Dal verso al giro di pagina. Testualità e valenze educative dell’albo illustrato

Authors

  • Martino Negri

DOI:

https://doi.org/10.6092/issn.1970-2221/6451

Keywords:

picturebook, poetry, textuality, learning to observe, learning to listen

Abstract

This reflection is inspired by from the recognition of the relationship between textuality and macro-textuality in picturebooks, where the story depends on the arrangement of a succession of verbal-visual elements - the double spread - that lead conceptually and rhythmically to the function of verses in poems.

The recognition of the semantic and structural analogy between double spread and verse helps to identify four broad categories of structures: anaphoric simple, anaphoric articulated, irregular recursive and irregular free. These are of considerable heuristic effectiveness both for a reflection on picturebook conceived as complex and multifaceted textual machine, and for grasping important pedagogical implications.

The closing of the essay highlights how the experience of reading picturebooks serves to foster a culture of listening and respect, and involves at least three aspects significantly interconnected: learning to observe, the mental habitus of reflective slowness and fostering reciprocal listening.

Published

2016-11-30

How to Cite

Negri, M. (2016). Dal verso al giro di pagina. Testualità e valenze educative dell’albo illustrato. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 11(3), 117-138. https://doi.org/10.6092/issn.1970-2221/6451

Issue

Section

History, stories and narrative in education