The Role of Illustration in Interpreting a Multimodal Literary Text

Abstract

Th e objective of the study was to establish the impact of illustration on the reading and interpreting of a poem in the case when only one illustration is provided with the text. Th e research study involved 408 students of the Faculty of Education and Faculty of Arts. Th e students were divided into two groups, of which one was given the poem Učenjak (Scholar) written by Niko Grafenauer and illustrated by Lidija Osterc, while the other had the same poem illustrated by Marjan Manček. Both groups had to answer a number of questions regarding personal traits of the literary character, his appearance and the environment he lives in. Th e results showed that the illustrations had a signifi cant impact on the interpretation of the physical features of the literary character and the environment he is set in. Th is in turn aff ected the understanding of the message of the poem.

Arts‐based responses to teaching poetry: a literature review of dance and visual arts in poetry education

“…Such approaches required knowledge and understanding of both art forms (Archambault and Carlson, 2011; Jusslin, 2019; McCormick, 2011). Different art forms could then facilitate, demonstrate and/or change understandings of poetry (Batič and Haramija, 2015, 2018; Bryer et al, 2014; Curwood and Cowell, 2011; Jusslin, 2019; McVee et al, 2008; Smith, 2019), make students reflect critically about the text (Giovanelli, 2017) and show range and depth in interpretative responses (Bryer et al, 2014; Jusslin, 2019). The implications for expanding and deepening understandings of poetry through arts‐based responses mark the abilities to create new interpretations of poetry and explore aspects of poetry that otherwise may be overlooked.…”

“…This last theme, emergent in five articles, referred to teachers' disciplinary knowledge and how art forms have disciplinary similarities. A prominent trend was the question of what knowledge teachers need of different art forms to teach arts‐based responses (Batič and Haramija, 2015, 2018; Cowan and Albers, 2006; Eilam and Poyas, 2012). Teachers of poetry are often certified and trained in literary knowledge, but not necessarily other art forms.…”

“…Teachers of poetry are often certified and trained in literary knowledge, but not necessarily other art forms. Presented arguments were that teachers need literary knowledge as well as adequate knowledge of the other art forms (Batič and Haramija, 2018). Consequently, there was an expressed need for language arts teachers to let go of possible fears of teaching other art forms (Cowan and Albers, 2006) while enhancing their knowledge about arts, which, in turn, was a prerequisite for successful implementation of arts‐based responses in poetry education (Eilam and Poyas, 2012).…”