scholarly journals Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

2020 ◽  
Vol 10 (4) ◽  
pp. 165-185
Author(s):  
Janja Batič ◽  
Petra Lebar Kac
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Visual Art ◽  
Picture Book ◽  
Participant Observation ◽  
Fifth Grade ◽  
Book Design ◽  
Multimodal Texts ◽  
School Year

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello.  The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

scholarly journals Where the Wild Things Are

2003 ◽  
Vol 48 (1-2) ◽  
pp. 128-141 ◽  
Author(s):  
Riitta Oittinen
Keyword(s):  
Picture Books ◽  
English Language ◽  
Picture Book ◽  
Target Language ◽  
Visual Images ◽  
Forthcoming Book ◽  
Starting Point ◽  
The Relationship ◽  
Classical Picture

Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.

A Study of Creative Artworks for Picture Books Colored Using Mixed Media and Computer-Aided Design

2011 ◽  
Vol 214 ◽  
pp. 60-64
Author(s):  
Rui Lin Lin
Keyword(s):  
Qualitative Methods ◽  
Picture Books ◽  
Computer Aided Design ◽  
Picture Book ◽  
Computer Software ◽  
Mixed Media ◽  
Documentary Analysis ◽  
Computer Aided ◽  
Aided Design

This study aimed to perform a case study of the artworks colored using mixed media by applying qualitative methods. The teacher and the students wrote the story and completed the storyboard through interactive discussion teaching. With the knowledge of the properties of current painting papers and media used for coloring, the teacher was able to guide the students to choose paper of better quality, and select proper mixed media to create their artworks, so that the picture book could be richer and more delicate. Furthermore, documentary analysis was performed with current documents related to picture books to provide the students references for their artworks. Finally, the students were guided to process their graphs and arrange the layout using computer software, to complete a picture book artwork colored using mixed media by both hand-drawing and computer graphing and this study.

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).

scholarly journals A Case Study: How Young Children and Teachers Use an Interactive Whiteboard in a New Zealand  Kindergarten Setting for Visual Art Learning Experiences

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Best Practice ◽  
Participant Observation ◽  
Learning Experiences ◽  
Interactive Whiteboard ◽  
Cultural Perspective ◽  
Traditional Art

<p>This case study examines how an interactive whiteboard (IWB) was used in a New Zealand kindergarten to support young children's visual art learning experiences. A qualitative approach was used to investigate the use of the IWB. Data were collected through participant observation, analysis of teachers' narrative assessments of children, and focus group interviews with teachers and parents. A socio-cultural perspective on visual art education for young children provided a framework for analysing and interpreting the data. The findings of the research indicated that when an IWB is integrated into a kindergarten visual art programme it can be a useful tool for motivating and assisting children with visual art learning experiences. The affordances of the IWB allow for some new art experiences to occur that are different from that of traditional art mediums. It was observed, however, that creative art ideas developed with an IWB can be translated into traditional art mediums and vice versa. Problems and issues were also identified in the study, in particular the need for appropriate professional development for teachers to help them maximise the potential of the IWB for early childhood teaching. Areas for further research are discussed, and some recommendations are made for best practice with an IWB for supporting children's visual art learning experiences.</p>

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals DEVELOPMENT OF LEARNING MEDIA PICTURE BOOKS BASED ON LOCAL WISDOM KUDUS INDONESIAN LANGUAGE SUBJECTS POETRY WRITING MATERIAL FOR GRADE V STUDENTS OF PRIMARY SCHOOLS

2019 ◽  
Vol 10 (1) ◽  
pp. 97-104
Author(s):  
Mohammad Slamet
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Elementary School Students ◽  
Picture Books ◽  
Picture Book ◽  
T Test ◽  
Fifth Grade ◽  
School Students ◽  
Public Elementary School ◽  
Poetry Writing

This research was conducted to describe the analysis of the needs of students and teachers towards the development of picture book learning media based on sacred local wisdom in grade V elementary school students. Making prototypes of learning media picture books on Indonesian subjects poetry writing material for fifth grade elementary school students. the use of learning media Indonesian picture books subject matter poetry writing for elementary school students in grade V.Using research and development methods, or also called Research and Development. Research and Development method (RnD) is a research method used to produce certain products, and test the effectiveness of these products. The research was conducted at SD 4 Peganjaran, SD 4 Gribig, SD 1 Gribig and SD NU Kartika in Kudus City. The research subjects were all teachers, fifth grade students from four different schools namely 3 Peganjaran Public Elementary School in Bae sub-district, 4 Gribig Public Elementary School in Gebog sub-district, 1 Gribig Public Elementary School in Gebog sub-district and Nawa Kartika elementary school in Kota sub-district.The test results of the effectiveness of picture book learning media are based on holy local wisdom in Indonesian language. Testing effectiveness is done by comparing the results of each school's pretest and posttest. Based on the value of t test at SD 3 Peganjaran obtained So the acquisition of t count = 4, 542 while T table = 1.79, t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media of effective picture book applied. Based on the test value at SD 4 Gribig obtained t count = 4.73 while T table = 1.73 t test can be concluded t count t table Then Ho is rejected and Ha is accepted so that Ha is accepted and media picture book is effectively applied. Based on the t test on SD 1 Gribig obtained t value = 6.98 while T table = 1.68 t test can be concluded t count t table Then Ho is rejected and Ha is accepted, so that Ha is accepted and media picture book is effectively applied, Based on the value Nawa Kartika's NU SD test obtained t count = 8.07 while T table = 1.68 t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media picture book is effectively applied.

scholarly journals Ukraińskie instytucje oświatowe w Białym Borze – studium przypadku

Politeja ◽  
2021 ◽  
Vol 18 (6(75)) ◽  
pp. 379-395
Author(s):  
Agnieszka Hawrot
Keyword(s):  
Secondary School ◽  
General Education ◽  
Primary School ◽  
Mother Tongue ◽  
Special Focus ◽  
Access To Education ◽  
Difficult Situation ◽  
School Year ◽  
Polish Government

Ukrainian Education Institutions in Biały Bór – Case Study The article discusses the policy of the Polish government towards minority schools using the example of Ukrainian primary school and secondary school of general education in Biały Bor with special focus on the school year 2020/2021. Schools, including all the minority schools in Poland, were put in a difficult situation because, according to the recent decisions, mother tongue education for the children of emigrants from Ukraine would not be financed by the Polish State. However, under the Polish Constitution, Poland shall ensure access to education for foreigners on equal terms with Polish nationals. Final decisions have not been made yet, but the issue of the incorrectly calculated subsidy repayment does not put the Polish State in a favourable light.

scholarly journals A Case Study: How Young Children and Teachers Use an Interactive Whiteboard in a New Zealand  Kindergarten Setting for Visual Art Learning Experiences

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Best Practice ◽  
Participant Observation ◽  
Learning Experiences ◽  
Interactive Whiteboard ◽  
Cultural Perspective ◽  
Traditional Art

<p>This case study examines how an interactive whiteboard (IWB) was used in a New Zealand kindergarten to support young children's visual art learning experiences. A qualitative approach was used to investigate the use of the IWB. Data were collected through participant observation, analysis of teachers' narrative assessments of children, and focus group interviews with teachers and parents. A socio-cultural perspective on visual art education for young children provided a framework for analysing and interpreting the data. The findings of the research indicated that when an IWB is integrated into a kindergarten visual art programme it can be a useful tool for motivating and assisting children with visual art learning experiences. The affordances of the IWB allow for some new art experiences to occur that are different from that of traditional art mediums. It was observed, however, that creative art ideas developed with an IWB can be translated into traditional art mediums and vice versa. Problems and issues were also identified in the study, in particular the need for appropriate professional development for teachers to help them maximise the potential of the IWB for early childhood teaching. Areas for further research are discussed, and some recommendations are made for best practice with an IWB for supporting children's visual art learning experiences.</p>

A Study of Art Creation for Picture Books Painted with Mixed Media

2011 ◽  
Vol 214 ◽  
pp. 11-15
Author(s):  
Rui Lin Lin
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Teaching Method ◽  
Mixed Media ◽  
Documentary Analysis

This study aimed to use mixed media as paint, through case study with interactive discussion teaching method between the teacher and the students, to plan for and design a storyboard as the script. Current papers used for painting and characteristics of mixed media paint were introduced to the students to help them choose papers and mixed media according to their own specialties, so that they could come up with a picture book with richer and more delicate content. Furthermore, documentary analysis was conducted with current documents related to picture book creation in order to provide students references for their creation. Finally, the students were guided to use computer graphing software to edit the scanned hand-drawings and perform typesetting. Eventually, the art creation of a picture book with both hand-drawing and computer graphing was completed.

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