Abstract:

The study examines some of typological and receptive issues of artistic illustrations from the point of view of competence development. The first part of the study provides a comparative analysis of the works of Werner Wolf, Nilce M. Pereira, Michal Tokár, Emőke Varga, Jan Klimeš (and others) in order to reveal various aspects of research and a certain type of relationship between image and text. It suggests that illustrations (paintings, graphics, reproductions of photos or any other types of visual works) are not only for decorative purposes but can also be regarded as inter-semiotic translation or creative re-interpretation of literary texts in a visual form. The relationship between text and illustration can be characterized as a relationship of equal and autonomous elements, which are at the same time based on reciprocity. The reading of an illustrated text is a synergistic process characterized by continuous oscillation from text to image, from image to text. The meaning is thus formulated as a result of a dialogue between image and text during the act of reading.

The second part of the study aims to assess the potential for teaching with illustrated texts in respect of the development of linguistic competence, literary competence and visual competence. Analysing illustrated texts within the framework of reading classes allows for the development both of literary competence and of visual competence. Describing illustrations (ekphrasis), wording individual visual associations, matching and comparatively analysing details of image and text, and creating illustrations contribute to the increase and development of expression, reading comprehension, comparative thinking skills, and visual creativity. In addition, it provides an excellent opportunity for connecting knowledge of literary theory and art history in a productive way and for mutually enriching both disciplinary areas.

Keywords:

Illustrated Texts, Interdisciplinarity, Literary Competence, Visual Competence.