|10/31/2014 7:22:29 PM||
|Discipline and Nbr:
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0|| ||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact Total||0
This course will study the history, development, and range of children's literature, from folklore and oral tradition to contemporary stories, illustrated books, poetry, and juvenile novels. Texts will be drawn from many cultures, and they will be analyzed from a variety of critical perspectives.
Completion of ENGL 100B or higher (V8) OR Course Completion of ESL 100
Limits on Enrollment:
Schedule of Classes Information
This course will study the history, development, and range of children's literature from folklore and oral tradition to contemporary stories, illustrated books, poetry, and juvenile novels. Texts will be drawn from many cultures, and they will be analyzed from a variety of critical perspectives.
(Grade or P/NP)
Prerequisites:Completion of ENGL 100B or higher (V8) OR Course Completion of ESL 100
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Student Learning Outcomes:
|Associate Degree:||Effective:||Fall 2003||Inactive:||
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C2||Humanities||Fall 2003||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3B||Humanities||Fall 2004||
|CSU Transfer:||Transferable||Effective:||Fall 2003||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 2003||Inactive:||
1) Critically read, analyze, and interpret diverse literary works for children;
2) Write clear, effective and original college level critical essays responding to children's literature;
3) Express analyses of literature in both formal and informal discussion;
4) Show familiarity with the historic and cultural contexts of children's literature across cultural boundaries;
5) Demonstrate knowledge of cultural differences as they are expressed in literary works published not only in English, but published in translation;
6) Apply a range of historic and contemporary critical approaches to literature for children;
7) Support critical arguments with sufficient research and appropriate secondary sources.
On completion of this course, students will be able to:
1. Identify the literary forms of children's literature and apply critical analysis to them.
2. Examine the development of children's literature, from oral tales to contemporary juvenile novels.
3. Examine and analyze children's literature from a variety of cultural perspectives using literature in English and in translation.
4. Analyze children's literature from a variety of critical perspectives.
5. Differentiate the range of subjects, approaches, and forms of children's literature.
6. Develop criteria to evaluate choices of literature for children.
7. Appraise, develop, and practice methods of presenting stories and poems to children.
8. Research and write critical arguments in MLA format using research from secondary sources.
Topics and Scope
Topics will include, but not be limited to:
1. Concepts of childhood past and present and the development of literature for children.
2. Early forms
a. Fables, myths and epics
b. Folk tales and fairy tales
c. Religious tracts
3. Illustration/illustrated books
4. Types of children's narrative
a. Fantasy romance and imagination
b. Modern fantasy
c. Historical fiction
d. Adventure tales
e. Animal fantasy
f. School stories
g. Responding to war/trauma
5. Special topics
a. Environmental and other social issues in children's literature
b. Colonialism, Postcolonialism, and Multiculturalism
d. Censorship and children's literature
6. Children's theatre and film
7. Critical approaches to children's literature (including psychoanalytic, feminist, and Marxist criticism)
8. Storytelling and reading aloud
9. Literary Research
10. Research Documentation (MLA format)
Assignments may include:
1. Detailed summaries;
2. Reading response journal;
3. One to two (1 to 2) short critical response papers (500-1,000 words);
4. One (1) paper including extensive library research with complete and correct MLA documentation (1500 to 2000 words);
5. Two to four (2 to 4) short library research assignments;
6. One to two (1 to 2) personal response papers in reaction to readings, videos, lectures, novels, and literary criticism;
7. One (1) group or individual presentations about particular works, authors, schools of criticism, time periods, or literary styles;
8. Readings of varying lengths, including novels and literary criticism (50 to 100 pages per week);
9. Viewing videos outside the classroom setting;
10. Essay examination;
11. Objective examination and quizzes;
12. Participation in class discussions and reading to children;
13. Field trips to see plays or poetry readings.
Methods of Evaluation/Basis of Grade.
STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
60 - 85%
|Summaries; Reading Journals; Analysis/Response Essays; Research/Analysis Paper; Research Exercises||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
5 - 25%
|Multiple choice, Matching items, Completion, Essay Exams||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
10 - 15%
|Attendance & class participation; reading to children; storytelling; individual or group project||
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.
The Norton Anthology of Children's Literature. Ed. Jack Zipes et al. Norton, 2005.
A Critical Handbook of Children's Literature, 8th ed. Rebecca Lukens, Allyn & Bacon, 2006.
The Tales of Peter Rabbit. Beatrix Potter. Frederick Warne & Co., 1902. (Classic)
Little Women. Louisa May Alcott. Puffin, 1868. (Classic)
Green Eggs and Ham. Dr. Seuss (Theodor Seuss Geisel). Random House, 1960. (Classic)
The Water Babies. Charles Kingsley. Puffin, 1863. (Classic)
The Planet of Junior Brown. Virginia Hamilton. Pocket Books, 1986. (Classic)
The Bridge to Terabithia. Katherine Paterson. Harper Trophy, 1987. (Classic)
Harry Potter and the Sourcerer's Stone. J. K. Rowling. Scholastic, 1997.
Instructor prepared materials