Exploring compositional meanings in the picturebook with a two-father family Me, Daddy & Dad (2017)
DOI:
https://doi.org/10.1590/1678-460X202238248829Palabras clave:
Children’s picturebooks, multimodality, visual/verbal modes, critical discourse analysis.Resumen
This paper offers a multimodal analysis of the main characteristics of the compositional metafunction in the picturebook with a two-father family Me, Daddy & Dad (2017). The purpose of the analysis is to observe how textual meanings are created. The main tools of the grammar of visual design applied to picturebooks will be used for the analysis, following the model proposed by Painter et al. (2013). The main ideas of the said grammar will be illustrated with a description of images from the picturebook to deconstruct the relationship between the written text and the visual, the types of written and visual themes, the layout, the framing, and the focus. The analysis shows that both fathers take care of the child and do things at home, such as cooking. Consequently, two-father families are promoted and presented in an egalitarian way. However, the analysis shows that there are not open expressions of affection between the characters because, although the two fathers, Daddy and Dad, appear sometimes together, there is hardly any contact between them or between them and the child.
Citas
Arizpe, E., Farrell, M., & Mcadam, J. (Eds.). (2013). Picturebooks: Beyond the borders of art, narrative, and culture. Routledge.
Baguley, M., & Kerby, M. (2021). A beautiful and devilish thing: children’s picture books and the 1914 Christmas Truce, Visual Communication, 0(0), 1-24. https://doi.org/10.1177/1470357220981698177
Bateman, J.A. (2011). The decomposability of semiotic modes. In K. L. O’Halloran, & B. A. Smith. (Eds.), Multimodal studies: Multiple approaches and domains (pp. 17-38). Routledge Studies in Multimodality. Routledge.
Campagnaro, M. (2015). ’These books made me really curious’ How visual explorations shape the young readers’ taste. In J. Evans (Ed.), Challenging and controversial picture books. Creative and visual responses to visual texts (pp. 121-143). Routledge.
Coats, K. (2018). Gender in picturebooks. In B. Kümmerling-Meibauer (Ed.), The Routledge companion to picturebooks (pp. 119-127). Routledge.
Denham, G. (2017). Me, Daddy & Dad. Elizabeth Publications.
Elleström, L. (2010). The modalities of media: A model for understanding intermedial relations. In L. Elleström (Ed.), Media borders, multimodality and intermediality (pp. 11-48). Palgrave.
Evans, J. (ed.). (2015). Challenging and controversial picturebooks: Creative and critical responses to visual texts. Routledge.
Gatti, M.C. (2013). Spatiotemporarily and cognitive-semiotic perspectives on corporate discourse for the web. Peter Lang.
Halliday, M.A.K. (1978). Language as social semiotic: The Sociological interpretation of language and meaning. Edward Arnold.
Halliday, M.A.K., & Matthiessen, C.M.I.M. (2014). An introduction to functional grammar. 4th ed. Arnold.
Hamer, N., Nodelman, P., & Reimer, M. (Eds.). (2017). More words about pictures: Current research on picture books and visual/verbal texts for young people. Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. 2nd ed. Routledge Press.
Kümmerling-Meibauer, B. (Ed.). (2014). Picturebooks: Representation and narration. Routledge.
Kümmerling-Meibauer, B. (2018). Picturebook research as an international and interdisciplinary field. In B. Kümmerling-Meibauer (Ed.), The Routledge companion to picturebooks (pp. 1-8). Routledge.
Kümmerling-Meibauer, B., Meibauer, J., Nachtigäller, K., & Rohlfing, K. (Eds.). (2015). Learning from picturebooks: Perspectives from child development and literacy studies. Routledge.
Lemke, J. (2002). Travels in Hypermodality. Visual Communication, 1, 299-325. https://doi.org/10.1177/147035720200100303
Lewis, D. (2001). Reading contemporary picturebooks: Picturing text. RoutledgeFalmer.
Martínez Lirola, M. (2020). A multimodal analysis of Daddy’s Roommate. Deconstructing interpersonal and compositional meanings. Brno Studies in English, 46(2), 25-46. https://doi.org/10.5817/BSE2020-2-2
Molina, S., & Alonso, I. (2016). The construction of meaning in multimodal discourse: A digital story as a case study. In M. Romano, & M.D. Porto (Eds.), Exploring discourse strategies in social and cognitive interaction (pp. 111-135). John Benjamins. https://doi.org/10.1075/pbns.262.05mol
Moya Guijarro, A. J. (2014). A multimodal analysis of picture books for children. A systemic functional approach. Equinox.
Moya Guijarro, A. J. (2016). The role of semiotic metaphor in the verbal-visual interplay of children’s picture books: A bimodal systemic-functional approach. ATLANTIS, 38(1), 33-52.
Moya Guijarro, A. J. (2019). Communicative functions of visual metonymies in picture books targeted at children in two different age groups. A multimodal analysis. WORD, 65(4), 193-212. https://doi.org/10.1080/00437956.2019.1670932
Moya Guijarro, A. J., & Pinar, M.J. (2009). On interaction of image and verbal text in a picture book. A multimodal and systemic functional study’. In E. Ventola, & A. J. Moya (Eds.), The world told and the world shown: Multisemiotic issues (pp. 107-123). Palgrave Macmillan.
Moya Guijarro, A. J., & Ruiz, B. (2016). Hope after death? A multimodal analysis of Granpa. Miríada Hispánica, 13, 83-98.
Moya Guijarro, A. J., & Ruiz, B. (2020). A multimodal cognitive analysis of visual metonymies in picture books featuring same-sex parent families. Review of Cognitive Linguistics, 18(2), 372-396. https://doi.org/10.1075/rcl.00064.moy
Moya Guijarro, A. J., & Ventola, E. (2021). A multimodal approach to challenging gender stereotypes in children’s picture books. Routledge.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-37). Macmillan.
Nodelman, P. (1988). Words about pictures: The narrative art of children’s picture books. The University of Georgia Press.
O’Halloran, K. L. (2004). Multimodal discourse analysis: Systemic functional perspectives. Continuum.
O’Halloran, K. L. (2008). Systemic functional multimodal discourse analysis (SF-MDA): constructing ideational meaning using language and visual imagery. Visual Communication, 7, 443-475. https://doi.org/10.1177/1470357208096210
Painter, C. (2007). Children’s picture books narratives: Reading sequences of images. In A. Mccabe, M. O’Donnell, & R. Whittaker (Eds.), Advances in language and education (pp. 40-59). Continuum. https://doi.org/10.5040/9781474212045.ch-002
Painter, C. (2018). Multimodal analysis of picturebooks. In B. Kümmerling-Meibauer. (Ed.), The Routledge companion to picturebooks (pp. 420-428). Routledge.
Painter, C., Martin, J., & Unsworth, L. (2013). Reading visual narratives. Image analysis of children’s picture books. Equinox.
Pinar, M.J., & Moya Guijarro, A.J. (2016). Irony and humor in Princess Smarthypants. Brno Studies in English, 42, 93-111. https://doi.org/10.5817/BSE2016-1-5
Salisbury, M., & Styles, M. (2012). Children’s picturebooks: The art of visual storytelling. Laurence King.
Soler Quiles, G. (2015). La representación de la realidad afectivo-sexual en la literatura infantil y juvenil de América Latina. América sin nombre, 20, 63-72. https://doi.org/10.14198/AMESN.2015.20.05
Soto Reatiga, M. (2017). El cuento como mediación pedagógica para el fortalecimiento de la lectoescritura. Zona Próxima, 27, 51-65. https://doi.org/10.14482/zp.22.5832
Sunderland, J., & Mclashan, M. (2012). Stories featuring two-mum or two-dad families. In J. Sunderland (Ed.), Language, gender and children’s fiction (pp. 142-172), Continuum.
Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English Teaching: Practice and Critique, 5(1), 55-76. http://education.waikato.ac.nz/research/files/etpc/2006v5n1art4.pdf (accessed September 16, 2021).
Unsworth, L. (2014). Multimodal reading comprehension: Curriculum expectations and large-scale literacy testing practices. Pedagogies: An International Journal, 9: 26-44. https://doi.org/10.1080/1554480X.2014.878968
Unsworth, L., & Ortigas, I. (2008). Exploring the narrative art of David Wiesner: using a grammar of visual design and learning experiences on the world wide web. L1 - Educational Studies in Language and Literature, 8(3), 1-21. https://doi.org/10.17239/L1ESLL-2008.08.03.04
Van Leeuwen, T. (2011). The language of colour: An introduction. Routledge.
Weitzman, L., Eifler, D., Hokada, E., & Ross, C. (1972). Sex-role socialization in picture books for preschool children. American Journal of Sociology, 77, 1125-1150.
