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The Power of the Picturebook: Examining Aesthetics and Critical Literacy for Imagination

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The Power of the Picturebook: Examining Aesthetics and Critical Literacy for Imagination Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2010 The Power of the Picturebook: Examining Aesthetics and Critical Literacy for Imagination Margaret Parker Helmly Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Helmly, Margaret Parker, "The Power of the Picturebook: Examining Aesthetics and Critical Literacy for Imagination" (2010). Electronic Theses and Dissertations. 537. https://digitalcommons.georgiasouthern.edu/etd/537 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. THE POWER OF THE PICTUREBOOK: EXAMINING AESTHETICS AND CRITICAL LITERACY FOR IMAGINATION by MARGARET PARKER HELMLY (Under the Direction of John A. Weaver) ABSTRACT This study was to explore the notion of the power of the picturebook. My intent was to read picturebooks aloud with my reading community not for information or to entertain but to connect the picturebook with the experiences of both the reader and the listener and then to come away from the reading someone new. Ten Gifted and Talented, (GT) fifth grade students, five girls and five boys, participated in the study. This group was predominantly white, middle class. After our read aloud session, the reading community then proceeded to examine both the text and the illustrations aesthetically and critically in order to understand the past, question the present, and imagine possibilities of the future. My theoretical framework for the study was based upon the theories of aesthetic experience (Greene, 1995, 2001; Rosenblatt, 1995) and critical literacy (Freire, 2000, 2005). Upon these two theories, I then built the ideas of Picture Theory (Mitchell, 1994, 2005) as it applies to the illustrations in picturebooks, the evolution of the picturebook (Keifer,1995; Lewis, 2001; Nikolajeva & Scott, 2001; Nodelman, 1988; Norton, 1991) and complicated conversation and creative dialogue (Sumara, 1996, 2002; Gallas, 1994, 2 2003) in order for the reader to use imagination (Greene, 1995, 2001; Sumara, 1996, 2002; Rosenblatt, 1995). This study represented the effort to challenge my reading community to imagine a world of possibility for others and themselves by reading picturebooks through the lenses of aesthetics and critical literacy. It also represented the effort to challenge educators and parents, alike, to consider reading picturebooks aloud, examining both the text and the illustrations, with their students and children. Each new encounter with a picturebook provides the opportunity for children to connect their lived experience with that particular story. Each encounter provides the opportunity to celebrate difference. Each encounter brings about a different way of imagining. This could be imagining what the author wants us to see, feel, or understand, imagining alternate realities other than those we already know, imagining worlds far different from our own, imagining the past in order to understand the present, and imagining the possibilities of the future. INDEX WORDS: Dissertation, Picturebook, Imagination, Critical Literacy, Reader Response Theory, Aesthetic Experience, Curriculum 3 THE POWER OF THE PICTUREBOOK: EXAMINING AESTHETICS AND CRITICAL LITERACY FOR IMAGINATION by MARGARET PARKER HELMLY B.M.E. Armstrong Atlantic State University, 1985 M. Ed. Armstrong Atlantic State University/Georgia Southern University, 1994 Ed. S. Georgia Southern University, 1997 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2010 4 © 2010 Margaret Parker Helmly All Rights Reserved 5 THE POWER OF THE PICTUREBOOK: EXAMINING AESTHETICS AND CRITICAL LITERACY FOR IMAGINATION by MARGARET PARKER HELMLY Major Professor: John A. Weaver Committee: Ming Fang He Daniel Chapman Chris Carger Electronic Version Approved: July 2010 6 DEDICATION To my husband, Steve, and my children, Katie and Victoria, For your patience, encouragement, understanding, and faith For your willingness to keep our home running even though I was often absent For listening to me when I was excited and when I was discouraged For sitting up with me late at night when I needed to type just one more line I love you all more than life itself. To Michelle Taylor and my reading community, For your patience and willingness to stay after school For your creativity, honesty, loyalty, energy, and insight Always strive for what you imagine. To Cathy Leaf, We started this journey together but you were called to a more perfect place. I know that you have been watching over me Inspiring me to do great things I miss you. 7 ACKNOWLEDGEMENTS I would like to express my humble appreciation and gratitude to my dissertation chair, Dr. John A Weaver. His quiet, calm, patient demeanor was both an encouragement and an inspiration for my journey. His willingness to allow me to explore my passion, reading picturebooks aloud, helped me to bring together my life’s work and my intellectual journey. I am forever in Dr. Weaver’s debt. I would also like to thank my committee members: Dr. Ming Fang He who shared her wealth of knowledge with me as well as directing me towards the many books where I found inspiration; Dr. Dan Chapman who was willing to be a part of my committee even though we had not previously worked together. I will always be grateful that he was willing to share his knowledge and guidance; Dr. Chris Carger who, after undergoing major surgery, was willing to give of her time and energy to be a part of my journey. I pray for her continued good health. I extend my sincerest appreciation to Susan Hall, Jenny Walker, Suzanne Sucher, Belva Espy, and Katie Helmly for the multiple readings of my dissertation. Somehow, I feel that they know my dissertation as well as I do. Their corrections, advice, and encouragement were invaluable and I will never be able to return the favor. Finally, I want to thank my family, friends, and school family for all of the support that they gave me during my journey. My mom, dad, and sister, were constant cheerleaders as I struggled to the finish line. Diane and Robbie allowed me to use their beautiful mountain home on several occasions to write for extended (uninterrupted) periods of time. My church family was patient with my Wednesday night absences and listened to my triumphs and failures. My school family; students, parents, teachers, staff, 8 administrators, and library staff continually encouraged and reminded me that I could reach my goal. They all believed in me even when I had my doubts. 9 TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS.................................................................................................7 LIST OF FIGURES ……………………………………………………………………..12 CHAPTER I. INTRODUCTION…………………………………………….....................................13 Context of Study ...............................................................................................14 Why This Study? ...............................................................................................17 Autobiographical Roots .........................................................................................20 My Passion.............................................................................................................23 Summary of Study…….. .......................................................................................25 II. REVIEW OF LITERATURE.......................................................................................28 Why the Picturebook?............................................................................................28 A History Lesson ...................................................................................................30 The Picturebook: An Aesthetic Experience...........................................................37 Maxine Greene...........................................................................................37 Louise Rosenblatt.......................................................................................39 Picturebooks: The Illustration................................................................................41 Getting the Picture .................................................................................................44 Picturebooks: Putting It Back Together.................................................................49 The Power of the Picturebook: A Critical Look ...................................................53 Reading Aloud For Critical Literacy .....................................................................57 Creative Dialogue ..................................................................................................63 Imagining: The Past; The Present; The Future ......................................................65 Summary of the Literature.....................................................................................70 III. METHODOLOGY .....................................................................................................71 Theoretical Framework..........................................................................................71
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