Lecture:
9:05A-9:55A MW (143) 3 cr

Discussion:
8:00A-8:50A F (28)
8:00A-8:50A F (28)
9:05A-9:55A F (29)
9:05A-9:55A F (29)
10:10A-11:00A F (29)

This is not primarily a course in how to teach literature to
children.  For the most part, the literature we will be looking
at is not "taught" to children so much as offered to them --
whether it is being re-told or read aloud or acted out or simply
recommended.  We will accordingly  consider book illustrations
and video narratives along with printed words, asking how best to
present a particular poem or fairy tale or novel to a particular
child.  We will spend a good deal of time discussing issues of
development, race, and gender.  And we will try always to bear in
mind the difference between critical analysis and the child's
non-analytical ability to enter an imagined world.  This course
is as much concerned with the indebtedness of adult readers to
their own, childhood beginnings as with the way such beginnings
are shaped by the gifts, aims, and biases of earlier generations
of adults.

There will be two essays, each of them between 600 and 900 words
in length; two full-period tests, and a final exam.  There will
also be brief, in-class exercises during the lectures.=20
Attendance is crucial: plan to come regularly to class, and to
participate actively, if you take this course. =20

L. Frank Baum, THE WIZARD OF OZ
Kenneth Grahame, THE WIND IN THE WILLOWS
Martin Hallett and Barbara Karasek, eds., FOLK AND FAIRY TALES
Kenneth Koch, ROSE, WHERE DID YOU GET THAT RED?
Ursula LeGuin, A WIZARD OF EARTHSEA; TEHANU=20
Katherine Paterson, A BRIDGE TO TEREBITHIA
Mildred Taylor, ROLL OF THUNDER, HEAR MY CRY
Mark Twain, HUCKLEBERRY FINN
E. B. White, CHARLOTTE'S WEB=20