Workshops con Len Unsworth

Los Programas de Doctorado y Magíster en Lingüística de la Facultad de Letras invitan a dos workshops dictados por el profesor visitante Dr. Len Unsworth, de la Australian Catholic University, Sydney, Australia. Ambos talleres se dictarán el martes 13 y miércoles 14 de octubre de 15 a 18 horas en el Auditorio de Educación y requieren previa inscripción con Valeria Saavedra: Esta dirección de correo electrónico está siendo protegida contra los robots de spam. Necesita tener JavaScript habilitado para poder verlo.

 Los temas son los siguientes:

 Martes 13  de octubre
"Exploring context in/dependence and ideational complexity in images in high school science and history textbooks"

Miércoles 14  de octubre
"Intersemiosis and interpretative possibilities in children's literature and animated movie adaptations: A systemic functional semiotic perspective"

 Descripción de Worshops:

Exploring context in/dependence and ideational complexity in images in high school science and history textbooks.

In recent work providing a Systemic Functional Linguistic (SFL) perspective on the Legitimation Code Theory (LCT) concept of ‘semantic gravity’ (Maton, 2013), Martin has proposed the term presence to refer to an interpretation of context in/dependence drawing on textual, interpersonal and ideational metafunctions,  highlighting implicitness, negotiability and iconicity respectively (Martin & Matruglio, in press).  In relation to SFL perspectives on the LCT concept of ‘semantic density’ (Maton, 2013),  Martin (2014) has also reinterpreted the specialized meaning construing disciplinarity in terms of textual, interpersonal and ideational metafunctions, highlighting aggregation, iconisation and technicality respectively. This workshop firstly outlines these accounts and then explores work in progress by Martin, Unsworth and Talia Gill that seeks to describe the meaning-making resources of images that contribute to variation in presence and mass. A tentative framework for analysing presence in images will be illustrated and used in an informal comparison of presence in images in junior high school science and history textbooks.  Then images depicting activity will be explored in discussing how aspects of the depiction of action might be systematically described as a means of considering variation of mass in images. Further dimensions of the ongoing research will be outlined and ongoing challenges indicated.  Implications for research in educational semiotics will be discussed including subject-specific image comprehension and composition in curriculum area literacies, the contribution to images to pedagogies for cumulative learning and the role of images and image-language relations in the assessment of student learning.

Martin, J. R. (2014). “Revisiting field: ‘semantic density’ in Ancient History & Biology discourse”. Paper presented at the ISFC41 GRAMÁTICA, DISCURSO Y ALFABETIZACIÓN, UNC Mendoza.
Martin, J. R., & Matruglio, E. (in press). Revisiting mode: context in/dependency in Ancient History classroom discourse. In L. Zhanzi (Ed.), Studies in Functional Linguistics and Discourse Analysis (Vol. 5). Beijing: Higher Education Press.
Maton, K. (2013). Knowledge and knowers: towards a realist sociology of education. London: Routledge.

Intersemiosis and interpretive possibilities in children’s literature and animated movie adaptations: A systemic functional semiotic perspective.

While some live action movie adaptations of children’s literature entail substantial variation from the story events and characterization in the book versions, a significant number of animations seem to maintain the events and characterization of the book, including the very similar minimalist depictions of the characters.  In comparing the interpretive possibilities and thematic concerns of such versions of ostensibly the same story, a productive investigative focus is the distribution of experiential and interpersonal meaning across the visual and verbal modes.  This presentation compares the book and movie versions of children’s literature such as the popular children’s novel (Gaiman, 2002), graphic novel (Gaiman & Russell, 2008) and animated movie (Selick, 2009), Coraline.  Further examples of graphic novels as animated movies such as Persepolis (Satrapi, 2008; Satrapi & Paronnaud, 2008) and picture books as animated movies such as the picture book and and animated movie versions of Raymond Briggs’ When the Wind Blows (Briggs, 1983) are also considered. Implications are drawn for advancing the theorizing of image-language relations in multimodal texts, multimodal literary analyses, and teaching multimodal literature in the school curriculum.

Briggs, R. (1983). When the Wind Blows. London: Penguin.
Gaiman, N. (2002). Coraline. London: Bloomsbury.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
Satrapi, M. (2008). Persepolis. London: Vintage.
Satrapi, M., & Paronnaud, V. (Writers). (2008). Persepolis. In X. Rigault, M.-A. Robert & K. Kennedy (Producer). Santa Monica, California: Sony Pictures Classics.
Selick, H. (Director) (2009). Coraline. C. Jennings, Linden, H., Mechanic, B. Sandell, M. Selick,H (Producers). Universal City, USA: Focus Pictures. 

Len Unsworth es profesor en el Departamento de Inglés y Educación en Alfabetización e investigador del Instituto de Enseñanza de Ciencias, de la Australian Catholic University en Sydney, Australia. Ha publicado recientemente los libros Reading Visual Narratives (Equinox, 2013) en co-autoría con Clare Painter y Jim Martin, y English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives (Peter Lang Publishing 2014) en co-autoría con Angela Thomas.

 LEN UNSWORTH1