93575 - Workshop on Children Literature (G.D)

Learning outcomes

At the end of the workshop, the student: - knows how to apply what was covered in the integrated course within a simulated learning environment; - knows how to reflect critically in a group on the proposed topics.

Course contents

The workshop invites to an immersion in illustrated children's literature, with a focus on the format of the classic, wordless illustrated book.
The theoretical-practical proposal aims to provide an opportunity for in-depth study of the history, poetics and morphologies of the albums.
The proposed repertoires draw on the wordless book format and the theme of fashion, clothing and dress culture.
The workshop offers group work, discussion and reading, and the development of personal paths.

Readings/Bibliography

The main text is:

Marcella Terrusi, Il guardaroba favoloso. Moda e costume nella letteratura per l'infanzia. Carocci, 2025

Basic Bibliography:

The student will refer to one of the chapters of the book (from 2° on)

Suggested:

the reading of the complete book. 

For more: 

Rivista Zonemoda Journal Focus Moda e Infanzia a cura di Roberto Farné e Marcella Terrusi consultabile qui: https://zmj.unibo.it/issue/view/739

Marcella Terrusi, Rivista Infanzia n. 1/2024 Il filo del racconto, le trame, le narrazioni in educazione. Un laboratorio ispirato alla musa Clio.

Teaching methods

The workshop-type lesson incorporates theoretical and empirical aspects, stimulates discussion and comparison, and invites participation in group work with the shared readings of picture books.

Assessment methods

An original written essay, comprising a minimum of 5,000 characters, is required, focusing on the student’s personal engagement with the laboratory experience. The essay should articulate a critical and reflective pathway through a selection of three to five picture books, offering a poetic-pedagogical analysis informed by the theoretical framework presented in at least one chapter of the core reference text listed in the required bibliography. The essay may also begin with, or be structured around, a childhood memory—whether autobiographical or fictional—that serves as a narrative or thematic anchor. It is possible - and suggested - to include pictures - or antological extracts - in it.

Teaching tools

Video projection of books.
Picture books in the classroom

Office hours

See the website of Marcella Terrusi