A Multimodal Discourse Analysis of the Compositional Meaning of Moral Lessons in Picture Books for Children
DOI:
https://doi.org/10.25130/Lang.9.4.P2.18Keywords:
discourse analysis, moral lessons, multimodality, picture books for children, textual mode, visual modeAbstract
The current study examines moral lessons in picture books for children. Picture books for children are important in teaching moral values, as they often blend text with images to create meaning. This combination has the potential to convey moral lessons effectively for children. However, the integration of visual and textual modes in this context has not been studied. Therefore, this study aims to fill that gap by addressing key questions. The questions are: What role does the compositional arrangement of elements play in clarifying and emphasizing moral lessons in picture books for children? How does the integration of visual and textual modes enhance moral lessons in picture books for children? The study aims to investigate the role of the compositional arrangement of elements in picture books for children in clarifying and emphasizing moral lessons, and to analyze the importance of integrating visual and textual modes in picture books for children for enhancing moral lessons. The study analyzed two fiction picture books for children using Kress and van Leeuwen's (2006) model, applying a qualitative methodology. The study concluded that the arrangement of visual elements plays a crucial role in clarifying and emphasizing moral lessons. The central placement of key characters, the use of contrasting colors and sizes, and the positioning of text in relation to images all work together to highlight these lessons. Moreover, the integration of visual and textual modes significantly enhances the clarity and effectiveness of moral messages. Images make these lessons more accessible and memorable for children, while the alignment of text with images reinforces the intended moral lessons.
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