LITERATURE FOR CHILDREN AND ADOLESCENTS
Learning outcomes of the course unit
The course aims to provide an initial, yet not superficial, knowledge of literature for growing readers, its historical development and its most recent embodiments, and to introduce students into the complex psycho-pedagogical and educational problematic of books, reading and young people’s literature, making extensive reference to media realities, while at the same time initiating a reflection upon the effects of reading on the personality of the developing individual and suggesting adequate criteria for selection and evaluation.
CHILDREN’S AND ADOLESCENT LITERATURE - MODULE A
Admission to Module A of the course in Children’s and Adolescent Literature does not require any compulsory preparation or specific previous knowledge beyond that provided by humanities-oriented secondary school education or, alternatively, attendance of the first year of any university course with the same orientation. It is also advisable to have taken an exam in developmental psychology.
Course contents summary
A psycho-pedagogical reassessment of the main narrative genres and a number of classics of young people’s literature; new narrative currents and directions; overview, trends and directions in publishing for young readers. The critical analysis will extend to narrative creations which make special use of alternative languages beyond the verbal/alphabetical and which are generally diffused via new instruments of communication, such as periodical publications for young people, comics, graphic novels, cartoons, soap operas, video games and advertising.
A. Nobile, Letteratura giovanile, La Scuola, Brescia, 1990 (2nd updated edition soon to be published).
F. Bacchetti, F. Cambi, A. Nobile, F. Trequadrini, Letteratura per l’infanzia oggi. Una frontiera in movimento: identità, immagini critiche, sviluppi, Clueb, Bologna (currently being printed).
Andersen Special, insert, Pagine giovani magazine, issue 126, October-December 2006.
Reading of at least 10 traditional fairy tales (Perrault, Grimm and/or Andersen).
Familiarity with at least 3 comics (including titles no longer on sale) and 3 children’s magazines.
Traditional classroom lectures will alternate with seminar-based moments, during which students’ reading, viewing and listening experiences will be elicited. Significant passages will be read from classic texts and literary genres and will be the subject of conversations and free, orderly discussions within a psycho-pedagogical framework and focusing on the educational needs of young generations in the contingent historical and cultural moment.
The exam, which is entirely oral, will take the form of an interview and will focus on students’ knowledge of the contents of the course and of the educational and psychological issues posed by reading and the many paraliterary products with which children and adolescents are intensely familiar. The interview will also assess students’ ability to critically review what they have learned. In addition to the educational competencies acquired and the pedagogical sensibilities gained, students will also be assessed in terms of conceptual rigour, appropriateness of language, lexical mastery and fluency of verbal expression.