Session 2: Genre and curricular issues

1. Session 2: Genre and curricular issues Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

2. What is children’s literature “In general, the term comprises both those books which are selected and read by children, as well as those deemed as 'appropriate for children' by authorities”. www.wikipedia.com Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

3. 3 types of children’s literature (O‘Sullivan, 2002) 1. intentional children’s literature: literature which should be read by children (according to their parents, teachers, experts etc.). These texts have not specifically been written for children but are existing pieces of world literature that are considered of outstanding importance (e.g. fairy tales, Robinson Crusoe, Gulliver’s travels) 2. specific children’s literature: literature that has specifically been written for children and has gained international reputation as an established form of literature. 3. modern forms of children’s literature: literature that is currently being read by children – including books for children, but also other forms of literature (e.g. novels like Stephen King’s various horror stories or J.K. Rowling’s Harry Potter) Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

4. History of children’s Literature It is difficult to define the history of children’s literature to one certain point. This because of difficulties defining what is Children’s literature In 1658, Jan Amos Komensky published an illustrated informational book, which is generally considered to be the first picture book specifically for kids. John Newbery’s 1744 publication of a Pretty little pocketbook, was collection of songs, moral tales, crude woodblock illustrations and is considered a land mark in pleasure reading specifically for children (previous to Newberry, all children’s literature was intended to educate children) Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

5. History of children’s Literature Rousseau’s moral tales (e.g. Emile, 1762) stressed the importance of moral development. His books aimed at showing children how to be good and proper human beings. Charles Parrault’s Tales of Mother Goose, 1729 (retellings including Cinderella, Little Red Riding Hood, Sleeping Beauty) marks the rise of folktales. They were part of a culture’s oral tradition and describe how people think, feel and behave. Folktales (like the famous collection by the Grimm brothers at the beginning of the 19th century) were not considered exclusively for children, sometimes they were even regarded as inappropriate for children (violence, lack of moral messages) Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

6. History of children’s Literature In Victorian times, children’s literature developed rapidly (initiated by the Romantic movement, which idealized childhood). Many renowned authors used their talents to create children’s stories. 1857 Thomas Hughes - Tom Browne’s School Days 1863 : Charles Kingsley - The Water Babies (a moral fable) 1865 : Lewis Carroll -Alice in Wonderland 1883: Louis Stevenson - Treasure Island 1876: Mark Twain - Adventures of Tom Saywer 1884: Mark Twain - Adventures of Huckleberry Finn 1900 Lyman Frank Baum - The Wizard of Oz 1908 Kenneth Grahame - The Wind in the Willows … Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

7. Kenneth Grahame – The Wind in the Willows (1908) Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

8. Some questions so far... • If „children‘s literature is a dynamic, questioning, and self-reflexive filed of study“ (Webb 2009:60) – why do we need to define it as an academic discipline? • Is there a fixed canon of children‘s literature? What problems occur when we try to define a literary canon? Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

9. „ Since schools and universities, with their need to impart exemplary values, have been and still are the main agencies in canon formation, one can understand why, although some individual works of children‘s literature have been acknowledged as classics, there is no canon of children‘s literature based on the authority of careful cultivated tradition. As it was not regarded as a part of great literature it was not taught as an academic subject, and received hardly any attention in universities. But the need for a canon is now becoming evident in children‘s literature studies, for the purpose of writing the history of literature and for university teaching. This canon is established by means of consecrating and preserving the most important texts, by the endeavours to make the subject academically respectable.“ (O‘Sullivan 2005,130). Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

10. What do we know about children‘s literature so far? • Please work in small groups and discuss (based on Webb, pp.70ff.) the following aspects: 1. What are typical genres of children‘s literature and how can they best be described (Can you find any examples?) 2. How important are concepts of “reality“ and “fiction“ for the discussion of children‘s literature (cf. Webb, pp.73ff.) 3. What are the characteristics of children‘s literature? Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

11. 2. The Characteristics of Children’s Literature • Children’s lit is often simplistic and straightforward • It is about childhood • It will express a child's point of view • It is optimistic • will often contain illustrations, especially in younger kids books • Tends to be repetitious • Doesn’t contain adult themes and is “child appropriate” • Children’s books often focus on action Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

12. 3. The Genres of Children’s Literature • The most commonly identified genres of children’s literature are: • picture bookspicture story bookstraditional literaturehistorical fictionmodern fantasycontemporary realistic fictionnon-fiction or informational booksbiographypoetry www.bsu.edu Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Wintersemester 2010 / 2011 Englisches Seminar

13. “Historical Fiction” • The genre of historical fiction in the field of Children's Literature includes stories that are written to portray a time period or convey information about a specific time period or an historical event. Usually the event or time period is about 30 years in the past. • setting is the most important literary element. • Historical Fiction books, whether they are picture story books, transitional books, or novels, may have characters who are either imaginary or who actually lived during the time period. www.bsu.edu Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

14. Traditional Literature • Traditional literature is defined as literature which came from an oral story telling tradition • Could be for entertainment or instruction • Examples for traditional Literature are- • Folk tales • Fables • Myths • Legends www.bsu.edu Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

15. Modern Fantasy • “Modern Fantasy is a broad genre with many types of books included in its spectrum.” • The genre is often characterized by its use of time travel, or imaginary beings from other planets, or animals that talk. • Examples of Modern Fantasy are • Harry Potter by J.K. Rowling • The Giver by Lois Lowry • Wrinkle in Time by Madeleine L'Engle • A. A. Milne's Winnie The Pooh • Alice in Wonderland Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

16. Picture books • Different from a Picture story book • In a Picture story book the Pictures merely complement the story • A universal definition of a picture book is hard to pin down • one thing experts agree on is that the interplay of narrative and illustration is fundamental to the book as a whole. • Illustrations dominate text and fully integrate with the narrative to bring story to a satisfying conclusion. • Word count is generally less than 500 words. • Overall design serves to build a relationship between the text and the illustrations, this includes the front matter, back matter, and the book jacket Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

17. Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar

18. CONCLUSION • What teaching conclusions can we draw so far? • What arguments can you now bring forward to use children‘s literature (canonical / non-canonical, modern, classical, didactical, non-didactical, realistic, fictional ....) in the classroom? • What problems do you see so far? •  Create a poster which motivates teachers to have a second thought on using children‘s literature in the EFL classroom. Ruhr-Universität Bochum Literature for younger learners Michael Rogge –Sommersemester 2012 Englisches Seminar