Chapter
3
Interpreting Literary Texts for
and with the Children
Time ： XX.XX.
Introduction
Literature can be interpreted in varied
ways. This chapter covers strategies to
interpret literary texts for children
through creative modes of expression-
visual arts, drama and play, and creative
writing and see how these flesh out and
develop literacies in learners. Interpreting
literature through visual arts looks into
cultivating creativity and innovation.
Drama and play pave the way for children
to express themselves, and creative
writing provides students with a variety of
vantage points to examine and interpret a
text. In this chapter, you will find how the
C-3.
Interpreting Literary Texts for and with the Children
Interpreting
Literature through
Visual
LessonArts
9
At the end of this
lesson,
you are
discuss theexpected
role of visualto:
arts
01. in developing
Objectives literacy skills among children;
identify examples of creative
02. experiences and activities for
school-age children; and
reflect on creative experiences
03. that can be used in the
classroom.
L-9.
Interpreting Literature through Visual Arts
Introduction
The paintings and sculptures of the leading artists of
the Renaissance, Leonardo da Vinci and
The Madonna della Michelangelo, are prized interpretations of a beloved
Pietà ... otherwise
text. So has the Bible inspired visual arts for
known as Pietà, is
a Carrara marble centuries, which through carefully chosen words
sculpture of Jesus
were created works of arts. Using visual arts as a
and Mary at Mount
Golgotha form to interact with literature can do much to
The Last Supper is a representing the promote literacy among learners. These visual arts
mural painting by the "Sixth Sorrow"
Italian High may include painting, sketching and drawing,
Renaissance artist sculpture (clay, dough), photography and digital art,
Leonardo da Vinci,
dated to c. 1495– textiles, mosaics, pottery, crafts, stamping, group
1498, housed in the murals, fashion and fabrics, and multicultural art.
refectory of the
Convent of Santa This is not to suggest that a literature teacher would
Maria delle Grazie in
teach art and engage the students in crafting art
Milan, Italyl
than teach literature. Rather, this strategy is meant
to make the learner see and discover for himself
what special meaning literature may offer beyond
absorbing knowledge. There are limitless potentials
01. ADD TITLE HERE
THINK
Our experiences tell us that some children inhibit
themselves from talking, perhaps due to a lack of
facility of expression or due to some emotional issues
affecting them. This is where the arts come in as a
powerful tool to help children express themselves what
they cannot do in words. When words are hard to come
by, creative expressions like drawing, painting,
sculpting, or other visual representation of their
feelings open child-friendly options and alternatives to
Given this golden opportunity to tap the
creativity and ingenuity of young minds
and to make learning successful, the
teacher is advised for that matter not to
be overbearing and domineering.
Dictating what to do or what to use
would, and could, dampen the
enthusiasm of the learner, unless it is
necessary when it involves developing
a skill like sewing or writing an essay
where specific skills or strategies need
Analyzing great literature, Zindler (2009) opines, is
just like examining great art, and the integration of
arts in literature provides opportunities for students
on all levels to build strong literary skills as well as
literacy skills in writing, speaking, and listening.
Just as probing questions are asked in analyzing an
art work, probing questions are similarly asked in
literature. Probing and analyzing selected works
urges one to ask questions, pay attention to details,
conjecture and imagine, and to draw insightful
conclusions. Also, brainpower is stimulated to
make meaning of words and vocabulary. In this
manner, as students internalize this habit of mind
they develop as readers and gain confidence to
handle and delve willingly, eagerly, and
There is no disputing what Eisner (1998)
wrote, "What cannot be conveyed or
constructed in words is often possible
in visual images...."
In "Learning Art, Learning Literacy,"
DeFord (2014), educators with the
expertise and know-how on the
interrelationship between arts and
literacy examine books of this nature to
find out the truth behind Eisner's words.
In the first book, "The Power of Pictures," the author
explains how teachers can, through arts, urge students,
particularly those who encounter difficulties in learning,
make great strides in the domains of both reading and
writing. Especially with children who do not have the facility
of expression, the author shows teachers how teaching
literary text through the medium of visual arts, be it a simple
art work, can improve cognitive skills and heighten literacy
achievement. Given exposure to well-crafted picture books,
storybooks, and the like along with the opportunity to
dabble in art, these children, oozing with rich imagination
and real-life experiences, are able to recognize words and
make artistic representations of these. With more
encouragement, soon enough they become confident to
craft and design their own creative works and literary
"masterpieces."
In the second book, "Thinking and Learning through Drawing in
Primary Classrooms," the author points out how drawing
provides the avenue for children to be creative and to express
themselves with more freedom and less restraint. Whether they
use drawing to express what they feel, what they see, and what
they know or to create what their minds conceive, this artistic
expression gives children a wider room to see and discover the
world from their limited worldview and arm them with the
confidence and assurance to be themselves as they grapple to
present their own fresh ideas in their art works. The book infuses
a new perspective in the teaching of literature by pointing out the
uses of drawing as a powerful tool in lending support and
encouragement to how children think and learn. It equally gives
compelling reasons for competent authority to look into how arts,
considering their practical uses, merit, and relevance, can be
integrated into the curriculum.
Arts are a powerful tool for literacy. Smith
and Herring (1996) recognize the arts as
"hands on" experiences to build problem-
solving and critical thinking skills. This is
true, as in the case when a student is given
an art work to accomplish, and the student
has to muster all the skills like critical
thinking, decision-making, analysis, focus
and concentration, negotiation and
bargaining, communication, team work, and
collaboration to achieve his purpose. These
necessary set skills come to the fore and
come in handy on times like this (Siks,
1983). At the same time, this leads the
When arts activities are integrated into reading
lessons, it is amazing how children do not get tired
telling and retelling stories about their experience in
creating their art work. This validates what
Mathieson (2015), in her action research study,
found about the impact of arts activities upon the
learners' literacy skills
Catterall (2002) goes further in saying that the
satisfaction, fulfillment, and the breadth of
experience a learner derives from artistic reasoning,
visual arts instruction, and fashioning art works
translate into improved writing skills such as
organizing and sequencing ideas and interpreting
texts or reading between the lines besides
enhancing reasoning and way of thinking and
eagerness for reading. Other studies also present
Finally, Fung (2013) in an earlier study,
points out how the integration of
meaningful and purposeful artworks in the
study of literature serves as a fertile
ground for innovativeness and creative
ideas, in addition to developing and
enhancing self-confidence and promoting
teamwork and collaboration. It, thus,
behooves teachers to impart learning in
meaningful ways to make the learner ever
willing to learn.
Thank you
&
God bless
