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      The Visual made Audible - Co-constructing Sound Effects as Devices of Comic Book Literacy in Primary School

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          Abstract

          Abstract This paper analyses and discusses ongoing comics literacy events where two 3rd Grade students and their teachers are working with comic books, focusing specifically on visual representations of sound. The purpose of the paper is to explore how these representations, as multimodal aspects of comics literacy, provoke literacy experiences in the classroom. Visual representations of sound come in different shapes and sizes, but are generally written outside of speech bubbles in bold letters. Using discursive psychology -allowing the researcher to view participants’ verbal and embodied actions as performing actions in social and situated contexts- the current paper analyses how pairs of students and teachers co-construct visual aspects in comic books, translating them into verbal sound and embodied action. Results show that embodied motion, sensation, and audible sound are utilized to interactively display comic sound effects to enhance the reader’s experience of the narrative. This is done as co-construction between adult and child through re-enactment of the visuals as real-life sound and action -also connecting this to other visual aspects of adjacent panels in order to make this meaningful. The paper argues that this challenges both teachers’ and students’ perceptions of what literacy can be and how sound effects -through the shape, colour and font of the graphic text- influence and en-liven the comic narratives created in the classroom.

          Translated abstract

          Resumen Este artículo discute y analiza las situaciones de alfabetización en las que dos niños de tercer grado y sus profesores trabajan mediante cómics, centrándose específicamente en las representaciones visuales del sonido. El propósito del artículo es explorar cómo estas representaciones, como aspectos multimodales de la alfabetización con cómics, provocan experiencias en las que la alfabetización se desarrolla en el aula. Las representaciones del sonido vienen mostradas por diferentes formas y tamaños, pero generalmente escritas fuera de las burbujas de diálogo con letras en negrita. Utilizando la psicología discursiva -y permitiendo así al investigador ver las acciones verbales y representaciones de los participantes como acciones que se realizan en determinados contextos sociales- el presente artículo analiza cómo parejas de estudiantes y maestros co-construyen aspectos visuales en los cómics, traduciéndolos en sonidos vocales y movimiento incorporado. Los resultados muestran que el movimiento incorporado, la sensación y el sonido audible se utilizan para mostrar interactivamente, en el cómic, los efectos de sonido para mejorar la experiencia narrativa del lector. Esto se hace como co-construcción entre adulto y niño a través de la recreación de lo visual como sonido y acción de la vida real, también conectando esto con otros aspectos visuales de paneles adyacentes para que esto sea significativo. El artículo sostiene que esto desafía las percepciones de los profesores y de los estudiantes sobre qué puede ser la alfabetización y cómo los efectos de sonido, a través de la forma, el color y la fuente del texto gráfico, influyen y animan las narrativas del cómic creadas en el aula.

          Translated abstract

          Resumo Este artigo discute e analisa as situações de alfabetização em que dois alunos da terceira série e seus professores trabalham com quadrinhos, concentrandose especificamente sobre as representações visuais do som. O objetivo deste artigo é explorar como essas representações, tais como aspectos multimodais de quadrinhos de alfabetização, causar experiências que desenvolve alfabetização em sala de aula. representações do som são mostradas por diferentes formas e tamanhos, mas geralmente escrito off bolhas de diálogo com letras em negrito. Usando a psicologia discursiva -e, assim, permitindo que o pesquisador para ver ações e representações de participantes e as medidas tomadas em certos contextos sociais verbais- este artigo analisa a forma como pares de alunos e professores coconstruir visuais em quadrinhos, traduzilas em sons vocais e movimento incorporado. Os resultados mostram que o movimento embutido, sensação e som audível são usados para exibir de forma interativa, quadrinhos, efeitos sonoros para melhorar a experiência narrativa do leitor. Isso é feito como co-construção entre adulto e criança através de recriação de ação visual e sonora e da vida real, também conectar esses outros aspectos visuais de painéis adjacentes de modo que isso é significativo. O artigo argumenta que esta desafia as percepções de professores e alunos sobre o que pode ser a alfabetização e como os efeitos sonoros através da forma, cor e texto gráfico fonte, influência e incentivar narrativas de quadrinhos criado na sala de aula.

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          Most cited references49

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          The organization of turns at formal talk in the classroom

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            Multimodality and Literacy in School Classrooms

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              (Pea)nuts and bolts of visual narrative: structure and meaning in sequential image comprehension.

              Just as syntax differentiates coherent sentences from scrambled word strings, the comprehension of sequential images must also use a cognitive system to distinguish coherent narrative sequences from random strings of images. We conducted experiments analogous to two classic studies of language processing to examine the contributions of narrative structure and semantic relatedness to processing sequential images. We compared four types of comic strips: (1) Normal sequences with both structure and meaning, (2) Semantic Only sequences (in which the panels were related to a common semantic theme, but had no narrative structure), (3) Structural Only sequences (narrative structure but no semantic relatedness), and (4) Scrambled sequences of randomly-ordered panels. In Experiment 1, participants monitored for target panels in sequences presented panel-by-panel. Reaction times were slowest to panels in Scrambled sequences, intermediate in both Structural Only and Semantic Only sequences, and fastest in Normal sequences. This suggests that both semantic relatedness and narrative structure offer advantages to processing. Experiment 2 measured ERPs to all panels across the whole sequence. The N300/N400 was largest to panels in both the Scrambled and Structural Only sequences, intermediate in Semantic Only sequences and smallest in the Normal sequences. This implies that a combination of narrative structure and semantic relatedness can facilitate semantic processing of upcoming panels (as reflected by the N300/N400). Also, panels in the Scrambled sequences evoked a larger left-lateralized anterior negativity than panels in the Structural Only sequences. This localized effect was distinct from the N300/N400, and appeared despite the fact that these two sequence types were matched on local semantic relatedness between individual panels. These findings suggest that sequential image comprehension uses a narrative structure that may be independent of semantic relatedness. Altogether, we argue that the comprehension of visual narrative is guided by an interaction between structure and meaning. Copyright © 2012 Elsevier Inc. All rights reserved.
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                Author and article information

                Journal
                ccedce
                Cuadernos del Centro de Estudios en Diseño y Comunicación. Ensayos
                Cuad. Cent. Estud. Diseñ. Comun., Ensayos
                Centro de Estudios en Diseño y Comunicación, Facultad de Diseño y Comunicación, Universidad de Palermo (Ciudad Autónoma de Buenos Aires, , Argentina )
                1853-3523
                December 2020
                : 89
                : 213-235
                Affiliations
                [1] Östergötland orgnameLinköpings Universitet Sweden
                Article
                S1853-35232020001200213 S1853-3523(20)00008900213
                10.18682/cdc.vi89.3810
                9897c2fa-60cd-475a-9e40-f4248b838178

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 01 December 2017
                : 01 October 2018
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 52, Pages: 23
                Product

                SciELO Argentina


                texto sonoro.,sound text.,comics literacy,multimodality,sound effect,Sala de aula,alfabetização com quadrinhos,multimodalidade,efeito sonoro,Aula,alfabetización con cómics,multimodalidad,efecto de sonido,Classroom

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