Analyzing the Capabilities of Narration in the Illustrations of Scientific-educational Books of the A and B Age Groups (Focusing on the Books of the 90s of Hijri in Iran)

Document Type : Research Paper

Authors

1 Assistant Professor, Visual Communication Department, Faculty of Arts, Shahed University,

2 MA in Iranian Painting, Faculty of Arts, Shahed University

3 MA in Illustration, Faculty of Arts, Shahed University

10.22070/negareh.2023.17362.3180

Abstract

Understanding the relationship between text and image includes: 1. Choosing a scientific topic 2. Introduction of child audience groups (age groups A and B) 3. It is important to know the special literature of this kind of fiction books with scientific-educational topics and, in addition to non-fiction narration (non-fiction), with an imaginative narrative structure (story) for children's education. The problem of this article is to investigate the power of narration in the illustrations of scientific-educational books (age groups A and B) in Iran (the 90s AH). The purpose of this article is to investigate the abilities of narration in the illustration of children's texts and books (scientific-educational related to age groups A and B) and to know it in order to develop knowledge in illustration. The research questions are: 1. For children of age groups "A" and "B", what image characteristics are there in the analysis of narrative and narrative scientific-educational illustrations in scientific facts and nature expression? 2. What is the effect of pictures in teaching scientific subjects (here specifically for children)? This research is of the "fundamental" type and it is "theoretical foundation" by focusing on the type of collection of materials in the library method. Materials have been collected by means of indexing, referring to analyzed books, library sources and documents. The method of qualitative information analysis is conducted through information analysis using related books, articles, research related to the subject under review and the books mentioned in this article. The results of the research show that the narrator's scientific-educational illustrations for children of the "A" and "B" age groups have clear and inclusive narrative and visual characteristics; the order in the events of the story, the order of times in the frame of the images and the focalization are opposite; theme, space and place, suspense, suitable for narration and characterization; imagination of ending, the ending which includes realist or fantasist. Also, non-fiction narrative (non-fiction), with an imaginative narrative structure (story) has the ability to teach children scientific facts.
Visualization is a powerful tool to convey the concept. Scientific illustration has the ability to directly express scientific topics and events that cannot be described clearly in written form. Considering the high capacity of information transfer by image, it is tried to increase the power of understanding and learning by visual representation of scientific information. One of the methods that establishes communication between humans is verbal communication. One of the reasons for the importance of establishing this relationship is the transfer of experience and knowledge to understand the surrounding environment as well as education. This verbal communication can be oral or written. By expressing experiences and knowledge, it is possible to transfer them to others. In this way, the events, incidents and events, orally or in writing, are told in the order of their occurrence from the speaker's point of view. This way of narrating a story or news by the narrator is called narration. The narrative can be fictional and include myths, fables, and legends; or non-fiction to express historical and scientific facts and to teach and transfer experiences that help solve scientific problems. The narrative can be oral or written; the image can also be the narrator. Another way of knowing the human from his surrounding environment and communicating with it is to see. Therefore, with the help of images, humans can solve the problem of the limitations of seeing and experiencing, and by creating an image, in other words, by depicting nature and objects, their experiences and functions, they can step into the stage of visual education. For this reason, knowing the relationship between text and image, as well as knowing the structure of these books, which includes 1. Choosing scientific subjects 2. Introduction of child audience groups (age groups A and B) 3. Knowing the special literature of this type of story books based on scientific-educational topics, besides the non-fiction narrative (non-fiction), with a fantasy narrative structure (story) is important regarding the education of children. One of the main ways for a child to know his surroundings is to see. Considering this characteristic of the child, the narrator's illustrations can be one of the appropriate methods for teaching and familiarizing him with the sciences and realities around him. Many phenomena and scientific facts cannot be taught to a child through speech; but the same information can be conveyed in a simple, clear and expressive manner, suitable for the child's age group, through the image, and the child communicates with this type of images, and the speed of learning and its depth increases. The role of imagination in illustration can express a narrative world, but it must be said that the same narrative story can represent scientific and educational events in nature and scientific realities in the world of illustration.

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References

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Negareh Journal
Volume 19, Issue 72
January 2025
Pages 181-197

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History

  • Receive Date: 13 February 2023
  • Revise Date: 14 June 2023
  • Accept Date: 19 June 2023

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