Visual Messages Accompanied by Music: Preschool Children’s Interpretations

 
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Visual Messages Accompanied by Music: Preschool Children’s Interpretations (EL)
Visual Messages Accompanied by Music: Preschool Children’s Interpretations (EN)

Dogani, Konstantina
Constandinidou-Semoglou, Ourania

Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction between music and visual messages, when the function of music is in mismatch to the visual message. The sample consists of 125 preschool children from Greece, divided into two groups that watched images with, and without, music. Their drawings, comments and explanations in response to our questions were presented as a form of personal interview, which provided rich material for qualitative observations, followed by statistical analysis. It appeared that, during the process of reception and within the specific context of the current investigation, it is the informative part of the visual message, and the child’s experiential relationship with it, that reinforces the receiver’s involvement more than the connotations transmitted by music. (EL)
Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction between music and visual messages, when the function of music is in mismatch to the visual message. The sample consists of 125 preschool children fromGreece, divided into two groups that watched images with, and without, music. Their drawings, comments and explanations in response to our questions were presented as a form of personal interview, which provided rich material for qualitative observations, followed by statistical analysis. It appeared that, during the process of reception and within the specific context of the current investigation, it is the informative part of the visual message, and the child’s experiential relationship with it, that reinforces the receiver’s involvement more than the connotations transmitted by music. (EN)

info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

music reception (EL)
music education (EL)
semiotic function of music (EL)
preschool education (EL)
media education (EL)
visual message (EL)
multimodality (EL)
developmentally appropriate pedagogy (EL)
music reception (EN)
music education (EN)
preschool age (EN)
semiotic function of music (EN)
preschool education (EN)
media education (EN)
visual message (EN)
multimodality (EN)
developmentally appropriate pedagogy (EN)


Διάλογοι! Θεωρία & Πράξη στις Επιστήμες της Αγωγής και Εκπαίδευσης

Αγγλική γλώσσα

2016-02-01


ΤΕΠΑΕ, ΑΠΘ - School of Early Childhood Education Faculty of Education, AUTH (EL)

2459-3737
Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης; Vol 1 (2015); 15-35 (EL)
Dialogoi! Theory and Praxis in Education; Vol 1 (2015); 15-35 (EN)

Copyright (c) 2016 Konstantina Dogani, Ourania Constandinidou-Semoglou (EN)



*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.