The Development of British Children's Literature (TRU3046)

StaffDr Joanne Parker - Convenor
Credit Value30
ECTS Value15
NQF Level6
Pre-requisites120 credits at level 2
Co-requisitesNone
Duration of Module Term 1: 11 weeks;

Module aims

The module will enable students to apply critical analysis to an often-overlooked and under-valued genre of literature. Specifically the Directed Reading Plan allows students to apply their literary-critical skills to a practical project (previous students, for instance, have designed reading plans for hospitalized children, or for equality and diversity pre-school projects).

ILO: Module-specific skills

  • 1. Demonstrate an informed appreciation of the history of children’s literature in Britain.
  • 2. Demonstrate an informed appreciation of the interactions between children’s literature and changing definitions of the child
  • 3. Demonstrate an informed appreciation of the relation between children’s literature and the important historical, intellectual, and scientific developments of different historical periods
  • 4. Demonstrate an informed appreciation of the relationships between adult literary genres and literature for children
  • 5. Demonstrate an informed appreciation of specific works of children’s literature

ILO: Discipline-specific skills

  • 6. Demonstrate an ability to analyse the literature of an earlier era and to relate its concerns and its modes of expression to its historical context and to contemporary culture.
  • 7. Demonstrate an ability to interrelate texts and discourses specific to their own discipline with issues in the wider context of cultural and intellectual history
  • 8. Demonstrate an ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts.

ILO: Personal and key skills

  • 9. Through seminar work, demonstrate communication skills, and an ability to work both individually and in groups
  • 10. Through essay-writing, demonstrate appropriate research and bibliographic skills, a capacity to construct a coherent, substantiated argument, and a capacity to write clear and correct prose
  • 11. Through research for seminars and essays, demonstrate proficiency in information retrieval and analysis.

Syllabus plan

  1. Introduction: What is Children’s Literature? J.M. Barrie, Peter Pan; Sarah Catherine Martin, The Comic Adventures of Old Mother Hubbard and her Dog [available on ELE]; Robert Southey, ‘The Three Bears’ [available on ELE].
  2. Eighteenth-Century Children’s Literature: Sarah Fielding, The Governess; or Little Female Academy; Sarah Trimmer, Fabulous Histories Designed for the Instruction of Children Respecting their Treatment of Animals [ELE]; Dorothy Kilner, Life and Perambulation of a Mouse [ELE].
  3. Victorian Children’s Literature I: Edward Lear, Complete Nonsense; Lewis Carroll, Alice’s Adventures in Wonderland.
  4. Victorian Children’s Literature II: Thomas Hughes, Tom Brown’s Schooldays; Charles Kingsley, The Water Babies.
  5. Victorian Children’s Literature III: George MacDonald, The Princess and the Goblin; Robert Louis Stevenson, Treasure Island.
  6. Comics and Annuals: The Girl’s Own Paper; The Boy’s Own Paper; Eagle; Girl [all on ELE]
  7. Reading Picture Books: in this week there will be a workshop to analyse a wide range of picture books in class.
  8. Twentieth-Century Children’s Literature I: Kenneth Graham, The Wind in the Willows; Beatrix Potter, The Tale of Peter Rabbit; E. Nesbit, The Railway Children.
  9. Twentieth-Century Children’s Literature II: A.A. Milne, The House at Pooh Corner; T.H. White, The Once and Future King
  10. Twentieth-Century Children’s Literature III: Richard Adams, Watership Down; Salman Rushdie, Haroun and the Sea of Stories.
  11. Young Adult Fiction: Alan Garner, Red Shift; Tanya Landman, Buffalo Soldier.

 

 

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
332670

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Seminar 116.5Teaching is by two 1.5 hour seminars per week, which will incorporate short lectures, student-led presentations, structured debates, workshops and sometimes a visit by a children’s author. Typically, student presentations will take 10 minutes each followed by structured class discussion.
Seminar 2 16.5Teaching is by two 1.5 hour seminars per week, which will incorporate short lectures, student-led presentations, structured debates, workshops and sometimes a visit by a children’s author. Typically, student presentations will take 10 minutes each followed by structured class discussion.

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Presentation10 minutes1-9, 11Oral

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Essay 1251,500 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Coversheet (written) and oral
Essay 2503,000 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Coversheet (written) and oral
Directed Reading Plan251,500 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Coversheet (written) and oral
0
0
0

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Essay 1,500 wordsEssay 1,500 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Referral/deferral period
Essay 3,000 wordsEssay 3,000 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Referral/deferral period
Directed Reading Plan 1,500 wordsDirected Reading Plan 1,500 words1, 2, 3, 4, 5, 6, 7, 8, 10, 11Referral/deferral period

Indicative learning resources - Basic reading

Primary reading:

Richard Adams, Watership Down (Puffin, 2012)

J.M. Barrie, Peter Pan (Wordsworth Children’s Classics, 1993)

Lewis Carroll, Alice’s Adventures in Wonderland (Macmillan, 2015)

Sarah Fielding, The Governess: or Little Female Academy (CreateSpace, 2015)

Alan Garner, Red Shift (Harper Collins, 2014)

Kenneth Graham, The Wind in the Willows (Vintage, 2012)

Thomas Hughes, Tom Brown’s Schooldays (Wordsworth, 1993)

Charles Kingsley, The Water Babies (Wordsworth Children’s Classics, 1994)

Tanya Landman, Buffalo Soldier (Walker, 2014)

Edward Lear, Complete Nonsense (Wordsworth Classics, 1994)

George Macdonald, The Princess and the Goblin (Wordsworth, 2013)

A.A. Milne, The House at Pooh Corner (Egmont, 2009)

E. Nesbit, The Railway Children (Oxford Children’s Classics, 2012)

Beatrix Potter, The Tale of Peter Rabbit (Warne, 2002)

Salman Rushdie, Haroun and the Sea of Stories (Puffin, 1993)

Robert Louis Stevenson, Treasure Island (Bloomsbury, 2015)

T.H. White, The Once and Future King (Harper Voyager, 2015)

 

Recommended Secondary Reading:

M.O. Grenby and Andrea Immel (eds),

The Cambridge Companion to Children’s Literature (Cambridge University Press, 2010)

M.O. Grenby and Kimberley Reynolds (eds), Children’s Literature Studies: A Research Handbook (Palgrave Macmillan, 2011)

Peter Hunt (ed.), Children’s Literature: Critical Concepts in Literary and Cultural Studies (Routledge, 2006) Peter Hunt (ed.), Understanding Children’s Literature (Routledge, 2005)

Julia L. Mickenberg and Lynne Vallone, The Oxford Handbook of Children’s Literature (Oxford University Press, 2012)

Maria Nikolajeva, From Mythic to Linear: Time in Children’s Literature (Scarecrow, 2000) Perry Nodelman, ‘Pleasure and Genre: Speculations on the Characteristics of Children’s Fiction’, in Children’s Literature 28 (2000), 1-14

Lucy Pearson, Children’s Literature (Longman, 2011)

David Rudd, The Routledge Companion to Children’s Literature (Routledge, 2010)

Deborah Thacker and Jean Webb, Introducing Children’s Literature from Romanticism to Postmodernism (Routledge, 2002)

Deborah Thacker, ‘Disdain or Ignorance? Literary Theory and the Absence of Children’s Literature’, in The Lion and the Unicorn, 24 (2000), 1-17

Module has an active ELE page?

Yes

Indicative learning resources - Web based and electronic resources

Web based and electronic resources:

ELE: http://vle.exeter.ac.uk

JSTOR

Project Muse

ECCO

Available as distance learning?

No

Origin date

20/04/2016

Last revision date

24/02/2017

Key words search

Children, childhood, mothers, teddy bears, fantasy, morality