Narratives materials de l'àlbum il·lustrat. Una aproximació intermedial a la didàctica de la literatura

Kunde, Karo
Intermediality is a cultural reality: in the multimodal and multimedia era, hybridization between media is a common practice, which we find in almost any communicative product and which requires specific knowledge to be interpreted and applied. It is a phenomenon that occurs from the relationship that is established between different media in the same work, either because they are physically present (plurimedial works), or because there is a reference or imitation of some media determined through the semiotic system of another (intermediale transpositions). This approach allows us to trace the gap that is created between the different media, in which we find a meaning that may be different from what we conceive through the explicit messages of the various media in question. In this context, literacy must not only embrace a knowledge and mastery of the reading and writing of verbal language, but also that of various semiotic systems and, above all, of their interrelation. Picturebooks, an intermediale product that is constituted by verbal and visual languages on the book as medium, becomes an ideal tool to introduce the first concepts and intermediale strategies in Primary Education, thanks to its quality of Children's Literature. Readers must know how to interpret and relate verbal and visual languages, as well as contrast them from the materiality of the book as an object, to access all the meanings included in this medium. Therefore, if in literary didactics the significance conveyed by intermediality in picturebooks is explicitly addressed, based on the relationships between verbal text, image and materiality, it is possible to introduce more interpretive dimensions to the reading of these artistic objects. This thesis follows the intermediale processes covered by primary school students, with a special focus on materiality, in the reading and production of illustrated albums. The purpose of the thesis is to determine how paratexts influence the construction of the meaning of picturebooks, while inciting a nonlinear reading of these works. It also wants to identify didactic strategies to stimulate the active and complex reading of picturebooks, and to encourage the perception and interpretation of the medium's own intermediate resources. In order to do so, the material elements of picturebooks are identified and systematised, complementing them with the observations of their incorporation in reading and production by the participants of the 'Entre contes' workshop. This was carried out during 12 sessions from November 2016 to March 2017 at Santa Eugènia school in Girona with 2nd and 5th grade students in their School Library, based on a/r/tographic methodologies. A/r/topography is situated in a rhizomatic movement of the inbetween: inbetween the artist, the researcher and the teacher, but also inbetween art and word, becoming a creative practice and a performative pedagogy in dialectic relationship, bringing forth new meanings in loss, change, and rupture in a dynamic and holistic practice. That is to say to theorize the practice, to put into practice the theory and to be able to transmit it and to learn it simultaneously in communitarian workspaces. This is accomplished in the first place with dialogic reading, a shared and socializing reading in which all participants are invited to jointly create meaning of a given work, to say reading with children instead of reading by children, locating meaning in the reader's interpretation rather than in the book. And secondly with creative reading, in which the reader becomes a collaborator of the author and creator of complementary projects, through creative processes that help to deepen understanding of picturebooks as medium ​
​L'accés als continguts d'aquesta tesi queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons: