Relevant bibliographies by topics / Semiotisk multimodalitet

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Semiotisk multimodalitet'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Semiotisk multimodalitet"

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Kalaikova, Yuliya V. "VARIATIONS OF MULTIMODALITY IN DESIGN." Articult, no. 1 (2021): 6–18. http://dx.doi.org/10.28995/2227-6165-2021-1-6-18.

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The article is devoted to variations of design multimodality within the framework of social semiotics and discourse theory, describing the simultaneity and holism of multimodal design texts in a socio-cultural context. The article gives a detailed analysis of multimodality in three directions: deep into the semiotic structure of the design product and the mental processes of its perception; in breadth – in numerous forms of organizing the interaction of communication participants; in time – in aspects of cultural citation. The author identifies and describes structural, citation, a priori multimodality and multimodal interaction. The a priori nature of multimodal perception and conventionality of multimodal design texts is considered as tools for achieving the goals of design communication.
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Milyakina, Alexandra. "Rethinking literary education in the digital age." Sign Systems Studies 46, no. 4 (December 31, 2018): 569–89. http://dx.doi.org/10.12697/sss.2018.46.4.08.

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This paper discusses the perspectives of literary education in the context of the transforming of the notions of literature, reading, and learning. While everyday semiotic practices are becoming increasingly digital and multimodal, school education in most countries is still largely focused on mediating original literary texts in print and their established interpretations. Less conventional sources of literary information – brief retellings, comic strips, memes, social media posts – tend to make up a large part of the students’ semiotic environment; yet these are usually dismissed by school education as inaccurate and irrelevant. Cultural semiotics, however, allows regarding pulverized versions of texts as a part of a natural educational system – the culture itself. A holistic approach allows not only integrating everyday semiotic practices into a school curriculum, but also revealing the inherent multimodality, transmediality, and creativity of the literary experience. The paper explores possible implications of semiotics in three aspects of literary education: multimodality and heterogeneity of literary experience; influence of digital media on the perception habits; reading as a creative building of a whole from different fragments. The overarching goal is to enrich school education through a deeper understanding of literary experience and a widening of the spectrum of acknowledged tools, formats and media. The theoretical survey is supported by real-life examples from school practice and recreational reading.
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Bowcher, Wendy L. "Semiotic Margins: Meaning in Multimodalities." Australian Journal of Linguistics 33, no. 2 (May 2013): 228–36. http://dx.doi.org/10.1080/07268602.2013.815604.

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Kress, Gunther. "‘Partnerships in research’: multimodality and ethnography." Qualitative Research 11, no. 3 (June 2011): 239–60. http://dx.doi.org/10.1177/1468794111399836.

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Argued from the perspective of a Social Semiotic Multimodal theory the article asks whether and in what ways ‘Ethnography’ and ‘Social Semiotics’ can or should be brought together to mutual advantage. It suggests that such an enterprise is ‘of its time’: the world as mirrored in existing disciplines has changed and the disciplines that co-constituted and co-evolved with that world can no longer do the job they once did in a now differently constituted world, which poses problems that may need the complementary capacities of related theories and methodologies. This is not an argument for ‘triangulation of data’. Drawing on examples from empirical research, the article points to the gaps which may emerge between research aims and the capacities of specific theories and methodologies to provide, or not, adequate and full answers to aims and questions. Through exemplifications the article raises questions about ‘epistemological compatibility’ of theories and methodologies that are brought into conjunction and asks to what extent we can expect descriptive and analytic complementarity in outcomes if two approaches are epistemologically incompatible? In this, the article opens the new issue of the ‘reach of a theory’.
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Bateman, John A. "Information design and multimodality." Information Design Journal 25, no. 3 (December 31, 2019): 249–57. http://dx.doi.org/10.1075/idj.25.3.02bat.

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Abstract Despite a long association between information design and semiotics, connections remain limited in many respects. This contribution argues that one reason for this is the traditionally weak connection between semiotics and empirical methods. To counter this, a model of multimodal communication is introduced in which theoretical description and empirical research are tightly bound methodologically. Several illustrations of the relevance of the model for information design are offered.
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Gu, Yueguo. "Morris’ Lost Pragmatics." Chinese Semiotic Studies 15, no. 2 (May 30, 2019): 217–42. http://dx.doi.org/10.1515/css-2019-0014.

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Abstract The pragmatics envisaged by its founding father Charles Morris addresses issues of behavioral semiotics, of which multimodality and sign behavior are two building blocks. Decades of development in linguistic pragmatics has witnessed a continuous narrowing in scope. The narrowing reaps the benefit of sharp focus and in-depth research into some narrow topics. At the same time, it has resulted in some crucial areas, such as Umwelt, left barren. The paper first briefly reviews Morris’ envisaged pragmatics, which is argued to be essentially multimodal semiotic pragmatics in nature. Then it argues for embarking on Morris’ original program through reviewing researches, explicitly Morrisian or otherwise, that have already been converging toward this direction.
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Masorong, Sharifa Khalid. "Cultural Colors Used By Maranaos And Tausugs As Reflections Of Their Characteristics And Behaviors." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 96–103. http://dx.doi.org/10.21016/irrc.2015.ju14wf70o.

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Human intelligence and social life are very much dependent on the existence of signs. Looking for signs and finding its meaning may vary from one person to another. Human lives are basically characterized by signs that are intertwined. Charles Peirce even equated life as “perfusion of signs.” In this study, a semiotic analysis was applied to identify the color semiotics and if it has an impact to the Maranao and Tausug culture when it comes to social interaction in school and in society. Theories of Peirce and Kress’ multimodality were used. It was found out that true to the color semiotic analysis, the dominant colors used by the cultures Maranao and Tausug demonstrate their characters in dealing with society. The results showed that the use of signs and symbols are really important in meaning-making. In cultural semiotic, the uses of these signs basically lead to the culture's understands of themselves as well as the community. The signs and symbols were teamed together because society see and believes in their connection. These colors were used unconsciously as part of their culture. The research also showed that the use of colors is generally dictated by the cultures’ lifestyle and behaviors.
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Hull, Glynda A., and Mark Evan Nelson. "Locating the Semiotic Power of Multimodality." Written Communication 22, no. 2 (April 2005): 224–61. http://dx.doi.org/10.1177/0741088304274170.

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Kasch, Henrik. "New Multimodal Designs for Foreign Language Learning." Learning Tech, no. 5 (December 20, 2018): 28–59. http://dx.doi.org/10.7146/lt.v4i5.111561.

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Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.
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Rossolatos, George. "Rhetorical Transformations in Multimodal Advertising Texts: From General to Local Degree Zero." HERMES - Journal of Language and Communication in Business 26, no. 50 (November 2, 2017): 97. http://dx.doi.org/10.7146/hjlcb.v26i50.97821.

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The use of rhetoric in advertising research has been steadily gaining momentum since the 1980’s. Coupled with an increased interest in multimodality and the multiple interactions among verbal, pictorial and auditory registers, as structural components of an ad filmic text, the hermeneutic tools furnished by traditional rhetoric have been expanded and elaborated. This paper addresses the fundamental question of how ad filmic texts assume signification from a multimodal rhetorical point of view, by engaging in a fruitful dialogue with various research streams within the wider semiotic discipline and consumer research. By critically addressing the context of analysis of a multimodal ad text in the course of the argumentation deployed by different approaches, such as Social Semiotics (Kress/Leeuwen 2001), Film Semiotics (i.e. Metz 1982, Carroll 1980, Branigan 1982), Visual Semiotics (i.e. Sonesson 2008; 2010, Eco 1972;1976;1986, Groupe " 1992), Consumer Research (i.e. Mick/McQuarrie 1999; 2004, Philips 2003, Scott 1994), the relative merits of a structuralist approach that prioritizes the distinction between local and general degree zero, as put forward by Groupe " (1992), are highlighted. Furthermore, the modes whereby rhetorical transformations are enacted are outlined, with view to deepening the conceptual tackling of degree zero of signification, while addressing its applicability to branding discourse and multimodal ad texts.
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Dissertations / Theses on the topic "Semiotisk multimodalitet"

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Rietz, Johanna, and Mina Tollefeldt. "Kings riktiga kungar : En semiotisk bildanalys med semiotisk multimodalitet om representationen av maskuliniteter i det svenska magasinet King." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70050.

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The aim of this study was to examine how the Swedish magazine King represent masculinity in its personal portrait. We have used image analysis with semiotic multimodality about the representation of masculinities in the Swedish magazine King. We have, in this study, been using six personal portrait in our analysis. We have been studying the first and the last picture in the person portraits and also the first pictures interacting with the headline.   To help answer our issue, we asked ourselves the following questions: How does the image and title interact on the front page of the personal portrait? What is the dominant representation of masculinity in King? What variations of masculinities can be found in King?   The result we have found is that King choose to portray the men shown in the personal portraits like men in a position of power. This certain power has been manifested in different ways, such as in violence, comics and other elements. The dominant masculinity we found in our personal portrait was the hegemonic were only one man was not included in the hegemonic masculinity.
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Tuomi, Juha. "Digitala läromedel och didaktik : Upplevelsen av digitala och fysiska läromedel i gymnasiet." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134577.

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The purpose of the research is to identify how pupils and teachers experience different kind of study material in school. It is also important to know which factors affect these experiences. This is what my study will examine. The key-factor to be able to interpret different kinds of multimodal literacy is to understand its textual genre. Pupils and teachers need a certain level of technological skills to be able to create multimodal text and to have an estimation of the purpose of different text genres. To analyze the research material a hermeneutic method is used with a phenomenographic focus of the experience that the survey data and interviewed informants provide for the research. Results shows that some experience is similar between the teachers and pupils concerning the different study materials, then again preference might differ when it comes to preparations for tasks or lectures. Something all informants agree upon, is that the computer as digital tool is positive since it is used in every subject in school and it is never lost or forgotten at home by pupils.
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Wiss, Erik, and Michael Scholle. "Ordinlärning och multimodalitet - En socialsemiotisk och psykolingvistisk diskussion om ordkunskapsövningar utifrån en lärobok i tyska." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35652.

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Mot bakgrund av att vi under vår VFU-tid liksom under vår tid som obehöriga lärare i tyska respektive italienska har lagt märke till att ordinlärningen utgör en stor utmaning för många elever, samt att ordförrådet ofta är begränsat när det kommer till muntliga och skriftliga framställningar, har vi i detta arbete valt att närmare granska ordkunskapsövningar i en en tysk lärobok för gymnasiebruk ämnad för steg 3, Lieber Deutsch 3/2.0. Givet det ökade intresset för multimodalitetsbegreppet vi sett på senare tid valde vi att undersöka dessa ordkunskapsövningar utifrån ett socialsemiotiskt och även psykolingvistiskt perspektiv. Frågorna vi ställde oss var:Vilka typer av ordkunskapsövningar är dominerande i boken?Vilka tendenser kan vi se gällande användning av semiotiska resurser ia. de dominerande ordkunskapsövningarna?b. andra delar av boken?Vad har intern/extern visualisering för betydelse när vi lär oss ett ord?Vilka språkdidaktiska slutsatser kan vi, som undervisande lärare, dra från vårt arbete?I teoridelen belyste vi olika för vårt arbete relevanta aspekter. Till exempel redovisade vi olika typer av ordkunskapsövningar utifrån den tyske didaktikern Storch. Därutöver tydliggjordes relevansen av ett varierat ordförråd, och det fördes även en fördjupande diskussion kring multimodalitetsbegreppet – huvudsakligen baserad på Kress.Analysdelen bestod av att vi i ett första steg visade fördelningen av ordkunskapsövningarna i Lieber Deutsch 3/2.0, mer konkret: Vilka sorters ordkunskapsövningar var dominerande i läroboken? Därefter diskuterades den mest dominerande typen av övning mer ingående – utifrån ett multimodalt perspektiv. För att sätta ordkunskapsövningarna i kontext betraktade vi även andra delar av boken ur ett multimodalt perspektiv, med fokus på användning av semiotiska resurser.Resultatet visade att de dominerande ordkunskapsövningar var sådana utifrån paradigmatiska relationer. Därutöver framgick att författarna bakom Lieber Deutsch i stort sett helt avstod från att inkludera bilder såväl inom dessa ordkunskapsövningar som inom övriga. Även i bokens resterande delar användes semiotiska resurser på ett sätt om premierade alfabetisk text över bild. Arbetet avslutades med en diskussion kring multimodalitet och psykolingvistik inom ramen för ordinlärning.
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Fazlic, Lejla, and Mona Razzaz. "Barns språk och kommunikation. : En social-semiotisk analys av barns icke-verbala kommunikation i den fria leken." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170340.

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Syftet med denna undersökning har varit att se över vilka typer av semiotiska resurser som används i den fria leken i förskolor. Vi har valt att lägga vårt fokus på barn mellan 1–3 år då vårt intresse var att se hur barnen kommunicerar och skapar mening med varandra i den fria leken. Studien har byggts upp genom att vi har observerat barn på olika förskolor under den fria leken och fört fältanteckningar som vi sedan har analyserat. Resultaten som vi kom fram till i vår analys var att barn kommunicerar på många olika sätt. Många barn i ålder 1–3 år har ännu inte utvecklat den verbala kommunikationen och väljer att använda sig av den icke-verbala kommunikationen såsom semiotiska resurser. Barn använder sig av många olika typer av teckensystem under den fria leken både mellan barn-barn och barn-pedagog. Barnen kunde bli multimodala och de använde sig av liknande tecken som ljud, gester och ögonkontakt. Med hjälp av dessa tecken så skapade barnen även ett meningsskapande. Slutligen kom vi fram till att barn kan både medvetet och omedvetet kommunicerar med hjälp av olika semiotiska resurser i den fria leken och att använda sig av semiotiska resurser är något som sker vardagligen.
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Rosenblad, Johanna. "’Den nya skogen’ : Hur transmodal design kan användas som verktyg i en audiovisuell produktionsprocess." Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34343.

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Denna studie undersöker hur processen för transmodalitet kan fungera som designverktyg, genom att undersöka multimodal omvandling av en audiovisuell gestaltning i relation till dess budskap. Detta för att öka förståelsen för hur processen för transmodal design kan användas som verktyg för design av budskap i audiovisuella gestaltningar. Vilket i sin tur kan bidra med kunskap och utveckling av processen för audiovisuellt meningsskapande, med transmodal design som produktionsverktyg. Syftet med denna uppsats är alltså att bidra med kunskap om olika gestaltningsformers kommunikativa potential, genom transmodal design som produktionsverktyg i gestaltningen ’Den nya skogen’. Detta undersöks med en forskning genom designmetodik bestående av en kombination av metoder; fokusgruppintervjuer samt iterativ och kollaborativ design. Fokusgruppen har agerat medkreatörer i en iterativ designprocess för gestaltningen, vilket har genererat tre olika versioner som använder olika gestaltningsformer för att förmedla ett budskap. Fokusgruppen har bland annat diskuterat gestaltningsformernas lämplighet i relation till budskapet, samt alternativa former för att förmedla samma budskap. Studien har fokuserat på tre teman i fokusgruppens insats; associationer/känslor, tolkning av budskap samt gestaltningsformernas kommunikativa potential och begränsningar.
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Eriksson, Ellenor. "En språklig verktygslåda : En undersökning om hur en grafisk språkprofil kan nyttjas i utformningen av multimodal, extern kommunikation." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40117.

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Syftet med det här examensarbetet i textdesign var att skapa en grafisk språkprofil och en ny nyhetsmall till Bokförlaget Langenskiöld. Det är en studie i hur man kan använda sig av multimodalitet, visuell hierarki, voice, bildspråkoch värdeord och/eller värdemeningar till förmån för att skapa tydlig och effektiv kommunikation.Studien tog form i analyser av fyra nyhetsutskick från bokförlaget, omvärldsanalys på ett nyhetsmejl från Boktugg.se, kvalitativa intervjuer, en digital enkät och slutligen utprovningarav den nya nyhetsmallen. Slutsatser som dragits i arbetetvisar att en grafisk språkprofil kan nyttjas i utformningen av den externa kommunikationen på bokförlaget. Med hjälp av direktivkan kommunikationen göras mer enhetlig och tydlig.
The purpose of this Bachelor thesis forInformation Design is to create a graphic language profile and a new news template for Bokförlaget Langenskiöld. The study focuses on how using multimodality, visual hierarchy, voice, imagery and value words and/or value sentences creates clear and effective communication.The study consisted of:analyses of four newsletters from the book publisher, an analysis on a newsletter from Boktugg.se, a comparative analysis, qualitative interviews, a digital survey and tests of the new news template.Conclusions drawn from this study prove a graphic language profile can be used in creating external communication. With coherent guidelines communication can be made unified and clear.
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Lundh, Nina, and Nellie Karlsson. "Intersemiotiska relationer inom multiplikationsuppgifter : En läromedelsgranskning av två läromedel anpassade för årskurs 3." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96123.

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Syftet med denna studie är att undersöka hur två semiotiska resurser, det vill säga läromedlen Prima Matematik 3B samt Pixel Matematik 3B, presenterar olika multiplikationsuppgifter och vilka dess tillhörande teckenvärldar är. Vidare ämnar studien undersöka om dessa teckenvärldar, såsom exempelvis text och bild, anses samspela med varandra och således om intersemiotiska relationer kan påträffas i uppgifterna. För att få fram resultatet tillämpas ett analysverktyg som grundas i studiens teoretiska utgångspunkt: Van Leeuwens socialsemiotiska teori. Analysverktyget används som ett tillvägagångssätt för att undersöka vilka teckenvärldar, i form av text och bild, som uttrycks i uppgifterna samt hur dessa samspelar.  Studiens resultat visar att båda läromedlen förmedlar flertalet teckenvärldar i samband med multiplikationsuppgifterna, dock anses dessa inte alltid samspela med varandra. Generellt visar resultatet att teckenvärldarna som presenteras i Prima Matematik samspelar med varandra och att intersemiotiska relationer därmed går att påvisas. Granskningen av Pixel Matematiks multiplikationsuppgifter visar däremot att dess teckenvärldar, av olika anledningar, inte alltid samspelar med varandra och att intersemiotiska relationer därmed inte går att fastställas. Studiens analys pekar på att tydliga, samverkande och relevanta teckenvärldar i semiotiska resurser behövs för att bidra till elevers förståelse inom matematik. Läromedlet Pixel Matematik 3B stödjer därför inte elevers utveckling inom multiplikation tillräckligt och undervisningen bör därmed kompletteras med andra arbetsmetoder om detta läromedel ska vara lämpligt som ensam semiotisk resurs. Läromedlet Prima Matematik 3B påvisar däremot att multiplikationsuppgifternas olika teckenvärldar samspelar och att intersemiotiska relationer kan påträffas. Det i sin tur bidrar till att elevers förståelse för multiplikation stödjs tillräckligt.
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Nilsson, Pierre, and Karl Längberg. "Multimodalitet i klassrummet." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24060.

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The goal and purpose of this essay is to study if and how multimodality is used within a Swedish school in Kalmar. This is accomplished by observing the different modalities inside the classroom and how the use of different modalities affects the teaching. Unstructured observations combined with a material-based thematic presentation leads up to an analysis based on social semiotics and multimodality. The essay shows how the teaching uses lots of modalities: sound, images, movies, speeches and literary text in lots of different ways. These different types of modalities are used in a multimodal context, providing good conditions for learning.
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Aldén, Mona. "Design och meningsskapande i förskolan : En multimodal designteoretisk studie av fyra lärandesammanhang kring matematik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117242.

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Studiens syfte var att, med utgångspunkt i ett designteoretiskt multimodalt perspektiv, beskriva, analysera och tolka hur tre förskolepedagoger designar lärandesammanhang, kring ämnet matematik. Förutom detta var också syftet att få insikt om hur lärandesammanhangets design kunde förstås och tolkas i termer av lärande och meningsskapande. Den metod jag valde var uppbyggd kring en icke-deltagande videoobservation med ett kvalitativt upplägg där målet var att försöka förstå det som ägde rum genom relevanta tolkningar. I resultat och slutsatser framkom det till exempel att förskolepedagogerna använder en mängd semiotiska resurser och teckensystem i form av fysiska redskap tillsammans med ansiktsuttryck, tal och handrörelser i kommunikationen med barnen. Dessutom framkom det att barnen också använde sig av ett antal olika semiotiska resurser och teckensystem i arbetet med att skapa mening kring de olika lärandesituationerna. Det blev också tydligt att barnens tidigare erfarenheter fick en betydande roll då barnen använde de tidigare erfarenheterna som ett tankeredskap i de meningsskapande processer, designade av förskolepedagogerna, de deltog i.
The study's purpose was, based on a design theoretical multimodal approach to describe, analyze and interpret how three preschool teachers design learning contexts, on the subject of mathematics. Besides, this was also the aim to gain insight on how context of learning designs could be understood and interpreted in terms of learning and meaning. The method I chose was built around a non-participating video observation with a qualitative approach where the goal was to try to understand what took place through the relevant interpretations. The results and conclusions that emerged was that the preschool teachers used a variety of semiotic resources in the form of physical tools along with facial expressions, voice and gestures in their communication with the children. Moreover, it appeared that the children also used a number of different semiotic resources in their work of creating meaning around the different learning situations, designed by the preschool educators, they participated in. It also became clear that the children's previous experiences had a significant role as they also used past experiences as a tool in the meaning-making process.
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Notér, Hooshidar Annika. "Dansundervisning som förkroppsligad multimodal praktik : en studie om kommunikation och interaktion i dansundervisning." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107135.

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Dansundervisning som förkroppsligad multimodal praktik En studie om kommunikation och interaktion i dansundervisning. ABSTRACT Dance teaching as embodied multimodal practice A study about communication and interaction in dance teaching.   The overall aim of this study is to increase the knowledge about how communication and interaction between students and teachers is manifested in dance teaching and learning, with a special focus on the students’ agency and how that can be assumed to affect their conditions for learning. In a dance class, teachers and students engage in the dance practice by using different semiotic modes of communication; body movements and gestures, touch, hearing, gaze, sound and speech. The teaching and learning situation can be described as a complex multimodal configuration of signs in different time and space based modes. The object of study is to examine students’ and teachers’ interaction and communication in detail, with a focus on how different semiotic resources are being used and how that affects the design of the dance class. The data consist of video recordings of dance classes in dance college education and more specifically the daily dance practice, the dance class. Video recordings were made in jazz dance, contemporary dance and ballet classes. These genres are, in various degrees, bearers of a tradition of dance teaching where students repeat the movement material that the teacher demonstrates. I base my choice on the fact that this is a common way of teaching dance both in dance college education and elsewhere.  By using a multimodal analysis, different modes of communication and their interplay were brought into focus. Employing the perspective of a social semiotic multimodal theory the analyzed data were interpreted and discussed.  The result has shown the importance of the body in communication and interaction between students and teachers in dance teaching and learning. Communication and interaction involve and combine different embodied semiotic resources. Signs are being made, interpreted and remade/redesigned with, through and in the body. The way the teachers use their voices in combination with body movements and gestures in instructions and feedback, makes these resources appear hierarchically more important than the verbal language. The result shows that the students make rhetoric choices in their learning processes. It is shown by the way they choose to attend to what the teacher communicates. The students’ choices in responding are mostly by showing how they understand. Further the results show that the teacher is responsible for the overall design of the dance class. The study material consists mostly of movements that the teacher has created in relation to a genre’s esthetics, the teacher chooses what aspects to focus on and how time is disposed. The students’ agency seems limited in terms of how they can affect and influence the design of the dance class. This means that the knowledge that is produced to a great extent is dependent on the teacher’s choices, her esthetic values and her own knowledge. From a didactic point of view this needs to be addressed in dance education in terms of how dance classes are designed, it concerns questions of esthetics, values and power. Keywords: dance teaching and learning, communication, interaction, multimodality, semiotic resource, design
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Books on the topic "Semiotisk multimodalitet"

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Semiotic margins: Meaning in multimodalities. London: Continuum, 2011.

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Kress, Gunther R. Multimodality: Exploring contemporary methods of communication. Abingdon: Routledge, 2009.

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Multimodality: A social semiotic approach to contemporary communication. London: Routledge, 2010.

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Knight, Dawn. Multimodality and active listenership: A corpus approach. London: Continuum International Pub. Group, 2011.

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Doloughan, Fiona J. Contemporary Narrative: Textual production, multimodality and multiliteracies. London: Continuum International Pub. Group, 2011.

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New discourse on language: Functional perspectives on multimodality, identity, and affiliation. London: Continuum, 2010.

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Bateman, John A. Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.

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Bateman, John A. Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.

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honouree, Kress Gunther R., ed. Multimodality and Social Semiosis: Communication, Meaning-Making and Learning in the Work of Gunther Kress. New York: Routledge, 2013.

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Multimodality, Learning and Communication: A social semiotic frame. Routledge, 2015.

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Book chapters on the topic "Semiotisk multimodalitet"

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Fei, Victor Lim. "Problematising ‘Semiotic Resource’." In Perspectives on Multimodality, 51–62. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.05fei.

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Muntigl, Peter. "Modelling Multiple Semiotic Systems." In Perspectives on Multimodality, 31–50. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.04mun.

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van Leeuwen, Theo. "The social semiotics of identity." In Multimodality and Identity, 5–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186625-1-2.

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van Leeuwen, Theo. "A social semiotic theory of synaesthesia." In Multimodality and Identity, 139–63. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186625-8-9.

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Dicerto, Sara. "On the Road to Multimodality: Semiotics." In Multimodal Pragmatics and Translation, 15–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69344-6_2.

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Canale, Germán. "Toward a Multimodal Socio-Semiotic Account of Learning." In Technology, Multimodality and Learning, 41–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21795-2_3.

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Bateman, John A. "The GeM Model: Treating the Multimodal Page as a Multilayered Semiotic Artefact." In Multimodality and Genre, 107–42. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582323_3.

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Lotherington, Heather. "Language in Digital Motion: From ABCs to Intermediality and Why This Matters for Language Learning." In Beyond Media Borders, Volume 1, 217–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49679-1_7.

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Abstract Linguistic communication has moved beyond simple alphabetic encoding to multimedia design, challenging the fit of structural theories of language to digital communication. This transition is barely evident in mobile language learning contexts where top-selling apps present language as a linguistic structure to be drilled, ironically bypassing the complex communicative potential of smart devices. This chapter overviews changing language norms from language as structure to language within multimodality and comparatively discusses multimodality from a social semiotics paradigm nested in linguistic theory and from Elleström’s intermediality paradigm. To illustrate how one could conceptualize multimodality from a perspective decentred from linguistics and leveraged to explain language use in multimedia contexts, the author examines two novel features of digital communication: emoji and conversational digital agents.
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Eckkrammer, Eva Martha. "Drawing on Theories of Inter-semiotic Layering to Analyse Multimodality in Medical Self-Counselling Texts and Hypertexts." In Perspectives on Multimodality, 211–26. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.14eck.

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Király, Hajnal. "The Dance of Intermediality: Attempt at a Semiotic Approach of Medium Specificity and Intermediality in Film." In Media Borders, Multimodality and Intermediality, 199–210. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230275201_14.

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Conference papers on the topic "Semiotisk multimodalitet"

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Culache, Oana. "SHIFTING FROM CHANNELS AND CODES TO MODES: A RECONCEPTUALIZATION OF BRAND COMMUNICATION VIA MULTIMODALITY." In New Semiotics. Between Tradition and Innovation. IASS Publications, 2015. http://dx.doi.org/10.24308/iass-2014-079.

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