Premium
Uncovering music in the National Curriculum ‐ a social semiotic approach to the title page
Author(s) -
Bray Elizabeth
Publication year - 1998
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/0958517970090306
Subject(s) - premise , curriculum , semiotics , reading (process) , field (mathematics) , consciousness , sociology , computer science , pedagogy , linguistics , epistemology , philosophy , mathematics , pure mathematics
This article embraces the notion that visual design, with or without accompanying text, has developed particular characteristics that encode messages between author and reader which often operate below a level of consciousness. As such, it accepts the premise put forward by Kress (1993) that all signs are motivated, rather than arbitrary, and draws heavily on the work of Kress and Van Leeuwen (1996) and other extensive literature in the field. The design subjected to this type of analysis or reading is the title page of Music in the National Curriculum published by the Department For Education in 1995. The article tries to show how the design alone represents a particular view of knowledge and a particular approach to curriculum design, which is then confirmed in the subsequent pages.