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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/6427

Title: Supporting children's narrative composition: The development and reflection of a visual approach for 7-8 year-olds
Authors: Noguera, Teresa
Advisors: Brackenridge, CH
Alldred, P
Ring, K
Keywords: Narrative painting
Narratology and semiotics
Story and discourse
Visual medium/ language
Visual literacy
Publication Date: 2011
Publisher: Brunel University School of Sport and Education PhD Theses
Abstract: At the heart of present literacy, and narrative, learning paradigms are the "literate behaviours" usually associated with aspects of learning to encode and decode print. These paradigms have been criticized for placing written and verbal language in a privileged position. Furthermore, whilst an increasing number of theorists and educators are asking for the inclusion of multimodal approaches to learning narrative, current curricula, and the research that informs it, continue to be founded on "verbocentric" approaches and linear forms of narrative expression. Through the development and evaluation of a curricular approach to narrative learning for 7-8 year-olds based on the visual arts, this study aims to ascertain whether there is a need for broader conceptions of narrative as well as for complementary modes of narrative composition than those currently being used in primary schools. Documentation in the form of the children‘s painted narratives and transcripts of the children's oral accounts of their narratives was the major component of data collection. Individual and small group interviews and participant observation were supplementary sources to assist in the interpretation of the narrative paintings the children composed. The children‘s narratives were analysed using a narratological semiotic model, which divides narrative into 'discourse' and 'story' and distinguishes between the 'content' and 'form' of each of these elements.
Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.
Sponsorship: This work is supported by the Brunel University School of Sport & Education
URI: http://bura.brunel.ac.uk/handle/2438/6427
Appears in Collections:School of Sport and Education Research Papers
Education
School of Sport and Education Theses

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