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Reading the Written Image is a study of the imagination as it is prompted by the verbal cues of literature. Since every literary image is also a mental image, a representation of an absent entity, Collins contends that imagination is a poiesis, a making-up, an act of play for both author and reader. The &"willing suspension of disbelief,&" which Coleridge said &"constitutes poetic faith,&" therefore empowers and directs the reader to construct an imagined world in which particular hypotheses are proposed and demonstrated. Although the imagination as a central concept in poetics emerges into critical debate only in the eighteenth century, it has been a crucial issue for over two millennia in religious, philosophical, and political discourse. The two recognized alternative methodologies in the study of literature, the poetic and the hermeneutic, are opposed on the issue of the written image: poets and readers feel free to imagine, while hermeneuts feel obliged to specify the meanings of images and, failing that, to minimize the importance of imagery. Recognizing this problem, Collins proposes that reading written texts be regarded as a performance, a unique kind of play that transposes what had once been an oral-dramatic situation onto an inner, imaginary stage. He applies models drawn from the psychology of play to support his theory that reader response is essentially a poietic response to a rule-governed set of ludic cues.
Reading the Written Image is a study of the imagination as it is prompted by the verbal cues of literature. Since every literary image is also a mental image, a representation of an absent entity, Collins contends that imagination is a poiesis, a making-up, an act of play for both author and reader. The "willing suspension of disbelief," which Coleridge said "constitutes poetic faith," therefore empowers and directs the reader to construct an imagined world in which particular hypotheses are proposed and demonstrated. Although the imagination as a central concept in poetics emerges into critical debate only in the eighteenth century, it has been a crucial issue for over two millennia in religious, philosophical, and political discourse. The two recognized alternative methodologies in the study of literature, the poetic and the hermeneutic, are opposed on the issue of the written image: poets and readers feel free to imagine, while hermeneuts feel obliged to specify the meanings of images and, failing that, to minimize the importance of imagery. Recognizing this problem, Collins proposes that reading written texts be regarded as a performance, a unique kind of play that transposes what had once been an oral-dramatic situation onto an inner, imaginary stage. He applies models drawn from the psychology of play to support his theory that reader response is essentially a poietic response to a rule-governed set of ludic cues.
Explores role of imagery in lang, thought & culture-specifically, the importance of imagery in meaning, & the connections between imagery & lang. Offers teachers specific, research & theory- based strategies for integrating imagery into the teaching of
In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world. Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills. Use the picture word inductive model (PWIM) to teach several skills simultaneously, beginning with the mechanics of forming letters to hearing and identifying the phonetic components of language, to classifying words and sentences, through forming paragraphs and stories based on observation. Built into the PWIM is the structure required to assess the needs and understandings of your students immediately, adjust the lesson in response, and to use explicit instruction and inductive activities. Individual, small-group, and large-group activities are inherent to the model and flow naturally as the teacher arranges instruction according to the 10 steps of the PWIM. Students and teachers move through the model and work on developing skills and abilities in reading, writing, listening, and comprehension as tools for thinking, learning, and sharing ideas. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Next Generation Indie Book Awards, Best Non Fiction 2019 National Indie Excellence Award Winner Nautilus Book Awards, Gold #1 Amazon Best Seller in Architecture History & Periods Amazon Best Seller in Art Subjects & Themes Seeing the World Through Shape How do humans make sense of the world? In answer to this timeless question, award winning documentary filmmaker, Lois Farfel Stark, takes the reader on a remarkable journey from tribal ceremonies in Liberia and the pyramids in Egypt, to the gravity-defying architecture of modern China. Drawing on her experience as a global explorer, Stark unveils a crucial, hidden key to understanding the universe: Shape itself. The Telling Image is a stunning synthesis of civilization’s changing mindsets, a brilliantly original perspective urging you to re-envision history not as a story of kings and wars but through the lens of shape. In this sweeping tour through time, Stark takes us from migratory humans, who imitated a web in round-thatched huts and stone circles, to the urban ladder of pyramids and skyscrapers, organized by hierarchy and measurements, to today’s world of interconnected networks. ​In The Telling Image Stark reveals how buildings, behaviors, and beliefs reflect humans’ search for pattern and meaning. We can read the past and glimpse the future by watching when shapes shift. Stark’s beautifully illustrated book asks of all its readers: See what you think.
This volume offers concrete answers to the question of how we can use imagery to enrich the teaching of reading and writing. The chapters are organized according to two guiding principles. First, each addresses specific aspects of the inextricable integration of imagery and language in the teaching of reading and writing. Imagery is not privileged over language; the fusion of the two is emphasized. Second, each focuses on a particular kind of imagery--mental, graphic, or verbal--describing teaching/learning strategies based on the deployment of that kind of imagery in the classroom. There is currently a renewed acknowledgment of the importance of imagery in meaning. The rapid spread of the World Wide Web, computer interfacing, and virtual reality further highlights the need to attend to the influence of imagery in a networked world. In response to these shifts in scholarly and cultural perspectives, NCTE has established a committee on visual literacy, and an emphasis on visual literacy has been incorporated into the IRA/NCTE Standards for the English Language Arts. This book contributes significantly toward filling the need for explicit and specific theory-based methods teachers can use to integrate imagery into their pedagogy. Accessible and lively chapters include classroom activities and student-generated examples. Language and Image in the Reading-Writing Classroom is an excellent text for preservice and in-service pedagogy courses and an important resource for practicing teachers, researchers, and professionals in the field.
Few recent writers have been as interested in the cross-over between texts and visual art as Italo Calvino (1923-85). Involved for most of his life in the publishing industry, he took as much interest in the visual as in the textual aspects of his own and other writers' books. In this volume twenty international Calvino experts, including Barenghi, Battistini, Belpoliti, Hofstadter, Ricci, Scarpa and others, consider the many facets of the interplay between the visual and textual in Calvino's works, from the use of colours in his fiction to the influence of cartoons, from the graphic qualities of the book covers themselves to the significance of photography and landscape in his fiction and non-fiction. The volume is appropriately illustrated with images evoked by Calvino's major texts.
An interactive, multimedia text that introduces students to reading and writing at the college level.
28 activities, each related to a particular story, that enhance the relationship of the student to the book and reveal the book's relationship to knowledge categores, such as social studies, drama, music, art, mathematics and science.
Picture Learning Reading, Writing, and Math, Grade 1 features picture clues in directions and activities to support independent learning. Includes fun activities that build early reading, writing, and math skills. Also includes 160 sticker activities, flash cards, and a picture dictionary.