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Eve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.
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Oldenburg, Diana. "Kommunikation med barn: Skapandet av en bilderbok : En litteraturundersökning om bilderboksriktlinjer samt tillverkning av en bilderbok." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19113.
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Many people believe that the analogue picture book is a dying media due to the increase of digital media. Contrary to popular belief, the publishing of children’s book in Sweden is continually increasing, which makes mapping the field quite significant. But to regulate the creation of a children’s picture book is problematic, because one does not want to impede the personal style of the writer or the illustrator of the children’s book. If the children’s book creator has an understanding of how to better communicate with children, the children’s book might have a grater impact on the child. Little research has been performed on what one should think about when creating a children’s book, which makes this study highly relevant. My approach to the problem was to make a literature review over preceding research and to test the different directives, by creating an original children’s picture book and then testing the book, and thereby the directives, on the targeted audience. Consequently the picture book and the associated data gathered, suggest 20 design guidelines for picture books for children between 3 and 6 years. Each subcategory, of the guidelines suggested, should be investigated to confirm validity and reliability.<br>Att digitala medier tar allt större plats i människors liv har lett till att många tror att den analoga barnboken är ett utdöende medium. Dock har utgivningen av analoga barnböcker ökat i Sverige de senaste åren, vilket indikerar motsatsen. Detta gör att en kartläggning av ämnesområdet både blir relevant och angeläget. Däremot är det problematiskt att ta fram riktlinjer för bilderboken då riktlinjerna inte bör hämma barnbokskapares personliga stil, utan snarare underlätta för dem. Min tro är att om barnboksskapare vet hur de på bästa sätt kan kommunicera med barn, kan barnboken göra ett djupare intryck på barnet. Det finns inte mycket forskning om vad man som barnboksförfattare eller illustratör bör tänka på vid skapandet av en barnbok, vilket gör denna studie betydelsefull. Studien genomfördes genom att jag gjorde en litteraturgenomgång av tidigare forskning samt testade de teorier som forskningen föreslår genom att använda mig av dem vid skapandet av en egen bilderbok. Därefter testade jag bilderboken på målgruppen för att se om bilderboken var barnanpassad. Min undersökning resulterade i 20 designriktlinjer för skapandet av en bilderbok för barn mellan 3 och 6 år. Riktlinjerna är indelade i tre underkategorier: format och layout, bilduppbyggnad och text. Den praktiska delen av mitt arbete är en bilderbok som bygger på dessa riktlinjer. Min förhoppning är att genom att följa dessa designriktlinjer blir barnboksskapare mer medvetna om hur deras barnbok bättre kan kommunicera med barn.
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Lebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.
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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary,
postmodern picturebooks, specifically focusing on the way in which a seemingly
'simplistic' medium has the potential to initiate a vastly complex play of meanings.
Picturebooks are traditionally considered to be a medium which implies a child reader,
and conveys a simple linear narrative for educational and entertainment purposes.
Traditional picturebooks thus assume a clear division between an author and reader,
whereby the author is a 'knowing' adult, who conveys a moral or message to a passive
child reader. These assumptions are arguably unsettled by the appearance of postmodern
picturebooks, broadly defined as a medium which, while retaining the traditional
picturebook format, opens itself up to multiple interpretations, instead of presenting the
reader with an encoded message or 'meaning'. A number of postmodern picturebook
authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the
author and reader of picturebooks by creating complex texts which display a general
absence of clear accessible 'meaning', thereby allowing the reader to actively participate
in the meaning-making process. With aid of the theories of signification set out by
poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence
of apparent 'meaning' in picturebooks has the potential to allow for unlimited
interpretations of a single text, thus by extension widening the 'implied' audience of such
picturebooks. The objective is to set postmodern picturebooks apart from other texts (in
particular more traditional picturebooks), and to provide a new outlook on the ways
picturebooks are created, and the way they are read.<br>AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre,
post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n
sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse
verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n
medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te
voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening
tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/
boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter
omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die
tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om
veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde
betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne
prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen
prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep
wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en
wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van
hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur
post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n
duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op
veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van
prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne
prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe
waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees
word.
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Gavin, Emma. "Wonder/Wander: An Exploration of Storytelling, Illustrated Children's Literature, and Narrative Simulation Through Hypertext and the Artist Book Form." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/340.
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For my Senior project as a Fine Arts Major at Scripps College, I spent the fall semester exploring the history and possibility of the digital and analog artist book form. After going through a number of foundational changes, my project concept was eventually grounded in the form of a web-based hypertext artist book. Based on my pre-existing interest in storytelling and my previous study of mental immersion in possible worlds, I started the process by compiling an artistic representation of what it means to be a young girl discovering the possibilities for creation and empowerment available to her through storytelling. Wonder/Wander is the culmination of my experimentation with digital art, hypertext, and visual storytelling. It is my contribution to the artist book form as I have considered it and its evolution into the digital age.
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Le, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.
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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.
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Ramos, Maristela Pessoa. "Getúlio Damado e Roger Mello: conexões entre o campo da arte e o universo lúdico infantil." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6673.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A ideia central da pesquisa foi promover uma aproximação das narrativas visuais de Getúlio Damado e Roger Mello e a partir daí evidenciar os processos cognitivos e as estratégias que envolveram a estruturação de suas identidades sociais e linguagens artísticas contemporâneas, bem como destacar o ludismo e o acesso ao universo da infância e a cultura popular que ambos ressignificam em suas obras. Além disso, buscou-se comentar e avaliar momentos específicos de desprestígio e repúdio versus consagração ocorridos com os artistas. Para tal, essas produções foram contextualizadas como produções culturais em constante processo de mutação, do qual participam tanto eventos históricos como de inovação tecnológica, em contínua construção. Essas linguagens estão submetidas a uma grande velocidade e a superposição de influências. Outro ponto destacado nas analises foi o caráter de subjetividade dessas produções, identificadas como práticas estéticas promotoras de transformação política; de mobilização; ou também por sua capacidade de operar com o uso simbólico dos brinquedos e livros infantojuvenis recuperando-lhes o uso original. Os devaneios, o ludismo infantil e a cultura popular presentes nos objetos feitos de sucata e livros ilustrados foram confrontados com práticas consoantes, ou de discursos abrangentes, correntes no mundo da arte ou outras vezes aproximados de enfoques locais. Além da possibilidade de convergência entre as produções foram destacadas também muitas diferenças, e, sobretudo evidenciadas as potencialidades que podem advir da cultura popular como campo exploratório de pesquisa, bem como de sua ressignificação<br>The central idea of the research was to reconcile the visual narratives of Getúlio Damado and Roger Mello and henceforth to highlight the cognitive processes and strategies involved in structuring their social identities and contemporary artistic languages, as well as to emphasize the playfulness, and access to the universe of childhood and popular culture to reframe both their works. Additionally, this paper tried to comment and evaluate specific moments of prestige and repudiation versus consecration occurred with these artists. To this end, these productions were contextualized as cultural productions in a constant process of mutation, which involved both historical events and technological innovation in continuous construction. These languages are subjected to a high speed and overlapping influences. Another point emphasized in the analysis was the character of subjectivity of these productions, aesthetic practices identified as promoters of political transformation, mobilization, or also by its ability to operate with the symbolic use of toys and childrens books recovering their original use.. Daydreams, the childish playfulness and the popular culture present in those objects made of waste and illustrated books were confronted with consonant practices or embracing speeches, currents in the world of art or sometimes familiar to local approaches. Besides the possibility of convergence between the productions of the two artists, the research also spotted many differences, and pointed out particularly the potentiality that can come from popular culture as an exploratory field of research, as well as its redefinition
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Palmer, Rodney. "The illustrated book in Naples, 1670-1734." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363370.
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Papworth, Helen. "Illustrated literature for Ethiopian children." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548609.
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Austin, Logan. "Shapester's magic alphabet exegesis [thesis] submission to Auckland University of Technology as partial fulfilment of the degree of Master of Art and Design, March 2003." Full thesis. Abstract, 2003.
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Thesis (MA--Art and Design) -- Auckland University of Technology, 2003.<br>On cover : 2004 Also held in print (37 leaves : col. ill. ; 30 cm. + CD-ROM) in Wellesley Theses Collection (T 709.93074 AUS)
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Wilson, John Lambert. "Publishers and purchasers of the photographically-illustrated book in the nineteenth century." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283277.
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Young, Aine Llang. "The comic book hypertext : an analysis of illustrated sequential narrative adapted for the screen." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603575.
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This thesis analyses the understudied practice of comic to screen adaptation in order to demonstrate a process-centric interpretation of medium specifism (rendering this process not in opposition to hybridist frameworks) can offer insight into how, or if filmmakers address the ontological disparities existing between the two media involved in their hypertexts. This thesis focuses on the recently flourishing practice of transmedial adaptation from contemporary comics and graphic novels to screen and investigates how the study of this particular practice can offer unique insights into the field of adaptation studies. It examines the relationship existing between the two media; comics and cinema , as they both convery storues and the use of visual sequences.
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Phillips, Kathryn Bednarzik. "A comparative content analysis of illustrated African American children's literature published between 1900-1962 and 1963-1992." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995. http://catalog.hathitrust.org/api/volumes/oclc/35695362.html.
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Williams, Dennis II. "Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3666.
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Containing portraiture and biography as well as protest text and affirmative text, African- American Illustrated biographical dictionaries made from 1876 to 1917 present Social Gospel ideology and are examples of Afro-Protestantism. They are similar to the first American illustrated biographical dictionaries of the 1810s in that they formed social identity after national conflict while contesting concepts of social inferiority. The production of these books occurred during the early years of Jim Crow, a period of momentous change to the legal and social fabric of the United States, and because of momentous changes in modern American print industries. While portraits within the books simultaneously form, blur, and stabilize identity, biographies convey themes of perseverance, social equity, and social struggle. More specifically, text formed an imagined community in the African-American middle class imaginary. It worked together with image to help create a proto-Civil Rights social movement identity during the beginning of racial apartheid.
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Elmqvist, Söderlund Inga. "Taking possession of astronomy : Frontispieces and illustrated title pages in 17th-century books on astronomy." Doctoral thesis, Stockholms universitet, Konstvetenskapliga institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38873.
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The thesis is a survey of 291 frontispieces and illustrated title pages in European books on astronomy from the 17th century. It is a quantitative and qualitative survey of how motifs are related to consumption, identification and display. Elements in the motifs related to factual content as opposed to those aimed to raise the perceived value of astronomy are distinguished. The quantitative study shows that astronomical phenomena (90 per cent) and scientific instruments (62 per cent, or as much as 86 per cent if only titles with illustrations occupying an entire page are considered) are the most common motifs to inform the reader of the genre. Besides these, a wide range of depicted features indicate the particularity of each title. Different means for raising the value of astronomy and its attributes are identified. The interplay of “real” or “credible” elements with fictional ones was used to attract attention, create positive associations and promote acquisition and reading. The motifs mainly promote delectation and erudition, although some attract attention through their deliberately enigmatic design and a few through fear. The survey determines prevalent settings (palaces, the theatre, gardens, the wilderness and the heavens), activities (skilful use of instruments, conversations or disputes), references to the ancients and heraldic components. They present both the self-image of astronomers at the time and ideal components that contain connotations of an enhanced reality. This self-image also contributed to the definition of normative values for astronomers in the 17th century. The affinities between painters and astronomers are examined. In addition, an analysis of descriptions of frontispieces is undertaken, which shows that the user of the book was expected to devote considerable time to the frontispiece in order to understand all of its particular features and that the illustrations were suitable for display and learned digression.
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Osborne, Carol Margot. "Pierre Didot the Elder and French book illustration, 1789-1822." New York : Garland Pub, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12050279.html.
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Dujakovic, Maja. "Death and the illustrated book : printers, experimentation and the reinvention of the Danse macabre, 1485-c.1530s." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54609.
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This thesis considers the adaptation of the Danse macabre (Dance of Death), a popular late medieval visual and literary theme prevalent in mural paintings, into a series of illustrated books published in France towards the end of the fifteenth century. While the first known edition, printed in Paris in 1485 by Guy Marchant, was based on the famous and now destroyed mural from the Cemetery of the Holy Innocents (painted 1424-25), subsequent editions published by presses in Paris, Lyons, Troyes and Geneva included additional figures and often placed the theme together with other texts and images of similar subject matter thus framing the Danse macabre in a novel context. Despite this, however, previous scholarship has treated the books mainly as replicas of the lost mural and overlooked their status as inventive works of art. Nor have the extant editions been studied in detail even though they vary considerably in terms of content, layout and medium, all of which has an effect on how the theme is presented in each book.
By studying the series within the context of early printing in France, the thesis situates the books in the transitional period of bookmaking, from scribal to printing culture, and argues that they were a product of collaboration and experimentation among some of the most prolific printers and publishers of the period, including Marchant, Antoine Vérard and Mathias Husz. In discussing their printing practices, the thesis emphasizes the crucial role the printers had in editing the work and reinventing the theme. The late fifteenth century in France was also marked by an unprecedented exchange of artistic practices across multiple media, facilitated in part by the proliferation of the printed works, which became the locus for diffusion of images and ideas. In this context, the Danse macabre books helped to popularize the late medieval theme and even served as the model for mural paintings and an illuminated manuscript. Ultimately, the thesis reveals not only that the books are distinctive and innovative works, but also that they participated in a much broader scope of image production than previously assumed.<br>Arts, Faculty of<br>Art History, Visual Art and Theory, Department of<br>Graduate
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Ussery, Susie Robin. "A descriptive study of how African Americans are portrayed in award winning African American children's picture books from 1996-2005." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03302006-101045.
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Van, Zyl Janienke Dorothea. "Die wye wêreld in : ’n ondersoek na landskap en identiteitskonstruksie in Suid-Afrikaanse en Nederlandse prenteboeke." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18012.
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Thesis (MA (VA))--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: The hypothesis of this study is that literary theory and theories concerning space,
landscape and the construction of identity, are not only applicable to written texts,
but also to visual texts. To prove this, the relevant theories were applied in the
analyses of four selected Afrikaans and Dutch picture books, as well as to my own
picture book, the practical component of this MA study.
Space, which is transformed into landscape when observation becomes perception,
interacts with the construction of identity in texts in different ways, inter alia because
changes regarding space lead to changes regarding identity. Although social identity
(how others see us) is important, it can lead to stereotyping, while a focus on selfidentity
(how we see ourselves) is conducive in treating children as individuals – as
is done regarding adults – with a wide variety of interests and inclinations. Space,
landscape and the construction of identity are important vehicles to convey meaning
in narratives – not only in literature for adults, but also in picture books, where it can
play a role in both written text and illustrations to bring extra depth and dimension.
Illustrations are most frequently in a complementary relationship with words because
they activate additional meaning, but it can also convey messages in a contrapuntal
or even contradictory manner. The utilization of these aspects links with the fact that
many South African and Dutch writers and illustrators are of the opinion that both
children and adults enjoy really successful children’s books.
This study indicates that the use of theories on landscape and identity in the
analyses of picture books can lead to the discovery of deeper meanings, which show
the literary merit of the texts. In this regard, illustrations should not be regarded as
having only an aesthetic, supplementary function, but should be appreciated as an
equal partner in conveying meaning, which gives an extra dimension to picture
books.<br>AFRIKAANSE OPSOMMING: Die hipotese in hierdie studie is dat literêre teorie en ander teorieë rakende ruimte en
landskap, asook identiteitskonstruksie, nie net van toepassing is op geskrewe tekste
nie, maar ook op visuele tekste. Om dit te bewys, is die relevante teorieë toegepas in
die analise van vier gekose Afrikaanse en Nederlandse prenteboeke, asook van my
eie prenteboek as praktiese komponent van dié Magisterstudie.
Ruimte, wat getransformeer word tot landskap wanneer waarneming oorgaan in
gewaarwording, hang op verskillende maniere saam met identiteitskonstruksie in
tekste, onder andere deurdat ’n verandering in ruimte ook ʼn verandering in identiteit
tot gevolg het. Hoewel sosiale identiteit (hoe ander ’n individu of groep sien)
belangrik is, kan dit lei tot stereotipering. Daarteenoor lig ’n fokus op self-identiteit
(hoe individue hulself sien) uit dat kinders, net soos volwassenes, as individue
gesien moet word met ʼn wye verskeidenheid belangstellings en smake. Ruimte,
landskap en identiteitskonstruksie is belangrike betekenisdraers in narratiewe – nie
alleen in literatuur vir volwassenes nie, maar ook in prenteboeke, waar dit in beide
die geskrewe teks én in die illustrasies ’n rol kan speel om ekstra diepte en dimensie
te verleen. Die illustrasies staan meestal in ’n komplementêre verhouding tot die
woorde deurdat dit bydra tot betekenisverruiming, maar dit kan ook kontrapuntale of
selfs teenstrydige boodskappe oordra. Die ontginning van hierdie tipe aspekte sluit
aan by die feit dat heelwat Suid-Afrikaanse én Nederlandse skrywers en
illustreerders meen dat ʼn werklik suksesvolle kinderboek deur beide kinders en
volwassenes geniet kan word.
Uit die ondersoek blyk dat die analise van prenteboeke aan die hand van teorieë oor
landskap en identiteit kan lei tot die uitlig van dieper betekenisse, wat die
letterkundige waarde van prenteboeke bevestig. Illustrasies het hierby nie bloot ’n
estetiese funksie as aanvulling tot die geskrewe teks nie, maar kan beskou word as
volwaardige draers van betekenis wat ’n waardevolle ekstra dimensie aan prenteboeke verleen.
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Sefer, Ibrahim. "Newly arrived children's art / story book 2004." [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.
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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).
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Haegert, Sheila Ann. "How does love grow? : attachment processes in older adoptees and foster children as illustrated by fictional stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37343.pdf.
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Knight, Linda. "An investigation from the view of the illustrator, into the representational stereotypes contained within UK-published, children's picture books, 1960-1994." Thesis, University of Wolverhampton, 1999. http://hdl.handle.net/2436/109115.
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Contadini, Anna. "The Kitab nact al-hayawan (book on the characteristics of animals, BL, Or. 2784) and the #Ibn Bakhtishu'c' illustrated bestiaries." Thesis, SOAS, University of London, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245106.
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The purpose of this thesis is to examine an illustrated Medieval Arabic bestiary (British Library Or. 2784), and the so-called Ibn Bakhttshü bestiary tradition to which it belongs. Despite the fact that this bestiary tradition is one of the most important in Medieval Islam--and the richest in illustrated copies--there exists for it not a single edited text or critical translation. Analysis of this tradition from both a textual and iconographical point of view thus fulfills a longstanding need and may logically begin with the earliest manuscript: the Kitab nact al-hayawn. In VOLUME ONE: Chapter One outlines the purpose of the thesis, and discusses the methodology used. The authorship of the manuscript, its commissioner, its sources and text are then examined in Chapter Two and the two main sources, Aristotle and Ibn Bakhtishüc , are discussed in detail. Historical information (translated for the first time from Arabic sources) on the Bakhtishüc family of physicians is presented. The listing and identification of other sources is accompanied by a bibliographical apparatus. Finally, the place of the Nact in the history of zoology is discussed. Chapter Three examines the manuscript itself. It presents a general description of its contents, the paper and pigments used. A description folio by folio follows, with a reconstruction of the history of the manuscript. Relying on both internal syntactic evidence and collation with other manuscripts, a reconstruction of the original order of the folios then follows since the sequence of folios has been drastically altered in subsequent rebindings. Chapter Four describes the other bestiaries of the so called Ibn Bakhtishüc tradition, and discusses and interprets the relationship of the Nact to them. Chapter Five examines the miniatures. Their organization, pictorial and compositional elements are considered. A detailed stylistic and iconographical analysis of those of particular significance for an understanding of the place in history and provenance of the manuscript is provided, together with an analysis of those which present peculiarities in terms of composition and narrative. Chapter Six discusses the date, geographical provenance, and the historical context of the Nact.
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Domoney-Lyttle, Zanne. "Drawing (non)tradition : matriarchs, motherhood and the presentation of sacred text in "The Book of Genesis, Illustrated by R. Crumb"." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9098/.
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In 2009, Robert Crumb produced a singular work, The Book of Genesis, Illustrated by R. Crumb, which purports to be a faithful, graphical interpretation of the book of Genesis from the Hebrew Bible. Among other sources, Crumb states that he used Robert Alter’s translation and commentary on Genesis to inform his work, along with the King James Version (KJV), the Jewish Publication Society Version (JPS) and Sarah the Priestess: The First Matriarch of Genesis by Savina J. Teubal; from those, he produced his own interpretation together with annotations to explain his interpretive decisions. Remediating ancient, biblical text into modern, graphical comic books affects the reception of the text in a myriad of ways. The aim of this thesis is firstly to investigate how Crumb’s use of comics tools and resources impact his remediation of Genesis, by discussing his visual and textual decisions. This wider question is focused into three case studies, which are each based in the narratives of the matriarchs of Genesis and the theme of motherhood. The second aim of this thesis is to discuss the presentation of the matriarchs in Genesis, Illustrated as pro-feminist, strong, dominant characters within the narrative. This is a characterisation which subverts traditional readings of the women of Genesis, as well as expectations of Crumb as an author. Accusations of misogyny and sexism have followed Crumb throughout his career, which are challenged when the reader is presented with his pro-feminist matriarchal remediation of the biblical text. By presenting a focused analysis of the theme of motherhood within Genesis, Illustrated, wider issues concerning popular-cultural remediations of the Bible in general begin to surface, including matters concerning reception in biblical comics, the space between art and literature inhabited by biblical comics, and issues of translation and interpretation within contemporary remediations. Genesis, Illustrated shows the importance of graphical remediations in exploring the boundary crossings between ancient script and modern, popular culture, regenerating and re-presenting the text for the modern reader.
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Geider, Thomas. "Alain Ricard: Ebrahim Hussein. Theatre Swahili et nationalisme Tanzanien. Paris: Edition Karthala, 1998. 186pp., illustrated." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-97886.
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Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.
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Steenkamp, Janita. "Die plek van die inheemse kinderprenteboek in post-apartheid Suid-Afrika, met spesiale verwysing na die Nama taal." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6591.
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Thesis (MPhil)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This study discusses the role of the indigenous picturebook in South Africa and the positive
aspects it holds with regards to developing a reading culture in this country. Specific
focus is placed on postmodern picturebooks and it discusses why these types of books are
more succesfulsuccessfulin teaching children to read than “traditional” picturebooks, and
finally to promote a healthy reading culture. The main argument is that picturebooks occupy
a void where different factors such as didactic and economic elements should be taken into
consideration. The possible role picturebooks can play in the rehabilitation of the dying Nama
language and culture is also considered as well as links between Nama and Afrikaans stories.
HibridityHybridity theory is also taken into account and possibilities of merging Afrikaans
and Nama to create a bilingual picturebook is also explored. The picturebook is also
discussed as a form consisting of different factors.These factors include elements regarding
narrative theory and semiotics. The premise of this discussion is based on Roland Barthes’
theory regarding the meaning of signs, namelysemiotics. Narrative theory is also taken into
consideration with special reference to Perry Nodelman’s theory regarding the combination
of narratology and semiotics in the dissection of picturebooks. In the conclusion it is
discussed why it is very important for writers and illustrators to have a sound understanding
of the theory regarding picturebooks in order to create quality picturebooks. The main theme
in this study is that picturebooks are a perfect medium for children to learn how to read and
develop their visual literacy.<br>AFRIKAANSE OPSOMMING: Hierdie studie bespreek die inheemse kinderprenteboek in Suid-Afrika en die bydrae wat dit
kan lewer om hierdie land se agteruitgaande leeskultuur te stuit. Die postmoderne
kinderprentboek word uit die oogpunt van 'n illustreerder bespreek deur klem te plaas op die
positiewe bydrae wat hierdie tipe boeke tot 'n gemeenskap se leeskultuur kan lewer. Daar
word hoofsaaklik geredeneer dat kinderprenteboeke in Suid–Afrika oor die
algemeen 'n problematiese ruimte beset waar elemente soos die didaktiese invloed, die
ekonomie en ook taal in ag geneem moet word. Hierdie verhandeling ondersoek ook die rol
wat die inheemse kinderprenteboek kan speel in die behoud van die sterwende Nama
gemeenskap se taal en kultuur, asook die verband tussen Afrikaans en Nama. Deur te kyk na
hibriditeitsteorie word ook bepaalof Afrikaans en Nama suksesvol saam in 'n
kinderprenteboek kan funksioneer. Die verskillende faktore wat tot die kinderprenteboek as 'n
geheel bydra, word ook bespreek, naamlik narratief- en semiotiekteorie. Deur staat te maak
op Roland Barthes se semiotiekteorie en Perry Nodelman se narratiefteorie word
kinderprenteboeke as 'nkunsvorm bespreek. Die gevolgtrekking van hierdie studie bespreek
waarom dit vir illustreerders en skrywers van kinderprenteboeke noodsaaklik is om te besef
hoe kinderprenteboeke as 'n visuele teks funksioneer om sodoende'nkwaliteit produk vir
kinders te kan skep. Die kinderprenteboek is 'nideale medium waarin kinders kan leer om
teks en beeld bymekaar te bring.
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Nyburg, Anna. "Hardly a trace left of Danube or spree? : a contribution to the study of art book publishing and illustrated book production in Britain by German-speaking exiles from National Socialism." Thesis, Imperial College London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506044.
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Visser, Carla. "Matilda, who told lies and was burned to death : ʼn vergelykende analise van die illustrasie van ʼn vermaan-verhaal." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71615.
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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study comprises a comparative visual analysis of three picture books, illustrated by
Steven Kellogg, Posy Simmonds and Edward Gorey. The illustrators reinterpret the
cautionary tale, Matilda, who told lies and was burned to death by Hilaire Belloc (1908). Not
only does this study present a brief historical overview of the genre but it also interrogates the
manner in which different styles of illustration underscore the pedagogical didactic narrative.
The visual interpretations of these three illustrators are compared in order to establish
whether or not they have succeeded in sustaining the subversive or grotesque elements of this
cautionary tale. Belloc’s narrative as well as the illustrations are analysed in terms of gender.
I discuss my own version of Belloc’s cautionary tale as a parody of this tale that serves to
exaggerate the sometimes overt gendering of girl characters in cautionary tales.<br>AFRIKAANSE OPSOMMING: Hierdie skripsie behels die visuele analise van drie verskillende prenteboeke, onderskeidelik
geillustreer deur Steven Kellogg, Posy Simmonds en Edward Gorey. Al drie illustreerders
bied ʼn visuele herinterpretasie aan van die vermaan-vers Matilda, who told lies and burned
to death deur Hilaire Belloc. Die skripsie bied nie net ʼn geskiedkundige oorsig oor die genre
nie, maar ondersoek die manier waarop verskillende illustrasie-style die opvoedkundige,
didaktiese narratief onderstreep. Die illustreerders se prenteboeke word vergelyk en daar
word vasgestel of hulle daarin geslaag het om die subversiewe en selfs groteske elemente in
hierdie vermaan-verhaal te behou. Belloc se narratief en die illustrasie daarvan is ook in
terme van gender geanaliseer. Ek bespreek my eie weergawe van Belloc se vermaan-verhaal,
wat ek aanbied as ʼn parodie om die soms duidelike “gendering” van meisie-karakters in
vermaan-verhale te oordryf.
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Woolfall, Kerry. "Addressing the needs of children of substance using parents : book of appendices." Thesis, Liverpool John Moores University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536674.
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Schäffer, Christina [Verfasser]. "The Brownies’ Book: Inspiring Racial Pride in African-American Children / Christina Schäffer." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042467951/34.
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Kikuta, Claudia Parker. "Changes in Dialogic Book Reading Patterns of Parent's Reading with Their Children." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447688817.
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Dorr, Christina H. "A descriptive study of intermediate grade students' extended transaction with the picturebooks of author/illustrator Patricia Polacco." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101158426.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 167 p.; also includes graphics. Includes bibliographical references (p. 146-152).
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Barth, Norbert Victor. "India Book House und die Comic-Serie Amar Chitra Katha (1970-2002) : Eine kulturwissenschaftliche Medienanalyse." Doctoral thesis, kostenfrei, 2007. http://www.opus-bayern.de/uni-wuerzburg/volltexte/2008/2789/.
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Dahlblom, Magnus. "Robinson Crusoe : How to present and use the book in the classroom." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13678.
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Sturm, Whitney. "The effect of joint book reading and the language experience approach on vocabulary acquisition /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414953.pdf.
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Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS." Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.
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Thesis (Ph. D.)--University of Kentucky, 2006.<br>Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).
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Drost, J. S. M. "The impact of a self-help book on children with anger-related problems." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422714.
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Kauffman, Syndi. "STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS?" Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120575730.
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Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.
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Sabir, Ezgi. "PEEK & BOOK : Transforming the outside into an imaginary playground." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-145432.
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Today, urban children are spending time indoors more than ever before and getting away from phenomenas of the outdoor world, which creates a big concern on how they develop their senses and get physical exercise. The tools, games and devices they interact with are preventing their imagination rather than sparking, by making kids consume content rather than asking for their participation. Peek transforms the outside into an imaginary playground for children, where interacting with the natural world takes the focus and the child’s simple acts and explorations can turn into their own stories. It is an expressive digital tool that invites children to explore the outside, capture audio and visual snippets, and build stories around them. It comes together with a physical book which triggers child’s imagination through guided explorations and allows the child to keep the stories they created. The result is a play experience designed for children aged between 5 and 8 years old.
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OLIVEIRA, ANA PAULA FONSECA DE. "HYBRIDISM AND THE EXPANSION OF THE NARRATIVE OF THE CHILDREN S CONTEMPORARY OBJECT BOOK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31157@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta dissertação discute o hibridismo presente nos livros-objeto infantis contemporâneos, na tentativa de evidenciar como os fundamentos da natureza híbrida da linguagem do Design e a experiência intersemiótica revelam-se como interações presentes em enredos multissensoriais, expandindo as narrativas encontradas no livro-objeto infantil. O olhar sobre o ato de ler não se restringe à decifração de letras grafadas em qualquer que seja o suporte, mas se expande para a absorção das representatividades
estabelecidas. O design de livros influencia a leitura não apenas em aspectos funcionais, mas também simbólicos e, por isso, pode ser considerado um mediador de leitura, que conduz o leitor em sua jornada. A dissertação apresenta a leitura de dois livros-objeto infantis selecionados nas obras de Kveta Pacovská e Roger Mello, designers/ilustradores/ artistas plásticos reconhecidos internacionalmente com o prêmio Hans Christian Andersen. Buscou-se verificar os processos com os quais são ativadas e ampliadas as suas histórias no hibridismo dos processos narrativos. Para isso, a dissertação se apoiou na concepção do híbrido como categoria analítica proposta por Braida (2012).<br>This thesis discusses the hybridism in the contemporary children s Object Books, in an attempt to elucidate how the hybrid nature of the design language and of the intersemiotic experience, reveal the interactions in the multisensory stories, expanding the narratives found in children s Object Books. A look at the act of reading is not restricted to the deciphering of written letters – in whatever sort of support, but in the absorption of established representativeness. Book design influences that reading, not only in functional aspects, but also in symbolic ones, and that is why it can be considered as a reading-mediator, driving the reader through his journey. The thesis presents the reading of two children s object-books chosen from the works from Kveta Pacovská and Roger Mello, both internationally recognized designers/illustrators and plastic artists awarded with the Hans Christian Andersen prize. In these books, the progress from which the histories were activated and amplified in the hybridism of the narrative process was accounted. The theses is based on the notion of hybrid as an analytical category as proposed by Braida (2012).
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SNEED, NEDRA ANN. "INTERACTIONAL DISCOURSE USED IN BOOK READING BY URBAN APPALACHIAN MOTHERS AND THEIR PRESCHOOL CHILDREN." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin975441462.
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Stan, Susan. "A study of international children's picture books published in the United States in 1994." 1997. http://books.google.com/books?id=tMFkAAAAMAAJ.
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Chang, Tien-tzu, and 張天慈. "The effects of using illustrated books in young children''s learning on arithmetic and geometric concepts." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/98043735972821739411.
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碩士<br>國立中山大學<br>教育研究所<br>94<br>The aim of this study is on the development of young children''s arithmetic and geometric concepts. To achieve this aim, teachers motivated young children''s curiosity through the use of interesting illustrated books. In particular, the target is the advance in young children''s knowing and understanding of geometric figures and numbers within 10.
There were altogether three phases. In the first phase, the investigator designed a mathematical activity (a pre-test) for the teacher to capture young children''s entry behavior. The second phase referred to the use of illustrated books in ordinary instruction. During the third phase, the mathematical activity (identical to that of phase 1) was carried out again, in order to find out if advancement in young children''s mathematical ability was present. Data collection and administration included investigator''s observation notes; video analyses; notes on teacher interviews; and investigator''s self reflections record.
Data analyses and results were two: geometric concepts and arithmetic concepts. Geometric concepts. Using illustrated books could advance in understanding and increase in curiosity of young children; also to promote young children''s recognition in variation in polygon; and arouse young children''s imagination and creativity in individual figures and combination of patterns. Arithmetic concepts. Using illustrated books could cause the interests in change of numbers; cultivate young children''s sensitivity in the addition and subtraction of numbers; and promote the ability of combination and decomposition of numbers within 10.
The findings of this study suggested that illustrated books are important and useful in assisting young children to explore mathematical concepts. Illustrated books encourage young children to think and allow room for oral presentation, clarifying and reflecting one self. Finally, teachers are suggested to integrate the use illustrated books in teaching mathematics, and follow up with related mathematics activities, to upgrade young children''s development in various mathematics concepts.
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Yen, Chia-Yi, and 顏嘉怡. "An Exploration upon the Images of Children and Adults of David Shannon’s Self-authored and Illustrated Picture Books." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25279408786220640051.
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碩士<br>國立臺東大學<br>兒童文學研究所<br>98<br>Using David Shannon’s self-authored and illustrated picture books as texts, this paper aims to analyze and categorize the images of children and adult characters, discussing the features of pictures and stories, and examining the values of upbringing and educating presented in the texts from the interaction between children and adults.
David Shannon’s works are known for tension, drama, and foreseeable aftermath. His early style resembles illustrated books, and later emphasized the interaction between pictures and words, hence brought a considerable difference to his image forming on children characters. Shannon’s careful observing upon children can be seen from his very first work which turns a boy into a hero, his using urban children as a prototype, a naught five-year-old boy created according his own experience, and a girl being in the stage of imaging and cares about others’ opinion. These characters all showed how children may act at different stages.
On presenting the images of adults, there are three aspects based on the techniques of pictures and words: written words, images of part, and the whole of the body. Other than this, adult characters are shaped as parents and educators at home; through the eyes of children characters, readers will be able to realize how adults are viewed by children.
Shannon’s works revealed different issues of upbringing, such as expectation upon children, overly accompanying, lack of fully understand, and spoiling. Also, the imperfect personalities of children in his works imply that values have changed and modern parents can accept children in picture books to be naughty and misbehaving.
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謝正瑜. "The research is to discover the main affection between the picture book of illustrated language analyzing and the child's painting:the research subject is from 6 to 9 years old children." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/98551815635357998723.
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碩士<br>國立新竹教育大學<br>進修部美勞教學碩士班<br>93<br>Abstract
The research is to arise the child's feeling out of their mind by reading the illustrated book language to convey the story. In the process of the teaching, we teach the child how to read the picture book, how to observe the illustrated and how to spread their diffusible thought. After discussing the story content, The child feel happy when they had learned the illustrated book from observing cognition describing the character analysing realizing to explaining the illustrated true meaning.
We hope the child can be move by the illustrated book language for they knowing, feeling and development to the independent thinking. It’s not faraway for the child if they had set up their own value, they would have good behavior in painting and have good sight for the paint.
The research subject is from 6 to 9 years old children. The main goal for the research are (a)to the realize the true meaning of the illustrated book language . (b)to discover the main affection between the illustrated book language and the child’s painting.
Through the methods including: literature analysis and experimental organum. The literature analysis is to know the meaning of the child’s picture book, the importance of the child’s picture book, the real meaning of the illustrated book language and the patter of art.
The experimental organum is to research how to enjoy readind a illustrated book, using the painting subject and realize the above reason for the child’s effection.The content includs: (a)To show the bady-dynamic role play in the paint. (b)To display the facial feeling in the paint. (c)To emphasize the delicacy in detail. (d)To control the funny parts. (e)To use colors in different level. (f)To paint the structure pattern. (g)To mark a situation of space configuration. (h)To convery the illustrated. (i)To meet the subject in assordance with imagination. (j)To control the whole different situation.
The result of the research are as follows:
(a) For the six-year-old child’s show in the paint, they have different and dominant achievement in displaying their painting ability, body-dynamic show, emphaisizing the delicacy in detail, converying the illustrated, coloring the paint in different level, after they have admired the illustrated book language.
(b) For the seven-year-old child’s show in the paint, they have dominant achievement in displaying their paint in facial fefling, emphaisizing the delicacy in detail, different and dominant achievement in displaying their painting ability, controling the interesting thing , coloring the paint in different leve show, structure pattern, make a good situation of space configuration, converying the illustrated, in accord with the subject and the show of imagination, after they have admired the illustrated book language.
(c) For the eight-year-old child’s show in the paint, they have dominant achievement in displaying their paint ability, body-dynamicshow, displaying their paint in facial feeling, emphaisizing the delicacy in detail, controling the interesting thing, coloring the paint in different leve show, structure pattern, make a good situation of space configuration, converying the illustrated, in accord with the subject and the show of imagination, after they have admired the illustrated book language.
(d) For the nine-year-old child’s show in the paint, they have dominant achievement in displaying their paint ability, emphaisizing the delicacy in detail, different and dominant achievement in displaying their painting ability, body-dynamic show, displaying their paint in facial feeling, emphaisizing the delicacy in detail, coloring the paint in different leve show, structure pattern, make a good situation of space configuration, converying the illustrated, in accord with the subject and the show of imagination, controling the whole diffferent situation, after they have admired the illustrated book language.
Keyword：picture book 、the illustrated book language、child’s painting.
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Carvalho, Tânia Patrícia Matos. "Explorar, aprender e gostar de ler com os primeiros dicionários ilustrados." Master's thesis, 2019. http://hdl.handle.net/1822/63722.
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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico<br>O estudo da receção dos textos informativos, nomeadamente dos dicionários ilustrados
ou dos primeiros dicionários, por parte de pré-leitores ou de leitores em fase inicial, é ainda uma
temática pouco investigada em Portugal, sendo estes objetos igualmente pouco mobilizados no
quotidiano em educação pré-escolar ou primeiro ciclo do ensino básico. Assim, estas duas
constatações constituem os motivos-base que originaram a escolha deste tema para a
investigação-ação, ao longo de todo o processo de formação/prática pedagógica. A problemática
selecionada representa, também, um domínio habitualmente pouco explorado pelas crianças,
representando, ainda, uma das áreas para com a qual estas estão menos despertas.
Este estudo procura averiguar o contributo dos textos informativos, nomeadamente dos
dicionários, no estímulo para a leitura e a escrita, e o desenvolvimento de várias aprendizagens
em todos os domínios em contexto de pré-escolar e 1.º ciclo. Com o intuito de dar resposta às
questões formuladas, procedeu-se à investigação no que se refere à distinção entre literatura e
livros para a infância, à definição de livros não ficcionais (livros informativos), à sua panorâmica
em Portugal, às diferentes tipologias e aos seus contributos para a formação de pré-leitores e
leitores iniciais. Faz-se, ainda, uma abordagem à definição de dicionário para a infância, às
diferentes tipologias e potencialidades formativas e, por fim, uma análise do corpus textual dos
dicionários utilizados no projeto de investigação-ação desenvolvido.
A metodologia adotada para o projeto, em contexto de pré-escolar, foi a investigaçãoação.
Em contexto de 1.º ciclo, foram realizadas intervenções pontuais e foram recolhidos dados
através da observação, permitindo, assim, que se realizasse uma reflexão final, comparando a
incidência temática nos dois contextos.<br>The study of informative texts, in particularly the illustrated dictionaries or the first
dictionaries, by pre-readers or readers in initial fase, is a theme sparsely investigated in
Portugal. These objects are equally poorly mobilized in everyday life in preschool or primary
school.
So, these two findings are the main reasons that led to the choice of this theme for
research and action during all the process of pedagogical formation /practice. The selected
question also represents a domain usually less explored by children, representing one of the
areas for which they are least awake.
This study explores the contribution of the informative texts, specially the dictionaries, in
the promotion of reading and writing, and the development of several learnings in all domains at
preschool and 1st cycle (primary school) context.
In order to answer these questions, we aim at distinguish children’s literature and books
for children, a definition of nonfictional books (informative books), its panorama in Portugal,
different typologies and its contributions in the development of pre and early readers. It was also
made an approach to the definition of children’s dictionary, the different typologies and its
formative potentialities as well as an analysis of the textual corpus composed by the dictionaries
used in this action-research project.
The methodology used for this project, in preschool context, was the action- research. In
the 1st cycle context, specific interventions were performed and data were collected through
observation, thus allowing for a final reflection, comparing the thematic incidence in the two
contexts.
49
Yeh, Mei-Feng, and 葉美鳳. "A Study of the Taiwan Illustrator Works Selected in Bologna Children’s Book Fair-Illustrator Exhibition." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44313485389758044408.
Full textAbstract:
碩士<br>國立臺中教育大學<br>美術學系碩士班<br>101<br>The foundations of Art history about 2000 to 3000 illustrators from more than forty countries enter Bologna Children's Book Fair-Illustrator Exhibition. After election, only about 80 of fiction and non-fiction illustrators can be selected, so this exhibition is called "The Oscar Academy Award of Illustration." According to the 2011 record of Taiwan school web page affair, one to six illustrators are selected to earn the honor every since 1989. By entering this exhibition, not only Taiwanese illustrators, illustrations and publishers can be seen around the world, but the standard of local illustrations will be improved by Taiwanese illustrators and editors.
The purpose of this study focuses on the Taiwanese art works that are selected in the exhibition; through methods of this study included literary analysis and content analysis, to discuss deeply about the quality and style of the illustrations that have been selected and the connection of the developement of Taiwanese children's book. Moreover, the study can offer people who love illustrations to understand the art work selected in the exhibition more and offer illustrators other creative ways and improve the number and quality of Taiwanese illustration creation in the future.
The conclusions of this study are the following: 1) The qualities of the Taiwanese illustrators' illustrations selected in the exhibition are taking people as topics, using multiple materials, free skills application, showing realistic forms, and showing maturity in illustrative forms; 2) The styles of selected art work in the exhibition of Taiwanese illustrators are mostly compound, "adultlike", decoration first in the strategies by which apporoached "childlike" styles; 3) The connections between Taiwanese illustrators who are selected in Bologna Children's Book Fair-Illustration Exhibition and the developement of Taiwanese children's book are as follow: 1) A cooperative relationship among publishers; 2) The presentation of publishers' taste; 3) An opportunity for unpublished illustrations to earn the honor; 4) The cultural encouragement of government policy; and 5) An international show case for Taiwanese children's books.
50
HUANG, ZI-YOU, and 黃子祐. "A Study of Illustrated Book Applying to the Mucalun." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/97995768370639697802.
Full textAbstract:
碩士<br>銘傳大學<br>數位媒體設計學系碩士班<br>105<br>Science fiction can guide the human’s curiosity and imagination for the future; therefore, it is used in a variety of works widely. This study aims to explore the Puyuma tribe—Kasavakan village and Mucalun by using science fiction style to create a children's picture book. It can lead young people to understand more about the tribal culture and heritage through the lively and vivid picture book. This study is based on the data collection to conduct practical design. The research methods are included as below. First is the field investigation method. Visiting Kasabakan village could understand deeply of the local hunting culture and recorded by text, photography and interviews as a basis. Second is the literature analysis to integration of science fiction style definition and expression, picture definition and case analysis. Third is the practice of creative design. It is application of science fiction style to build a picture book by using Mucalun as the theme. Finally, this creative picture book will be arranged for public exhibition to convey the importance of traditional culture.