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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Drama and dreams: Looking through a Cultural Historical and Semiotic Lens at the Graphic Dramatic Interplay of a Young Adult with Down Syndrome 373

Joosa E., PhD student, National Institute of Education (NIE) Singapore, Singapore, estherjoosa@gmail.com
Abstract
This study foregrounds Vygotsky's cultural-historical theory and semiotic analysis to attend to graphic and dramatic interplay of a young man with Down syndrome as a rich source for meaning making. The role of art as a social, multimodal and semiotic resource is well described. To date, little is known about the role of art in mediating the meaning-making processes of individuals with Down syndrome or others with a cognitive disability. With selected examples of a young man with Down syndrome this investigation traces the source of his visual Meaning-making. It provides a detailed analysis of the social and semiotic nature and evolving meaning-making processes associated with the ensuing artefact. While the findings cannot be generalized, the investigation directs attention that pedagogies and other practices of marginalized populations can be reshaped in important ways by understanding how the social and semiotic nature of arts drives the holistic act of creation and gives shape to the lived experience.

Keywords: Cultural Historical Theory; Semiotics; Meaning making; Visual Arts; Down syndrome; Graphic-Dramatic Interplay

Column: Special Psychology

For Reference

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