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Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process
This thesis presents a novel approach to printmaking theory and pedagogy, focusing in particular, on the intaglio hardground process. It is a qualitative study that gives an account of a group of second year graphic design students who encounter the hardground process for the first time. A multimoda...
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| Format: | Thesis |
| Language: | English |
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School of Education
2014
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| _version_ | 1867614215213154304 |
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| access_status_str | Open Access |
| author | Thompson, Zelda |
| author2 | Archer, Arlene |
| author_browse | Archer, Arlene Thompson, Zelda |
| author_facet | Archer, Arlene Thompson, Zelda |
| author_sort | Thompson, Zelda |
| collection | Thesis |
| description | This thesis presents a novel approach to printmaking theory and pedagogy, focusing in particular, on the intaglio hardground process. It is a qualitative study that gives an account of a group of second year graphic design students who encounter the hardground process for the first time. A multimodal social semiotic framework is utilised to shed light on the meaning-making practices related to intaglio hardground. This can be a somewhat deterministic process which is hindered by conventions and constraints. This research explores a metalanguage for the intaglio hardground process. This metalanguage is explicated by addressing the practical processes involved during the intaglio process, interrogating the semiotic resources that are available during this process, and the pedagogic practices within the printmaking studio. Meaningmaking is also explored in terms of how students employ the semiotic resources as coping mechanisms when coming to terms with the conventions and constraints associated with the intaglio hardground process. Process-driven disciplines like intaglio hardground are convoluted and the semiotic resources assist the students to navigate between the technical and the creative process of intaglio hardground. The argument is that students engage with semiotic resources according to their needs, in other words, their interest determines the use of semiotic resources at their disposal. The findings show that each student follows a unique and sometimes, unconventional path during the meaning-making process. These different paths to meaning-making encourage students to explore and take ownership of the semiotic resources that they utilise, as well as their own meaningmaking experiences. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/6863 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:48:30.004Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/6863 Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process Thompson, Zelda Archer, Arlene This thesis presents a novel approach to printmaking theory and pedagogy, focusing in particular, on the intaglio hardground process. It is a qualitative study that gives an account of a group of second year graphic design students who encounter the hardground process for the first time. A multimodal social semiotic framework is utilised to shed light on the meaning-making practices related to intaglio hardground. This can be a somewhat deterministic process which is hindered by conventions and constraints. This research explores a metalanguage for the intaglio hardground process. This metalanguage is explicated by addressing the practical processes involved during the intaglio process, interrogating the semiotic resources that are available during this process, and the pedagogic practices within the printmaking studio. Meaningmaking is also explored in terms of how students employ the semiotic resources as coping mechanisms when coming to terms with the conventions and constraints associated with the intaglio hardground process. Process-driven disciplines like intaglio hardground are convoluted and the semiotic resources assist the students to navigate between the technical and the creative process of intaglio hardground. The argument is that students engage with semiotic resources according to their needs, in other words, their interest determines the use of semiotic resources at their disposal. The findings show that each student follows a unique and sometimes, unconventional path during the meaning-making process. These different paths to meaning-making encourage students to explore and take ownership of the semiotic resources that they utilise, as well as their own meaningmaking experiences. 2014-09-02T10:04:37Z 2014-09-02T10:04:37Z 2014 Master Thesis Masters M.Ed http://hdl.handle.net/11427/6863 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Thompson, Zelda Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| thesis_degree_str | Master's |
| title | Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| title_full | Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| title_fullStr | Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| title_full_unstemmed | Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| title_short | Printmaking pedagogy: a multimodal social semiotic approach to the intaglio hardground process |
| title_sort | printmaking pedagogy a multimodal social semiotic approach to the intaglio hardground process |
| url | http://hdl.handle.net/11427/6863 |
| work_keys_str_mv | AT thompsonzelda printmakingpedagogyamultimodalsocialsemioticapproachtotheintagliohardgroundprocess |