IN:\u00a0<\/span><\/strong>Partit\u00fara Irodalomtudom\u00e1nyi foly\u00f3irat, Volume XIX.\u00a0, Issue 1, 2024, page 53-62 ,\u00a0ISSN 1336-7307<\/span><\/p>\n DOI:\u00a0<\/strong>10.17846\/PA.2024.19.1.53-62<\/p>\n Abstract:<\/strong><\/p>\n In their study of the semiotics of education, the authors seek to interpret and build upon a proven form of visualization in the teaching of history in primary schools using the tools of intermediality. Using the \u201cpart instead of the whole\u201d-form of visualisation, the teacher begins the history lesson by presenting visual material that can be easily developed into an iconic sign for the whole lesson. By consciously exploiting the iconic nature of this illustrative part of the material that is first presented, it is possible to maintain the pupils\u2019 interest more effectively. In addition, the arrangement of the other illustrative material around the iconic sign used and its organic association with it can help students\u2019 understanding of the historical event or process. The centrality of the illustrative material thus chosen as an iconic sign also provides a deeper basis for the lesson summary. This use of the \u2018part rather than the whole\u2019 form of illustration is based on an analysis of the practice of lessons in schools. Given that the topic is still uncommon in Hungarian literature, the authors have highlighted in the text the key semiotic moments that have provided the basis for the further development of this form of visualisation.<\/p><\/blockquote>\n