Cartoons beyond clipart: a computer tool for storyboarding and storywriting

The concept of a text in English teaching has become greatly generalised; moving image 'texts' as resources which learners may interpret and produce, in similar ways to traditional print texts, find an increasingly emphasised place in the English curriculum. This thesis seeks to identify how computers currently fit into work which connects moving image media with English teaching, and how they may further contribute to educational practice. After the educational context is established and recent practice described, four stages of research are undertaken. [Continues.

An Investigation of Language Acquisition as an Antecedent to Pro-Social Development for Secondary Students at Risk for Behavior Disorders

Moral development in youth is of importance to both researchers and to educational professionals seeking to shape the pro-social moral development of young people. This study investigated a new theory of moral development based on literature from neuroscience, linguistics, and cognitive psychology. The purpose of this study was to research functional language acquisition’s potential as an antecedent to the development of pro-social moral development among a purposeful sample of alternative school students. This study answered four questions: What gaps, if any, exist between typical language development and the language development of the participants of the study as measured by a functional language sampling assessment? Given a picture of a social event with shared activities, will the participants make pro-social or antisocial connections among the agents? When cartooning to visually represent a participant’s understanding of possible moral transgressions, does the participant’s drawing and writing show a social, cognitive, and/or a language gap between what the participant draws and writes and what the participant tells about the concepts? Will participants show a difference in language function when the task requires higher and/or lower levels of cognition? To answer these questions, language samples were gathered from study participants using a verbal prompt, shared referent (pictures), and cartooning. Participants were ten alternative school students. Four students with significant behavior problems comprised the Core Group. Five of their higher achieving peers comprised the Comparison Group. An additional student with significant behavior and academic issues provided a Confirmation Case. All of the students in the study were found to have pre-language levels of language function across all tasks. Further, none of the students made consistently pro-social connections in their stories for agents depicted in APRICOT I and APRICOT II pictures. Students’ cartooned stories showed gaps between their cartooning and what they said orally. This study suggests alternative school students may have significant functional language deficits and that the behavioral programs at such schools fail to provide students the pro-social moral concepts needed for pro-social moral development. Additionally, they may benefit from the introduction of opportunities for functional language acquisition rarely offered by current curricula

Black and white in ink : discourses of resistance in South African cartooning, 1985-1994.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.In the last decade of apartheid (1985-1994), South African cartoonists demonstrated a range of responses to the political imperatives of the day. While some worked in support of the status quo, the cartoonists who are the subject of this study opposed it. Like practitioners in other areas of cultural activity during this period, oppositional cartoonists were passionately engaged with the political process and participated in the articulation and dissemination of discourses of resistance. This study situates South African cartooning both in the context of South African resistance discourse, and in the historical and discursive context of cartooning as a form of international popular culture. It presents an argument as to how cartooning should be defined and studied - as a cluster of signifying practices that produce a range of forms in a variety of media. In terms of this definition, anti-apartheid cartooning in South Africa is identified as a specific historical category, within which distinct streams of cartooning are identified. The study locates the various activities of South African cartooning within these streams, and examines the ideological and educational functions they performed during the 1985-1994 period. The study positions cartooning within the broad theoretical field of cultural and media studies, and examines some theoretical problems that are specific to the analysis of visual culture. A language of exposition appropriate to the study of cartooning is developed, borrowing terms from the sometimes widely variant traditions of art history, literary criticism and cultural studies. A methodology for the interpretation of symbolic forms is derived from the work of British cultural theorist, John B. Thompson (1990), whereby selected cartooning texts are subjected to a combination of textual interpretation, socio-historical analysis and discursive analysis, reinforced by insights derived from conversations with 15 selected South African cartoonists. Textual analysis of selected cartooning texts from the 1985-1994 period clearly demonstrates that oppositional cartoonists gave visual expression to discourses of resistance that existed in the anti-apartheid movement, and amongst the broader public, at that time. In so doing, they contributed to the disruption of the hegemony of the apartheid state, to the legitimation of the anti-apartheid struggle and to the provision of symbols and icons that ordinary South Africans were able to utilise in 'rethinking' their own lives in relation to the demands of a rapidly transforming society

Examining parents\u27 perceptions of and preferences toward the use of comics in the classroom

While many researchers openly acknowledge the educational benefits of comics, the academic use of the medium has been met with much fear and apprehension from parents, teachers, and scholars, who have been reluctant to support the inclusion of such texts in the classroom. The literature on the topic of resistance to comics, however, is mostly limited to historical perspectives from the mid-20th century and is largely silent on contemporary parental perspectives. The purpose of this study was to collect data concerning parental perceptions of the academic potential of comics, parental preferences concerning how frequently the medium should be incorporated into academic lessons, and generalized parental feelings concerning the use of comics in first through twelfth grade education. Additionally, this study attempted to discover if relationships existed between the quantified parental perceptions and preferences and demographic data such as the grade and gender of the respondents’ children, the respondent’s gender, and personal readership habits of the respondent in reference to both comics and non-comics material. The instrument for this study was a survey designed to collect information about parents’ perceptions and preferences concerning the academic potential and use of comics and other information related to the study’s independent attribute variables. Results of the survey and statistical measures revealed that (A) parent gender was significantly related to parents’ perception of the comics medium to be an effective tool in helping their children achieve successful learning outcomes, (B) the readership habits of parents in regards to comics was significantly related to parental preferences concerning the frequency of comics incorporation into the curriculum, and (C) the readership habits of parents in regards to non-comics material was significantly related to both parents’ perceptions of comics as an effective learning tool and parents’ preferences concerning the frequency of comics incorporation into the curriculum. Several statistically significant relationships were discovered between the study’s core dependent variables and other independent attribute variables as well. The insight gained into these relationships may help teachers and others to better understand how these external educational stakeholders regard a medium that has experienced a varied social and educational reception throughout American history

“Is it his Language?” A Neuroeducation Approach to Exploring the Connection Between Levels of Language Function and Prosocial Concepts for Elementary Students Identified with Emotional and Behavioral Disorders

Preparing students to acquire prosocial behaviors is of growing concern for educators. Although a connection between language structures and students struggling to acquire prosocial behaviors has been established, students identified with emotional and behavioral disorders (EBD) are not being consistently identified with language impairment (LI). Viewing language differently, the acquisition of language functions is theorized to play a role in the attainment of prosocial concepts resulting in prosocial behaviors. Currently, limited research exists that explores the connection between language functions and students struggling to acquire prosocial behaviors. The purpose of this study was to: (a) triangulate literature in the areas of cognitive psychology, neuroscience, and language to support a theoretical framework in neuroeducation to address the acquisition of prosocial behaviors; and, (b) apply this framework by exploring the connection between levels of language function and the acquisition of the underlying prosocial concepts through language function sampling analyses with elementary students identified with EBD and/or LI. Four methods of language sampling were used to address two main research questions: (a) What similarities and differences in language function levels and characteristics exist, if any, among varying educational levels of students with EBD, LI, and/or both? (b) Will students identified with EBD, LI and/or both make prosocial or antisocial relationships among the agents, their actions, and the context? This study of language sampling included nine participants identified with EBD and two identified with LI. Language samples were analyzed through deductive content analysis based off predefined codes from existing literature in language function. Key findings include: (a) Commensurate deficits of iv language function among participants with EBD and LI indicated by pre-language levels of language function; (b) a proclivity among the students with EBD to assign antisocial meaning to oral and cartooned responses to event-based pictures; and (c) limited production of prosocial responses from all participants to event-based pictures. The results of this study suggest the current structural methods of language assessment for educational eligibility may be inadequate among elementary students identified with EBD. The inclusion of language function measures is recommended for this student population. Additionally, this study suggests that (a) current behavioral curricula that do not factor in acquisition of language function may fail to provide the concepts necessary for acquisition of prosocial behaviors; and (b) a neuroeducation approach that considers the importance of prosocial concept acquisition may result in prosocial development

Drawing out of detention: The transnational drawing practices of eaten fish, refugee cartoonist

Published online: 26 May 2020.This article examines the drawings of Eaten Fish, an Iranian asylum seeker who became an internationally renowned cartoonist during the five years he was imprisoned in Australia’s notorious Manus Island detention centre. Many of Eaten Fish’s cartoons resist classification into the publishing genres established for comics, such as graphic narratives, comic strips and single-panel cartoons. Instead, his art is best understood as embodying a set of transnational drawing practices that connect his work with that of other cartoonists and artists across the world. This article proposes a framework of four types of drawing practices: Indexical Drawing, Reflexive Drawing, Drawing as Reportage, and Rhetorical Drawing. These modes of drawing each have their unique political dimensions, and were deployed by Eaten Fish and other cartoonists to bring light to the inhumane conditions on Manus Island, protest the imprisonment of asylum seekers there, and grow a transnational alliance that eventually brought Eaten Fish to freedom.Aaron Scott Humphre

Columbia Chronicle (11/25/2002)

Student newspaper from November 25, 2002 entitled Columbia Chronicle. This issue is 24 pages and is listed as Volume 36, Number 10. Cover story: Enrollment boom may lead to class-size overcrowding Editors-in-Chief: Ryan Adair, Georgia Evdoxiadishttps://digitalcommons.colum.edu/cadc_chronicle/1557/thumbnail.jp

Literature review : using humor with children

The purpose of this paper is to explore and review the literature on humor, particularly as it relates to interactions with children. Often adults, whether they are parents or teachers, devalue the use of humor in dealing with children. Research supports that humor is a beneficial component of social interactions, especially with children. Studies have shown that children are receptive to humor beginning at very young ages, and that their sense of humor is developed and finely tuned as they mature. Findings show that by using humor in social situations, stress levels can be de-escalated, defensive reactions are reduced--which in tum helps curtail acting-out behaviors in the classroom, personal interactions become more prevalent, and positive cognitive learning takes place. In conclusion, humor can be beneficial in interacting with children. Humor helps to foster their self-esteem, enhance cognitive learning, and develop problem-solving skills

Volume 2. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Full version of volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conferenc