How and what do we see and know when we look at a painting? Conversely, how do we visualize the literary text? These questions are the focus of Claude Gandelman's virtuoso essays on reading and the visual arts. Gandelman's subjects range from the Egyptians to Franz Kafka, from Las Meninas to concrete poetry. His methodology is semiotic. He reads pictures as signs and tries to understand the significance of a wide variety of pictorial and textual signs and gestures. Kafks's caricature of the skeletal "hunger artist," for example, is read against the similarly distorted images of Expressionist painting and film. Another chapter, - on doors as thresholds, as visual rites of passage - studies the "optics of liminality" in art and literature from seventeenth-century realist Flemish painting to Madame Bovary. Two key chapters deal with the body images all of us bear within ourselves, the implicit image of oneself that is inscribed as a sort of imprint in the cortex and that has been visualized as a homunculus. Do we read this image and extract it, sometimes violently, in our images of the Other? -- Book Jacket.

Italian cinema is internationally well-known for the ground-breaking experience of Neo-Realism, comedy "Italian-Style," Spaghetti Westerns, and the horror movies of the seventies. However, what is rather unfamiliar to wider audiences is Italian cinema's crucial and enduring affair with literature. In fact, since the very beginning, literature has deeply influenced how Italian cinema has defined itself and grown. This book provides an empirical approach to this complex and fruitful relationship. The aim is to present discussions dealing with significant Italian film adaptations from literary materials which greatly exemplify the variety of styles, view-points, and attitudes produced by such an alliance, throughout the different periods. Among the adaptations discussed, are those that have followed trends and critical debates, making them, at times, rather problematic.

Children Reading Pictures has made a huge impact on teachers, scholars and students all over the world. The original edition of this book described the fascinating range of children's responses to contemporary picturebooks, which proved that they are sophisticated readers of visual texts and are able to make sense of complex images on literal, visual and metaphorical levels. Through this research, the authors found that children are able to understand different viewpoints, analyse moods, messages and emotions, and articulate personal responses to picture books - even when they struggle with the written word. The study of picturebooks and children’s responses to them has increased dramatically in the 12 years since the first edition was published. Fully revised with a review of the most recent theories and critical work related to picturebooks and meaning-making, this new edition demonstrates how vital visual literacy is to children's understanding and development. The second edition: Includes three new case studies that address social issues, special needs and metafiction Summarises key finding from research with culturally diverse children Draws upon new research on response to digital picturebooks Provides guidelines for those contemplating research on response to picturebooks This book is essential reading for undergraduate and postgraduate students of children’s literature as well as providing important reading for Primary and Early Years teachers, literacy co-ordinators and all those interested in picturebooks.

Media-didactics have recently become more firmly grounded on cognitive theory, with an increasing concern for the internal processes of knowledge representation and acquisition. With this cognitive aspect in mind, an international group of researchers held a meeting in Tübingen, Federal Republic of Germany, to present and discuss the theoretical approaches to and empirical investigations of knowledge acquisition from text and pictures. This volume contains the revised contributions resulting from that meeting.

This resource is robust and relevant, helping students prepare for life beyond school. Students will gain regular practice through these quick activities. Perfect for additional practice in the classroom or at home! Perfect practice makes perfect!

Learn to Read. Book for Beginning Readers. Preschool, Kindergarten, and 1st Grade (Step into Reading. Level 1) We offer the easiest way to make reading books with children a pleasure, even for those children who listen to reading reluctantly. With the usual type of reading, a child is a passive listener, while with “reading by picture”, he or she becomes an active participant. Even if children can already read, they are happy to read texts where some of the words are replaced by pictures and perceive it as a bonus or a prize. It is more important to receive such bonuses for children who are just starting to read, or for whom reading still requires effort. A small child can only voice words represented by pictures. This "reading" not only makes kids a full participant in the process but also teaches them to reconcile the words of the picture with other words in the sentence. Older children may try to read words from a vocabulary list that appears before the text. A child who has begun to read will be able to enjoy reading the entire text. If you are reading to your little one, please read slowly. Let your child think about the sentence, find the right word, and enjoy the reading process. Some words in this book are changed to pictures. Each story has a pictured vocabulary list at the beginning. Includes 7 simple stories understandable and relatable for kids. Great book for non-English speaking children to learn and remember new words in a fun game-based reading activity.