Previous issue (2018. Vol. 14, no. 4)
Included in Web of Science СС (ESCI)
2012. no. 1, 26–33
1816-5435 / 2224-8935 (online)
Drama and dreams: Looking through a Cultural Historical and Semiotic Lens at the Graphic Dramatic Interplay of a Young Adult with Down Syndrome 356
, PhD student, National Institute of Education (NIE) Singapore, Singapore, email@example.com
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
- Bell P. (2010). Content analysis of visual images. In T. Van Leeuwen
& C. Jewitt (Eds.). Handbook of Visual Analysis (pp. 10—34). London: Sage
- Brown R. I. (2003). Disability and society: Challenges in the 21st
century. North Adelaide, SA: The Australian Society for the Study of
Intellectual Disability (ASSID) Inc. SA branch.
- Cathrene Connery M. (2010a). The historical signifycance of
Vygotsky's pscyhology of art. In Vygotsky and Creativity: A cultural-historical
approach to play, meaning making and the arts (pp. 17—26). New York: Peter
- Cathrene Connery M.(2010b). The social construction of a visual
language: On becoming a painter. In Vygotsky and Creativity: A
cultural-historical approach to play, meaning making, and the arts (pp.
83—106). New York: Peter Lang, Inc.
- Cathrene Connery M., John-Steiner V. P., & Marjanovic-Shane A.
(Eds.). (2010). Vygotsky and Creativity: A cultural-historical approach to
play, meaningmaking, and the arts. New York: Peter Lang Publishing, Inc.
- Danesi M. (2004). Messages, Signs, and Meanings: A Basic Textbook in
Semiotics and Communication. Toronto, Ontario: Canadian Scholars' Press
- Daniels H., Cole M., & Wertsch J. V.(Eds.). (2007). The
Cambridge Companion to Vygotsky. New York: Cambridge University Press.
- Egan K. (1999). Children's minds, talking rabbits & clockwork
oranges: Essays on education (critical issues in curriculum). New York:
Teacher's College Press.
- Ferguson D. L.(2008). International trends in inclusive education:
The continuing challenge to teach each one and everyone. European Journal of
Special Needs Education, 23 (2), 109—120. doi:10.1080/08856250801946236
- Ferholt B.(2010). A synthetic-analytic method for the study of
perezhivanie: Vygotsky's literary analysis applied to playworlds. In M.
Cathrene Connery, V. P. JohnSteiner, & A. MarjanovicShane (Eds.),
Vygotsky and Creativity: A cultural-historical approach to play, meaning making
and the arts (pp. 163—180). New York: Peter Lang Publishing, Inc., New
- Greene M. (1995). Releasing the imagination: Essays on education,
the arts, and social change. San Francisco: Jossey-Bas.
- Gindis B.(1995). The social/cultural implication of disability:
Vygotsky's paradigm for special education. Educational Psychologist, 30
- Haas Dyson A. (1997). Writing superheroes. New York: Teacher College
- Haas Dyson A., & Genishi C. (2005). On the case: Approaches to
language and literacy research. New York: Teachers College Press.
- Hakkarainen P.(2008). The challenges and possibilities of narrative
learning approach in the Finnish early childhood educations system.
International Journal of Educational Research, 47.
- Jobling A., & Moni K. B. (2000). Understanding friendship: Young
adults with Down syndrome exploring relationships. Journal of Intellectual
& Developmental Disbility, 25 (3), 235—245.
- Joosa E. (2008). Teaching art to individuals with a
disability. In S. Wright, L. Cohen, & K. Poon (Eds.), Special education
perspectives in Singapore (pp. 24—37). Singapore: Pearson Education.
- Joosa E. (2011). Beyond the surface: The contxt of Meaning-making
through visual art of a young girl with Down syndrome. Down Syndrome Quarterly,
- Kress G. (2003). Literacy in the New Media Age. New York:
- Mahn H., & John-Steiner V.(2002). The gift of confidence: A
Vygotskian View of Emotions. In G. Wells & G. Claxton (Eds.), Learning for
Life in the 21st Century (pp. 46—58). Malden, MA: Blackwell Publishers
- McVilly K. R., Stancliffe R. J., Parmenter T. R., & BurtonSmith R.
M.(2006). 'I get by with a little help from my friends': Adults with
intellectual disability discuss loneliness. Journal of Applied Research in
Intellectual Disabilities, 19,
- Rogers Cherland M., & Harper H.(2007). Advocacy Research in
Literacy Education: Seeking Higher Ground. Mahwah, NJ: Lawrence Erlbaum
Associated , Publishers. 23.
- Pink S. (2001). Doing Ethnography: Images, Media and Representation
in Research. London: Sage.
- Raphael J.(2004). Equal to life: empowerment through drama and
research in a drama group for people with disabilities, NJ (Drama Australia
journal), 28 (1), 73—86.
- B. Stratford & P. Gunn (Eds.), New approaches to Down syndrome.
- Taylor M.(2005). Access and support in the development of a visual
language: Arts education and disabled students. International Journal of Art
& Design Education, 2005. Retrieved from Blackwell Publishing Blackwell
- Thomson P. (2008). Children and young people: voices in visual
research. In P. Thomson (Ed.), Doing Visual Research with Children and Young
People (pp. 1—20). Oxon, UK: Routledge.
- Valsiner J.(2001). Process structure of semiotic mediation in humand
evelopment. Human Development, 44(2/3), 84—97. doi:10.1159/000057048
- Van Leeuwen T. (2005). Introducing Social Semiotics. New York:
- Veresov N. (2006). Leading activity in developmental psychology.
Journal of Russian and East European Psychology, 44 (5), 7—25.
- Veresov N. (2010). Forgotton Methdology: Vygotsky's Case. In A.
Tomela, & J. Valsiner (Eds.), Methodological Thinking in Psychology: 60
Years Gone Astray? (p. 267— 295). Charlotte, NC: Information Age
- Vygotsky L. (1978). Mind in Society. Cambridge, MA: Harvard
- Vygotsky L. (1986). Thought and Language. Cambridge, MA: The
Massachusetts Institute of Technology.
- Vygotsky L. S. (1971). The Psychology of Art [Psikhologia
Iskusstva]. Cambridge, MA: The M.I.T. Press. (Original work published
- Wertsch J. V. (1998). Mind as Action. Cambridge, UK: Cambridge
- Wright S. (2007). Young children's meaning-making through drawing
and 'telling'; Analogies to filmic textual features. Australian Journal of
Early Childhood, 32 (4), 37—48.
- Wright S.(2010). Understanding Creativity in Early Childhood.
Singapore: Sage Publications.