Teses / dissertações sobre o tema "Contributions in illustration of books"
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Huggins, Linda Wreford. "Techniques in contemporary book illustration". Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1008567.
Texto completo da fonteCurtis, John Gerard. "Traces of the visual imagination : image and word in Victorian England". Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282460.
Texto completo da fonteOsborne, Carol Margot. "Pierre Didot the Elder and French book illustration, 1789-1822". New York : Garland Pub, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12050279.html.
Texto completo da fonteBork, Debora J. "History and criticism of photographically illustrated children's books /". Online version of thesis, 1988. http://hdl.handle.net/1850/11490.
Texto completo da fonteAssmann, Nicola. "Willi Baumeister : die Illustration : in der Begegnung mit alten aussereuropäischen Kulturen auf de Weg zu einer neuen Formensprache /". Bielefeld : N. Assmann, 2005. http://www.loc.gov/catdir/toc/fy0605/2006364351.html.
Texto completo da fonteSheldon, Allan Ellis. "The influence of illustration on fifth graders' responses to the illustrated poem /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546982801.
Texto completo da fonteHalse, Joanne. "Framing the text : an investigation of collage in postmodern narrative illustration". Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50609.
Texto completo da fonteENGLISH ABSTRACT: Collage, as a verbal and visual medium, epitomises the heterogeneity, indeterminacy and fragmentation of the postmodern moment. In this thesis I argue that visual collage - in the context of book illustration - presents an ideal form with which to illustrate the state of contemporary (postmodern) narrative. Postmodernism, as a term or concept, evades any form of absolute or definitive account. Hence, in my discussion of the postmodern condition I move towards an understanding of this complex theoretical and cultural phenomenon. Postmodern cultural artifacts reflect the state of a modernised, Western-orientated, globalised consciousness, which resists arborescent structures in past and contemporary texts. In both postmodern narratives and in literary fictional narratives the condition of artifice is amplified. Thus, this thesis explores various characteristics evident in postmodern fiction in order to understand and demonstrate the changes manifest in contemporary narratives in general. Many of the stylistic and figurative devices employed in the postmodern novel foreground the excessive appropriation and self-reflexive textualism of contemporary texts - these literary devices often reflect particular collage-like tendencies or characteristics. Contemporary literary theory, in addition, provides many useful terms and concepts with which to describe visual texts and, for the purposes of this discussion, narrative illustration. This thesis is centred primarily on an analysis of the practical component completed as part of the Master of Arts degree in Fine Arts. The discussion of the practical work is embedded in the wider fields of book art - particularly the postmodern artist's book (livre detourne) - and in contentious debates around the role of visual narrative illustration. In both the thesis and the illustrated book objects, I challenge the secondary and supplementary position traditionally held by illustration in the context of the book. I argue for a form of visual narrative that is not required to function as a mere translation of the primary verbal text. Instead - working within the context of the artist's book and through the utilisation of collage as a visual (and verbal) medium - I demonstrate that illustration may complement, supplement or subvert the written text. Furthermore, I show that illustration may assume the role of the primary text in the context of the codex. Finally, this study creates a space for a creative and participatory reader who, through the intertextual processes made evident in the book objects, becomes an active 'reader-writer' of the visual and verbal narratives under discussion.
AFRIKAANSE OPSOMMING: Collage, as beide 'n verbale en visuele medium, verpersoonlik die onbesliste, gefragmenteerde, heterogene moment van postmodemisme. In hierdie tesis voer ek aan dat visuele collage, binne die konteks van boekillustrasie, 'n ideale vorm van uitbeelding hied om die toestand van kontemporere (postmodeme) narratief te illustreer. Postmodemisme, as 'n term of konsep, ontwyk enige volslae of beslissende betekenis. Gevolglik poog ek in my bespreking van die postmodeme toestand om nader aan 'n begrip van hierdie komplekse teoretiese en kulturele , fenoneem te beweeg. Postmodeme kulturele artefakte reflekteer die toestand van 'n gemodemiseerde, Westers-georienteerde, geglobaliseerde bewustheid wat liniere strukture in tekste uit die verlede en die hede weerstaan. In beide postmodeme narratiewe en fiktiewe literere narratiewe word die gesteldheid van kunsskepping toegelig. Dus ondersoek hierdie tesis verskeie opvallende eienskappe van postmodeme fiksie ten einde die veranderinge wat in die algemeen in kontemporere narratiewe manifesteer te verstaan en te demonstreer. Vele van die stilistiese en figuratiewe tegnieke van die postmodemistiese roman plaas die oormatige toe-eining en selfrefleksiewe tekstualisme van konteporere tekste op die voorgrond; die literere gebruikswyses reflekteer dikwels bepaalde collage-agtige tendense of eienskappe. Hierbenewens, bied kontemporere literereteorie vele nuttige terme en konsepte waarmee visuele tekste sowel as, vir die doe] van hierdie ondersoek, visuele narratiewe, beskryf kan word. Hierdie tesis is hoofsaaklik gevestig op 'n analise van die praktiese werk wat dee) van die Magister Artuim-graad in Beeldende Kunste uitmaak. Die bespreking van die praktiese werk is veranker in die wyer terreine van boekkuns - spesifiek die postmodeme kunstenaarsboek (livre detourne) - en in kontensieuse debatte oor die rol van visuelenarratief-illustrasie. In beide die tesis en die gelllustreerde boekobjekte bevraagteken ek die tradisionele siening dat illustrasie binne boekkontekse 'n sekondere of aanvullende posisie inneem. Ek argumenteer ten gunste van 'n vorm van visuele narratief waarvan daar nie bloot verwagword om as 'n beskrywing van die primere verbale teks te funksioneer nie. In plaas daarvan, deur binne die konteks van die kunstenaarsboek te werk en deur collage as 'n visuele (en verbale) medium te benut, demonstreer ek dat illustrasie die geskrewe teks kan aanvul, daartoe kan toevoeg of dit kan ondergrawe. Verder toon ek dat illustrasie die rol van die primere teks in die konteks van die kodeks kan inneem. Laastens skep hierdie studie die geleentheid vir 'n kreatiewe en bydraende leser - vanwee 'n intertekstuele proses wat in die boekobjekte aan die Jig kom - om as 'n aktiewe 'leser-skrywer' van die visuele en verbale tekste onder bespreking op te tree.
Hugill-Fontanel, Amelia J. "Publication of an Internet-accessible database resource for Arts et métiers graphiques /". Link to online version, 2002. https://ritdml.rit.edu/dspace/handle/1850/61.
Texto completo da fonteTypescript. Accompanying CDROM contains the prototype of AMG web-based database and electronic copy of the thesis. Includes bibliographical references.
Morris, Hannah. "Tall enough? : an illustrator’s visual inquiry into the production and consumption of isiXhosa picture books in South Africa". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2151.
Texto completo da fonteThis thesis is a visual, sociolinguistic and cultural inquiry into the role of isiXhosa picture books in contemporary South Africa. From the standpoint of an illustrator, I examine several of these works arising out of a history that alienated many isiXhosa readers and writers from their language. I examine factors that influence the design, content and very notions of reading itself through the multiple languages offered by the picture book format. I argue that these books occupy a problematic space where production and consumption are affixed to paradigms of economics, language and literacy incongruent with the lives of many isiXhosa-speaking readers. My overall conclusion is that literacy and visual literacy are essential to developing an authentic 'reading culture'. Fostering a meaningful relationship with printed words and images is critical to both the emerging reader and the emerging illustrator. In producing illustrations for an isiXhosa narrative, I consider the shape of my own visual literacy through mediations with drawing and writing, relating my activities to those of a child learning to distinguish between pictures and words. The cross-over space where image/text distinctions blur potentially invites new narrative expressions. The picture book is a suitable format for expanding notions of vision and literacy, 'subverting' paradigms and revealing the richness of contemporary African tales. I rest my fundamental premise on an insistence for an increase of accessible, quality picture books in African languages that stimulate the artistic and intellectual development of all readers.
Swanepoel, Liani Colette. "Aeneas se onderwêreldse reis in illustrasie : 'n resepsie-historiese studie van tonele in Aeneïs VI /". Link to the online version, 2006. http://hdl.handle.net/10019.1/1690.
Texto completo da fonteAxelsson, Jessica, e Ronja Levinsson. "Barn och föräldrars val av bilderbok med fokus på illustrationer : En intervju- och observationsundersökning". Thesis, Högskolan Dalarna, Grafisk teknologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12908.
Texto completo da fonteThe purpose of this study was the comparison of children 3–6 years old and parents’ preferences of picture book illustrations, as well as to examine how parents reason about the choice of picture book and the illustration’s role in this context. Through individual semi-structured interviews and observations with 22 children (3–6 years) and 10 parents were examined which types of book illustrations that were preferred. The parents then also choose which of five picture books, from which the illustrations were from, they would like to read to their children. The results of the study indicate that the illustrations are an aspect for both children and parents in the selection of picture book and that there are factors that are preferred in the illustrations. The children in the study seemed to prefer naivistic illustrations with a high number of focal points. The parents preferred realistic illustrations with elements they can connect to real life. Parents considered illustrations, moral and knowledge to be of great importance when choosing a picture book for their children. Many parents wanted the opportunity to tell their own story about the illustrations in the picture books.
Thomas, Lisa Carol. "Exploring second graders' understanding of the text-illustration relationship in picture storybooks and informational picture books". Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3679.
Texto completo da fonteFarman, Nola. "The humours of the artists' book". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/25097.
Texto completo da fonteA thesis submitted to the University of Western Sydney, College of Arts, Writing and Society Research Group in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
Parker, Ann. "The Contributions of Small Presses to the Field of Multicultural Children's Books". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194282.
Texto completo da fonteBowen, Karen Lee. "The illustration of Christopher Plantin's books of hours : traditions and innovations before and after the council of Trent /". Ann Arbor (Mich.) : UMI dissertation services, 1995. http://catalogue.bnf.fr/ark:/12148/cb37063749k.
Texto completo da fonteWiethüchter, Johanna. "Books vs. Technology : An exploratory study of the influence they have on children's development". Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86926.
Texto completo da fonteLinardou, K. "Reading two Byzantine illustrated books: the Kokkinobaphos manuscripts (Vaticanus graecus 1162 and Parisinus graecus 1208) and their illustration". Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504872.
Texto completo da fonteDibrova, Alisa. "AR books and pre-school children’s engagement". Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20620.
Texto completo da fonteModern children use mobile technologies more and more often. A number of studies argue that children’s learning can benefit from the use of media in classrooms and that there exists a lack of these technologies applied at schools. Many research indicate that use of augmented reality technologies in children’s teaching helps children to get more motivated and engaged in the learning activities, and it is beneficial for children’s memory retention. Some studies claim that motivation is an essential factor for promotion a learning performance. This study aims at creating an augmented reality (AR) book for 4-5 years old children and on understanding how AR can affect engagement, and how it can support learning in terms of memorization.There was conducted an experiment with eight children who go to preschool. During the experiment, the observations and interviews were made. Graphic design, illustration and animation were a part of preparation for the experiment. The study results are analyzed and discussed in relation to earlier research in this area. The results point towards the fact that AR could help children of preschool age in classroom education by positively affecting their memory retention and increasing their engagement and motivation – which was earlier claimed to be an extremely important factor for improving the learning performance. At the same time, it is hard to interpret the results with a high degree of certainty as the test groups were small and a number of additional factors could have affected the results. In order to confirm the results of this study, it is suggested to conduct a study of a larger scale.
Morris, Hannah. "Tall enough ? : an illustrator's visual inquiry into the prodcution and consumption of isiXhosa picture books in South Africa /". Link to the online version, 2007. http://hdl.handle.net/10019/1995.
Texto completo da fonteReisberg, Mira. "An A/r/tographic study of multicultural children's book artists : developing a place-based pedagogy of pleasure". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/m%5Freisberg%5F062206.pdf.
Texto completo da fonteBatey, Jacqueline. "The safe cigarette : visual strategies of reassurance in American advertisements for cigarettes, 1945-1964". Thesis, University of Brighton, 2003. https://researchportal.port.ac.uk/portal/en/theses/the-safe-cigarette(a1dd0e71-ce49-4441-aab6-297bdd958c1c).html.
Texto completo da fonteAtor, Robin A. "Boudica : an illustrated narrative". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3823.
Texto completo da fonteJohnson, Shelley. "This little chicken went to Africa : a historical survey into the development of narrative structures within relief printmaking in community centres in South Africa and a formal analysis of the relevance of the medium in contemporary children's picture book illustration". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1725.
Texto completo da fonteWhen dealing with emergent literacy in South Africa, the didactic aspects of picture books are often privileged over their aesthetic quality and the idea of reading for pleasure. The themes of the books are not always locally relevant and for economic reasons, they often fail to reach the communities that need them the most. By looking at the history of relief printing within a community environment, I hope to highlight how communities themselves may be able to develop locally relevant children’s picture books, instituting a ‘grassroots’ approach rather than the paternalistic ‘top down’ approach of the past. I will also be looking at the narrative and stylistic elements of relief printing that are complimentary to the picture book genre and how these can be utilised for a pleasurable rather than didactic approach to the narratives.
Freeman, Cynthia Renee. "Relative contributions of mastery, maternal affective states, and childhood difficulty to maternal self-efficacy". abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239875.
Texto completo da fonteSwanepoel, Liani Colette. "Aeneas se onderwêreldse reis in illustrasie : ’n resepsie-historiese studie van tonele in Aeneïs VI". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1690.
Texto completo da fonteThroughout the centuries artists have visualised the imaginative works of Publius Vergilius Maro in a variety of art forms. Paintings, frescoes, sculptures and even tapestries have made the wordscenes of his great epic, the Aeneid, concrete. The thesis investigates only the illustration of the epic in manuscripts and printed texts or translations. The illustrations of scenes in Book VI – the journey of Aeneas in the underworld – are studied using the reception-historical approach. This is to determine whether the illustrations of the Trojan hero’s journey in the underworld reflect the reception of the Aeneid in the different eras or periods. The illustrator is a “reader” of the Aeneid text or translation and consequently his/her illustration of a particular scene reflects his/her own visual interpretation thereof. Illustrations of Book VI in manuscripts like the Vergilius Vaticanus of late Antiquity and the mid- 15th century Riccardiana Vergilius of Apollonio di Giovanni are examined. A study of illustrations in printed texts or translations range from the 1502 Grüninger edition of Vergil edited by Sebastian Brant to the Book VI illustration of Thom Kapheim in a textbook published in 2001. The aim is to establish how illustrators associated with Book VI, interpreted it, how their environment and the spirit of the age influenced their visualisation and how their illustrations reflect the reception of the epic throughout the centuries. Such a study hopes to provide a contribution to Vergilian reception and Nachleben. In the process a better understanding can be obtained for the importance and changing role of Aeneid VI and the whole epic in different eras. It is found that the illustrators of the Aeneid – influenced by the different spirit of their times and environments – brought forth unique visual interpretations of scenes in Book VI that suggest a particular reception of the epic at that specific point of time. The illustrative spectrum of Book VI throughout the centuries can be summarised as follows: revival, allegorisation, pedagogic, realistic decoration and eventually increasingly unrealistic decoration. From late Antiquity to the beginning of the 21st century, the illustrative visualisation of the journey of Aeneas in the underworld indicates that there has always been a definitive response to Vergil and his epic.
Kotaniemi, Juhani. "Bilden i bilderboken". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22299.
Texto completo da fonteBolen, Anne E. "From verse to visual : an analysis of Alfred Tennyson and William Holman Hunt's The lady of Shalott /". Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1087832766.
Texto completo da fonteWorley, Cassie. "Many are the deceivers /". Online version of the thesis, 2006. https://ritdml.rit.edu/dspace/handle/1850/3334.
Texto completo da fonteDorfling, Aletta. "Betekenis in narratiewe illustrasie : 'n dissonante samewerking tussen woord en beeld /". Link to the Internet, 2009. http://hdl.handle.net/10019/2703.
Texto completo da fonteChen, Lichiou. "The development of digital forms of illustration and their impact on print publishing from 1990 to the present, with particular reference to children's books". Thesis, Birmingham City University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497407.
Texto completo da fonteDomiciano, Cassia Leticia Carrara. "Produtos editoriais e design : convergências e transformações /". Bauru, 2020. http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/13-04-2020/000929982.pdf.
Texto completo da fonteOlasz, Ildiko Csilla. "Moving eyes, shifting minds the horizon of expectations in the verbal and visual reception of mid- and late-Victorian illustrated novels /". Diss., Connect to online resource - MSU authorized users, 2008.
Encontre o texto completo da fonteUssery, Susie Robin. "A descriptive study of how African Americans are portrayed in award winning African American children's picture books from 1996-2005". Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03302006-101045.
Texto completo da fonteWilhelmsson, Anna. "På väg till den tredje grisen : Studie av en transmedial konstpromenad för barn". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9781.
Texto completo da fonteSpyra, Ulrike. "Das "Buch der Natur" Konrads von Megenberg die illustrierten Handschriften und Inkunabeln /". Köln : Böhlau, 2005. http://books.google.com/books?id=LuXaAAAAMAAJ.
Texto completo da fonteGrobler, Piet. "'n Ondersoek na betekenis in prenteboeke vanuit 'n vertaalteoretiese perspektief : met spesiale verwysing na illustrasies vir die werk van Annie M.G. Schmidt en ander herskrywing tussen Afrikaans en Nederlands". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50038.
Texto completo da fonteENGLISH ABSTRACT: Illustration and translation have so much in common that the theoretical "instruments" used to describe, substantiate and evaluate translated works, can also be used where picture books are concerned. These similarities include the fact that illustrations as well as translations function semiotically - both relay narratives by means of systems of signs or codes. As signs, the contents of translations and illustrations have meaning or obtain significance only once they are read by an individual - homo significons - in a specific context. Another significant similarity between translation and illustration is the fact that both deal with the intercultural transfer of a narrative. The theory of translation takes cognisance of the contextual and, from the perspective of gender and postcolonial studies, points to the fact that cultural differences (and the power imbalances and ideologies they often imply) are closely linked to translation strategies. The literary environment and the circumstances in which the translation (or picture book) is produced, are also relevant for the meaning that can be ascribed to the picture book. In the literary environment (and indeed in most academic disciplines) the didactic benefit of picture books is accentuated more or takes precedence over the aesthetic qualities which these may have. Key concepts and theorists for this study are: • illustrations and translations as rewritings can be worthy and influential renderings of the source text • intertextuality will be the undisputed starting point for the (inevitably interdisciplinary) study of picture books • the skopos-theory according to which the objective of the book greatly determines the appearance and meaning thereof • Riitta Oittinen's theory of translation according to carnivalism which focuses on the child receptor Geoff Moss' and Jens Thiele's reference to ambiguity and experimentation in picture books Edward Venuti's reference to two (apparently opposing) translation strategies, namely domestication and foreignization. With this study I conclude that meaning in translated picture books is brought to the text by all participants and can therefore never be completed. Picture book illustrations as aesthetic products demand that the rewriter experiment with the narrative in a carnavalistic and unrestricted manner. At the same time, however, the illustrator or tranlator should anchor this experimentation in reality by meeting other role players (publishers, educationalists, literary theorists, authors and readers) in dialogical rewriting.
AFRIKAANSE OPSOMMING: Illustrasie toon soveelooreenkomste met vertaling dat die teoretiese "instrumente" waarmee vertaalde werk beskryf, begrond en beoordeel word, ook ten opsigte van prenteboeke gebruik kan word. Hierdie ooreenkomste sluit in dat sowel illustrasies as vertalings semioties funksioneer deurdat hulle narratiewe deur middel van tekensisteme of kodes oordra. As tekens kry die inhoud van vertalings en illustrasies egter eers betekenis of maak hulle sin wanneer hulle in 'n bepaalde konsteks deur 'n mens, homo significans, gelees word. 'n Ander belangrike ooreenkoms tussen vertaling en illustrasie is dat albei handeloor die interkulturele oordrag van 'n narratief. Die vertaalteorie neem pertinent kennis van die konteks van die geskrewe werk en wys byvoorbeeld vanuit genderstudies en postkoloniale studies daarop dat kulturele ongelykhede (en die magswanbalanse en ideologie daaraan verbonde) dikwels onderliggend aan 'n vertaalstrategie is. Die literêre en produksie-omgewing en -omstandighede waarin die vertaling (of prenteboek) tot stand kom is ook relevant vir die betekenis wat aan die prenteboek toegedig kan word. In die literêre omgewing (en trouens in die meeste akademiese dissiplines) word prenteboeke se didaktiese nut veel eerder beklemtoon of erken as die estetiese kwaliteite wat dit mag hê. Sleutelkonsepte en teoretiese raamwerke vir hierdie studie is: dat illustrasies, soos vertalings, as herskrywings waardige en invloedryke weergawes van die bronteks kan wees dat intertekstualiteit die ononderhandelbare vertrekpunt sal wees vir 'n studie van prenteboeke (wat uiteraard 'n interdissiplinêre studieveld is) die uitgangspunt van die skopos-teorie waarvolgens die oogmerk met die boek die voorkoms (en betekenis) daarvan tot 'n groot mate sal bepaal Riitta Oittinen se vertaalteorie volgens karnavalisme wat op die kinderreseptor fokus GeoffMoss en Jens Thiele se verwysing na dubbelsinnigheid en eksperimentering in prenteboeke Edward Venuti se uitwys van twee (oënskynlik opponerende) vertaalstrategieë, inburgering en vervreemding. Met die studie bevind ek dat betekenis in vertaalde prenteboeke deur alle rolspelers na die teks geneem word en derhalwe nooit voltooibaar is nie. Prenteboekillustrasies as estetiese produkte vereis dat die herskrywer daarvan op 'n karnavalistiese en ongebonde manier met die narratief eksperimenteer, maar dat dit in die realiteit geanker word deurdat ander rolspelers (uitgewers, opvoeders, letterkundiges, outeurs en lesers) in dialogiese herskrywing (vertaling en illustrasie) ontmoet word.
Catalano, Dominic. "The roles of the visual in picturebooks beyond the conventions of current discourse /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122923992.
Texto completo da fonteTitle from first page of PDF file. Document formatted into pages; contains x, 555 p. Includes bibliographical references (p. 512-555). Available online via OhioLINK's ETD Center.
Kreuser, Carla Louise. "The meandering narrative : poetry and illustration engage in a moment of indiscipline : demonstrated in an analysis of Sara Fanelli’s illuminated poem - And all men kill the thing they love". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86503.
Texto completo da fonteENGLISH ABSTRACT: This is a study about the inner workings of an illuminated poem – about the dialogue that develops between poetry and illustration when they encounter each other on the page. However, the illuminated poem is more than just a relation between words and images, it is also a composite art in its own right. This study explores the dynamic of this particular type of imagetext by firstly claiming that the illuminated poem embodies a moment of indiscipline and secondly, by positing that illustration should contribute to this pairing by acting as a manifestation of illumination, instead of posturing as merely ‘illustrative’ or decorative. The inherent indisciplinarity of the illuminated poem as an imagetext is dissected – it is simultaneously two independent art forms and an integrated one; it can therefore be seen as both an interdisciplinary concern and a new art form. The illuminated poem as a visual art blurs the boundaries between words and images, upending the traditional, rigid boundaries of image-‐text discourse. Additionally, a meandering narrative is set in motion when poetry and illustration engage in an illuminated poem – a slower, involved, cross-‐pollinating reading that results in the activation of a reader’s imagination. The idea of Illumination is thus examined as both an orchestrated, visual choice and an active, conjuring process. Various strategies of illumination – with which illustration can open up a poem to new conceptual and narrative possibilities – are also discussed. These theories of interplay and interaction are then applied to an analysis of And all men kill the thing they love, an illuminated poem by Sara Fanelli and Oscar Wilde, revealing some of the ways in which illustration and poetry act as co-‐conspirators and collaborators when they engage in a moment of indiscipline.
AFRIKAANSE OPSOMMING: Hierdie is ‘n ondersoekende studie na die dieperliggende werking van ‘n “illuminated” gedig. Die studie fokus op die dialoog wat ontstaan wanneer ‘n gedig en illustrasies mekaar op papier ontmoet. Die “illuminated” gedig is egter soveel meer as net die saamgestelde som van woord en beeld – dit is ook ‘n verstrengelde nuwe kunswerk in eie reg. Hierdie studie verken die dinamiek van dié besondere soort beeldteks deur, eerstens, te verklaar dat “illumination” ‘n moment van ongedissiplineerdheid behels en, tweedens, deur te verwag dat die illustrasies bydra tot hierdie verhoudingsdinamika deur ‘n manifestasie van “illumination”, pleks van net ‘illustrerend’ of dekoratief, te wees. Die inherente ongedissiplineerdheid van die “open-‐ended” gedig as beeldteks word ondersoek – dit vorm tegelykertyd twee onafhanklike kunsvorms en ‘n geïntegreerde geheel; dit kan dus beskou word as beide ‘n interdissiplinêre kunswerk en ‘n nuwe kunsvorm. Die ‘mengsel’-‐gedig as visuele kunsvorm oorskry die bekende grense tussen woorde en beelde en gooi alle rigiede, streng-‐tradisionele riglyne van die beeldteks-‐geding omver. Die verhaaltrant volg kronkelpaaie wanneer digkuns en illustrasie slaags raak op papier of meedoen aan die “open-‐ended” gedig – ‘n stadiger, meer betrokke, kruisbestuiwende leestempo word afgedwing, wat sodoende die leser se verbeelding aktiveer. Die idee van “illumination” word dus ondersoek as beide ‘n georkestreerde, visuele keuse en ‘n meelewende (verwonderings)proses. Verskeie verhelderings-‐ moontlikhede – waardeur illustrasie ‘n gedig kan ontsluit om nuwe konseptuele en vertellingsmoontlikhede te ontgin – word ook bespreek. Hierdie teoretiese benadering van ‘n heen-‐en-‐weer-‐spel se wisselwerkende interaksie word dan toegepas op ‘n analise van And all men kill the thing they love, ‘n “illuminated” gedig deur Sara Fanelli en Oscar Wilde. Verskeie wyses waarop illustrasie en digkuns as samesweerders en samewerkers kan optree wanneer hulle hulself in ‘n oomblik van ongedissiplineerdheid bevind, word aangetoon.
Field, Hannah C. "Toying with the book : children's literature, novelty formats, and the material book, 1810-1914". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:02077b56-4e3e-4bf3-92b0-6c59fce771df.
Texto completo da fonteDuque, Ana Rita Simões. "Lendas portuguesas ilustradas para a infância. Conceção e design de livros-teatro e seus objetos". Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2013. http://hdl.handle.net/10400.5/6626.
Texto completo da fonteMercurio, Jeremiah Romano. "Fantasy as a mode in British and Irish literary decadence, 1885–1925". Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1964.
Texto completo da fonteMeizel, Laureline. "Inventer le livre illustré par la photographie en France : 1867-1897". Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01H045.
Texto completo da fonteThis thesis is about the relationship between books and photography in France during the last three decades of the 19th century. It reveals what was at stake in this specific association for the diverse actors involved in its creation. Articulating multiple issues, a new object was gradually invented: the photographically illustrated book, that is a book discursively produced through combining texts and photographic images between its covers, if not on the very pages themselves. To this end, the thesis charts the boundaries and tendencies of the average production of photographically illustrated books between 1867 and 1897, building a corpus that reflects its extent and its ambitions. Through a systemic analysis, it demonstrates that books were neither the breeding grounds nor the main sites nor the main vehicles for the dissemination of photographic images in 19th century France. By showing the extreme diversity of the production, it argues that books have constituted an experimental ground where modalities of texts’ and photographic images’ associations were tested. Through this process, authors and editors progressively defined what would become the specific characteristics of photographic images as means available for illustration. Allowing publishers and printers to reaffirm their dominant position in the world of publishing, the processes of this appropriation is particular because of the very low involvement of the photographic community itself. Therefore, the thesis proposes a periodization of the links of photographers to the book, analysing its role in the statutory claims they made through time
Sharp, Christine Helen. "Aurora : an illustrated novella". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41466/1/Christine_Sharp_Thesis.pdf.
Texto completo da fonteTzioumaki, Aikaterini. "Erik Satie : « sports et divertissements », une approche dramaturgique de l’imagination : interactions musicales et visuelles". Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040095.
Texto completo da fonteThe present thesis is an interpretative study of Sports et Divertissements, edition de luxe which combines music and texts by Erik Satie and pochoir illustrations by Charles Martin. Given the highly intertextual character of the work, Sports et Divertissements is seen under the notion of total art, extended to livres de peintres and livres d’artistes as well as in the artistic context of its creation (notably fashion and its illustration and art deco books) that occurred during and after the 1st World War.Initially conceived by its editor Lucien Vogel, and appearing on a first version in 1914, Sports et Divertissements didn’t take its final form until 1923, in a total revision of the illustrations by Charles Martin. The thesis attempts to show the maximal narrative efficacity of this final version, in terms of correspondence among literary, musical and visual elements in the temporality of the work, as well as in its global visual aspect, through a creative and dramaturgical process of the imagination
Gabriel, Signe. "Visuelle metaforer i Mammas Hår - brugen af visuel metafor i kommunikation af komplekse emner til børn". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21501.
Texto completo da fonteThis essay is based on an investigation of illustrator Svein Nyhus’ use of visual metaphors in the children’s picture book Mammas Hår, written by Gro Dahle in 2007, in communicating the theme of depression to children. The purpose is to find out in which ways visual metaphor can be used as a communication tool for visual communicators in general. The essay starts with an introduction to visual rhetoric, metaphor as well as developmental and cognition theories. From this theoretical basis, a thesis on the use of metaphor in the communication of complex concepts is presented. Through a content analysis and a semiotic analysis of the illustrations in Mammas Hår, and a subsequent comparison of the analysis results with the thesis, it is found that visual metaphor can work both individually as well as through reciprocal interaction, and that visual metaphor can be used both to introduce new, unknown concepts as well as to highlight certain aspects of a concept. Finally, a discussion about the responsibility of the visual communicator and the relationship between theory and practice is introduced.
Ferraro-Nita, Mara Rosângela 1973. "Jogo de espelhos = a ilustração e a prosa de ficção de Graciliano Ramos, Jorge Amado e José Lins do Rego". [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284982.
Texto completo da fonteTese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: Esta tese tem por objetivo maior realizar um estudo sobre as obras ilustradas de Graciliano Ramos, Jorge Amado e José Lins do Rego publicadas prioritariamente pelas editoras José Olympio (Rio de Janeiro) e Martins (São Paulo). Analisa ainda o perfil artístico de três ilustradores: Santa Rosa, Luís Jardim e Aldemir Martins e seus respectivos projetos ilustrativos para Cacau, de Jorge Amado (1933); Menino de engenho, de José Lins do Rego (1932); e Vidas secas, de Graciliano Ramos (1938). Reflexões estas que ajudam no levantamento de possíveis confluências do pensamento artístico e literário do modernismo brasileiro pós-1930
Abstract: The main purpose of this thesis is to carry out a study about the illustrated literary works of Graciliano Ramos, Jorge Amado and José Lins do Rego, published mainly by José Olympio (Rio de Janeiro) and Martins (São Paulo) publishers. It also analyzes the artistic features of three illustrators: Santa Rosa, Luís Jardim and Aldemir Martins and their respective illustration projects for Cacau, by Jorge Amado (1933); Menino do engenho, by José Lins do Rego (1932) and Vidas secas, by Graciliano Ramos, (1938). These reflections help us to find out possible confluences of artistic and literary thought of post 1930'Brazilian Modernism
Doutorado
Doutor em Artes
Chieh, Wang. "La ilustración del libro chino: de la xilografía tradicional a las nuevas técnicas occidentales". Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/384237.
Texto completo da fonteObiols, Suari Núria. "Ilustración y valores en la literatura infantil". Doctoral thesis, Universitat de Barcelona, 2001. http://hdl.handle.net/10803/670510.
Texto completo da fonteCampagnaro, Marnie. "Libri e Albi illustrati. Analisi, strumenti e prospettive per una pedagogia dell'immaginazione". Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3421674.
Texto completo da fonteIntroduzione C’è un luogo singolare che abita lo spazio sterminato della letteratura per l’infanzia, un luogo in cui i bambini godono di uno statuto speciale. È un luogo in cui, a differenza di altri ambiti e grazie al peculiare linguaggio della narrazione, i bambini possono dialogare alla pari con gli adulti e, se opportunamente sollecitati, dimostrano vivacità e abilità di lettura insospettabili, a volte perfino superiori a quelle degli adulti. Questo luogo speciale dimora nello spazio letterario degli albi illustrati, altresì denominati picturebook. Tradizionalmente utilizzato con i bambini più piccoli (asilo nido e scuola dell’infanzia) quale strumento di iniziazione al piacere di leggere, il picturebook si sta rivelando un’ottima risorsa anche per la promozione della lettura nei ragazzi più grandi. Obiettivi Focus della presente ricerca è quello di studiare le potenzialità che l’albo e il libro illustrato hanno di sviluppare processi emozionali e cognitivi di visual literacy, di formazione del pensiero critico e immaginifico nei bambini in età scolare. Descrizione La ricerca è suddivisa in due parti. La prima parte riguarda una ricognizione internazionale sul picturebook che ha l’obiettivo di delineare lo stato dell’arte, in Italia e all’estero, delle caratteristiche, della natura, delle potenzialità di utilizzo e le prospettive dell’albo illustrato contemporaneo. Tale ricognizione è stata effettuata raccogliendo i pareri espressi da un selezionato gruppo di esperti attraverso la tecnica Delphi. La ricerca ha coinvolto gli studiosi più accreditati della comunità scientifica internazionale che, oltre a fornire i paradigmi più significativi della ricerca sul territorio mondiale, hanno orientato il successivo lavoro di sperimentazione sul campo. Il gruppo di esperti coinvolto nella prima parte della ricerca è costituito da 28 esperti provenienti dall’Italia e da altri paesi europei ed extraeuropei: Francia, Germania, Gran Bretagna, Portogallo, Slovacchia, USA e Canada, Senegal, Messico, Corea e Australia. La seconda parte della ricerca consiste nella restituzione dei risultati di una sperimentazione osservativa sul campo, a partire dalle indicazioni raccolte nella prima parte della ricerca stessa. Durante la sperimentazione, attuata in una scuola primaria della provincia di Padova, si sono osservate le modalità di interazione, la tipologia di risposta e le preferenze espresse dai bambini (6, 8 e 10 anni) rispetto ad alcuni albi e libri illustrati di fiabe. La ricerca si è soffermata sulla lettura, sull’analisi e sull’interpretazione iconica di Cappuccetto Rosso, Hansel & Gretel, Barbablù. I bambini sono stati sollecitati a muoversi e orientarsi all’interno della dimensione estetico-visiva e invitati a formulare una propria valutazione critica attraverso il confronto di sette diverse versioni illustrate della stessa fiaba. Oltre alle note etnografiche, si sono utilizzati ulteriori strumenti di indagine quali il diario di bordo e di famiglia e un questionario figurativo. Risultati I risultati hanno evidenziato che esiste una relazione tra il piacere della lettura e la formazione della dimensione estetico-visiva, del pensiero critico e immaginifico. E, ancora, quanto l’educazione allo sguardo e l’alfabetizzazione visivo-emozionale siano intimamente legate all’operazione mentale di stampo costruttivista dell’attribuzione di senso, del “fare significato”. Grazie alla loro articolata struttura visiva, gli albi e i libri illustrati hanno suscitato, attraverso il coinvolgimento emotivo e il sentimento della curiosità, una lettura “sensuale” del libro, hanno favorito nel giovane lettore l’attitudine all’osservazione, hanno incoraggiato una maggiore partecipazione nell’interpretazione della storia.
FERREIRA, Anália Adriana da Silva. "Comunicação visual no livro ilustrado: palavra, imagem e design contando histórias". Universidade Federal de Campina Grande, 2017. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/925.
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Esta pesquisa tem por objetivo investigar a comunicação visual e a relação palavraimagem mediada pelo design em livros ilustrados, para isso, selecionou-se o acervo da Fundação Nacional do Livro Infantil e Juvenil, FNLIJ, especificamente a categoria Criança. Realizou-se estudo panorâmico de caráter histórico-cultural do livro infantil no Brasil, observando temáticas, concepções gráficas, autores, ilustradores e a narrativa visual com o intuito de compreender o objeto e identificar a participação do design gráfico no mesmo; levantamento e discussão sobre as classificações do livro infantil, as necessidades de leitura de imagens e os aspectos do design na organização visual também foram contemplados nesta dissertação. Os livros selecionados passaram por análise sintática e semântica para melhor observar as articulações entre as narrativas visual e verbal. Para análise sintática utiliza-se as teorias da Gestalt como norteamento, observando formas, cores, tipografia e composição. Para análise semântica o uso da Semiótica, identificando ícones, índices e suas simbologias. A metodologia seguiu as etapas propostas pelo Método Feldman de Leitura de Imagens e precisou ser adaptado para o livro ilustrado com aplicação das teorias mencionadas. Como resultado destaca-se a diversidade de concepções na narrativa visual e as experimentações que o design possibilita ao livro. Espera-se por meio deste trabalho contribuir para a ampliação de estudos do design no livro infantil, fomentar a discussão sobre leitura de imagens e as práticas de projetos de comunicação para criança.
This research aims to investigate visual communication in picturebooks and the text-image relation mediated by the design. Therefore the collection of the FNLIJ, Brazilian version of International Board on Books for Young People – IBBY, specifically the Child category was selected. In order to understand the object and identify the participation of graphic design in it, a panoramic historical-cultural study of the children's book in Brazil was carried out, emphasizing its thematic, graphic conceptions, authors, illustrators and visual narrative. This study also comprises a selection and discussion about the child book classifications, the need to foment for reading images, and the aspects of design in the visual organization of the information. The selected books were analyzed syntactically and semantically to better observe the articulations between the visual and verbal narratives. The syntactic analysis followed Gestalt theories as a guide, observing forms, colors, typography and composition. The semantic analysis was conducted through semiotics theories to identify icons, indexes and their symbologies. The methodology was an adaptation of the steps proposed by the Feldman Method of Reading Images redirecting to the Picturebook with application of the mentioned theories. As a result, this research highlights the diversity of composition of the visual narrative and the experimentation that the design makes possible to the book. Moreover, it seeks to contribute to the growth of design studies in children's books, to stimulate the discussion about reading images and for the practices of communication projects for children.