Notes for my reference

NOTES (for my own reference):

My essay will address the following main points:

·         Background:  (Concepts:  Social change, Audience, History).  Brief background and history of the picturebook and wordless picturebook.

·         Pictures / Purpose of Illustration:  (Concepts:  Theories and Ideas, The Mind).  How do they work? (line, colour, symbolism, tone, facial expressions, body language)  How do they aid emotional understanding and responses of empathy to develop emotional literacy?  (Theories:  Redundancy and Entropy, Semiotics, Stereotypes, Binary Opposites, Denotation and Connotation)

·         Picturebooks, Early Years and Learning to Read: (Concepts: Education, The Mind) How do children learn to read images? Why are they so important in developing visual literacy and emergent reading strategies?  Do they form a foundation for educational and emotional learning that continues throughout life?  Do they aid development of social imagination and creativity by encouraging sequential thinking, keen observation, discussion and decoding?  (Theories:  Berger’s ‘Ways of Seeing’, Interpellation, Iconography and Iconology, Psychological / Psycho-Analytical)

·         Culture / Background:  (Concepts:  Language, Gender, Religion, Culture, Class, Generational)  How these concepts play a part in aiding understanding of pictures and how does this affect educational and emotional development?  (Theories:  Sociological, Multi-Cultural, Marxism)

·         Uses:  (Concepts: Cultural / Social Change, Family).  How do pictures in picturebooks (particularly wordless ones) successfully deal with emotional challenges?  (e.g. newly settling immigrants, family issues, and society issues).  (Theories: Psychological / Psycho-Analytical, Sociological)

·         Wordless picturebooks:  (Concepts:  Culture, Class, Language, Religion, Generational, and Politics).  Who benefits (adults, children, foreign language speakers, publishers: no need to translate into other languages).  Discuss the universality and how they cross linguistic, cultural, age and gender boundaries.  (Theories: Multicultural, Semiotics, Redundancy and Entropy, Stereotypes)

·         Challenging and controversial picturebooks:  (Concepts: Generational, Culture, Politics).  What makes them controversial or challenging? (Themes such as death, abuse, violence, war, mental health issues for example).  Do these books have a place in aiding emotional and educational development and who benefits from them? (Theories: Ideological Inference, Hegemony)

Essay Plan

Here is my essay plan which outlines all the main avenues of investigation l intend to take.  This will certainly help me to clarify my direction and train of thought once l begin the writing.

ABSTRACT (100 words)

Write a brief overview of the essay theme; including background, [could include here ‘objectives’] methods, results and conclusions [could also include here ‘limitations’]

CONTENTS

A Contents page will be included (Check all page numbers are accurate)

INTRODUCTION (2oo words approx)

The modern picturebook is defined by Salisbury and Styles (2012) “…by its particular use of sequential imagery, usually in tandem with a small number of words, to convey meaning.” However many picturebooks contain no text within the story and so are therefore ‘wordless’.  This essay will examine pictures in picturebooks and investigate their impact upon and relevance to emotional and educational development in readers.  The focus of the essay will be primarily centred around wordless picturebooks with some investigation into examples which tackle themes such as grief, immigration and bullying and are thus defined as being “controversial” or “challenging”.  Thorough analysis will be made of evidence available by looking at numerous reports published by experts in the field, as well as by considering primary source examples of picturebooks as supporting evidence.  A variety of theories will be employed to study the relevant angles of approach, including Semiotics, Redundancy and Entropy and Iconography and Iconology; with concepts such as culture, class, gender and language being important considerations throughout evidence analysis.  These concepts undoubtedly contribute to reader understanding of images, and this essay will consider these carefully and comprehensively before drawing any conclusions as to their value.  The aim is to show that, by studying available research and evidence how [wordless] picturebooks contribute to educational and emotional development before finally conclusively advocating their value as a learning resource tool.

MAIN BODY (Five sections)

The essay will present the argument by dividing the essay into sections (see bullet points above) and give prime importance to critical evaluation and analysis using the theories and concepts identified, while also connecting the findings to my own practice.  Illustrations will be also included to enhance my argument and to provide visual understanding of points made.

·         Picturebooks and wordless picturebooks: A Brief history and background (350 words)

Look at social change, audience, history.  Look at examples of early illustration such as Trajan’s Column and Bayeux Tapestry, then early books such as chap books, invention of printing, Caldecott’s early picturebooks up to the modern day.  Reference examples:

Salisbury, M., Styles, M., 2012, Children’s Picturebooks: The Art of Visual Storytelling.  London: Lawrence King Publishing.

Briggs, R., 2013, The Snowman, London: Puffin Books

·         How do pictures work and how do children learn to ‘read’ them? (1,000 words)

Look at theories such as redundancy and entropy, semiotics, stereotypes, binary opposites, denotation and connotation.  Consider concepts such as theories and ideas and the mind.  Reference examples:

Doonan, J., 1993, Looking at Pictures in Picture Books.  Glos: Thimble Press.

Evans, J., 1998, What’s in the Picture? Responding to Illustrations in Picturebooks.  London: SAGE.

Cole, H., 2012, Unspoken: A Story from the Underground Railroad, NY: Scholastic Press.

Frazee, M., 2014, The farmer and the Clown, NY: Beach Lane Books.

Examine the factors which enable children to understand images, looking at concepts such as education and the mind, as well as theories such as interpellation, iconography and iconology, psychological and psychological.  Reference examples:

Evans, J., 1998, What’s in the Picture? Responding to Illustrations in Picturebooks.  London: SAGE.

Graham, J., 1990, Pictures on the Page.  Sheffield: NATE.

·         Do pictures in picturebooks help to develop emergent reading skills and how do they aid  the development of visual literacy and social imagination? (1350 words)

Looking at the concept of education and using theories of the mind, education and society, Berger’s Ways of Seeing, iconology and iconography, interpellation and psychological and psycho-analytical look at the studies undertaken by experts in the field.  Reference examples:

Arizpe, E., Styles, M., 2005, Children Reading Pictures: Interpreting Visual Texts [e-book].  London:  RoutledgeFalmer

Lysaker, J., Hopper, G., 2015, A Kindergartner's Emergent Strategy Use during Wordless Picture Book Reading [online]. The Reading Teacher, Vol: 68, pages 649–657. 

Explain how they encourage sequential thinking, keen observation, storytelling, discussion and de-coding, looking at theories mentioned in previous section.  Reference examples:

Galda, L., & Short, K., 1993, Visual Literacy: Exploring Art and Illustration in Children’s Books [online]. The Reading Teacher, March 1993, Vol: 46, Issue 6, pp 506-516.

Lysaker, J., Miller, A., 2013, Engaging social imagination: The developmental work of wordless book reading [online]. Journal of Early Childhood Literacy, June 2013 vol. 13 no. 2 147-174. 

Salisbury, M., Styles, M., 2012, Children’s Picturebooks: The Art of Visual Storytelling.  London: Lawrence King Publishing.

Serafini, F., 2014, Exploring Wordless Picture Books [online]. The Reading Teacher, Vol: 68, Issue 1, September 2014, pp. 24-26. 

·         Who benefits from wordless picturebooks? (crossing boundaries) (1000 words)

Explain that wordless picturebooks cross cultural, linguistic, generational and gender boundaries.  Look at concepts such as language, gender, religion, culture, class, generational, and theories such as sociological, Marxism and multi-cultural.  How these books can aid such a broad range of people in their educational and emotional development.  Reference examples:

Arizpe, E., 2013, Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say [online]. Cambridge Journal of Education, 43 (2).

Colledge, M., 2005, Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school [online].  Literacy, Volume 39, Issue 1, pages 24–30.

Louie, B., & Siershinski, J., 2015, Enhancing English Learners' Language Development Using Wordless Picture Books [online].  The Reading Teacher, Vol: 69, issue 1, July / August 2015, pp 103-111.

·         How do picturebooks deal with emotional issues and challenges? (1,700 words)

Examine examples of pictures in picturebooks which address emotional challenges and how they can aid emotional development in readers.  Explain how do they create empathic responses and develop emotional literacy.

Examples can include: 

Lawson, J, Smith, S., 2016, 'Footpath Flowers', London:  Walker Books

Tan, S., 2014, 'The Arrival', Sydney:  Lothian Books

Villa, A, 2013, 'Flood', London:  Curious Fox

Other reference examples:

Graham, J., 1990, Pictures on the Page.  Sheffield: NATE.

Lysaker, J., Miller, A., 2013, Engaging social imagination: The developmental work of wordless book reading [online]. Journal of Early Childhood Literacy, June 2013 vol. 13 no. 2 147-174. 

Nikolajeva, M., 2013, Picturebooks and Emotional Literacy [online].The Reading Teacher, Vol: 67, Issue 4, December 2013 / January 2014, pp. 249-254. 

Salisbury, M., Styles, M., 2012, Children’s Picturebooks: The Art of Visual Storytelling.  London: Lawrence King Publishing.

Consider also what makes a picturebook controversial or challenging and examine their place in educational and emotional development.  Refer to ‘cross-over’ books and examine the audience using concepts such as generational, culture and politics.  Theories can include ideological inference and hegemony.

Refer to examples which fit in this genre such as:

Elliot, Z., & Strickland, S., 2008, Bird. New York:  Lee and Low Books Inc.

Tan, S., 2014, 'The Arrival', Sydney:  Lothian Books

Grimm, J., & Janssen, S., 2008, Hansel und Gretel. Belgium:  Hinstorff.

Continuing with the controversial and challenging theme, refer to examples of these books, as seen above and use following references which examine this genre:

Evans, J., 2015, Challenging and Controversial Picturebooks: Creative and Critical Responses to Visual Texts.  Oxon:  Routledge

CONCLUSION (300 words)

How do all the points raised show that pictures in picturebooks, and particularly wordless picturebooks affect emotional and educational development?: include their effect upon social imagination, crossing boundaries (cultural, generational, linguistic etc), empathy skills, creativity etc.

Here a summary of the main points and a review of the arguments will be presented and explanation of how l have tackled answering the essay title.  It will ensure that all claims made in the introduction have been investigated and completed and will also relate to how the study will impact upon my own work by outlining what l have learned.

TOTAL: 6,000 WORDS

BIBLIOGRAPHY

Harvard style bibliography which can be split into sections showing web sources, books and journals, with a separate section for list of illustrations. E.g.:

Books:

Salisbury, M., & Styles, M., (2012) Children’s Picturebooks: The Art of Visual Storytelling.  London: Lawrence King Publishing (p.7).

Turnitin and Essay Planning Notes

Emma J. Horsfield

Critical and Cultural Studies L6: Degree Essay / Report

Module code: 6FTC1035

Turnitin Report

I have looked at how a Turnitin report works and as part of the activity below, read and analysed an essay as well and its basic structure for submission to this level of study.  The notes below will help to keep me focussed on these requirements with the Turnitin information aiding me for the next activity which will be to submit some of my work for a Turnitin report.

The essay in this activity features the following:

Cover Page: (large heading with Time Submitted, Submission ID, Word Count and Character Count in the footer

Title Page: Course code and name, Title of essay, Word count, Subtitles (or quotes), with College details, Tutor, Date and student name on bottom.

Footer on all sheets to contain ‘Degree Essay / Report’

Abstract Page:  Paragraphs of text as well as section on ‘Keywords’

Table of Contents Page: (divided into sections, e.g. Introduction, then other sections essay is divided into)

Section 1:

Introduction Page (1.1) General paragraph, then another heading with question (why relevant?) with paragraph of text and illustrations.  Other sub sections within section 1 to be listed as 1.2, 1.3 and so on. Table of relevant figures could be included for example.  Group illustrations for their relevance (e.g. a set of illustrations proving the same point or referring to the same aspect of an argument should be listed as 2.1, 2.2a, 2.2b etc.)

Define any new terms.

Where tables are used, list as ‘Table 1’ etc rather than ‘Figure 1’, together with title and source (Source:  Author name, title and page numbers).

Section 2 and subsequent sections to be divided up into similar areas (e.g. 2.1, 2.2, 2.3, 2.4, 2.5)

Subsections: can also be divided up into further sections and will become: 3.2.1 and 3.2.2 for example)

Images to be cited:  Fig. 2.1:  Name of image, place (e.g. Boston), museum for example name (Source: soandso.com, 2012)

When mentioning figure numbers in body text put in brackets, e.g. ‘(Figure 5) refers to…’

Captions: (for example referring to benefits of subject matter can be contained in a box of different colour to provide reader interest)

For each new subheading, new figure numbers must be begun.  E.g. If we have already reached fig. 3.4 (that is figure 3, sub 4) under subheading 2 (with sections 2.1, 2.2, 2.3 etc), then we start a new subheading 3.1, the illustration figure number will be ‘figure 4’.

Page numbers must be included on all pages

Where illustrations are used to support the same argument, label as 3.2a and 3.2b (for example) as opposed to 3 and 4.

Each section should have introductory sentences to that section, as well as then addressing keywords and defining any terms.

Penultimate section: on what made me choose this topic.

Final section: Conclusion

Bibliography also in sections:

References

Date in brackets.

Web Sources (including all accessed dates)

List of Illustrations arranged by setting out the figure number first, for example:

Fig. 2.1b: Name (date) Title etc…

Turnitin Originality report: at the end of essay

Similarity index:

·         blue (no matching words)

·         green (one matching word - 24% similarity index)

·         yellow (25-49% similarity index)

·         orange (50-74% similarity index)

·         red (75-100% similarity index)

Sample essay for this activity showed a 21% similarity index.  This means the percentage of text which matches [best] sources in the Turnitin database.  The percentage number (colour coded as per above) for each section of the text where a match is found will show what percentage of the paper matches that source (e.g. 2%).  Clicking on this percentage will open up a box which displays the matching source within its context. 

Choosing the dissertation title

Having been in discussion with tutors from both my modules (Critical and Cultural Studies and Final Major Project) about the route l should investigate through my dissertation, as well as via discussions with peers, l feel my chosen topic certainly needs to reflect my interest in human emotion and how connections are made to wordless picture books.  Currently l am considering the title:

Discuss ways in which wordless picture books connect with human emotions and become trans-cultural and trans-generational in appeal.

Looking at the theme from the viewpoint of one which is: Multi-cultural, sociological, psycho-analytical, and psychological, theories l could employ in this essay could include:

Semiotic analysis:  What is signified by the signifiers in wordless picture books which connect or disconnect from certain age groups of cultures, are the signifiers universally understood to signify the same thing to each?

Redundancy and entropy:  What are the redundant and entropic features and is it right to assume that wordless picture books need a higher level of visual redundancy?

Iconography and iconology:  What are the motifs in the images and why were they chosen to represent the concept (considering the historical and cultural background of the image)?

Stereotypes:  Are these used prevalently in wordless picture books and how can they cross generational and cultural boundaries?

Metaphor and symbolism:  How can these be used effectively when targeting a trans-generational and trans-cultural audience?

John Berger’s ‘Ways of Seeing’:  How would Berger interpret the use of wordless picture books and their cultural and generational interpretations?

My main interest as a creative practitioner is to fully create my own wordless ‘crossover’ picture books (books which have intergenerational appeal but which may be defined as children’s picture books) which approach real life situations and problems and promote emotional responses in the readers.  The books will consider the young child in their presentation and subject matter but not be exclusive in targeting this audience.   l wish to engage a wider audience and one which can appreciate the illustration for the artistic value but also connect with the deeper meanings of the work.

Secondly, l am also interested in continuing with commissioned work from a commercial point of view and developing my experience in interpreting the texts of other creatives in an illustrative way.

Thirdly l am also interested in continuing my study of illustration as a means of communication and developing my rendering of the human form and facial expressions while continuing to develop my skills using a range of media.

These interests are reflected in my idea for theoretical investigation as outlined above, in the following ways:

·         I will further my knowledge and appreciation of the area of wordless ‘cross-over’ picture books, their appeal, their reach and longevity; an area which l hope to become more deeply involved in upon graduation

·         I will increase my critical analysis skills using the methods outlined above which will impact upon the outcomes l produce in my practical work

·         The themes of sociology, psychology and multi-culturalism are of great interest to me personally and l hope to reflect this in my practical outcomes to an extent which is relevant to the essay topic

·         Human emotions greatly interest me and as l particularly enjoy depicting human beings in my illustration work, l feel it is necessary to study this area as much as possible while also developing my skills at depicting these themes in my illustrated characters

My goals for writing the essay for this module are to:

·         Increase my knowledge about how people respond to visual texts and the impact it has upon them emotionally

·         Study the subjects of metaphor, symbolism and picture book codes and how they are used effectively in the rendering of wordless picture books

·         How effective wordless picture books are at crossing generational and cultural boundaries

·         To learn from my investigation and apply the findings to my own practical work

Tutor and peer feedback have assisted me in evaluating my ideas in the following ways:

·         The general consensus of opinion was that studying the subject of human emotion as well as wordless picture books were the strongest ideas with the most scope and potential for academic research

·         These two ideas were combined to create the essay route of investigation chosen

·         Both tutors liked the idea of studying the emotional responses to picture books; with Final Major Project tutor being keen for me to explore wordless picture books as this is the area l am currently working in my practical module