Students who are learning English as a second language (ESL) have lower performance on mathematics problems based in language than students who are fully fluent in English. Students’ performance on word-based mathematics problems is directly related to their English reading comprehension and language fluency (Abedi & Lord, 2001; Brown, 2005; Hofstetter, 2003). This places students who are not fully fluent in English at a disadvantage in the mathematics classroom. Students’ self-efficacy beliefs also impacts their mathematics performance and motivation. The self-efficacy of students who are not fluent in English may be negatively impacted by their struggle with language. For this exploratory study, image-based mathematics problems were created to communicate problem solving questions with pictures instead of language or computational symbols. This problem format was investigated as a potential alternative to word-based or computation-based problems. Grade 6 students registered in ESL level 2, ESL level 4, and not registered in ESL, completed a mathematics task with four computation problems, four language-based problems, and four image-based problems. During a follow-up interview, students’ solution strategies and thought processes were explored further. The results of this study indicated that the inclusion of wordless mathematics problems, such as image-based problems, assisted some of the students who were learning basic English interpersonal communication skills. As nonroutine problems, image-based mathematics also encouraged complex thought and mathematics understanding. Students in ESL Level 2 demonstrated higher self-efficacy beliefs on image-based problems than word problems. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Dombrose and Slobin's Picture Titles Test was administered to 100 male and 85 female university students ranging in age from 19 to 22 years. The results were examined for different impulse, ego, and superego pattern between males and females, and amongst the age groups. The results were also tested for the possibility of a response bias in the pictures. The Picture Titles Test results did not show differential response on sex or age at a significant level. The Picture Titles Test was found to have a response bias in the content of its pictures. All subjects regardless of sex or age responded in favour of one of the variables for each of the pictures. The response bias precluded the possibility of obtaining sex differences and interfered with the projection of the inner personality of the subject. / Arts, Faculty of / Psychology, Department of / Graduate

As a respected cultural figure in Singapore who was posthumously honoured at the Pioneer Generation Tribute organised by the Ministry of Culture, Community and Youth in 2015, the story of Chua Boon Hean is one that goes beyond his role as an established poet in the field of Chinese literature in post-independence Singapore. This dissertation is an effort to elaborate on the story of Chua in Singapore and will attempt to examine his multiple roles and contributions in the socio-historical context of the film industry prior to 1965. Notably, he had played the role of an extraordinary assistant to the Shaw Brothers (Runme and Run Run Shaw) who would qualify as the two most important tycoons to exert profound changes in the development of the Chinese and Malay film industries by the mid-20th century. His life and career with the Shaw Brothers for over three decades since the late 1920s, prove to be critical to our understanding of the overall development of the film industry in Singapore, especially in the period before the colonial city became an independent nation on its own. This dissertation seeks to build on existing scholarships with a greater attention being placed on introducing the different participants involved in the film industry in Singapore before 1945 and how the industry gradually developed into an inter-locking "business of culture" during the early 20th century. It reveals that the development of the film industry in Singapore should be best studied together with its intersection with the field of literature, translation, advertisement (art studios) and amusement parks, as well as its instrumental role in shaping the mundane day-to-day experience for the local population. Contrary to the traditional framework of analysis of the Singapore film industry which tended to focus solely on film production and its content such as genres or storylines, emphasis will be placed on other aspects of the film industry especially exhibition and distribution, in order to present a more comprehensive background to its genesis. It hopes to illuminate how the multi-cultural character of the film industry was a product of the historical agency of individuals living through the period. This case study of Chua also illuminates the dynamism and diverse connections among different Chinese dialect groups in Singapore and the Straits-born Chinese during the early 20th century. Contrary to the perception that the overseas Chinese had been a homogenous group, it is critical to account for the heterogeneity which can offer a more nuanced picture of the Chinese society. Through the unique story of Chua, this dissertation seeks to enrich existing scholarships on Chinese migration and the film industry in Singapore. In the process, we also chart the multi-faceted and multi-ethnic interactions of the Chinese diaspora in Southeast Asia in the early 20th century

A thesis submitted to the Faculty of Humanities in fulfilment of the requirement for the degree Masters of Arts in digital, University of the Witwatersrand, Johannesburg, 2019 / The adaptation of the Bible into visual media has been practiced for centuries. To find out why visual adaptation techniques were used for biblical accounts into animation, this paper compares panel-based image story-telling techniques against those of animation. It does so by providing an in-depth analysis of the representational processes involved for animation to communicate meaning, namely Roland Barthes’s photographic Connotation Procedures in relation to Frank Thomas and Ollie Johnston’s principles of animation, and Foucault’s discussion of discourse. / NG (2020)

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts

Our modern motion picture composers are limited by the necessity of fitting musical impulses to action. The timing is a matter of split-second synchronization. The writers have no classical form to follow as each script requires highly individualistic treatment, highly restricted time elements, and highly technical instrumentation. Therefore, every composition is a challenge. The challenge includes not only the time element but a demand for a greater amount of originality in musical line and mood setting.

The picture book is an artistic medium is part of literature, especially of children’s literature. This discussion of the picture book extends to the dynamic between author and illustrator, and interactions between the verbal and the visual, as described by contemporary researchers, such as Maria Nikolajeva, Lawrence R. Sipe, and Carole Scott. Most of them were not picture book creators, so the voice of the picture book’s creator is easily overlooked. To fill the gap between the researcher and the creator, this project explores the creative process of the picture book by studio-art research. This project is concerned with the creation process of a picture book, presenting a coherent overview of an approach to creating an artist’s picture book, especially in the idea of development through both visual and narrative by two methods: research and practice. This thesis demonstrates my framework of creating an artistic picture book, Little Mouse. Chapter one discusses the methodology of the studio-art research, compares practical-led research and practical-based research, and identifies my multicultural background, to set the foundation of this project. In Chapter two, I applied a part of practical-led methodology to adapt and transfer a range of sources from history, theory, literature and popular culture to build up and enhance the depth of my concept of Little Mouse, which encompasses and analyses my core interest - a life-changing journey. Chapter three discusses how I applied practical-based methodology to reflect the progress of the practical work of making Little Mouse, particularly focusing on how framed a fiction story, and discussing step by step my approach to illustration practice. In the last chapter, I tested my potential readers to review whether my work succeeded in communicating and delivering my visual research in the form of my finished book. This project hybridizes multicultural sources to form a contemporary picture book which blurs the boundaries between illustrator/writer and reality/fiction. This also provides a case study of the picture book for bridging research and picture book’s creator and demonstrates a process of understanding and interpreting creative activities.

This study uses a quasi-experimental, nonequivalent control group design and aims to investigate the effects of "Creative Picture Books Instruction" on the creativity and art performance of the fourth graders. Subjects are students from two fourth grade classes in an elementary school in Kaohsiung City. One class represents the experimental group, while the other one is the control group. Each of the classes is given picture books instruction for twenty sessions of classes in four months. The experimental group receives creative picture books instruction based on ATDE (Asking, Teaching, Doing, Evaluation) teaching model developed by Dr. Lungan Chen. The control group receives general picture books instruction. This study incorporates quantitative and qualitative approaches. Two assessment tools are conducted, which include ¡§New Creativity Test for Use with Students in Taiwan¡¨ developed by Dr. Ching-Chi Wu, and the ¡§Rating Scale for the illustration of picture book¡¨ designed by the author. Quantitative data are analyzed by ANCOVA and MANCOVA. Qualitative data processed by content analysis are gathered from teacher's classroom anecdotes, interviews, student reflection logs, student feedback about the instruction, parents' feedback, and student works of picture books. The results of this study indicate that creative picture books instruction shows positive effects on the fourth grader¡¦s verbal creativity, figural creativity and drawing performance. Four findings are listed as follows: 1) Creative picture books instruction increases the fourth grader¡¦s verbal creativity in terms of fluency and flexibility as well as the figural creativity regarding flexibility and elaboration. 2) The fourth grader¡¦s drawing performance in graphics skills as well as the sense of style and personal creativity is improved after the creative picture books instruction. 3) The Creative picture books instruction helps the student to learn the various forms of visual art. Also, the uses of diverse creative thinking worksheets inspire the student¡¦s creativity and drawing performance, extend their understanding of the learning materials in depth and help in self-reflection and learning from others. 4) After the creative picture books instruction, students in the experimental group show positive acknowledgement and feedbacks to the whole instruction. Conclusions for practical application and suggestions for further research are discussed.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Includes vita. Includes bibliographical references (leaves 710-758). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--York University, 2001. Graduate Programme in Music. / Typescript. Includes bibliographical references (leaves 64-66). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66393.