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The Meaning-Making of the Children's Drawings as a Manifestation of their Visual Literacy Competence | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 227-245 اصل مقاله (683.81 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.27164.1158 | ||
| نویسندگان | ||
| Marzieh Souzandehfar* 1؛ Seyyed Mohammad Ali Soozandehfar2 | ||
| 1Assistant Professor, Department of Translation Studies, Jahrom University, Jahrom, Fars, Iran | ||
| 2Assistant Professor, Department of Teaching English as a Foreign Language, University of Hormozgan, Bandar Abbas, Iran. | ||
| چکیده | ||
| Following an ethnographic approach, this study was intended to investigate how children transfer meaning in their drawings, as a manifestation of their visual literacy competence. To this end, 32 six- and seven-year-old Iranian male children were observed for six class sessions as they engaged in learning activities that involved drawing. Building upon Kress and Van Leeuwen’s (1996) theoretical framework of Visual Grammar, children’s drawings were analyzed. Field notes were also used to describe experiences and observations the researcher made while participating in the class. Furthermore, children’s descriptions of their own drawings were used as complementary evidence to the analysis. The results of the analyses revealed that drawing upon a variety of visual resources, such as talks, written texts, gestures, and objects, children made ideational, interpersonal and textual meanings in their drawings. Furthermore, although each drawing was uniquely created by different types of interests and provided the specific context for the visual structures and forms, some features such as use of space and line framings, diagonal lines, curved/bent figures, profile form, and tilted body position were shared by most children in their meaning-making act. The findings can help educators and practitioners promote children’s visual literacy, and propose pedagogical and practical implications. | ||
| کلیدواژه‌ها | ||
| Visual Literacy؛ Drawing؛ Meaning-making؛ Visual Grammar؛ Textual Meaning | ||
| عنوان مقاله [English] | ||
| معناسازی در نقاشی کودکان به‌عنوان جلوه‌ای از توانش سواد دیداری ایشان | ||
| نویسندگان [English] | ||
| مرضیه سوزنده‌فر1؛ سید محمد علی سوزنده فر2 | ||
| 1استادیار آموزش زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه جهرم، جهرم، ایران | ||
| 2استادیار آموزش زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران | ||
| چکیده [English] | ||
| این پژوهش با هدف بررسی چگونگی انتقال معنا توسط کودکان ازطریق توانش سواد دیداری با رویکرد قوم‌نگاری انجام شد. به این منظور 32 کودک پسر ایرانیِ 6 و 7 ساله، طی شش جلسۀ کلاسی و حین فعالیت‌های یادگیری‌شان که شامل نقاشی بود، مورد مشاهده قرارگرفتند. نقاشی‌های کودکان براساس چارچوب نظری دستور دیداری کرِس و ون لیوون (1996) مورد بررسی قرارگرفت. به منظور توصیف تجربیات و مشاهداتِ پژوهشگر هنگام شرکت در کلاس‌ها، یادداشت‌های میدانی او مورد استفاده قرارگرفت. علاوه بر آن، از توصیف کودکان از نقاشی‌های خودشان به‌عنوان مدارک تکمیلی در تحلیل استفاده شد. نتیجۀ بررسی‌ها نشان داد کودکان با استفاده از انواع منابع دیداری مانند گفتگو، متون نوشتاری، ژست‌ها و اشیا، به خلق معنی اندیشگانی، بینافردی و متنی پرداختند. علاوه بر این، هرچند هر نقاشی به گونه‌ای منحصر به فرد و براساس علایق گوناگون خلق شده بود و بافت خاصی را برای ساختارها و فرم‌های دیداری فراهم آورده بود، برخی ویژگی‌ها ازجمله استفاده از فضا و قاب‌بندی خطی، خط‌های مورب، شکل‌های منحنی، فرم نمایه و وضعیت مایل بدن، در معناسازی اکثر کودکان قابل مشاهده بود. یافته‌های این پژوهش ضمن آنکه کاربرد آموزشی و عملی دارد، می‌تواند معلمان و کارورزان را در جهت ارتقای سواد دیداری کودکان یاری کند. | ||
| کلیدواژه‌ها [English] | ||
| سواد دیداری, نقاشی, معناسازی, دستور دیداری, معنای بافتی | ||
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