Vilification of Identity and the Exilic Narrative: The Illustrated Pied Piper Story
Carlson, Jane C. (Rutgers University)
Journal of Visual Literacy, Vol. 17:2 (1997)
Abstract
In the lifetime of the species and in the course of individual biographies, human beings build well-defined worlds of meaning by which to organise and interpret experience. There is perhaps no greater demonstration of this world building process than that carried out through the verbal and visual activity of story telling.
This paper, traces the visible footsteps of one story in particular, “The Pied Piper of Hamelin”. First, it presents the origins of its dominant symbols in the visual culture of the community where it is initially told. Second, it shows how illustrated folk tales like this one remain a significant aspect of what is called visual socialisation of children. Historically and cross culturally, norms of meaning and visual meaning groups use to make sense of human experience are transmitted to children in this way, as they begin their own world process.
Vilification of Identity and the Exilic Narrative: The Illustrated Pied Piper Story
Carlson, Jane C. (Rutgers University)
Journal of Visual Literacy, Vol. 17:2 (1997)
Abstract
In the lifetime of the species and in the course of individual biographies, human beings build well-defined worlds of meaning by which to organise and interpret experience. There is perhaps no greater demonstration of this world building process than that carried out through the verbal and visual activity of story telling.
This paper, traces the visible footsteps of one story in particular, “The Pied Piper of Hamelin”. First, it presents the origins of its dominant symbols in the visual culture of the community where it is initially told. Second, it shows how illustrated folk tales like this one remain a significant aspect of what is called visual socialisation of children. Historically and cross culturally, norms of meaning and visual meaning groups use to make sense of human experience are transmitted to children in this way, as they begin their own world process.
Click here to read this article from the Journal of Visual Literacy
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