Η συμβολή της εικόνας στην παραγωγή γραπτού λόγου και η προστιθέμενη αξία της κριτικής ανάλυσής της: Διδακτικές πρακτικές στη Β΄ τάξη Δημοτικού με πίνακες ζωγραφικής

Abstract

Given that images constitute an attractive means of teaching and undoubtedly correspond to a dominant semiotic mode of modern communication, we consider them excellent resources to be used in teaching. In particular, their contribution to the production of written language, which is difficult for students, is extremely helpful. In Greek schools visual texts are often treated as decorative elements, accompanying texts or used as co-auxiliary learning tools. In contrast our language proposition places the image at the centre of the teaching process, deriving from it all its dynamics. Specifically, images in our research are used two ways. On the one hand to introduce students to critical reading, developing critical visual awareness in order to investigate the implicit meanings of images and the mechanisms that conceal them. On the other hand, having understood their messages, to proceed with collaborative creative writing, in a pleasant and constructive way, accompanying them with a visual creation which critically deconstructs and reconstructs the original image, i.e. the painting being studied. Aiming to use images in education, in this article we propose teaching practices that were implemented in the context of action research during a language lesson in written language activities. The implementation used nine paintings in a second-grade class with seventeen students and two critical observers.  It is vital to note that the visual material was integrated into the lesson in a critical way, using a student-specific model of critical visual analysis. The paintings finally chosen by the students were included in three thematic categories: family, friendship and work. A basic point of reference was the aspect of relationships, so that children through personal experiences of social relationships could more effectively penetrate political concepts central to critical literacy such as power - ideology. Teaching practices such as: “Associative thinking”, “Show me how it works”, “The magic wand that dissolves silence”, “The preferred painting” launched creative learning paths which led to the development of descriptive, narrative and argumentative language in a multimodal context. The produced material, interview, observations and the teacher’s diary showed that critical visual literacy is cultivated, and critical visual awareness is developed when images which correspond to works of art are incorporated into language lessons.