The main objective of this course is to introduce students to various aspects of visual texts for children, in particular picture books. Students will learn to approach picture books critically and at the same time strengthen their skills in reading, analyzing and discussing picture books.
1. Students will attempt to define visual texts as part of children’s literature.
2. Students will examine a wide range of visual texts aimed at children covering the age range from birth to teenage years.
3. Students will be introduced to different aspects of visual texts and will learn to critically analyze these aspects using the proper terminology.
4. Critical theory related to picture books will be covered and students will apply this theory to books they have read.
5. Students will independently research a topic (illustrator, book, theme, etc.) and present their findings to the class.
6. Students will write regular journals in which they reflect critically on their reading of visual texts.
7. Students will produce a picture book which will demonstrate their understanding of the principles governing picture book design.
8. Students will write an extended essay on a visual text or illustrator.

The main objective of this course is to introduce students to various aspects of visual texts for children, in particular picture books. Students will learn to approach picture books critically and at the same time strengthen their skills in reading, analyzing and discussing picture books.
1. Students will attempt to define visual texts as part of children’s literature.
2. Students will examine a wide range of visual texts aimed at children covering the age range from birth to teenage years.
3. Students will be introduced to different aspects of visual texts and will learn to critically analyze these aspects using the proper terminology.
4. Critical theory related to picture books will be covered and students will apply this theory to books they have read.
5. Students will independently research a topic (illustrator, book, theme, etc.) and present their findings to the class.
6. Students will write regular journals in which they reflect critically on their reading of visual texts.
7. Students will produce a picture book which will demonstrate their understanding of the principles governing picture book design.
8. Students will write an extended essay on a visual text or illustrator.

Visual Texts is a seminar for third- and fourth-year students. 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. 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 and so on.

Visual Texts is a seminar for third- and fourth-year students. 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. 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 and so on.

A selection of readings with extracts from major publications in the field of visual texts will be provided and a large number of visual texts will be studied in detail.
Selection of Primary References
Ahlberg, Allan and Janet Ahlberg (1978, 1989) Each Peach Pear Plum, London: Puffin Books.
Baker, Jeannie (1991) Window, New York: Greenwillow Books.
Banyai, Istvan (1995) Re-zoom, New York: Viking.
Blake, Quentin (1995;1998) Clown, New York: Henry Holt.
Briggs, Raymond (1992) The Man, London: Red Fox.
Burningham, John (1978;1999) Time to get out of the bath, Shirley, London: Red Fox.
Carle, Eric (1970;1974) The Very Hungry Caterpillar, London: Picture Puffins.
Cousins, Lisa (1989, 1998, 2000) Nursery Rhymes, London: Macmillan Children’s Books.
Hutchins, Pat (1968;1970) Rosie’s Walk, ill. Pat Hutchins, London: Picture Puffins.
Kerr, Judith (1968;1992) The Tiger Who Came to Tea, ill. Judith Kerr, London: Collins Picture Lions.
McKee, David (1978;1990) Tusk, Tusk, ill. David McKee, London: Red Fox.
Mitsumasa, Anno (1978;1997) Anno’s Journey, New York: The Putnam and Grosset Group.
Opie, Iona (2001) My very first Mother Goose, ill. Rosemary Wells, transl. Bardon-Chinese Media Agency, Taipei: Hsin-Yi Publications.
Oram, Hiawyn (1982;1993) Angry Arthur, ill. Satoshi Kitamura, London: Red Fox.
Rego, Paula (1994) Nursery Rhymes, London: Thames and Hudson.
Sendak, Maurice (1963;1992) Where the Wild Things Are, ill. Maurice Sendak, London: picture Lions.
Testa, Fulvio (1997) A Long Trip to Z, London: Andersen Press.
Van Allsburg, Chris (1987) The Z was Zapped, Boston: Houghton Mifflin Company.
Viorst, Judith (1994) The Alphabet from Z to A (with much confusion on the way), New York: Atheneum.
Wiesner, David (1991) Tuesday, New York: Clarion Books.

A selection of readings with extracts from major publications in the field of visual texts will be provided and a large number of visual texts will be studied in detail.
Selection of Primary References
Ahlberg, Allan and Janet Ahlberg (1978, 1989) Each Peach Pear Plum, London: Puffin Books.
Baker, Jeannie (1991) Window, New York: Greenwillow Books.
Banyai, Istvan (1995) Re-zoom, New York: Viking.
Blake, Quentin (1995;1998) Clown, New York: Henry Holt.
Briggs, Raymond (1992) The Man, London: Red Fox.
Burningham, John (1978;1999) Time to get out of the bath, Shirley, London: Red Fox.
Carle, Eric (1970;1974) The Very Hungry Caterpillar, London: Picture Puffins.
Cousins, Lisa (1989, 1998, 2000) Nursery Rhymes, London: Macmillan Children’s Books.
Hutchins, Pat (1968;1970) Rosie’s Walk, ill. Pat Hutchins, London: Picture Puffins.
Kerr, Judith (1968;1992) The Tiger Who Came to Tea, ill. Judith Kerr, London: Collins Picture Lions.
McKee, David (1978;1990) Tusk, Tusk, ill. David McKee, London: Red Fox.
Mitsumasa, Anno (1978;1997) Anno’s Journey, New York: The Putnam and Grosset Group.
Opie, Iona (2001) My very first Mother Goose, ill. Rosemary Wells, translate. Bardon-Chinese Media Agency, Taipei: Hsin-Yi Publications.
Oram, Hiawyn (1982;1993) Angry Arthur, ill. Satoshi Kitamura, London: Red Fox.
Rego, Paula (1994) Nursery Rhymes, London: Thames and Hudson.
Sendak, Maurice (1963;1992) Where the Wild Things Are, ill. Maurice Sendak, London: picture Lions.
Testa, Fulvio (1997) A Long Trip to Z, London: Andersen Press.
Van Allsburg, Chris (1987) The Z was Zapped, Boston: Houghton Mifflin Company.
Viorst, Judith (1994) The Alphabet from Z to A (with much confusion on the way), New York: Atheneum.
Wiesner, David (1991) Tuesday, New York: Clarion Books.