|Delivery Type||Delivery length / details|
|Seminars / Tutorials||10 x 2 hour seminars|
|Assessment Type||Assessment length / details||Proportion|
|Supplementary Assessment||In the event of failure in the essay assignment, an essay on a new topic is to be submitted. In the event of failure in the oral presentation element, a 15 minute written script on a new topic, written as if for delivery, with accompanying visual aids, to be submitted.|
On successful completion of this module students should be able to:
Demonstrate a critical understanding of the generic, historical and cultural contexts of the texts studied on the moudle.
Demonstrate an ability to analyse the texts coherently in terms of the appropriate critical approaches offered on the module.
Produce informed and well-argued written work that seeks to discuss the texts with refeence to their generic, historical and/or cultural contexts and relevant theoretical and/or other debates.
Demonstrate through oral presentation a critical understanding of the themes, forms and contexts of selected children's narratives.
The module will add diversification to the portfolio of options within the department.
In The Mis-Education of the Negro (1933), Carter G. Woodson asserts that 'there would be no lynching if it did not start in the schoolroom'. By suggesting the formative influence of children's culture on social relations, Woodson highlights an idea that courses through the body of children's literature. Whether writing in the nineteenth, twentieth, or twenty-first centuries, authors infuse texts with the hope that through childhood, that potent period in the individual's development, sensibilities can be transformed. Telling stories to a young audience can become the conduit for social and political change. A primary factor that distinguishes children's literature from adult literature is its complexly layered audience, for children's literature reaches various adult mediators as well as child readers. Children's literature also becomes a particularly intense site of ideological and political contest. Reversals of power in particular have always had special force in works for children. This module examines the uniqueness of children's literature, from classic realist texts to contemporary fantasy, and explores the thematic crossover between adult and child literature, and the forms of children's literature in which identity-formation takes centre stage, such as fictional and non-fictional autobiography, coming of age stories and the bildungsroman.
1. Stories, fairy-tale and the tradition of children's literature: selections from Perrault.
2. Classic Fantasy: C.S Lewis, The Lion, The Witch and the Wardrobe.
3. Classic Realist Fiction: L. M. Montogomery, Anne of Green Gables
4. Classic Realist Fiction: Frances Hodson Burnett, The Secret Garden.
5. Animal Stories: Richard Adams, Watership Down
6. Animal Stories: selections from Rudyard Kipling, The Jungle Book.
7, High Fantasy and Domestic Fantasy: J.R.R. Tolkein, The Hobbit
8. High Fantasy and Domestic Fantasy: J.K. Rowling, Harry Potter and the Philosopher's Stone.
9. Autobiography for children: Judith Kerr, When Hitler Stole Pink Rabbit, and selections from Hi-Li Liang, Red Scarf Girl.
|Skills Type||Skills details|
|Application of Number||Not applicable|
|Communication||Written: sustain an arguement for written work. Listen effectively and make coherent oral contrubutions to seminars. Oral presentation.|
|Improving own Learning and Performance||Through independent reading and research|
|Information Technology||Not applicable|
|Personal Development and Career planning||Develop awareness of personal skills.|
|Problem solving||Evaluate the strengths and weaknesses of bodies of ideas and critical arguments pertaining to children's literatures, including identity formation, trauma and the role of narrators; Construct a rational argument to a critical problem; undertake critical or evaluative work.|
|Research skills||Understand a range of research methods. Plan and carry out an analytical piece of writing. Produce suitably academically referenced and structured work.|
|Subject Specific Skills||Use appropriate critical and/or evaluative skills in preenting a written argument.|
|Team work||Play an active part in group activities in the seminar workshop.|
Reading ListGeneral Text
(1976-) Children's Literature Association quarterly. CHLA Primo search Children's literature review. Gale Research. Primo search (1996.) International companion encyclopedia of children's literature /edited by Peter Hunt ; associate editor, Sheila Ray. Routledge Primo search (1976.) Suitable for children? :controversies in children's literature /edited and introduced by Nicholas Tucker. Chatto and Windus for Sussex University Press Primo search (2001.) The Cambridge guide to children's books in English /[edited by] Victor Watson ; advisory editors, Elizabeth L. Keyser, Juliet Partridge, Morag Styles. Cambridge University Press Primo search (2000.) The Oxford companion to fairy tales /edited by Jack Zipes Oxford University Press Primo search Bettelheim, Bruno (1978.) The uses of enchantment :the meaning and importance of fairy tales /Bruno Bettelheim. Penguin Primo search Coe, Richard N. (1984.) When the grass was taller :autobiography and the experience of childhood /Richard N. Coe. Yale University Press Primo search Spencer, Margaret Meek (1977.) The cool web :the pattern of children's reading /Margaret Meek, Aidan Warlow, Griselda Barton. Bodley Head Primo search Stephens, John (1992.) Language and ideology in children's fiction /John Stephens. Longman Primo search Townsend, John Rowe (1987.) Written for children :an outline of English-language children's literature /John Rowe Townsend. Outline of English Language Children's Literature. 3rd ed. Penguin Primo search Essential Reading
Hunt, Peter. (1994.) An introduction to children's literature /Peter Hunt. Oxford University Press Primo search
This module is at CQFW Level 6