.

?

.

Ed. 46

Children's Literature

Irrnr:MTlo:

sICT

Summer' 78

Paula lart

required texts (available in paperback from university bookstore)

David, Alfred, ed. - The Twelve anc'ing

iehler, iordecai - Jacob Two-Two t

eets

Cooper, Susan - The Dark Is rising

Sutcltff, osemary - warrior Scarlet

Ilowat, Farley - owls in the family

Doorly, Eleanor -

?

e tadium 64oman

Strongly ecomrnended 3a ckground reading

Princesses and Other Tales

the ioodecl "an

Arbuthnot and Sutherland, Children and ilooks, 5th ed.

Egoff, Sheit, ?

epuh1ic of Childhoods a critical

guide to

Canadian children's literature in English,

'Fd

ed.

ick, Charlotte, Children's Literature in the Elementar

y

School,

3rd ed.

• This course is a general introduction to children's literature

(ranging from nursery rhymes to realism for the pre-adolescent) for

the teacher. Class discussions, individual projects and group ac-

tivities will focus on the kinds of reading experiences available

to children (folklore, fantasy,historical fiction, etc.)

and

attempt

to formulate guidelines for assessing success of literary works.

Students will also explore secondary sources, children's

magazines,

and areas of special concern, such as sexism, censorship, and other

media.

• ?

In addition to written work and class discussion, practical ?

activities, such as book introduction, oral reading and story-

telling will be stressed.

The following assignments reflect course emphases in content

and mark distribution. Students must complete all five assign-

ments but may make substitutions

with instructor's approval.

Agaignments

1. Annotated bibliography of 10 books

(intermediate

level)

or

20 picture hooks -

Annotation should include

a brief summary

and specific critical evaluation

of

work's strengths and

weaknesses.

2 •

Essay review of required texts, assigned readings, and books

dealt

with in class

3.

Individual or group project designed

to

explore ways of sharing

literature with children (e.g. novel study design, devel-

o p

mental program for poetry appreciation, puppetry, etc.).

This could

also he a creative project, such as the making of

a hook for children.

4.

Interpretive activities - This will include storytelling,

reading aloud and introducing a book, as welt as formulating

study questions and activity questions to accompany novel

study. Any or all of these activities may be combined in a

planned group study of a specific novel to he arranged between

group and instructor.

5. Log book of practical activities - overview and assessment of

Others' projects