Investigating Point of View in Picture Books and Animated Movie Adaptations single work   criticism  
Issue Details: First known date: 2014... 2014 Investigating Point of View in Picture Books and Animated Movie Adaptations
The material on this page is available to AustLit subscribers. If you are a subscriber or are from a subscribing organisation, please log in to gain full access. To explore options for subscribing to this unique teaching, research, and publishing resource for Australian culture and storytelling, please contact us or find out more.

AbstractHistoryArchive Description

Today’s children frequently experience multiple versions of literary narratives as more and more picture books appear also as animated movies and i-pad/tablet apps. In some cases the animated versions are very different from the books but in other cases the language and the visual character representations maintain the essential features of the book versions. Works such as these afford the opportunity to appreciate how quite subtle changes in depiction from static to moving image can effect significant shifts in the interpretive possibilities. This kind of interpretive context is addressed directly in the Australian Curriculum: English, which indicates, for example, that year four and five students should be examining variation in visual point view and its impact on audiences. This chapter firstly examines the knowledge about the meaning-making resources of still and moving images that is necessary to negotiate these kinds of curriculum expectations. This is illustrated through a comparative analysis of corresponding segments of three well-known picture books.

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y separately published work icon Picture Books and Beyond Kerry Mallan (editor), Newtown : Primary English Teaching Association Australia , 2014 8039484 2014 anthology criticism

    'Picture books have been evolving for centuries. While early texts such as John Comenius’ Orbis Pictus (1658) demonstrated the value of using illustration in children’s education, it was not until the 1930s that picture books in the form familiar to readers today appeared. By the 1960s picture books such as Maurice Sendak’s Where the wild things are (1963) demonstrated how the genre could break boundaries by exploring psychological dramas and experimenting with visual storytelling. It was also in the 1960s that graphic novels with their popular comic-style form were developing an adventurous approach to content and style. Contemporary picture books and graphic novels continue to explore new literary and artistic landscapes, inspire adaptations by filmmakers and to other media and increasingly to digital forms with the popularity of e-versions and apps.

    'Picture books and beyond examines a wide selection of picture books, graphics novels, films, e-picture books and apps that reflects the diversity of these evolving cultural artefacts, and their opportunities for education and delight. Picture books and beyond aligns closely with the goals and directions of the Australian Curriculum: English, and considers the potential of texts for enabling students to respond critically and creatively. It also highlights links to other curricula, general capabilities and cross-curriculum priorities.'  (Publication summary)

         Newtown : Primary English Teaching Association Australia , 2014     pg. 92-107
VIEW PUBLICATION DETAILS FOR ALL VERSIONS ()
Last amended 5 Nov 2014 14:20:53
92-107 Investigating Point of View in Picture Books and Animated Movie Adaptationssmall AustLit logo
Subjects:
Newspapers:
    Powered by Trove
    X