Álbumes sin palabras y creatividad: propuesta didáctica para los grados de Educación Infantil y Primaria

Abstract

The expressive possibilities of wordless picturebooks offer us a tool to work on multiple subjects at any educational stage. Scientific attention shows both a clinical interest in using these books to promote narrative skills and many studies and didactic proposals that recognise these visual narratives, which are not restricted by the understanding of the written text. In this research, a didactic sequence is proposed for teacher education, carried out in the Early Childhood and Primary Teacher Education Degrees to reinforce the knowledge of visual narratives through wordless picturebooks. It is based on the use of eight picturebooks, focusing on three different categories: (1) recognition of the different elements of the narrative discourse based on the importance of the central fold; (2) the narration of the passage of time based on the sequence centred on an unaltered space, (3) the identification of a visual narrative with accumulative narrations. Based on their analysis and explanation, seven wordless picturebooks are proposed and are distributed in the same categories to carry out different creative writing activities to confirm the learning of students in teacher training. The selected wordless picturebooks also present different topics and meanings in their illustrations, thus demonstrating their narrative possibilities. The selection of these books and the reasons for their inclusion in this didactic sequence are presented, showing that wordless picturebooks are a suitable tool for literary education.