Однос текста и илустрације: перспектива илустратора и учитеља

Наташа З. Лалић Вучетић,
Нада С. Шева, Институт за педагошка истраживања, Београд, Република Србија
Иновације у настави, XXXIV, 2021/1, стр. 44–62

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2101044L

 

Резиме: Илустрација као ефикасно средство комуникације помаже разумевању прочитаног развијајући богатство дечјег речника и утичући у крајњем исходу на мотивацију и постигнуће детета. Циљ овог рада је да се утврди како учитељи и илустратор опажају и разумеју однос текста и илустрације у уџбенику/буквару. Реализовано је квалитативно истраживање кроз фокус групу са учитељима и интервју са илустраторком. Резултати истраживања показују да се у наративима илустраторке и учитеља могу издвојити, с једне стране, категорије које се тичу односа текста и илустрације и објашњавају га, и, с друге стране, категорије које описују делокруг илустратора и учитеља у процесу интеграције текста и илустрације, као и њихову мотивацију. Заједничку тачку у наративима представља критички однос илустраторке и учитеља према издаваштву, значају илустрације, где су нагласили да је неопходно имати меру да би се, уопште, успоставио однос текста и илустрације. Уочено је да би одговорност у интеграцији текста и илустрације требало да буде распоређена на све учеснике у креирању коначног уџбеника/буквара, као и да је неопходно потенцирати на нужности повезивања аутора и илустратора током стварања односа текста и илустрације на једној страници буквара/уџбеника. Додатно је важно развијати даљи оквир за едукацију наставника у погледу значаја илустрације у процес учења у настави.

Кључне речи: илустрација, текст, перспектива, илустратор, учитељи.

 

Summary: Illustrations as an effective means of communication help children to understand what they have read, enriching at the same time their vocabulary and ultimately influencing children’s motivation and achievement. The aim of this paper is to determine how teachers and illustrators perceive and understand the relationship between a text and an illustration in a primer. A qualitative research was conducted using a focus group with primary school teachers and an interview with an illustrator. The research results show that from the illustrator’s and teachers’ narratives one can single out, on one hand, the categories related to and explaining the relationship between a text and an illustration, and on the other hand, the categories describing the scope of the illustrator and the teachers in the process of text and illustration integration, as well as their motivation. A critical attitude of the illustrator and the teachers towards publishing, as well as the importance of illustration, was a common point in the narratives, where they emphasized that it is necessary to have a measure in order to establish the relationship between a text and an illustration in general. It was observed that the responsibility for the integration of texts and illustrations should be shared by all participants in creating the final textbook/primer, and that it is necessary to emphasize the need to connect the authors and illustrators during the creation of the relationship between a text and an illustration on one page of the primer/ textbook. It is additionally important to develop a further framework for teacher education in terms of emphasizing the importance of illustration in the learning process in teaching.

Keywords: illustration, text, perspective, illustrator, primary school teachers.

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