Browsing by Author "Ellmann, Maria Magdalena"
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- ItemA semiotic analysis of wordless picture books produced in the context of Kayamandi, Western Cape, South Africa(Stellenbosch : Stellenbosch University, 2020-03) Ellmann, Maria Magdalena; Costandius, Elmarie; Haese, Adrie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.ENGLISH ABSTRACT : Picture books can act as a foundation to introduce knowledge and tell stories in education, as well as a way to utilise wordless picture books and the value thereof. This can lead to an improvement in learners’ development. This study investigated how signs, symbols and signifiers serve many functions in human lives. The use of wordless storytelling is linked with the production of knowledge; not only knowledge and understanding, but also indigenous knowledge and way of knowing. Theoretical perspectives of semiotics, narratology, indigenous knowledge, social justice and diversity were used to inform the research. A research design in the form of a case study was used. Qualitative data collection techniques and non-probability sampling were used. The sampling consisted of the stories written by and observations of 22 learners and four teachers in focus group sessions. Five Grade 9 learners participated in four sessions, each writing their own stories, after which five illustrators illustrated the stories. A class activity was observed in which the wordless picture books were put into practice in a learning context. Four teachers were interviewed with regard to the semiotic use of the signs, symbols and signifiers in the wordless picture books. To understand the data collected, inductive content analysis was done. The findings and conclusions include the importance of using the correct signs, symbols and signifiers when portraying indigenous stories and knowledge in wordless picture books. This should however be realised. The diminishment of indigenous knowledge in education needs to be overcome, and this can be done by introducing context-relative knowledge in previously marginalised areas. The implications of the findings and conclusions from the representation of the wordless picture books and self-reflection by the educators are presented. Further implications include the promotion of indigenous knowledge and storytelling in wordless picture books. Better exposure to indigenous knowledge is necessary in education.