The course will deal with themes and aspects related to children's literature aimed at acquiring knowledge and skills that allow future kindergarten and primary school teachers to introduce the children they will meet during their profession, pleasure and to the habit of reading.
P. Boero, La letteratura per l’infanzia, Roma. Bari, Laterza, 2009
1. Jack London, Il richiamo della foresta (1903)
2. Ferenk Molnar, I ragazzi della via Pál (1906)
3. Enyd Blyton, Sull’isola del tesoro. La banda dei cinque (1942)
4. Erich Kästner, La conferenza degli animali (1949)
5. Gianni Rodari, Cipollino (1957)
6. Astrid Lindgren, L'isola dei gabbiani (1964)
7. Bianca Pitzorno, Extraterrestre alla pari (1979)
8. Roal Dahl, Matilda (1988)
9. Louis Sepulveda, Storia di una gabbianella e del gatto che le insegnò a volare (1996)
10. J. K. Rowling, Harry Potter e la pietra filosofale (1998) /o in alternativa: C. S. Lewis, Il leone, la strega e l'armadio (prima parte delle: Cronache di Narnia, 1950).
Learning Objectives
1. Knowledge and understanding: knowledge of the fundamental characteristics of childhood literature. Know its evolution and understand its reasons.
2. Applying knowledge and understanding. Read a text aimed at the 3-12 age group and know how to return the contents, describe the literary form, establish the links that bind content and form. Knowing how to evaluate the literary value and the type of child to propose it to for reading.
3. Making judgments: ability to evaluate an editorial product for the 3-12 age group.
4. Communication skills. Knowing how to present a book (or an illustrated book) aimed at the 3-12 age group under the following profiles: content, literary form, image commentary, meaning (s).
5. Learning skills: to mature the need for a deeper and more articulated vision of the course topics, which can be achieved, primarily: 1. by reading the bibliography provided at the end of the slides of each lesson; 2. reading short stories and novels specifically aimed at the 3-12 age group (both those mentioned during the lessons, as well as others).
Prerequisites
It is assumed that all students attending the course have read:
- Pinocchio (full version, available in various editions);
- Alice in Wonderland.
Teaching Methods
Frontal lessons.
Self-learning and verification activities to be carried out on the moodle platform.
Laboratory activity.
Further information
Non-attending students are required to register on the moodle platform, where they will have access to the slides of the course and to a series of activities that they are required to carry out.
Those who are unable to attend are invited to communicate it to the teacher no later than the end of the second week of the course.
Type of Assessment
Students have the option of choosing between two different programs to which two different exam modes correspond.
PROGRAM A (and related examination methods)
Reading of 6 classics among the 10 indicated in the section: RECOMMENDED TEXT BOOKS
Exam methods: ORAL
1. discussion with the teacher on the classics read (during the exam, the teacher will choose, among the texts read, the one / s to discuss).
2. evaluation of the 6 activities to be carried out on the moodle platform (up to a maximum of 6 points).
3. evaluation of laboratory activity (suitable or suitable with merit).
PROGRAM B (and related examination methods)
Manual by P. Boero-C. De Luca, Children's literature, Bari-Rome, Laterza 1995
Reading of 1 of the 10 classics indicated in the RECOMMENDED TEXT BOOKS section
Exam methods: WRITTEN
1. written exam including 20 questions: 16 with closed answer; 4 open-ended, one of which inherent to the chosen book.
Closed-ended questions: score 0; 0, 5; 1 = MAXIMUM 16 POINTS.
Open-ended questions: score 0; 0.5; 1; 1.5; 2 = MAXIMUM 8 POINTS
2. evaluation of the 6 activities to be carried out on the moodle platform (up to a maximum of 6 points).
3. evaluation of laboratory activity (suitable or suitable with merit).
Course program
1. The relationship between history and literature with specific reference to children's literature;
2. Orality and writing;
3. The fairy tale;
4. Childhood literature between the bourgeoisie and the educational institution;
5. Characteristics of childhood literature in Italy and England (until 1945);
6. Publishing for children in Italy after 1945: Vallecchi (Il Martin Pescatore) and Salani (Gl’istrici);
7. Gianni Rodari;
8. Children's literature and the publishing market;
9. The authors of books for children and teenagers between the 19th and 20th centuries: how to get to know them;
10. Fantasy and Fantasy
11. The experience of reading in kindergarten;
12. Reading in primary school.