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Analyzing the Interplay between Text and Image in Teaching Art History to Adolescents through a Gérard Genette Lens: A Case Study of Two Works by Fausto Gilberti
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Farzaneh Alvandi   , Somayeh Ramezanmahi |
| Soore University |
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Abstract: (147 Views) |
In art education, there are always fundamental issues that artistic understanding in any subject depends on. One of these issues is the teaching of art history, the teaching method, along with the media or means of its transmission, has been one of the most controversial issues in this field in recent decades. In this study, the effect of the visual medium in teaching art history to adolescents is examined with the theoretical approach of Gerard Genette's intertextuality and hypertextuality in reading two works by Fausto Gilberti, a contemporary writer and illustrator. The main question raised in the study is what effect visual capabilities have on the transmission of art history concepts to adolescents by applying Genette's intertextuality and hypertextuality approach in their reading. In order to answer the research question, after reviewing Genette's transtextuality theory, a reading model according to the selected approach has been presented and study samples have been analyzed based on it. The results indicate the existence of explicit and implicit intertexts, as well as the purposeful creation of images based on hypertextual relationships of the sameness and transsimilarity type between the symbolic system of writing and image, and ultimately create works that, while simple, have an aesthetic dimension appropriate to the adolescent age group, a humorous and sometimes enigmatic expression in order to communicate with the audience and their participation in conveying the concepts of contemporary arts.
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| Keywords: illustration, Fausto Gilberti, art education, intertextuality, hypertextuality, Gerard Genette |
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Full-Text [PDF 822 kb]
(178 Downloads)
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Type of Study: Research |
Received: 2024/10/20 | Accepted: 2024/11/30 | Published: 2024/12/19
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