Introduction to Children's Literature: Traditions BEN52602 / NEN52601 Class Time: Tuesdays AB - Room R0305 Mondays 56 – Room R0302

A literature class This is a literature class first, and a class about children’s literature second. Our focus here is This is a literature class first, and a class about children’s literature second. Our focus here is not about how to use books with children (that’s education) or not about how to use books with children (that’s education) or not how to recommend or categorize books (that’s library science). not how to recommend or categorize books (that’s library science). We are looking at children’s literature as art. What are these texts saying and how do they say it? What makes some books “better” than others? How do we understand texts for children? What are their qualities and characteristics? We are looking at children’s literature as art. What are these texts saying and how do they say it? What makes some books “better” than others? How do we understand texts for children? What are their qualities and characteristics?

REQUIRED TEXTS Alice in Wonderland, by Lewis Carroll Alice in Wonderland, by Lewis Carroll The Adventures of Tom Sawyer, by Mark Twain The Adventures of Tom Sawyer, by Mark Twain Charlotte’s Web, by E. B. White Charlotte’s Web, by E. B. White Bridge to Terabithia, by Katherine Paterson Bridge to Terabithia, by Katherine Paterson Folk stories available through the website Folk stories available through the website

GOALS To become critical (intelligent) readers. To become critical (intelligent) readers. To be able to converse and write critically about children’s literature. To be able to converse and write critically about children’s literature. To articulate and modify your own framework for understanding children’s literature and culture. To articulate and modify your own framework for understanding children’s literature and culture.

OBJECTIVES To understand the traditions of English language children’s literature from a historical perspective. To understand the traditions of English language children’s literature from a historical perspective. To understand the basic conventions of children’s literature. To understand the basic conventions of children’s literature. To understand the basic genres within of children’s literature. To understand the basic genres within of children’s literature. To challenge common assumptions about children’s literature by knowing where they come from. To challenge common assumptions about children’s literature by knowing where they come from. To learn important vocabulary for discussing children’s literature. To learn important vocabulary for discussing children’s literature. To learn about authors in conjunction with their works. To learn about authors in conjunction with their works.

GRADING 15% Participation (attendance, discussion, groupwork, and presentations) 15% Participation (attendance, discussion, groupwork, and presentations) 10% Presentation paper (2-3 pages) 10% Presentation paper (2-3 pages) 20% Term paper (5-7 pages) 20% Term paper (5-7 pages) 10% Weekly quizzes (no make-ups, but the lowest grade will be dropped) 10% Weekly quizzes (no make-ups, but the lowest grade will be dropped) 20% Midterm (multiple choice & short answer) 20% Midterm (multiple choice & short answer) 25% Final (Multiple choice and short answer covering everything from the beginning of the semester but focusing more on the second half.) 25% Final (Multiple choice and short answer covering everything from the beginning of the semester but focusing more on the second half.)

CLASS SCHEDULE Keep track of the weekly schedule by checking the website regularly. You should do all reading and hand in all work according the schedule on the website whether I remind you or not. Keep track of the weekly schedule by checking the website regularly. You should do all reading and hand in all work according the schedule on the website whether I remind you or not. For next week For next week Check out the class website. Here you will find the up- to-date schedule, explanation of assignments, and homework for each week. Check out the class website. Here you will find the up- to-date schedule, explanation of assignments, and homework for each week. Start reading Alice in Wonderland and think about your ideas of what childhood is and children’s literature is. Start reading Alice in Wonderland and think about your ideas of what childhood is and children’s literature is.

What are we studying? Let’s start with our assumptions. What do we think or believe about children and children’s literature? Such questions can be difficult because even though we have many ideas and beliefs, we may have never thought about them consciously. Answer the following questions: 1. What is a child? How are children different from adults? 2. What is the best way for children to learn? 3. What are the most important things for children to learn?

What about children’s literature? Answer these questions based on your ideas of children. What are the qualities of good children’s books? What are the qualities of good children’s books? Why should children read books? Why should children read books? What kinds of books should children read? What kinds of books should children read? Do we really need children’s literature? Why or why not? Do we really need children’s literature? Why or why not?

ASSUMPTIONS Don’t hold on to your assumptions and try to prove them. Don’t hold on to your assumptions and try to prove them. Rather, challenge your assumptions. Try to prove them untrue, or find ways in which they are not always true. Rather, challenge your assumptions. Try to prove them untrue, or find ways in which they are not always true. Try to uncover the assumptions that you didn’t know you had. Try to uncover the assumptions that you didn’t know you had.

An Invitation: “Come In” by Shel Silverstein If you are a dreamer, come in, If you are a dreamer, a wisher, a liar, A hope-er, a pray-er, a magic bean buyer... If you're a pretender, come sit by my fire For we have some flax-golden tales to spin. Come in!

CONVENTIONS 1d. a general agreement about basic principles or procedures; also: a principle or procedure accepted as true or correct by convention 1d. a general agreement about basic principles or procedures; also: a principle or procedure accepted as true or correct by convention 3d: an established technique, practice, or device (as in literature or the theater) 3d: an established technique, practice, or device (as in literature or the theater) Merriam-Webster's Collegiate Dictionary, Tenth Edition copyright © 2002 by Merriam-Webster, Incorporated

How are assumptions and conventions related? We often fail to question conventions, assuming that the way things are is the way they are supposed to be. We often fail to question conventions, assuming that the way things are is the way they are supposed to be. This is the opposite of critical thinking and leads to problems where few people control the majority. This is the opposite of critical thinking and leads to problems where few people control the majority. Often, things are the way they are, just because it is convenient. Often, things are the way they are, just because it is convenient. We most easily recognize conventions when they are broken. We most easily recognize conventions when they are broken.

Where do story conventions come from? How do the qualities of children’s stories reveal what we believe about the nature of children? How do the qualities of children’s stories reveal what we believe about the nature of children? How do children’s stories help determine what we believe about children and childhood? How do children’s stories help determine what we believe about children and childhood?