ◽  
Literary Texts ◽  
Collective Memories ◽  
Words And Images ◽  
International Phenomenon

In the last 15 to 20 years a lot of celebrities have published novels and or picture books for children and adolescents. This article will contextualise this international phenomenon within a theoretical framework of celebrity studies and research on life writing and intermediality. As will be shown, these literary texts for young people by celebrities represent an intermedial life writing that combines texts, illustrations, photographs and forms of online and offline self-curating as well. It is especially the picture book that seems to carry an archival function with respect to the authors’ lives. Here, the celebrities tell about themselves in words and images, they stage themselves as private and authentic persons. Understanding children’s and adolescents’ literature as part of intergenerational communication, these literary texts show different kinds of strategies to prolong the knowledge of a public person in societies’ collective memories.

scholarly journals Um olhar comparativo sobre a regulamentação dos veículos de mídia exterior urbana: os casos de São Paulo (cidade) e Roma | A comparative view of urban outdoor advertising (Out-Of-Home media) regulation: the cases of São Paulo (city) and Rome

2018 ◽  
Vol 15 (1) ◽  
pp. 17-44
Author(s):  
Vanessa Casarin ◽  
Raquel Martinelli
Keyword(s):  
Urban Landscape ◽  
Sao Paulo ◽  
Strong Impact ◽  
São Paulo ◽  
Outdoor Advertising ◽  
Aesthetic Quality ◽  
Media Regulation ◽  
Different Types ◽  
The Aesthetic ◽  
The City

O objetivo central deste trabalho é apresentar um estudo comparativo sobre como as cidade de São Paulo e Roma tem lidado em suas regulamentações com os diferentes suportes de mídia exterior urbana, uma vez que são estas normas que moldam com maior ou menor rigor a forma com que a informação de caráter comercial chega aos cidadãos. O desenho da informação depende, fundamentalmente, do suporte através do qual será veiculada.  A mídia exterior tem um forte impacto na paisagem urbana e a partir da Lei Cidade Limpa implantada em São Paulo diversas cidades brasileiras se viram incentivadas a implantar ou alterar suas normativas neste sentido. A fim de contribuir com este fenômeno, procurou-se então estabelecer um paralelo entre a cidade de São Paulo, uma cidade de negócios, e a cidade de Roma, fortemente orientada ao turismo incentivado pelo seu profícuo patrimônio histórico, principalmente arquitetônico. No caso de São Paulo abordou-se o contexto de aplicação da regulamentação específica mais recente e suas alterações posteriores. Fez-se, a partir de uma analise documental da legislação vigente, uma comparação com a cidade de Roma. Observou-se que embora a cidade de Roma seja fortemente orientada ao turismo e a exploração da qualidade estética de sua paisagem, é mais permissiva em relação a presença de diferentes suportes de mídia exterior na paisagem urbana do que a cidade de São Paulo.*****The main aim of this paper is to present a comparative study between the cities of São Paulo and Rome, and how these cities are dealing with different types of urban outdoor advertising (Out-Of-Home media) in its regulations since these regulations shape the way commercial information is placed in the landscape. The information design depends, mainly, on the support it will be placed. Outdoor advertising has a strong impact on the urban landscape. Since the Clean City Law was implanted in São Paulo, several Brazilian cities have been encouraged to implement (or modify) regulations in this sense. In order to contribute to this discussion, a parallel between the city of São Paulo, a business city, and the city of Rome, strongly oriented to the tourism encouraged by its historical heritage, mainly architectonic, are presented in this paper. The results shown consider only the documental analysis (of the normative legislation, maps, and publications pertinent to the subject) which formed the basis for the evaluation of the landscape, and not the evaluation of the landscape itself. It refers to the initial stage of the research. Its character is, therefore, descriptive and the comparison established between the different case studies aims to foment the discussion around the paths followed by the cities to deal with the spread and diversity of the OOH media nowadays. It was observed that although the city of Rome is mainly oriented to tourism and the profiteering of the aesthetic quality of its landscape, it is more permissive in relation to the presence of different types of OOH media in the urban landscape than the city of São Paulo.

scholarly journals TOWARDS A VOCABULARY FOR VISUAL ANALYSIS: USING PICTURE BOOKS TO DEVELOP VISUAL LITERACY WITH PRE-SERVICE TEACHERS

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 25-47
Author(s):  
Christine Du Toit
Keyword(s):  
Picture Books ◽  
Visual Literacy ◽  
Visual Analysis ◽  
Picture Book ◽  
Literacy Skills ◽  
Teaching Materials ◽  
Multimodal Texts ◽  
Written Text ◽  
Cultural Experiences ◽  
Words And Images

This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).

The effect of a narrative context on the verbal style of middle-class and lower-class children

1981 ◽  
Vol 10 (2) ◽  
pp. 201-215 ◽  
Author(s):  
Jan Jewson ◽  
Jacqueline Sachs ◽  
Ronald P. Rohner
Keyword(s):  
Middle Class ◽  
Stimulus Item ◽  
Lower Class ◽  
Group Differences ◽  
Order Effects ◽  
Class Differences ◽  
Communication Task ◽  
Different Types ◽  
Abstract Stimuli ◽  
Narrative Context

ABSTRACTThe verbal style of middle-class and lower-class ten-year-old children was assessed in a descriptive communication task using three different types of stimulus items: standard visual, tactual, and items embedded in a narrative. In a partial replication of Heider's (1971) work it was found that lower-class children used a global descriptive style to communicate information about standard visual (abstract) stimuli, whereas middle-class children used an analytic style. Group differences also were observed with tactually input stimuli, although the lower-class responses shifted toward an analytic style. However, both middle-class and lower-class children used an analytic style to describe stimulus items when they were embedded in a narrative context. In addition, order effects were observed, suggesting that lower-class children use an analytic style with standard visual stimuli if they perceive this style as situationally appropriate. Social class differences in verbal style are not only a function of type of stimulus item, but are also a function of strategies applied in the communicative situation.

scholarly journals The Rabbit Listened by C. Doerrfeld

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Rachel Radmanovich
Keyword(s):  
Everyday Life ◽  
Picture Book ◽  
Young Girl ◽  
Visual Metaphor ◽  
Listening Skills ◽  
Stepping Stone ◽  
Wooden Block ◽  
Different Types ◽  
Life Circumstances

Doerrfeld, Cori. The Rabbit Listened. Dial-Penguin Random House, 2018. This picture book, both written and illustrated by Cori Doerrfeld, is a lovely book for encouraging listening skills and overall calm in children aged 1-5. As the implicit meaning can run very deep, adults would also benefit from the messaging. It is about a young girl, a toddler named Taylor, who is grieving. At the beginning of the story, Taylor is in her comfy pyjamas and has just finished building a substantial wooden block tower. It then comes crashing down, providing a strong, simple, and non-threatening metaphor to the adversities of everyday life. As a result, Taylor is very sad and would like to express her feelings in a certain way, yet she is unsure of what way that is or is unable to articulate her emotion. Several different types of animals come by to try to cheer her up. A chicken tries to get her to talk (and will not be quiet), a bear tries to get her to shout (displaying anger), etc. The variety of animals chosen is wonderful symbolism that kids can relate to and are a great visual metaphor for feelings. At the end of the story, Taylor realizes she just wants to be alone and be quiet. The rabbit was the only animal to recognize this. The rabbit just listened. The story includes soft, calm, and simple crayon-type illustrations that are so cute, they are almost tactile. The background of each page is stark white, placing the focus of the story solely on the characters. This book would appeal to just about anyone reflecting on their feelings during a time of loss, difficulty, or even trauma. As some of the less obvious metaphors would be lost on a younger audience, this book is a great stepping stone to begin and facilitate conversations between children and adults about feelings and how to cope with challenging life circumstances. Highly recommended:  4 out of 5 starsReviewer: Rachel Radmanovich

scholarly journals Humor i to nyere norske diktbildebøker

Barnboken ◽  
2021 ◽  
Author(s):  
Berit Westergaard Bjørlo
Keyword(s):  
Theoretical Framework ◽  
Different Types ◽  
Words And Images ◽  
Children's Poetry

Humour in Two Contemporary Norwegian Poetry Picturebooks: Pling i bollen and 123 for barske barn Abstract: This article examines visual and verbal humour in two contemporary Norwegian poetry picturebooks for children. The main aim is to study how different types of humour and various poetic devices are expressed through the interplay of words and images. Moreover, the article discusses in which ways the two books represent a continuation and a renewal of classic humour traditions. The theoretical framework mainly consists of intermedial theory, picturebook theory, children’s poetry studies, and studies on literary humour traditions such as nonsense, parody, and the Bakhtinian carnivalesque. The selected books are Pling i bollen: Fine og ufine barnerim (Off One’s Chump: Delicate and Indelicate Children’s Verses) from 2011 by Ingvild Rishøi and Bendik Kaltenborn and 123 for barske barn: Tull med tall (123 for Rough Children: Nonsense with Numbers) from 2020 by Anne Østgaard and Egil Nyhus. The analyses point to examples of both playful and sophisticated interactions between poems and illustrations, suggesting that the picturebook medium includes more diverse combinations of visual and verbal humour compared to traditional illustrated poetry books. In addition, the various types of humour appear to be wilder and coarser than in classic children’s poetry. 123 for barske barn combines pedagogical and aesthetic qualities by featuring nonsense and carnivalesque humour with numbers, while Pling i bollen offers an even wider range of humour by combining satire, parody, and sophisticated nonsense with more playful and carnivalesque qualities. These compounds of humour tend to transgress the classic genre of children’s verse and to include a cross-generational audience.

scholarly journals Commentary: Writing Picture Books

2011 ◽  
Vol 4 (2) ◽  
pp. 55-60
Author(s):  
Jane Yolen
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Final Version ◽  
Long Period ◽  
Children's Picture Books ◽  
Award Winning ◽  
Different Types ◽  
The Many ◽  
Jane Yolen

In this interview Jane Yolen, award-winning author of children’s picture books, talks of how her books come into being and the sometimes long period between the first spark of an idea and the time writing begins. She explains the many types of research that can be required for different types of books, giving examples from her own work. She also provides insight as to the role of the writer, the illustrator and the editor in creating the final version of a children’s picture book. Finally, she reveals her own favourite children’s picture books and gives advice to those wishing to write in this genre.

scholarly journals The Worm by E. Gravel

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Jessica Thorlakson
Keyword(s):  
Physical Education ◽  
Key Words ◽  
Graphic Design ◽  
Picture Book ◽  
English Literature ◽  
Early Readers ◽  
Good Book ◽  
Different Types ◽  
Bilingual Classroom ◽  
The University

Gravel, Elise. The Worm. Ed. S. Swenson. Toronto, ON: Tundra Books, 2014. Print.Elise Gravel is a Quebec based author and illustrator known for producing original, quirky picture books.  In 2012 she won the Governor General’s Award for Children’s Illustration in French for her book "La clé à molette". Her background in graphic design easily lends itself to illustration and is exemplified in her latest work, The Worm.First in Gravel’s Disgusting Critters series, The Worm humorously introduces its readers to the history and lifestyle of the worm. The narrative is both informative and playful, balancing each worm-fact with a pithy commentary from the worms themselves, saying things like “Hey…I’m not disgusting!” and “Feel these [muscles].” Different types of worms are given a quick spotlight, such as the tapeworm, flatworm, and white worm, and extra attention is paid to the earthworm because, as an image of the worm exclaims, “[its] the most popular!” Gravel’s text is highly stylized, using different yet consistent typeface throughout to emphasize key words and concepts; the worms themselves are depicted in pink and can be seen looking into a little blue purse, flexing its (metaphorical) biceps, and dining inside the belly of animal (parasites!).The Worm seamlessly introduces interesting and important worm-facts (like the fact that earthworms are “basically a long digestive tract” and that they sense light via their photoreceptors because they have no eyes), and it does so in a medium that is delightful and downright charming. What’s even better is that it is available in both English and French, making it a perfect candidate for any bilingual classroom or home. This picture book is appropriate for early readers, ages 6-8, or anyone wanting to learn about worms. Other books in the Disgusting Critters series like The Fly, are also worth exploring.Highly Recommended: 4 out of 4 starsReviewer: Jessica ThorlaksonJessica Thorlakson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education and Physical Education Library. She has a background in English Literature and enjoys little more than reading a good book and drinking some tea.

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