REPORT
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Sarah Safitri Nurbaihaqi
NDA 07
0703723
VALUING LITERATURE FOR CHILDREN
This report is based on chapter one which is Valuing Literature for Children of book Children’s literature in the Elementary School. This book is written by Charlotte S. Huck with Susan Hepler, and Janet Hickman, published by Harcourt Brace College Publisher.
This “Children’s Literature in the Elementary School” book tells that literature as the imaginative shaping of life and thought into the forms and structures of language. The literature field is the human condition which by shaping our insights, literature illuminates life. W.H. Auden distinguished between first-rate literature and second-rate literature. Book and reader cannot be separated from the experience of literature because the quality of literature must always be tempered by an awareness of its audience.
A good children’s book consist of traditional criteria, special criteria, and additional criteria. In general, there are nine elements to build a good book for children:
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
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 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; it reveals something of the author’s purpose in writing the story.
4. Characterization
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
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
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
The elements of design like line, space, and color 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.
This chapter informed about some differences between children’s literature and adolescence’s literature:
Children's Literature :
Reading by children
generally less frank
limited by the experience and understanding of children
Seldom looking back on childhood but always forward
doesn't include cynicism and despair, expects good things happen in life
has the child's eye at the center
influenced by children experiences
Adolescence’s Literature:
Reading by adults
much frank
sometimes there is the feeling of nostalgia
sometimes close the door on hope
sometimes negative thinking
has the adolescent eye at the center
influenced by adolescent experiences
Here are some examples of children’s literature and adult’s literature:
Children’s literature:
Charlie and the Chocolate Factory by Roald Dahl
Alice's Adventures in Wonderland- Lewis Carroll
Peter Pan - JM Barrie
The Ugly Duckling - Hans Christian Andersen
The Lost World, by: Sir Arthur Conan Doyle
Adolescence’s Literature:
Harry Potter, by: J. K. Rowling
Speak, by: Laurie Halse Anderson
Twilight by Stephenie Meyer
Hamlet by Bill Shakespeare
All Creatures Great and Small, by: James Herriot
Sarah Safitri Nurbaihaqi
NDA 07
0703723
VALUING LITERATURE FOR CHILDREN
This report is based on chapter one which is Valuing Literature for Children of book Children’s literature in the Elementary School. This book is written by Charlotte S. Huck with Susan Hepler, and Janet Hickman, published by Harcourt Brace College Publisher.
This “Children’s Literature in the Elementary School” book tells that literature as the imaginative shaping of life and thought into the forms and structures of language. The literature field is the human condition which by shaping our insights, literature illuminates life. W.H. Auden distinguished between first-rate literature and second-rate literature. Book and reader cannot be separated from the experience of literature because the quality of literature must always be tempered by an awareness of its audience.
A good children’s book consist of traditional criteria, special criteria, and additional criteria. In general, there are nine elements to build a good book for children:
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
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 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; it reveals something of the author’s purpose in writing the story.
4. Characterization
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
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
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
The elements of design like line, space, and color 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.
This chapter informed about some differences between children’s literature and adolescence’s literature:
Children's Literature :
Reading by children
generally less frank
limited by the experience and understanding of children
Seldom looking back on childhood but always forward
doesn't include cynicism and despair, expects good things happen in life
has the child's eye at the center
influenced by children experiences
Adolescence’s Literature:
Reading by adults
much frank
sometimes there is the feeling of nostalgia
sometimes close the door on hope
sometimes negative thinking
has the adolescent eye at the center
influenced by adolescent experiences
Here are some examples of children’s literature and adult’s literature:
Children’s literature:
Charlie and the Chocolate Factory by Roald Dahl
Alice's Adventures in Wonderland- Lewis Carroll
Peter Pan - JM Barrie
The Ugly Duckling - Hans Christian Andersen
The Lost World, by: Sir Arthur Conan Doyle
Adolescence’s Literature:
Harry Potter, by: J. K. Rowling
Speak, by: Laurie Halse Anderson
Twilight by Stephenie Meyer
Hamlet by Bill Shakespeare
All Creatures Great and Small, by: James Herriot
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