The Visual made Audible – Co-constructing Sound Effects as Devices of Comic Book Literacy in Primary School

Lars  Wallner

doi:10.18682/cdc.vi89.3810

Lars Wallner

DOI: https://doi.org/10.18682/cdc.vi89.3810

Palavras-chave: Sala de aula ; alfabetização com quadrinhos ; multimodalidade ; efeito sonoro ; texto sonoro

Resumo

Este artigo discute e analisa as situações de alfabetização em que dois alunos da terceira série e seus professores trabalham com quadrinhos, concentrando-se especificamente sobre as representações visuais do som. O objetivo deste artigo é explorar como essas representações, tais como aspectos multimodais de quadrinhos de alfabetização, causar experiências que desenvolve alfabetização em sala de aula. representações do som são mostradas por diferentes formas e tamanhos, mas geralmente escrito off bolhas de diálogo com letras em negrito. Usando a psicologia discursiva –e, assim, permitindo que o pesquisador para ver ações e representações de participantes e as medidas tomadas em certos contextos sociais verbais– este artigo analisa a forma como pares de alunos e professores co-construir visuais em quadrinhos, traduzi-las em sons vocais e movimento incorporado. Os resultados mostram que o movimento embutido, sensação e som audível são usados para exibir de forma interativa, quadrinhos, efeitos sonoros para melhorar a experiência narrativa do leitor. Isso é feito como co-construção entre adulto e criança através de recriação de ação visual e sonora e da vida real, também conectar esses outros aspectos visuais de painéis adjacentes de modo que isso é significativo. O artigo argumenta que esta desafia as percepções de professores e alunos sobre o que pode ser a alfabetização e como os efeitos sonoros através da forma, cor e texto gráfico fonte, influência e incentivar narrativas de quadrinhos criado na sala de aula.

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