children's and adolescent literature by meity karlina (0707829)
Assignment
Meity Karlina Wulansari
0707829
Children’s Literature
Book Report
Valuing Literature for Children
This book think that literature as the imaginative shaping of life and thought into the forms and structures of language. The province of literature is the human condition. Literature illuminates by shaping our insights. Judgments about the quality of literature must always be tempered by an awareness of its audience.
Obviously, the line between children’s and adult’s literature is blurred. Children today appear more sophisticated and knowledgeable about certain life experiences than those of any previous generation. This generation is exposed to more violence in the name of entertainment than any other generation in the past.
The content of children’s literature is limited by the experience and understanding of children. Certain emotional and psychological responses seem outside the realm of childhood. Children’s literature rests on childlike imagination and joyful exuberance. Cynicism and despair are not childlike emotions and should not figure prominently in a child’s book. Children are still expecting good things to happen in life. They may have endured pain, sorrow, or horror; they may be in what we would consider hopeless situations, but they are not without hope. Children also see beauty where there is ugliness. They think and feel, they also wonder and they dream.
Personal Values
Literature should be valued in our homes and school for the enrichment it gives to the personal lives of children. There are some affective values of literature
Provides enjoyments
Literature provides delight and enjoyment because literature can educate also entertains.
Reinforces narrative as a way of thinking
The book narrative has provided a reassuring ending for the inner story that they have told themselves.
Develops the imaginative
Literature develops children’s imagination and helps them consider nature, people, experiences or ideas in a new ways because some books invite children to use their imaginations to solve they problem
Offers vicarious experiences.
The experiences children with literature give them new perspective on the world. Good writing can transport the reader to other places and other times and expand his life space.
Develops insight into human behavior
Literature is concerned with feelings, the quality of life. It can educate the heart as well as the mind. Literature can show children how others have lived and “become” no matter what the time or place, it can help them to develop better understanding of themselves and those around them.
Presents the universality of experiences
Literature continues to ask universal questions about the meaning of life and our relationships with nature and other people.
Educational Values
Research has proven an essential value of literature in helping children learn to read and write.
Evaluating Children’s books
Children show what they think of books through their responses, but they are not born critics in the conventional sense.
1. Plot
The plot is the plan of action; it tells what the characters do and what happen to them. A well constructed plot is organic and interrelated. Most plots in children’s literature are presented in a linear fashion.
2. Setting
Both the time and place of the story should affect an action, the characters and the theme. The setting that the authors construct includes geography, weather, and the news of the day and the details of everyday life. The imaginary setting of fantasy must be carefully detailed in order to create a believable story. The setting of a story, then, is important in creating mood, authenticity, and credibility.
3. Theme
The theme is the larger meanings that lie beneath the story’s surface. The theme of a book reveals something of the author’s purpose in writing the story.
4. Characterization
The people portrayed in children’s books should be as convincingly real and lifelike as our next-door neighbors. The credibility of characters depends on the author’s ability to show their true natures, their strength, and their weakness. In addition to depth in characterization, there should be consistency in character portrayal. Everything characters do, think, and say should seem natural and inevitable.
5. Style
An author’s style in writing is simply selection and arrangement of words in presenting the story. Good writing style is appropriate to the plot, theme, and characters, both creating and reflecting the mood of the story. Most children do not enjoy a story that is too descriptive, but they can appreciate figurative language, especially when the comparisons are within their background of understanding. They also dislike a story that is too sentimental; and they see through the disguise of the too moralistic tales of the past.
6. Point of View
The term point of view is often used to indicate the author’s choice of narrator(s) and the way the narrator reveals the story. Such stories have an omniscient or all-knowing narrator. Many children’s books take a point of view that also uses the third person but gives the author less freedom. This limited-omniscient, or concealed narrator view does, however, provide closer identification with a single character.
7. Illustration
Just as there are elements of writing like, plot, theme, and characterization, so too are there elements of design like line, space, and color that help describe an artist’s work.
8. Format
The format of a book includes its size, shape, the design of pages, illustrations, typography, quality of paper and binding.
9. Comparison to Others
A book should not be considered in isolation but as a part of the larger body of literature. Individual books need to be compared with others on the same subject or theme.
Principles of selection the materials
Evaluation of a single book involves knowledge of literary criticism. Evaluation of many works for many children who will use them for a variety of purposes involves many considerations and requires the establishment of criteria for selection.
Who select the materials?
Teachers, students, and parents may recommend particular titles, but the final selection of materials for the school library should be determined by professionally trained personnel.
Quality of material
Criteria for evaluation and selection of all types of instructional materials should be established. Such criteria should be available in written form.
Appropriate content
The content of the materials to be selected should be evaluated in terms of the quality of the writing or presentation. Which one is appropriate or not is decided by people who select the material.
Needs and interest of children
School curriculum needs
Balance in the collection
Selection vs. censorship
Dealing with censorship
COMMENT
In this book, we can see the differences between children and adult literature more clearly. I conclude that the purposes of the readers when they reading a book is one of some differences that this book mention for children and adults literature. For example, children tented to take the book for enjoyment, so the book that children will read will fills with enjoyment and simplicity. Different with adolescent, they purposes when reading a book is more complicated than children, so the content that makes adult interest in a book is also more complex, and variation.
The differences between children’s literature and adult’s literature
Children’s literature is a works for example books that’s written for children and appropriate for children. But many classic books that were originally intended for adults now commonly thought as work of children.
Based on the book, the line between children’s literature and adult literature is blurred. The differences between them can be seen in the content of the works, what is exist in children’s literature is based on the experience and understanding of children. Different with adult’s literature, we know that experience and understanding of adult is more far and wide than children, so the content of the works will be different. Also we can see from the feeling and emotions that draw in the works, there will be different.
Some elements of a book such as plot, theme, setting, point of view, characterization, and style of children’s and adult’s literature is also has a differences. Adult’s book will be more complex than children’s book because of the understanding of both readers are different. The characters of both works will appropriately with the readers, so the character of children books is usually children to make the readers interested to the book. The length of children’s literature is usually shorter than adult’s literature.
In children’s literature for genres, we can find traditional literature such as myths, fable, fairy tales and many more; we also can find children fiction and fantasy. In adults we can find horror, romantic and et cetera.
For example, in children’s book the character is usually children with a fun story and colorful cover. Different in adult’s book, we sometimes find a darker cover, and the story is sometimes confusing, complex, and full of adult’s emotions and feelings.
Example
Children’s literature
1. Peter Pan - JM Barrie
2. Chronicles of C.S. Lewis
3. Wind in the Willows- Kenneth Grahame
4. The Hobbit- J.R.R. Tolkien
5. Alice's Adventures in Wonderland- Lewis Carroll
6. Little House in the Big Woods- Laura Ingles Wilder
7. The Princess and the Goblin- George MacDonald
8. Charlotte's Web by E.B. White
9. Stuart Little by E.B. White
10. Little House on the Prairie by Laura Ingalls Wilder
11. Charlie and the Chocolate Factory by Roald Dahl
Adult’s literature
1. The Adventures of Huckleberry Finn by Mark Twain
2. Hamlet by Bill Shakespeare
3. Duma Key – Stephen King
4. Just After Sunset – Stephen King
5. Harry Potter -J.K. Rowling
6. Twilight by Stephenie Meyer
7. The Lovely Bones by Alice Sebold
8. Eat, Pray, Love by Elizabeth Gilbert
9. The Story of Edgar Sawtelle by David Wroblewski
Meity Karlina Wulansari
0707829
Children’s Literature
Book Report
Valuing Literature for Children
This book think that literature as the imaginative shaping of life and thought into the forms and structures of language. The province of literature is the human condition. Literature illuminates by shaping our insights. Judgments about the quality of literature must always be tempered by an awareness of its audience.
Obviously, the line between children’s and adult’s literature is blurred. Children today appear more sophisticated and knowledgeable about certain life experiences than those of any previous generation. This generation is exposed to more violence in the name of entertainment than any other generation in the past.
The content of children’s literature is limited by the experience and understanding of children. Certain emotional and psychological responses seem outside the realm of childhood. Children’s literature rests on childlike imagination and joyful exuberance. Cynicism and despair are not childlike emotions and should not figure prominently in a child’s book. Children are still expecting good things to happen in life. They may have endured pain, sorrow, or horror; they may be in what we would consider hopeless situations, but they are not without hope. Children also see beauty where there is ugliness. They think and feel, they also wonder and they dream.
Personal Values
Literature should be valued in our homes and school for the enrichment it gives to the personal lives of children. There are some affective values of literature
Provides enjoyments
Literature provides delight and enjoyment because literature can educate also entertains.
Reinforces narrative as a way of thinking
The book narrative has provided a reassuring ending for the inner story that they have told themselves.
Develops the imaginative
Literature develops children’s imagination and helps them consider nature, people, experiences or ideas in a new ways because some books invite children to use their imaginations to solve they problem
Offers vicarious experiences.
The experiences children with literature give them new perspective on the world. Good writing can transport the reader to other places and other times and expand his life space.
Develops insight into human behavior
Literature is concerned with feelings, the quality of life. It can educate the heart as well as the mind. Literature can show children how others have lived and “become” no matter what the time or place, it can help them to develop better understanding of themselves and those around them.
Presents the universality of experiences
Literature continues to ask universal questions about the meaning of life and our relationships with nature and other people.
Educational Values
Research has proven an essential value of literature in helping children learn to read and write.
Evaluating Children’s books
Children show what they think of books through their responses, but they are not born critics in the conventional sense.
1. Plot
The plot is the plan of action; it tells what the characters do and what happen to them. A well constructed plot is organic and interrelated. Most plots in children’s literature are presented in a linear fashion.
2. Setting
Both the time and place of the story should affect an action, the characters and the theme. The setting that the authors construct includes geography, weather, and the news of the day and the details of everyday life. The imaginary setting of fantasy must be carefully detailed in order to create a believable story. The setting of a story, then, is important in creating mood, authenticity, and credibility.
3. Theme
The theme is the larger meanings that lie beneath the story’s surface. The theme of a book reveals something of the author’s purpose in writing the story.
4. Characterization
The people portrayed in children’s books should be as convincingly real and lifelike as our next-door neighbors. The credibility of characters depends on the author’s ability to show their true natures, their strength, and their weakness. In addition to depth in characterization, there should be consistency in character portrayal. Everything characters do, think, and say should seem natural and inevitable.
5. Style
An author’s style in writing is simply selection and arrangement of words in presenting the story. Good writing style is appropriate to the plot, theme, and characters, both creating and reflecting the mood of the story. Most children do not enjoy a story that is too descriptive, but they can appreciate figurative language, especially when the comparisons are within their background of understanding. They also dislike a story that is too sentimental; and they see through the disguise of the too moralistic tales of the past.
6. Point of View
The term point of view is often used to indicate the author’s choice of narrator(s) and the way the narrator reveals the story. Such stories have an omniscient or all-knowing narrator. Many children’s books take a point of view that also uses the third person but gives the author less freedom. This limited-omniscient, or concealed narrator view does, however, provide closer identification with a single character.
7. Illustration
Just as there are elements of writing like, plot, theme, and characterization, so too are there elements of design like line, space, and color that help describe an artist’s work.
8. Format
The format of a book includes its size, shape, the design of pages, illustrations, typography, quality of paper and binding.
9. Comparison to Others
A book should not be considered in isolation but as a part of the larger body of literature. Individual books need to be compared with others on the same subject or theme.
Principles of selection the materials
Evaluation of a single book involves knowledge of literary criticism. Evaluation of many works for many children who will use them for a variety of purposes involves many considerations and requires the establishment of criteria for selection.
Who select the materials?
Teachers, students, and parents may recommend particular titles, but the final selection of materials for the school library should be determined by professionally trained personnel.
Quality of material
Criteria for evaluation and selection of all types of instructional materials should be established. Such criteria should be available in written form.
Appropriate content
The content of the materials to be selected should be evaluated in terms of the quality of the writing or presentation. Which one is appropriate or not is decided by people who select the material.
Needs and interest of children
School curriculum needs
Balance in the collection
Selection vs. censorship
Dealing with censorship
COMMENT
In this book, we can see the differences between children and adult literature more clearly. I conclude that the purposes of the readers when they reading a book is one of some differences that this book mention for children and adults literature. For example, children tented to take the book for enjoyment, so the book that children will read will fills with enjoyment and simplicity. Different with adolescent, they purposes when reading a book is more complicated than children, so the content that makes adult interest in a book is also more complex, and variation.
The differences between children’s literature and adult’s literature
Children’s literature is a works for example books that’s written for children and appropriate for children. But many classic books that were originally intended for adults now commonly thought as work of children.
Based on the book, the line between children’s literature and adult literature is blurred. The differences between them can be seen in the content of the works, what is exist in children’s literature is based on the experience and understanding of children. Different with adult’s literature, we know that experience and understanding of adult is more far and wide than children, so the content of the works will be different. Also we can see from the feeling and emotions that draw in the works, there will be different.
Some elements of a book such as plot, theme, setting, point of view, characterization, and style of children’s and adult’s literature is also has a differences. Adult’s book will be more complex than children’s book because of the understanding of both readers are different. The characters of both works will appropriately with the readers, so the character of children books is usually children to make the readers interested to the book. The length of children’s literature is usually shorter than adult’s literature.
In children’s literature for genres, we can find traditional literature such as myths, fable, fairy tales and many more; we also can find children fiction and fantasy. In adults we can find horror, romantic and et cetera.
For example, in children’s book the character is usually children with a fun story and colorful cover. Different in adult’s book, we sometimes find a darker cover, and the story is sometimes confusing, complex, and full of adult’s emotions and feelings.
Example
Children’s literature
1. Peter Pan - JM Barrie
2. Chronicles of C.S. Lewis
3. Wind in the Willows- Kenneth Grahame
4. The Hobbit- J.R.R. Tolkien
5. Alice's Adventures in Wonderland- Lewis Carroll
6. Little House in the Big Woods- Laura Ingles Wilder
7. The Princess and the Goblin- George MacDonald
8. Charlotte's Web by E.B. White
9. Stuart Little by E.B. White
10. Little House on the Prairie by Laura Ingalls Wilder
11. Charlie and the Chocolate Factory by Roald Dahl
Adult’s literature
1. The Adventures of Huckleberry Finn by Mark Twain
2. Hamlet by Bill Shakespeare
3. Duma Key – Stephen King
4. Just After Sunset – Stephen King
5. Harry Potter -J.K. Rowling
6. Twilight by Stephenie Meyer
7. The Lovely Bones by Alice Sebold
8. Eat, Pray, Love by Elizabeth Gilbert
9. The Story of Edgar Sawtelle by David Wroblewski
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