EDUC07028 2022 Children's Literature
Full Title
Children's Literature
Transcript Title
Children's Literature JM
Code
EDUC07028
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
07 - NFQ Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Bernie Meehan, Breda McTaggart, Brenda Feeney, Ailise McDowell, Kate Duke
Programme Membership
SG_HENGL_H08 202200 Bachelor of Arts (Honours) in English and Psychology
SG_HENGL_H08 202400 Bachelor of Arts (Honours) in English and Psychology
SG_WENGL_H08 202400 Bachelor of Arts (Honours) in English and Politics
Description
This module aims to give students an insight into a range of children's literature. The importance of reading and the role of children's literature in the affective, imaginative, cognitive and linguistic development of children is explored. Students will be introduced to a critical assessment of children's literature, both text and illustration, from folk and fairy tales through to contemporary children’s books.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Distinguish the different forms of children's literature, from nursery rhymes and fairy tales to contemporary children's books
2.
Critically analyse a range of children's literature, looking at both text and illustrations
3.
Examine the contribution of storytelling and children's literature to the various aspects of children's development
4.
Identify form, genre and recurrent themes in texts for children
Teaching and Learning Strategies
Class discussions and workshops in which core concepts and issues in children's literature are discussed, and a range of children's books is critically analysis, focusing on form, genre, language and themes in a variety of children's books.
Module Assessment Strategies
Assessments designed to assess the students' knowledge of children's literature - both texts and illustrations - and their ability to display a knowledge of the role of literature in the cognitive, emotional and linguistic development of children - students will be asked to write a book critique, which they will then test out with a target group and they will be asked to design and write a children's book of their own.
Repeat Assessments
Repeat requirements will depend on failed components.
Indicative Syllabus
In this module students will learn to distinguish forms and genres within children's literature from its earliest iterations as lullabies, nursery rhymes and riddles to contemporary printed forms. The elements that create enduring stories will be analysed and creatively demonstrated.
1. Distinguish the different forms of children's literature, from nursery rhymes and fairytales to contemporary children's books.
Students will learn to distinguish between forms and genres, explored through a wide range of folk and fairytales, myths, legends and nursery rhymes.
2. Critically analyse a range of children's literature, looking at both texts and illustrations.
Students will explore and critically analyse a range of picture books and illustrations.
3. Examine the contribution of storytelling and children's literature to the various aspects of children's development.
Students will examine the contribution of children's lore and literature to the various aspects of children's development.
4. Identify form, genre and recurrent themes in texts for children
Students will identify enduring forms of children's stories, the elements of a good story, and recurrent themes prevalent in text for children.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Children's Book Critique | Coursework Assessment | Assignment | 40 % | Week 7 | 1,2,3,4 |
| 2 | Design, write and illustrate a children's book for a target audience | Coursework Assessment | Assignment | 60 % | Week 13 | 1,2,3,4 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Group Learning | Flat Classroom | Group discussion and analysis of a variety of children's literature | 3.00 | Weekly | 3.00 |
| Independent Learning | Not Specified | home and library based study | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Recommended Reading
2006 Why Fairy Tales Stick : The Evolution and Relevance of a Genre Routledge
2006 Why Fairy Tales Stick : The Evolution and Relevance of a Genre Routledge
book
Recommended Reading
2010 The Routledge Companion to Children's Literature Routledge
2010 The Routledge Companion to Children's Literature Routledge
book
Recommended Reading
2002 The Brothers Grimm: From Enchanted Forests to the Modern World Palgrave Macmillan
2002 The Brothers Grimm: From Enchanted Forests to the Modern World Palgrave Macmillan
book
Required Reading
The Seven basic plots: Why we tell stories Bloomsbury
The Seven basic plots: Why we tell stories Bloomsbury
Required Reading
1997 The Oxford Dictionary of Nursery Rhymes Oxford University Press
1997 The Oxford Dictionary of Nursery Rhymes Oxford University Press
Required Reading
1976 the uses of Enchantment: the Meaning and Importance of Fairytales Thames and Hudson
1976 the uses of Enchantment: the Meaning and Importance of Fairytales Thames and Hudson
Required Reading
1999 The Oxford Companion to English Literature Oxford University Press
1999 The Oxford Companion to English Literature Oxford University Press
Module Resources
Non ISBN Literary Resources
Bettelheim, B. (1976) The Uses of Enchantment: The meaning and Importance of Fairy Tales, London, Thames & Hudson
Carpenter H. and Pritchard, M. (1999) The Oxford Companion to Children's Literature, Oxford U.P.
Cleary A. et al (eds) (2001) Understanding Children Vol. 1, Dublin, Oak Tree
Coats, Karen (2004) Looking Glasses and Neverlands: Lacan, Desire and Subjectivity in Children's Literature, Iowa City, Univ. of Iowa Press
DES/INTO Reading Recovery Programme, Dublin, DES/INTO
Peter Hunt (ed) (1995) Children's Literature: an Illustrated History, Oxford U.P.
Peter Hunt (1999) Understanding Children's Literature, London, Blackwell
Jackson Rosemary (1981) Fantasy: the Literature of Subversion, London, Methuen
Nodelman, Perry (1988) Words about Pictures: the Narrative Art of Children's Picturebooks, Athens, Univ. of Georgia Press
Nodelman, Perry (2008) The Hidden Adult: Defining Children's Literature, Baltimore, John Hopkins Univ.Press
Nikolajeva M. and Carole Scott (2001) How Picture Books Work, London, Routledge
Opie I. & P. Opie (2001) The Language and Lore of Schoolchildren, New York Review of Books
Opie I and P.Opie (eds) (1955) The Oxford Nursery Rhyme Book, Oxford University Press
Perrault, Charles (1867 and 1969) Perrault's Fairy Tales, New York, Dover
Propp Vladimir, Morphology of the Folktale, trans. Lawrence Scott, Austin, Univ. of Texas
Rose Jacqueline (1993) The Case of Peter Pan, or the Impossibility of Children's Fiction, Univ. of Philadelphia Press
Tatar, Maria (2003) The Hard Facts of the Grimms Fairy Tales, 2nd ed. Princeton U.P.
Tatar, Maria (1992) Off with their Heads! Fairy Tales and the Culture of Childhood, Princeton U.P.
Zipes, Jack (2002) Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales, Kentucky U.P.
Journal Resources
URL Resources
Other Resources
Materials for making puppets and books.
Additional Information
None