Graphic-Narrative Play
By S. Wright. International Journal of Education and the Arts, 2007
104 citations recorded by the source corpus.
This arts-based research illustrates how young children engage in 'graphic-narrative play' - a personal fantasy-based experience depicted on paper - while representing imaginary worlds centered on the topic, what the future will be like. The descriptions show how the children not only made representations, but also manipulated these in abstract ways as they created and recreated images, ideas and feelings. The findings illustrate how the child becomes a cast of one, taking on multiple roles (i.e., artist, author, director, scripter, performer and narrator) and selecting when and how to play with all the available voices offered through the multimodal media - drawing, 'telling', dramatization, expressive sound effects, gesture and movement. These multiple texts involved embodied authoring - layers of visual and physical action, character development, plot scheme, scenery and running narrative working in harmony, simultaneously. Children's open-ended construction of meaning surfaced content that reflected universal story themes such as good-evil and capturing-defending, and their voices often were powerful, humorous, philosophical and reflective. Yet the sequencing of events did not necessarily follow linear structures - instead, the children worked within fluid structures.
Subfields: Literature and Literary Theory, Visual Arts and Performing Arts
View Paper: https://www.semanticscholar.org/paper/016d601413b1ee156ef1e1b9b90a46c957342c6d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Literature and Literary Theory
In Visual Arts and Performing Arts
Citations in the corpus
- ‘I'm Making it Different to the Book’: Transmediation in Young Children's Multimodal and Digital Texts (2011, methodology): “In this paper, I return to the original nomenclature, ‘transmediation’ to acknowledge the genesis of the concept in the literature by Charles Suhor (1984; 1992), extended by Semali (2002), Semali and Fueyo (2001), Siegel (1995; 2006) and others (Short, Kauffman & Khann, 2000; Wright, 2007).”
- Using Children's Representations to Investigate Meaning-Making in Mathematics (2013, background): “However, it is important to recognise that the drawings and their accompanying narratives are not separate entities—both are integral parts of the meaningmaking process (Wright, 2007).”
- Communicating and Thinking Through Drawing Activity in Early Childhood (2014, methodology): “Through drawing, children create representations of not only objects, but also movements, action, changes, sounds, emotions, and ideas, and they narrate complete stories (Carruthers & Worthington, 2005; Hope, 2008; Kress, 1997; van Oers, 1997; Wright, 2007).”