关于婴儿书中的照片和图画。基于用餐场景的比较

IF 0.7 4区文学 0 LITERATURE

CHILDRENS LITERATURE IN EDUCATION Pub Date : 2023-11-15 DOI:10.1007/s10583-023-09542-y

Bettina Kümmerling-Meibauer, Jörg Meibauer

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引用次数: 0

摘要

摘要本文对婴儿图书中照片与图画的审美功能进行了对比分析。婴儿书籍被理解为0至3岁儿童的书籍。由于食物摄入和饮食行为的发展在这个年龄段非常重要，所以在许多婴儿书籍中都可以找到合适的用餐场景图片。这篇文章比较了两本婴儿绘本，分别是Trine kan…(1955)和Se hvad vi kan!(1964)，以及两本带有图画的婴儿书，《婴儿绘本》(1950)和《我看见了》(1985)。零假设是，照片更倾向于纪实、真实和客观的表现，而绘画则强调刻板、富有表现力和主观的视角。重要的间歇因素是肖像的概念，表达的可爱，以及从前卫到媚俗的尺度上的位置。通过对图像和随附文本(包括文本)的分析，可以发现婴儿的表现受到历史变化的影响，这与婴儿含义的不同结构有关。特别是，父母或教师的理想取向影响各自的表述。

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On Photos and Drawings in Baby Books. A Comparison Based on Dining Scenes

Abstract This article offers a comparative analysis of the aesthetic functions of photos vs. drawings in baby books. Baby books are understood as books for children between 0 and 3 years of age. Since the development of food intake and eating behavior is very important at this age, appropriate pictures of dining scenes can be found in many baby books. This article compares picturebooks for babies that show dining scenes, with two photo books, Trine kan… (1955) and Se hvad vi kan! (1964), and two baby books with drawings, The Picturebook for BABY (1950) and I See (1985). The null hypothesis is that photos tend more towards documentary, authentic, and objective representation, while drawings emphasize a stereotypical, expressive, and subjective perspective. Important intermittent factors are the concept of portraiture, expressed cuteness, and the position on a scale from avant-garde to kitsch. The analysis of the images and the accompanying texts (including the peritexts) shows that the representation of babies is subject to historical changes, which is related to different constructions of what it means to be a baby. In particular, the orientation towards parental or pedagogical ideals influences the respective representations.

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来源期刊

CHILDRENS LITERATURE IN EDUCATION LITERATURE-

CiteScore

1.40

自引率

25.00%

发文量

期刊介绍： Children''s Literature in Education has been a key source of articles on all aspects of children''s literature for more than 50 years, featuring important interviews with writers and artists. It covers classic and contemporary material, the highbrow and the popular, and ranges across works for very young children through to young adults. It features analysis of fiction, poetry, drama and non-fictional material, plus studies in other media such as film, TV, computer games, online works; visual narratives from picture books and comics to graphic novels; textual analysis and interpretation from differing theoretical perspectives; historical approaches to the area; reader-response work with children; ideas for teaching children''s literature; adaptation, translation and publishing. CLE is a peer-reviewed journal covering children''s literature worldwide, suitable for professionals in the field (academics, librarians, teachers) and any other interested adults. - Features stimulating articles and interviews on noted children''s authors - Presents incisive critiques of classic and contemporary writing for young readers - Contains articles on fiction, non-fiction, poetry, picture books and multimedia texts - Describes and assesses developments in literary pedagogy - Welcomes ideas for ‘special issues’ on particular themes or critical approaches