Calligram, visual poetry and creative writing in primary education: a didactic proposal
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26222.035Abstract
Abstract: This study analyses the didactic potential of the calligram as a form of visual poetry and multimodal writing in primary education. The theoretical framework brings together literary education, multimodal literacy, and creative writing. The qualitative study, conducted within an action research framework, focused on a classroom intervention involving 40 second-grade students at a Portuguese public school. The analysis drew on classroom observations, written and visual productions, assessment rubrics, and reflective records. The findings indicate greater engagement in writing, increased visibility of the planning and revision processes, and a more deliberate relationship between verbal content and graphic configuration. The study concludes that calligrams can foster creative writing and literary education when visual exploration is supported by teacher mediation and explicit procedures for composition and revision.
Keywords: Calligram. Visual poetry. Creative writing.
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