1. Learning Children Literature History is very important for the education of young readers
2. The discipline can be studied from many different points of view (pedagogical, literary, psychological,
sociological)
3. It is necessary to consider the impact of the new media on the youngest
The course is meant to provide both the basic elements concerning the history of children’s literature as a whole, in its complexity as a scientific discipline, and specific in-depth analyses of particularly relevant genres and themes, such as the fairytale, the comic strip, the cartoon. The part specifically designed for the Primary Education course will deal with issues related to the instillation of a taste for reading, not as an end in itself, but as a practice to be pursued all along the educational path (and beyond); the laboratory, which is an integral part of the course, will be devoted to picture ‘reading’ and to the problem of integration between text and images.
For all study classes - knowledge of principal approaches to the Children's Literature - acquisition of suitable disciplinar knowledges - Ability to identify the specific features of different historical ages
- experiment and acquire some basic soft skills: personal competence, social competence and project creation expertise
Primary Teacher Education
The specific objectives for the kindergarten primarily refer to retrieval, analysis, interpretation and use of narrative sources (books, cartoon, apps, etc.) for children aged 3 to 6 years.
The specific objectives for Primary School mainly refer to retrieval, analysis, interpretation and use of narrative sources (books, cartoon, apps, etc.) for children aged 6 to 11 years.
The lectures are in presence mode and involving the use of multimedia devices. Attending students can be divided into small groups to undertake research aimed at achieving the training objectives of the cours.
In particular, the methodologies used concern audio video creation and project based learning to work on basic transversal soft skills: functional alphabetic competence; personal competence; social competence and competence in design creation.
Approximately 5 or 10% of sources used in lectures well be in English.
The course is divided into three main parts: in the first, the times, modes, places and authors of children's literature in Italy from the nineteenth century to the present day are addressed from a historical perspective; in the second, the relationship between image and writing in picture books is explored, while in the third part, the multiple ways of "reading" contemporary children's production and the "contaminations" between the book and other media are analyzed.
Ricevimento: The teacher receives, both in presence and on the Teams platform (q6if6sm channel), by appointment: anna.antoniazzi@unige.it
ANNA ANTONIAZZI (President)
MARIA LUCENTI (President Substitute)
September, 2024
LITRATURE FOR CHILDREN
The exam is oral and includes a critical an participatory discussion on topics and themes indicated in the program. for the students ho will attend the course a final test is opportunely identified.
Assessment of the knowledge acquired through the study of scheduled present texts and materials available on aulaweb
