76684 - TEORIA E STORIA DELL'EDITORIA PER RAGAZZI

Learning outcomes

At the end of the course the student knows

• the cultural context in which children's literature has historycally found itself;
• the children’s books and the complexity and ambiguity that characterizes them;
• knows and analyzes the imagery and interprets the textes;
• knows and analyzes the classic and contemporary novels, picture books, fairy tales, and numerous examples of books for childrens.
• knows how to propose the storytelling languages, and the student knows different comunication modes in the educational relationship.
• is able to make informed choises in publishing children's books.

Course contents

The course analizes the children's literature with contentsinterdisciplinay perspective and hermeneutic analysis.

Key words contents:

Children's literature, fairy tales collections, adventures, stories, characters, plots, literary genres, classical and contemporary authors.

Childhood finds herself in the literary metaphors;childhood and representations of early childhood.

The fairy tale: a special literary genre with Hard themes;

Theory and history;

Publishing;narratology;novels for children and classic novel;

School and novel, school and fairy tales;

The difficult relationship between school and novel;

Education and reading; pedagogy and storytelling;

Poetry, illustration and storytelling;imaginary and children's literature; literature and complexity.

Teacher training. Educational relationship.

Teacher as caregiver and children's literature.

Readings/Bibliography

The program includes:

- basic knowledge
- a monograph path chosen by the student

- the monograph path must be chosen according toa thematic thread that links the novel, the fairy tales, the picture book...

All students must study the following Critical essay + a short essay in scientific magazine :

1. Milena Bernardi, Letteratura per l'infanzia e alterità. Incanti, disincanti, ambiguità, tracce. Franco Angeli Editore, Milano, 2016;

1. Antonio Faeti, I tesori nelle isole non trovate. Fiabe, immaginario, avventura, nella letteratura per l’infanzia. Junior edizioni, 2018
3. M. Bernardi, La raccolta completa di fiabe e la poetica della sua voce narrante, articolo in rivista, RPD- Ricerche di pedagogia e didattica, Journal of Theories and Research in Education 11, 3 (2016). Alma Mater Studiorum Bologna, Vol. 11, N°3, 2016 - .
4. 1. and 2 critical essay chosen among the following ones:
      1. - M. Bernardi, Infanzia e metafore letterarie, Bononia University Press, Bologna, 2009
      2. - M. Bernardi, Infanzia e Fiaba, Bononia University Press, Bologna, 2007
      3. M. Bernardi, Il cassetto segreto, Unicopli, Milano, 2011
      4. A. Faeti, Gli amici ritrovati, BUR, Rizzoli
      5. Milena Bernardi, Roberto Frabetti, Naviganti. Ragazzi e teatro: incontri di laboratorio, incontri di vita, Collana di letteratura per l’infanzia - Bagheera -Edizioni ETS, Pisa, 2013.
      6. Lo sguardo della memoria. Rileggendo il piccolo principe. A cura di: Emy Beseghi, Cosimo Laneve
      7. A. Ascenzi, R. Sani, Storia e antologia della letteratura per l'infanzia nell'Italia dell'ottocento, Franco Angeli, Milano, 2017 I°volume, 2018 II°volume.
      8. W. Grandi, Infanzia e mondi fantastici, Bononia University Press, Bologna, 2007
      9. W. Grandi, La musa bambina. La letteratura mitologica italiana per ragazzi tra storia, narrazione e pedagogia, Edizioni Unicopli, Milano, 2011
      10. W. Grandi, La vetrina magica. 50 anni di BolognaRagazzi Awards, editori e libri per l’infanzia, ETS, Pisa, 2015
      11. W. Grandi, Gli ingranaggi sognati. Scienza, fantasia e tecnologia nelle narrazioni per l’infanzia e l’adolescenza, FrancoAngeli, Milano, 2017
      12. The student must choose the novels for children (2), the fairy tales (5), and a picture book for a monographic research, chosen according to a thematic thread that links them all. for the selection of novels and fairy tales you should consult your teacher website Erasmus students must agree on the program with the professor.

Teaching methods

Lectures. Brainstorming, discussion and debate abaut literature, movie, theater, media. Storytelling.

Assessment methods

- knowledge learned on discipline; the theoretical and interpretative references concerning children's literature;

- critical and methodological skills;

- interdisciplinary knowledge useful to analyze the children's literature;

- knowledge of educational contexts for early childhood and primary school;

Final score based on ../30 (18 is considered the minimum to pass the exam).

Inscription to the exam on Almaesami website.

If rejected at the exam, it is possible to have a second chance.

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Teaching tools

Reading aloud, Storytelling, books, picture books, videos, etc

Office hours

See the website of Milena Bernardi