Analysis of Ezop's Fables in terms of educational messages, text-visual harmony and vocabulary

This study aims to analyze Aesop's Fables in terms of educational messages, text-visual harmony and stereotyped vocabulary. The study was structured in accordance with the qualitative research method. The research was designed in accordance with the documentary review (documentary screening) model. In the study, the "Picture-Text Relationship Category List" developed by Cımbız (2017) was used to examine the picture-text harmony of fairy tales. In analyzing the educational messages in the fairy tales, 20 educational messages in the "Turkish Century Education Model" were taken as basis. In the dimension of vocabulary elements of the study, idioms, proverbs, dilemmas and slang expressions in the fairy tales were examined. During the data collection process, the texts were coded and categorized into themes in terms of educational messages, visual support elements and stereotyped vocabulary elements. The findings were supported with frequencies and explained with qualitative comments. Descriptive analysis method was used to analyze the data. As a result of the analysis, it was seen that the vocabulary elements in the tales consisted mostly of idioms and doublings, proverbs were included to a limited extent, and slang words were not included. It was seen that some tales included a few educational messages, while some tales did not include any educational messages at all. In addition, it was determined that the content-visual harmony in the texts was not paid enough attention.