Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school

This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual methodological approach studying the recontextualization genre knowledge different educational contexts. We selected two particular models (the Story Face Obstacle Chart) because they are promoted by Swedish National Agency Education. analyzed curricula, related through Bernstein's concept fields, Martin's theory, Kress van Leeuwen's visual grammar. The results show that both use metaphors to evoke students’ everyday experience break down text key story elements. Aligning with de-emphasize need manage tension narratives. Finally, models’ ways representing elements may be difficult teachers students decode.