Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.
This paper discusses a case study on exploring how works of art could be included in the teaching of various subject areas. The study included a sample of one class of fifth graders and their teacher. One week of lessons was organised in such a way that students discussed works of art before beginning a new unit in various subject areas. A questionnaire was used to obtain data from the students. Data were also obtained through participatory observation. The obtained data show that the implementation of lessons with the inclusion of works of art was very well received by the students, and the conversation about the works of art motivated the students with respect to further activities. At the same time, within a very short period, the students became familiar with many different works of art outside of art class.
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