110年第2學期-5091 兒童文學繪本–譜一首文與圖之舞 課程資訊

評分方式

評分項目	配分比例	說明
Attendance and Participation	10
Design Exercises	10
Reading Journals	10
Discussion and Presentations on Texts	10
Final Essay	20
Oral Presentation of Final Essay	20
Picture Book Project and Reflection	20

教育目標

Visual texts are the types of books that children will be exposed to first before they even learn how to read. Therefore, understanding how visual texts work and how children become literate through them are important subjects to explore. However, the visual form is not only aimed at the very young, a growing number of experimental picture books imply a much older audience than is usually associated with picture books. This course aims to introduce students to various aspects of visual texts aimed at children, especially picture books and graphic novels. Students will learn to approach picture books critically and at the same time strengthen their skills in reading, analyzing, and discussing picture books. This course also aims to introduce students to different kinds of picture books, including those for the very young and those for more mature readers. The course will cover books of early childhood (such as Mother Goose books, alphabet books, etc.), wordless picture books, books as toys, classic picture books, illustrator studies, experimental and postmodern picture books, and so on. Picture books will also be approached in relation to possible uses in the classroom. This course will further include field trips to a variety of picture book resources in Taiwan including the picture book collection at the National Taichung Fine Arts Museum and The Small Big Library among others. The course will incorporate lectures by a publisher of bilingual picture books in Taiwan, by authors, and by illustrators. The course also incorporates several design exercises culminating in the creation of a picture book with a reflection on the creative process.

課程概述

Visual texts are the types of books that children will be exposed to first before they even learn how to read. Therefore, understanding how visual texts work and how children become literate through them are important subjects to explore. However, the visual form is not only aimed at the very young, a growing number of experimental picture books imply a much older audience than is usually associated with picture books. This course aims to introduce students to various aspects of visual texts aimed at children, especially picture books and graphic novels. Students will learn to approach picture books critically and at the same time strengthen their skills in reading, analyzing, and discussing picture books. This course also aims to introduce students to different kinds of picture books, including those for the very young and those for more mature readers. The course will cover books of early childhood (such as Mother Goose books, alphabet books, etc.), wordless picture books, books as toys, classic picture books, illustrator studies, experimental and postmodern picture books, and so on. Picture books will also be approached in relation to possible uses in the classroom. This course will further include field trips to a variety of picture book resources in Taiwan including the picture book collection at the National Taichung Fine Arts Museum and The Small Big Library among others. The course will incorporate lectures by a publisher of bilingual picture books in Taiwan, by authors, and by illustrators. The course also incorporates several design exercises culminating in the creation of a picture book with a reflection on the creative process.

基本資料

選修課，學分數：0-3
上課時間：三/7,8,9[LAN212-2]
修課班級：外文學碩1,2
修課年級：年級以上
選課備註：英美文學組

參考書目

Bang, Molly (1991, 2000) Picture This. How Pictures Work. New York: SeaStar Books.
Beckett, Sandra L. (2001) “Parodic Play with Paintings in Picture Books.” Children's Literature 29: 175-95.
Doonan, Jane (1993) Looking at Pictures in Picturebooks. Stroud, Glos.: The Thimble Press.
Evans, Janet (ed.) (1998) What’s in the Picture? Responding to Illustrations in Picture Books. London: Paul Chapman Publishing.
Graham, Judith (1990, 1995) Pictures on the Page. Sheffield: NATE.
Kiefer, Barbara Z. (1995) The Potential of Picturebooks. From Visual Literacy to Aesthetic Understanding. Englewood Cliffs, N.J.: Prentice Hall.
Langford, Verity (1994) “The Picture Books of Anno: A Search for a Perfect World through a Fascination with Mathematics.” Children’s Literature in Education 25.3: 193-202.
Michaels, Wendy and Maureen Walsh (1990, 1994) Up and Away. Using Picture Books. South Melbourne: Oxford University Press Australia.
Nikolajeva, Maria and Carole Scott (2000) How Picturebooks Work New York: Garland.
Nodelman, Perry and Mavis Reimer (2003) The Pleasures of Children’s Literature, Boston: Allyn and Bacon.
Nodelman, Perry (1991) “The Eye and the I: Identification and First-Person Narratives in Picture Books.” Children's Literature 19: 1-30.
Nodelman, Perry (1988) Words about Pictures: The Narrative Art of Children's Picture Books. Athens, GA: University of Georgia Press.
O’Sullivan, Emer (2006) “Translating Pictures.” The Translation of Children's Literature: A Reader. Ed. Gillian Lathey. Topics in Translation 31. Cleveland / Buffalo / Toronto: Multilingual Matters. 113-20.
Scott, Carole (1999) “Dual Audience in Picture Books.” Transcending Boundaries - Writing for a Dual Audience of Children and Adults. Ed. Sandra L. Beckett. New York: Garland. 99-110.
Seelinger, Roberta Trites (1994) “Manifold Narratives: Metafiction and Ideology in Picture Books.” Children’s Literature in Education 25.4: 225 - 42.
Sipe, Lawrence R. (1998) “How Picture Books Work: A