ERIC Number: ED215299
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Reading in a Semiotics-Based Curriculum.
Semiotics, the study of signs of all kinds, can be subdivided into (1) semantics, dealing with the meanings of signs and systems of signs; (2) pragmatics, dealing with inferential meaning; and (3) syntactics, dealing with the structure and systems of signs. As such, semiotics provides a useful framework for conceptualizing curriculum. Such a model can be thought of as psychological, referring to the production of messages by individuals; or it can be viewed as a prescriptive prototype for generating communication in a classroom. The model begins with an "experiential store" within each human being--a store of concepts, affects, and experiences that is indeterminate, undifferentiated, and unsymbolized. These experiences can be encoded by alternative signs or sign systems using media alternatives labeled as linguistic (oral and written), gestural (e.g., body language, mime, dance), pictorial (e.g., painting, photography), and musical (instrumental or vocal). Using the model, a student's film interpretation of a work by John Steinbeck might involve linguistic skills (discussion, scripting), a strong sense of narrative, visual imagination and pictorial production (story board), constructive skills (building a set), knowledge about and physical manipulation of media hardware, and the manual dexterity and conceptual skills required in film editing. Such a semiotic model embraces cognitive, aesthetic, and psychomotor skills. (A semiotics-based curriculum model is included.) (HOD)
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (27th, Chicago, IL, April 27-30, 1982).