Visual Art and Environmental Conservation

The assignment examines the use of visual art in children's books to teach environmental conservation. It focuses on the book 'Too Much Rubbish' by Fulvio, which uses images to convey a message about climate change and global warming. The assignment discusses how visual literacy can be used to promote literacy and learning in young learners.

Literary and
Language Analysis of
Picture Book
“ Too Much Garbage”
By Fluvio Testa

Introduction
 The functional model used in this language analysis is effective in supporting
language systems for different situations (Derewianka & Jones, 2012) . It
facilitates for greater communication based on the ability of the learners at
the lower level of learning. The colored picture book makes use of this by
creating an interaction between images and texts. The brilliantly colored
picture book breaks down elements of language theory for in depth meaning
behind the interconnections.
 The conceptual framework featuring an environmental theme demonstrated
in the pictures is essential for engaging the children as learners and it
supports reading and exploration. Thinking through color is essential for
learning because it enables the student to develop:
 themes
 moods and
 emotional connection
Young learners respond through colour, picture symbols and images

Literacy Language Analysis
Too Much Garbage is a powerful modern picture book designed with a
social purpose of informing children about protecting the environment.
Literacy analysis looks at the effectiveness of the book as a piece of
literature for its learners ( McDonald, 2013, p. 12).
 Analyzing literacy involves interpretation of texts using its functional
elements. Therefore, it comprises of:
1. Literary text type
2. Context text
3. Responding to text
4. Examining text
Literature designed for primary level of learning have a narrative
approach to learning. It involves fair tales, paintings, epic stories and
fables among others.

Literary Text
 Literary text is anything readable (Widdowson, 2008). . It includes
signs, words, phrases and images among others. It captures
descriptive and instructional texts.
 Fulvio uses texts to support colorful descriptions as shown below. The
front page is a summary of what to expect in the book ( junk from the
house placed in plastic bags and thrown into the environment).

Literary Text Examples
 Image showing children looking
at the environmental
destruction in the gutter
 Image of children in a filthy
playground suffocating with
garbage.

Literary Text and Personal
Repertoire
 The book uses an environmental theme involving a personal
repertoire of two children ( Billy and Tony) taking a walk, playing
together and doing things that young children do. These friends take
the reader on a journey around their world showing social challenges
that they face.
 A repertoire elaborates the theme for the readers allowing them to
capture the essence of the story. This is critical for young learners
who learn by repetition ( McDonald, 2013).
 Repertoire is also evident in the reorganization of the position of the
two friends with Bill taking most of the conversations.

Context Text
 Pictures give a summary of the real meaning. The link between the
text and discourse comes to life in a picture book depending on the
context(Song, 2010). Pictures have an impact and sometimes the
meaning overlaps.
 The image below shows an example of overlapping meaning in
Fulvio’s picture book. It shows the social and cultural themes of
environmental degradation and human beings cohabiting with nature
( the cat walks beside the two boys)

Critique of the Context
 Critiques of the picture book may argue that it has a gender insensitive
focus because the two boys feature as characters yet there are male and
female learners. images through out the book show case Billy and Tony as
main characters.
 Others may criticize the use of plastic bags to highlight this theme as

Responding to the Text
 When students engage with a book, they respond in different ways.
The use of pictures to communicate calls for effective approaches to
support effective interpretation. This picture book brings out the
meaning in conversation as shown in the image below highlighting
the conversation between the two characters in the book.

Critique of Reading Text
 Although the author uses texts in some plain images, it would be
better to have a caption on some images to create more sense. For
example, the image below could have more meaning with words
attached to it.

Literary elements
 The book uses setting to illustrate change from one scene to another. as the events
unfold, the setting show cases places in the city, the playground and gutter or
garbage heap. These are all areas filled with rubbish.
 Plot shapes the structure of the book to communicate events in the book. These lead
to a resolution about the surrounding environment being unhealthy from every angle.
 The theme and symbol indicate a constrained coexistence between animals, humans
and plants. It shows nature suffocating while garbage fills up the e struggle
environment.
 Style is used effectively as the author brings a variety of images in the layout. Interior
and exterior, in the city and in playground
 Evoking mood and vocabulary is evident with the attempt to use images and
conversations
 Characteristics in the picture book comprise of imagination of colorful illustrations and
characters like Billy which readers can easily identify.

Examining the Text
 Leaners examine texts for characters, style, structure and
components of a text(Bernstein, 1990). . This picture book develops
themes and groups through genre specific tasks. Learners at beginner
levels develop their mental processes through repetition and
instructions.
 Children and adults connect to texts through themes and symbols.
Teachers break down complex topics using simple messages designed
for the older generation.
 Images are effective in adding knowledge, teaching and giving
insights ( Callow, 2006).

Language Analysis
The functional model of learning point out that language is effective in
resource based learning. Factors influencing contexts in a language are:
 Topic of discussion
 Nature of learning
 Channel of communication
 Purpose
The use of genres and subgenres in language shapes themes giving the
young people an encounter.

Genre Analysis
Young learners think about things in groups. It is easier to identify
phenomenon and entry through genre specific content (Gerrard, 2008).
Groups of animals, places, food varieties, buildings and subjects
resonate well with the young mid. Therefore, learners can relate
through:
 Nouns ( participants)
 Processes (action, verbs)
 Circumstances
Genre specific groupings include, relational, mental, verbal, behavioral
and existential categories (Derewianka & Jones (2012, p. 21)

Challenges of contrasting genre
specific images in the picture book
Image showing absence
of nature in a garbage hip
Image showing a flower
struggling to survive

Functional Grammar Analysis
Functional Grammar Formal Grammar
Participants Nouns, noun groups, pronouns (e.g.. Bill, chair,
garbage, nature, etc.)
Processes Verbs, Verb Groups ( arrived, damaged,
transformed, “very fast”, “Fortunately for Bill”
Circumstances Adverbs, adverbial groups ( where, how, what,
when, why)

Visual Analysis
 A picture book is visual and has tactics. Fulvio, ( 2001)presents a fiction
based book targeting the young children. Its cover and front page reveal
brilliant earth based colors with a clear message of environmental
conservation.

Critique of Visual Art
 The author uses color, distance and shot present pictures that young people
can resonate with. The viewer uses images that are not too polished but
relay the message from a pedagogical point of view ( Callow, 2006).
 Children’s story books apply visual modalities to suit the contexts in this
case the environmental. The story ignores the use of attractive green colors
and chooses to use fiery colors like orange. This symbolizes the gravity of
the degradation to bring out climate change vividly.
 Callow and Hertzberg (2002) discuss how to integrate the visual when
reading through functional concepts. This gives children the literacy and
promotes their participation in learning. Using the visual metalanguage the
book brings out:
 evidence
 visual, literacy
 experiences
 a learning process

Fiction for Young Learners
 The picture book is in the category of a fiction book designed for
young learners. The correlation between the viewer and the image
indicates the effects of the external environment.
 Children pointing at the garbage heap. The angle, colour and book
design are captivating. Young learners at ECD and primary level
connect better with images than words.
 “Too Much Rubbish” uses interactive, compositional and
representational features to deliver its message.

Summary
Classroom practices capitalize on audiovisual learning activities and
materials for effective interaction. Pedagogical elements examine the
relationship between language and the student by analysis and
exploring children’s books.
Too Much Rubbish by Fulvio is an example of an effective theme based
picture book designed for the young generation.
This modern book carries a message of social and cultural change while
addressing environmental risks faced by this generation.
In order to pass a complex message like climate change and global
warming across, this book uses image texts designed for children.

References
 Callow, J., 2006. Images, Politics and Multiliteracies: Using a Visual Metalanguage. Australian Journal
of Language and Literacy, 29(1), pp. 7-23. Available at
http://one2oneheights.pbworks.com/f/Images,%20politics%20and%20multiliteracies.pdf
 Callow, J; Zammit, K; 2002. Visual Literacy: From Picture Books to Electronic In M. Monteith ( ed),
Teaching Primary Literacy with ICT. pp. 188-201. Open University Press. Buckingham
 Derewianka, B. & Jones, P., 2012. Teaching Language in Context. Oxford University Press.
 Dunslosky, J. et al., 2013. Improving students learning with effective learning techniques: Promising
directions from cognitive and educational psychology. Psychological Science in the Public Interest,
14(1), pp. 4-58.
 Fulvio, T., 2001. Too Much Garbage. New York. London: North South Books.
 Gerrard, E. E., 2008. Picture books as visual literacy: The influence of illustrations on second-graders
comprehension of narrative text. University of Maryland, College Park.
 Halliday, M. A. K. & Matthiessen, C., 2006. Construing experience through meaning: A language-
based approach to cognition. A & C Black.
 McDonald, L., 2013. A Literature Companion for Teachers. Primary English Teaching Association .
 Song, L., 2010. The role of context in discourse analysis. Journal of Language Teaching and
Research, 1(6), pp. 876-879. available at
<http://www.academypublication.com/issues/past/jltr/vol01/06/19.pdf>
 Widdowson, H. G., 2008. Text, Context, Pretext: Critical issues in discourse analysis. H.G.
Widdowson.