1. Students will attempt to define alternative, experimental, radical, and subversive works in children’s literature as part of the broader literary and cultural concerns of this modern age across literature, film, and digital culture.
2. Students will read a variety of children’s literary works that demonstrate one or more radical features including picture books, graphic novels, short stories, verse novels, children’s novels, young adult fiction, and film. They will identify the different characteristics these types of text exhibit and will consider their salient features.
3. Students will read a number of secondary texts related to alternative children’s literature as well as secondary materials on the particular authors and books under discussion.
4. Students will demonstrate these types of knowledge and ability in a research paper, journal essays, presentations, classroom discussions, and other in-class work.
5. Students will apply relevant literary theory and criticism to one or more works by one or more authors of their choice. They will independently research these works and develop a well-argued research paper in relation to the topics and themes discussed in class. They will present their findings to the class at the end of the semester.
1. Students will attempt to define alternative, experimental, radical, and subversive works in children’s literature as part of the broader literary and cultural concerns of this modern age across literature, film, and digital culture.
2. Students will read a variety of children's literary works that demonstrate one or more radical features including picture books, graphic novels, short stories, verse novels, children's novels, young adult fiction, and film. They will identify the different characteristics of these types of text exhibit and will consider their salient features.
3. Students will read a number of secondary texts related to alternative children’s literature as well as secondary materials on the particular authors and books under discussion.
4. Students will demonstrate these types of knowledge and ability in a research paper, journal essays, presentations, classroom discussions, and other in-class work.
5. Students will apply relevant literary theory and criticism to one or more works by one or more authors of their choice. They will independently research these works and develop a well-argued research paper in relation to the topics and themes discussed in class. will present their findings to the class at the end of the semester.
This course will challenge received notions of child and childhood as well as preconceptions of children’s literature and ideas about what children’s literature should be like. At the same time the course will focus on defining the various ways in which children’s books can be considered alternative, experimental, radical, and subversive. Radical and subversive elements can be seen in the forms and formats as well as in the contents and subject matter of children’s literature. Narratives using new forms and formats such as graphic novels, texts combining visual and verbal narratives, non-linear plot organization, non-sequential composition, multiple layers, and interactive formats will be considered. Texts demonstrating changing perspectives such as the use of multiple perspectives and new unheard voices as well as previously considered taboo subjects, themes, settings, characters, and so forth will be studied in detail. A selection of alternative, experimental, radical, and subversive texts in various formats (picture books, graphic novels, short stories, poetry, children’s and young adult novels, films, TV programs, etc.) will be read and analyzed. These texts will be discussed together with the historical and socio-cultural contexts which produced them.
This course will challenge received notions of child and childhood as well as preconceptions of children's literature and ideas about what children's literature should be like. At the same time the course will focus on defining the various ways in which children's books can be considered alternative, experimental , radical, and subversive. Radical and subversive elements can be seen in the forms and formats as well as in the contents and subject matter of children's literature. Narratives using new forms and formats such as graphic novels, texts combining visual and verbal narratives, non -linear plot organization, non-sequential composition, multiple layers, and interactive formats will be considered. Texts demonstrating changing perspectives such as the use of multiple perspectives and new unheard voices as well as previously considered taboo subjects, themes, settings, characters, and so forth will be studied in detail. A selection of alternative, experimental, radical, and subversive texts in various formats (picture books, graphic novels, short stories, poetry, children's and young adult novels, films, TV programs, etc.) will be read and analyzed. These texts will be discussed together with the historical and socio-cultural contexts which produced them.
A selection of primary works will be chosen for study in class. Secondary materials will be collected in a course pack and students will receive the materials through MOODLE.
Almond, David. My Name Is Mina. London: Hodder Children’s Books, 2010; 2016.
Almond, David. Secret Heart. London: Hodder Children’s Books, 2001; 2013.
Anderson, M. T. Feed. Somerville, MA: Candlewick Press, 2002; 2012.
Brooks, Kevin. iBoy. London: Puffin, 2010.
Burgess, Melvin. Lady: My Life as a Bitch. London: Andersen Press, 2001; 2015.
Fine, Anne. The Tulip Touch. London: Penguin Books, 1996; 2018.
Frost, Helen. Diamond Willow. New York: Square Fish, 2008; 2011.
Fuller, Claire. Our Endless Numbered Days. London: Penguin, 2015.
Garner, Alan. Red Shift. London: Harper Collins Children’s Books, 1973; 2014.
Mathieu, Jennifer. Devoted. New York: Roaring Brook Press, 2015.
McCaughrean, Geraldine. Where the World Ends. London: Usborne, 2017.
Myers, Walter Dean. Monster. New York: Harper Collins, 1999; 2008.
Rai, Bali. (Un)arranged Marriage. London: Penguin Books, 2001.
Thomas, Angie. The Hate u Give. New York: Balzer + Bray, 2017.
Yang, Gene Luen. American Born Chinese. New York: Square Fish, 2006.
A selection of primary works will be chosen for study in class. Secondary materials will be collected in a course pack and students will receive the materials through MOODLE.
Almond, David. My Name Is Mina. London: Hodder Children’s Books, 2010; 2016.
Almond, David. Secret Heart. London: Hodder Children’s Books, 2001; 2013.
Anderson, M. T. Feed. Somerville, MA: Candlewick Press, 2002; 2012.
Brooks, Kevin. iBoy. London: Puffin, 2010.
Burgess, Melvin. Lady: My Life as a Bitch. London: Andersen Press, 2001; 2015.
Fine, Anne. The Tulip Touch. London: Penguin Books, 1996; 2018.
Frost, Helen. Diamond Willow. New York: Square Fish, 2008; 2011.
Fuller, Claire. Our Endless Numbered Days. London: Penguin, 2015.
Garner, Alan. Red Shift. London: Harper Collins Children’s Books, 1973; 2014.
Mathieu, Jennifer. Devoted. New York: Roaring Brook Press, 2015.
McCaughrean, Geraldine. Where the World Ends. London: Usborne, 2017.
Myers, Walter Dean. Monster. New York: Harper Collins, 1999; 2008.
Rai, Bali. (Un)arranged Marriage. London: Penguin Books, 2001.
Thomas, Angie. The Hate u Give. New York: Balzer + Bray, 2017.
Yang, Gene Luen. American Born Chinese. New York: Square Fish, 2006.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Attendance and ParticipationAttendance and Participation attendance and participation |
10 | |
| Participation in DiscussionsParticipation in Discussions participation in discussions |
10 | |
| Reading JournalsReading Journals Reading journals |
20 | |
| Final Research PaperFinal Research Paper final research paper |
20 | |
| Oral Presentation Final Research PaperOral Presentation Final Research Paper oral presentation final research paper |
20 | |
| Presentations on Literary Texts and CriticismPresentations on Literary Texts and Criticism presentation son literary text sand criticism |
20 |
