Poetry & Exam ReviewApril 2, 2015EARLY TEXTS- earliest text produced for children = didactic- instilled religious values, social conduct, moral behaviour- impart useful info to child readershaping them- adults write childrens lit- pre-1066 early form of English derived from Germanic tribes- dominance of Latinconsidered the language of the churchlearned, well-educated personnecessary for literacy

AELFRICS COLLOQUY- published in 1000- Aelfric is known as the Grammarian- late Old English period- earliest contributions = sermonsestablished his significance to the development of English litteacher first Latin grammar in vernacular language- call and response- monastic setting- education trained children and prepared them for interdependency of society- helps maintain a hierarchy- dialogue, role-playing, humour- no womenhighly patriarchalmales carry society and are more privileged

THE ABC OF ARISTOTLE- Middle English period- published in 1430-ish- Medieval Englishchurch is becoming more powerful- driven by 2 important factorsneed for literate priestly class with skills to interpret text central to beliefscarry out bureaucratic functions international church (i.e. Rome)- literacy becoming a necessary skill to be a functioning member of societyprivileged- Latin was used for international diplomacy and serious literature (i.e. the Bible)- vernacular slowly creeping up- guides for good conduct for children of ruling class- begins with an epiloguethis is a doctrine for societyadvocating pursuing moderation in all things (line 8) - offers moral guidance and practice advice for those who want to prosper in society- abecedary: table or book containing the alphabetusually a primer, usually contains first rudiments of anythingteaches lessonsreminder of important qualities and values you should have- missing J, U, X, Y, ZJ did not exist

RHODES, THE BOKE OF NURTURE- table manners- lyrical, rhyming scheme- more of an everyday feel to itnot necessarily for ruling classfeels more accessible- there are no maternal / paternal figures teaching these things to the children

HORNBOOKS AND BATTLEDORES- bookmaking- early literary teaching aids- reflect social status- boys from gentry, merchant, Yeomen classes got thesethese classes are most important- girls taught rudimentary skills in readingdidnt go all the way through life with education- young girls form established families associated with hornbooks

HORNBOOKS- between 14th and 18th century- sheeps horn boiled down and used to protect the paper- sheet of parchment paper mounted on a paddle-shaped board- horn protection layer protected by metal studs- religious-based- printed or manuscript- alphabet, phonics, The Lords Prayer- boys tied them to their belts and girls tied them to their girdles

BATTLEDORE- slightly more sophisticated- 19th century- price of paper became cheaper, printing press- Battledore = game like Badminton- thin cardboard- some remain in the shape of a hornbook but some were cut into rectangles- this one could be folded into threes- more surface area more stuff- pictures, alphabet, phonics, short story / fable

TAKE HOME POINTS- earliest books written for children leaned heavily on didacticism, but were also starting to open up about being delightful not just educational- the cultural importance of literacy for children is on the riseEarly Lessons at Home and SchoolJanuary 8, 2015- reflects the current societys cultural attitudes and values in what they believe children should know and learn to be a functioning member of society / the community

- 17th century: turning more towards Puritan writers- Puritan writers emphasis to the condition of the soul as a childwhere are these children going to go when they die?- most extreme of the Protestant sectsthey were pure- they wanted a return to earlier church valueselements of traditional worship not sanctioned by the Bible wasnt acceptableno clerical hierarchy / governance

TENTS OF THE PURITAN FAITH- Protestant ideas of salvation- advocated for individual inspirationsermon and personal testimony- emphasis on small local groups of believersideally engage in Bible study on their own- John Calvins doctrine of Predestination: humans are divided into two categoriesThe Reprobate: bad predestined to damnationno active will on their part can change that fateThe Elect: good are to be savedsolely through Gods grace by extended this privilege to them- tended to look out for Elects- the ability to repent sins wouldnt buy Gods love

- a lot of child mortality was this taboo?- they wrote books to get children to understand biblical storieschildren get to read these books before reading the Biblepreparation for reading the Bible- important for the child to read the Bible ASAP true accounts of other believers

JAMES JANEWAYS A TOKEN FOR CHILDREN (1672)- carried by the Society even by 1875- prepares them to greet the inevitable- Sarah Howley sets the entire collection- she is preached upon a scriptural text and begins the process of Conversion to become devotional to God- its as symbolic as it is realweeping and praying indicates her sinful state and that shes regretful about it- importance of reading Sarahs story- Janeway emphasizes self-examination and faultwants children to realize their sins whatever they bewants them to self-examine themselves- daily experience of a middle-class child

THE NEW ENGLAND PRIMER- a way to teach children the Bible before reading it- widely circulated and very popular book among children in New England- children were compelled to read this to lead to the Bible- one reason for the success = ease of how it fit into their strict ethics- estimated 1680-1830: between 6 - 8 million copies remainedephemeral, very roughed up- Boston book merchant: Benjamin Harris- Primer contained: the alphabet, syllabarium, prayers, promises to be, anti-papist testament of John Rogers, rhymed pictorial alphabet, summarizes Bible history, Puritan catechism attached- images were woodcuts

JOHN BUNYAN, A BOOK FOR BOYS AND GIRLS (1686)- what is considered domestic realism- represents their everyday lives- transforms that familiar experience into an occasion for Puritan meditation and interpretation- 18th century- Bunyan has a dual audience children and adults- events of a childs ordinary existence is reflected upon in the right way which can lead the child to Godsimple pleasures and lead the soul astray if you dont reflect upon them in the right wayOF THE BOY AND BUTTER FLY- lines 1 - 4: very indulgent in description of the boyhes taking pleasure in pursuing this butterfly- hes starting to run through brambles = eager in pursuit- ends in silly butterfly- first part: innocent way in taking pleasure in naturenature is pleasing- second part: a reminder in which adults lose sight of values and chase after material objects- pay attention to the things of this worldneglect spiritual goalsPuritan Hell-Fire: Warning and WarmthJanuary 13, 2015forget to take the time to repent

- Puritan texts = dailyfoundation of meditation- Puritans = concerned about ensuring the condition of the childs soul

ISAAC WATTS, DIVINE SONGS (1715)- Watts is stepping out of the Puritan rigiditymore delightful toneGod-fearing but more positive

BUNYAN VS WATTSBunyan- dangers of pleasure- violent- asking readers to think allegorically- line 5: the bee an emblem truly is of sinstraightforward- common juxtaposition: pleasure and painenjoying honey = sweet, good for ussting = pain- juxtaposition: basis for short allegory- sin seems pleasurable but has dire consequences for the soul

Watts- uses the bee as a positive example- bee = form of industriousness- lines 1 & 2: how doth the busy little bee / improve each shining hourworks all day- lines 11 & 12: child speaker desires useful tasks- last stanza: serious reflection

Differences- emphasis is placed on positive lessons rather than negative- room for unrestricted pleasure to be found in play- delightful stage of instruction- Watts: not immune to Hellfire- characteristic of Puritan writers to have God-fearing- like Bunyan, Watts draws on everyday, domestic experiencebut takes a gentler, more optimistic approachaffects view towards the child and what salvation is for the child

MARY BARBER, WRITTEN FOR MY SON- second half of 18th century = philosophy developing for less restrictive dress for children- breeching: when boys went form skirts to pantsone of the first steps towards manhood- monologue- the son is accusing his mother and putting him through thisrite of passage- but or yet = turning point

COCK ROBIN- example of a ballad- folk poem, nursery rhyme- ambiguous

THE CHILDREN IN THE WOOD- no extreme strength but extreme wickedness- main parental figure = uncle

TAKE-HOME POINTS- a softening of the fire and brimstone - Christian values and repentance taught in a gentler way- more optimistic view of the child and salvationLyrical Instruction and ChapbooksJanuary 15, 2015- the childs imagination is becoming an even more important part of literacy

Lin: 11lpy@queensu.caINSTRUCTION WITH DELIGHT- moving towards delight- still embedded in spirituality and moral conduct- Hellfire attitude is still an important aspect of writing- Watts was different because he was more optimistic and gentle

JOHN LOCKE AND SOME THOUGHTS CONCERNING EDUCATION (1693)- he began with academic guides with social content- Janeway, Bunyan, Watts: spiritual guidance- more delightful stage but still very serious in terms of education- education of the child literacy has a big roleJohn Locke- 18th century England: child = important to the consumer culturepromoted by wealthy parents- two key thinkers: John Locke and Jean-Jacque Rousseau- one of the most important books during this period- had direct experience of teachingprivate tutor, governor, medical practitioner, philosopherfirst hand experience with children- was concerned with shaping the body as well as the mindpractical advice (ex. sugarless diet, getting fresh air, etc.) different approach than the Puritans- education = he believed all ideas are learned innate parents are the ones guiding the child- tabula rasa: no a priori knowledge (blank slate theory)the child becomes the key element in development- offers observations concerning the childs education1. education should follow inclinationthe child will learn better if he learns voluntarily2. lessons as amusement vs being a choreinstead of giving the child a bunch of letters on a sheet of paper, letter blocks3. lesson suited to childs abilities = ability to learn better4. education as the responsibility of adults (tutor, governor, parents)rules enforced by adults but are aware that they are emulating the things they want their child to do

JOHN NEWBERY, A PRETTY LITTLE POCKET-BOOK (1744)LITTLE GOODY TWO-SHOES (1765)- narrator uses conversational and affectionate tone- direct address to the reader- Bodkin: large, dull needleused to attached prizes to the books when you buy themPocket-Book: a toyconsumer side of children- reader and narrator = important relationshipyou can play alongside the child in the book- audience = financially securedictates status- hard work and good behaviour = inevitably rewarded

NURSE TRULOVES NEW YEARS GIFT (1755)The History of Miss Polly Friendly- Polly and Margery- they share a similar social status not very wealthytheyre both virtuous and follow the rules, they both end up rewarded with marriageThe House that Jack Built- Lockes principles? - accumulative talemarked the first time

TAKE HOME POINTS- John Locke theorizing the role of childhoodtabula rasa: blank slatefour observations concerning childrens education- Newbery and A Little Pretty Pocket-Book putting Locke in actionuses childrens everyday experiences to demonstrate conduct- entertaining and interactive learning for the young readerLittle Goody Two Shoes and alphabetInstruction with DelightJanuary 20, 2015influences reader-narrator relationship

CLOSE READING ASSIGNMENTYour NameENGL 237 Childrens LiteratureMelissa Li Sheung Ying; TADue Date- approximately 1000 words (+/- 10%)- dont forget a title- excerpt of the work in your title- Works Cited- submit it as last name, first name CRA

SARAH FIELDING, THE GOVERNESS (1749)- appeals to Lockes doctrine- narrative uses praise and shame as instigations improve behaviourmore effective than reward-punishment systemAn Account of a Fray- Jenny Peace & Mrs. Teachumallegorical names- central of conflict is an apple allegorical symbolrealistic narrativeappealing to everyday experience of children- apple can relate to two kinds of stories:Adam and EveJudgment of Parischoose which woman is the most beautiful try to bribe himAphrodite gets the apple- each woman gives her own reason for getting the apple- self-reflection Jenny makes them think about what they did

JEAN-JACQUES ROUSSEAU AND MILE (1762)- Locke offers practice advice supplemented by theoryRousseau = fantasy of education shaped by his view of society- Childhood is unknown. Starting from the false idea one has of it, the father one goes, the more one loses ones way. The wisest men concentrate on what it is important for men to know without considering what children are in a condition to learn. (Preface 33-34)- responsibility of adult to shelter the child so theyre not exposed to things that will corrupt themif his will is indulged, he could become corruptedparadox: no commands can be givenpsychological: the child gets to do anything he wants, but the tutor knows whats right- emphasis on shaping the will and conduct of the childnot through submission to an external authoritythrough childs own internal authority based on what it perceives as necessity- we need to produce citizens whose natural disposition in self-interest is tempered by their acceptance of a rational and morally just social structure that respects the rights of all citizens- Rousseau practical guide on how to raise a child- mile = ideal pupilpossesses sound instincts that are not flawed by the society around him- Rousseau recognized that in order to be productive isolation- Rousseaus Sophie:Her education is neither brilliant nor neglected. She has taste without study , talents without art, judgment without knowledge. Her mind does not know, but it is cultivated for learning; it is a well-prepared soil that only awaits seed in order to bear fruitO what lovable ignorance! Happy is he who is destined to instruct her. She will not be her husbands teacher but his pupil. Far from wanting to subject him to her tastes, she will adopt his. She is better for him as she is than if she were learned: he will have the pleasure of teaching her everything. (Rousseau 410)- women = home-makers education is less than that of men- Sophie is deliberately left incompleteRational MoralistsJanuary 22, 2015-

- Rousseau shaped the will and conduct of the childnot through an authority figure but through internal authority- Rousseau: political vision of social reform vs Lockes practical guide to raising children

rational moralists- interested producing childrens literature that fostered observation, logical decision makingall in the context of moral conductchild as a citizen- adult figure in charge of guiding education of the childfostering inquiry and observation- child learning to apply rules of observation and logic- rational decision making- more secular than religious- moving towards child as Christian Sunday school moralists

Sunday school moralists vs rational moralists- happiness = purely spiritual vs guidance and natural piety set them up to enjoy happiness- childrens literature: religious & moral values

Sunday school moralists- program dedicated to promoting literacy to lower classes- 1780: Rob established the first Sunday schools in Gloucesterfull-day classes on Sundaysfollow up classes available throughout the week during work breaksworking class- cheap to run heavily relied on monitor systemolder children taught younger children- became increasingly politically significant in Britainbacklash during French Revolution- some thought it dangerous for the poor to be literateeducating the poor might lead to an uprising- others argued that literacy plus appropriate reading material could serve to reinforce the social status quo- by fostering literacy for the working class new market for accessible literature suitable for adults and children

Mary Martha Sherwood, Fatal Effects of Disobedience to Parents (1818)- born 1775, same year as Jane Austen- good education- Augusta Noble didnt learn spirituality from authority figures not religiously inclined- represents all disobedience

Sarah Trimmer, Fabulous Histories (1786)- robins are a teaching mechanism- text heavily emphasizes the divinely ordained order of the universereflected in Anglican catechism- catechism: pp. 224echoed in advice given by Father robin to his children- adult robins are the role models for the baby robins - adults have an important role in education of the young- Trimmer = one of the first people to take works for children seriously- 1802: she founded the Guardian of Education = periodicalfirst journal that attempted to write a history of childrens literature- next four years, offered sharp critique of past and present productionsex. Goody Two-Shoes- Trimmer criticizes Rousseau

Hannah More, Cheap Repository Tract (1795-97)- she was a lot of things- firm believer of social ranks- wrote for the lower class- used the language of chapbooksrelating to pop culture- she edited it, supervised it, and wrote most of it- stories, ballads, Sunday readingsSunday School MoralistsJanuary 27, 2015- stressed restraint on the part of the poor and praised for the paternalistic philanthropy of the gentry

- texts produced became more tolerant of the creative - not concerned with extreme model behaviour- more concerned with exploring growing up- still maintaining Bunyan-Watts train of thought

WILLIAM BLAKE (1757-1827)SONGS OF INNOCENCEHarbingers of the Golden AgeJanuary 29, 2015-

- the Golden Agea defining moment for childrens literature- Blakes Innocence and Experiencethe world of childhood vs the world of adultshints of corruption and oppression- the Literary Fairy Taleroots in oral tradition- the French Salon TraditionConte de fe as a genre- Lambs Beautyfemale choice, sacrifice, and tested perception

BRIEF INTRO TO FOLK AND FAIRY TALES- three main oral prose genres of folklore:myths, legends, fairy tales- fairy tales are the most talked about by scholars- myths: narratives believed to be true about Gods and supernatural beings who operate beyond the realm of human existencefrom who humans can draw moral lessons from- legends: extraordinary events in the lives of ordinary humansfrequently encounter the supernaturalsome inherent truth but often elements of disbelief- fairy tales: narratives of magic and fantasy which are understood to be fictional- folk tale: any tale deriving from or existing in oral tradition- difference between folk and fairy tales = oral and literary tradition- stories began orally broken telephonemiscommunication, not everything is captured / remembered- the literary fairy tale significant developments between 1450 and 1700standardization of vernacular languagesthe printing pressa developing taste of short narratives for reading pleasureacceptance of new literary genres by educated elite- intersection of oral and writing is crucial to understanding the formation of the fairy taleoral sources were not the only ones who offered elements of fairy tales- 2nd century: early antiquityApuleius Cupid and Psychecarefully constructed plots, sophisticated references to religionlanguage is tied to the writer ability of sophistication- 5-15th century: middle agesBoccaccio and Chaucer; Straparola and Basileuse of fairy tale motifs and structuresborrowed from the oral traditionfrom the beginning fairy tales were symbolic commentary on a particular society and the classes and groups within these societies and how their actions could lead to success and happiness- 17th centuryFrench salon tradition; contes de fees; Perraultmany strong female writerstales were secular and formed discourses about courtly manners and power- early 18th centuryMme Le Prince de Beaumontfairy tales are spreadingFrench developed a formula of fairy tales- late 18th centuryfairy tale concerned with the socialization of the child- 19th century: romanticismfairy tales for children carefully monitored and censored; Brothers Grimmaddress philosophical and practical concerns of the emerging middle classwritten in the defense of the imagination- mid-19th to 20th centuryHans Christian Andersen; Lewis Carroll

CHARLES PERRAULT, LE PETITE CHAPERON ROUGE (1697)- beauty = part of her downfall?Little Red Riding HoodFebruary 3, 2015-

CLOSE READING FEEDBACK- beware the child / the readerproblematic generalized statementspoem / text was successful in educating the child = NO- the use of historical context as an argument in and of itselfwhy is it important?what is it doing?dont generalize- the text as educational = problematic- strong thesis statementthis is your anchor for the paper, the main idea you will return to- no plot summary- the use of specific textual evidence- MLA

WINNIE-THE-POOH (1926)- Pooh as a Canadian symbol- Pooh as a teaching toolLeonard used the book during the war taught an Italian soldier how to speak English- 3 ways of looking at Pooh:psychoanalysisbildungsromanecocriticismPSYCHOANALYTIC WINNIE THE POOH- Poohology: popular psychology, child analysis, literary criticism, and theory- Freud:child as metaphor for adult interioritythe inner child is at play (ha ha)fragmentation of the psyche- Piglet becomes an avatar for our childhood vulnerability- Pooh is the most well-rounded animal in the bookrepresents most intense desires of childhoodthrough food, knowledge, lovePOOHS DESIRES- honeygreedy about his honey- knowledgeIf I know anything about anything, that hole means Rabbit and Rabbit means Company .. and Company means Food and Listening to Me-Humming and such life. (24)aware of lack of understanding works really hard to grasp fundamentals of the world around himchild-like egocentrism and appetite keep him from progressing at the beginning of the book- affectionIts bad enough, said Eeyore, almost breaking down, being miserable myself, what with no presents and no cake and no candles, and no proper notice taken of me at all, but if everybody else is going to be miserable too--This was too much for Pooh. Stay there! he called to Eeyore for he felt that he must get poor Eeyore a present of some sort at once, and he could always think of a proper one afterwards. (77)progression from beginning towards the end hes growingnot thinking about himself anymore- a fantasy of powerChristopher Robin and Narrator (3-4)CR has power over us he knows why he calls Winnie the Pooh thatOwl and HIPY PAPY BTHUTHDTH (82-3)always a language-based problemyou can see yourself reflected in Owl when were learning a languageknowledge-based anxietyThe Expotition (112)language is a way to exert power, but if you cant use it properly, it undermines powerChristopher Robins paternalismhes the only human he exerts this power over the animalsthe animals go to him for help- Pooh and mental illnessPooh: ADHD; Shaken Bear Syndrome; OCDEeyore: anhe(haw)donia anhedoniaChristopher Robin: talks to animals; difficulty with academics; gender identity issuesWINNIE AS BILDUNGSROMAN- Bildungsroman: a story about the protagonists growth to maturity- Poohs growth:watch from the beginning to the endHB and BB (159)honest bear and brain bearbear of no brain at all (43) F.O.P.; R.C.; P.D.; E.C.; AND T.F. (144)accolades look like acknowledgmentsFriend of Piglet, Tail FinderThe good ship, The Brain of Pooh (146)instigated the plan to save Piglet with CRs umbrellaECO-WINNIE- the relationship between child and naturechild as innocent and / or virtuouschild as having a privileged relationship with naturefostered by romantic and Victorian literatureemphasized childs proximity to natural world purity that comes from itJohn Lockes blank slate our job as adults to educate the young for, in this case, the environment and to fill in that slate properlysense of nature appreciationawareness of naturefoster those feelings- Nature Deficit Disorder: children who dont experience nature / go outsidecontemporary concern- link between child, adult, and experiences of naturetoponesia - the loss of a connection with place, which tends to happen as we grow upWinnie & EcocriticismFebruary 24, 2015Christopher Milne: Ashdown Forest got him through the war

ESSAY LESSON: INTRO AND THESIS STATEMENT- an intro paves the way for the thesis statementbe aware of generalized statements and plot summary- think of your thesis statement as a ships anchor its what keeps you from floating awayi.e. talking about things not necessarily relevant to the idea / argument youve posed- Reason is used to convince the child reader into more humble clothing by explaining how elaborate clothing is as a result of sin and it is only through the combination of religion and reason that the child is taught they can enter heaven.

INTRO TO ECOCRITICISM (PART I)- how we represent the environment and vice versa- what is ecocriticismthe study of the relationship between literature and the physical environmentearth-centred approach to literary studies- ecocriticism is a young area, discipline, and theory; however, environmental critique using literature as a medium is notWilliam Blake, Songs of Experience; the Romantic PoetsHenry David Thoreau, WaldenRachel Carson, Silent Spring- the 1970sseveral works publishedthe term ecocriticism coined in 1978- the 1990sthe environmental movement takes offCheryll Glotfelty and Harold Fromms The Ecocriticism Reader: Landmarks in Literary EcologyLawrence Guells The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture- some questions ecocritics ask (Glotfelty and Fromm xix):how is nature represented in this sonnet?what role does the physical setting play in the plot of this novel?how do our metaphors of the land influence the way we treat it?are the values expressed in this play consistent with ecological wisdom?- nature / wilderness as a cultural construct:victim: us imposing ourselves on naturehostile: reverse of victim, nature imposing itself on usex. a stormplace of liberation: middle ground, we go to nature to escape and be freecomfortable place, place of solitudequiet, reflective

INTRO TO WILDWOOD, BOOK I - THE SETTING- based on real-life place Forest Park5000-acre park in Portland, Oregon - Pittock Mansion, South Wood = real mansion in Forest Park - does it make a difference that the story is set in a real-life place versus a fictional place?could be realisticTHE NOVEL AND ITS NARRATIVE- the novel is split into three parts- the narrative is split into Prue and Curtis and then the stories weave together- mixture of mediums: narrative, illustrations, ballads / poems- stream of consciousness tone: writing according to thought processi.e. non-linearthird-person limited- vocabulary = verbosemixture of archaic language with common slangterm for verbosity = sesquipedalianismWildwood IFebruary 26, 2015- food for thought: the relationship between image and text throughout

INTRO TO ECOCRITICISM (PART II)- ecocriticism: the study of the relationship between literature and the environmentgeared towards adult literature- ecocriticism and childrens lit:- childrens lit began in the mid-1990s (after ecocriticism)- used to raise awareness of environmental rhetoric in childrens litex. Canadian Railroad Trilogy- RE: our anthologyJohn BunyanIsaac WattsCock RobinThe Children in the WoodNewberys Little Pretty Pocket-BookWilliam Blake (i.e. The Chimney Sweeper)Charles Lambs Beauty and the Beast

WINNIE-THE-POOH AND ECOCRITICISM- the child and naturechildren as innocent and / or virtuouschildren as having a privileged relationship with natureromantic philosophy of RousseauJohn Lockes blank slate- in the 21st century: things have changedprevious two points are debatedconcerned with how the child functions in naturenot a lot of green space, we are attached to electronicswe are inside more than we ever have been before- the belief that a child who develops positive attitudes towards the environment will use those attitudes towards nature preservation, appreciation, and awareness (Dobrin and Kidd)- balance of instruction and delight, as well as what constitutes a nature education- the environmental imagination (Lawrence Buell)a connection between the environment, acts of the imagination, and actions of bonding, telling, and understanding

TWO WORLDS: IMPASSIBLE WILDERNESS AND ST. JOHNS- they coexist, but St. Johns is ignorant of the Impassible WildernessIW: they dont want people on the outside coming in magical boundarydichotomy of fear on both sides- similarities and differencesmixture of technologies, animals and humans coexistthe Bandits are of nature- Prue in South Wood vs Curtis in the Coyote Warrenmirror image

THE JOURNEY AND THE QUEST- The Journeylinear: A Bcircular: A B A- the Questa journey undertaken to rescue a person or to retrieve a special object- attached to:the coming-of-age processthe search for Who am I? and Where do I belong?home / not home cycleperils and tests along the way

THE CHILDS RELATIONSHIP WITH NATURE (PARTS I AND II)- Prues interactions with natureshe seems comfortable in natureattentive to naturepp. 144, 146- Curtis environmental experienceAlexandra and coyote warren; battleolder one teaching the younger one about natureBrendan 151

WILDWOOD (PART II)- nicknames: pp.185- ESSAY LESSON 2 - BODY PARAGRAPHS AND TOPIC SENTENCES- the four elements of a good paragrapha transition sentence leading in from the previous paragraphacts as a hand-off from one idea to the nexta topic sentence that tells the reader what youll be discussing in the paragraphspecific evidence and analysis that supports your claims and provides a deeper level of detail than your topic sentencea brief wrap-up sentence that tells the reader how and why this info supports the papers thesis- example thesis:Upon closer analysis, it is evident that Watts poem Against Pride in Clothes puts emphasis on the beauty of the natural world to suggest that humanity must reject material belongings in order to achieve spiritual enlightenment.Wildwood IIMarch 3, 2015-

ESSAY LESSON 3 - CONCLUSIONS- wrap up what youve been discussing in your paper- is more general than your body paragraphs and restates the main points of your argument- can also pose future directions for possible research- restate your topic and why its important- restate your thesis / claim- address opposing viewpoints and explain why readers should side with you- future research possibilities- simplicity is best, keep it simple

THE ROLE OF ADULTS AND PARENTS- Prues parents (and Curtis indirectly)- Alexandra (and her coyotes)- Brendan (bandits)- Richard the postman- the Mystics- Owl Rex, the General- Governor-Regent Lars and Attach Roger (and the South Wood government)

ISSUES OF MORALITY- for Curtis:what obstacles / difficulties has he faced so far?how do his choices reflect / affect his personality, sense of self, his loyalty, etc.?

NORTH WOOD AND ITS INHABITANTS- the Mystics- Stirling the fox- Iphigenia- Little girl Iris- the Council TreeWildwood IIIMarch 5, 2015

THE SIGNIFICANCE OF NAMES- Prue: derivative of Prudenceshe has foresight, demonstrates caution- Curtis: Old French = courteous, polite, well-bred- Brendan: Gaelic = brave, Irish = Prince, German = flame- Alexandra: feminine form of Alexander = defender of mankindAlexei (Russian)- Iphigenia: Greek myth = strong, stoutdaughter of a king who defended Artemis, the only way to appease the goddess was the sacrifice Iphigeniajust when he was about to sacrifice her, she gets magically whisked off to another place- Richard: German, French, English = powerful leader- Owl Rex: Rex = king- Enver: Albanian = radiant- Septimus: seven- Iris: Greek and English = rainbow- Sterling: English = high quality- Samuel: Hebrew = God has heard- Mac: Scottish = son of- Aisling: Freek/Irish = dream, vision- Dmitri: Russian name (as all coyotes seem to have)means follower of Demeter (?)goes home, sheds clothes, leaves on all four paws

NATURE IN WILDWOOD- Prue has a comfort in nature, she seeks solace from natureembodies it in a way that Curtis does notshes in awe of nature- Curtis is scared of nature, is not in tune with ithe finds beauty in nature later onhe has a sense of morality- Brendan and the Bandits- Alexandra- the Mystics and the Council Tree- In silva nos fides written on an illustrationRichards truckfaith in the forest- what is naturalthe coyotes have human-like qualities standing on hind legs, holding swords and gunspp. 225- shift in seasons? (pp. 521)

Wildwood IVMarch 10, 2015

CANADIAN RAILROAD TRILOGY- page turn: turning, pausing, perusing- peritext: secondary elements of the booki.e. besides the narrative and illustrations- recto: right-hand page- verso: left-hand page- viewpoint: the position the reader views the illustrations

POINTS TO THINK ABOUT- the relationship between image and texthow text and image create meaning- treading the picture book as a whole- the picture book as a social, cultural, and historical document

ECO-CRITICISM AND CHILDRENS LIT REVIEW- child-centric view of nature- the Romantic and Victorian ideas of child and natureinnocent/virtuousas having privileged relationship with nature- now: attitudes towards environments = attitudes towards preservation, appreciation, awareness- nature educationwe need to educate the young, so that when they get older they treat nature in a positive waywe need to foster these ideas at a young age

PICTURE BOOK VOCAB- bleed- code of colour- double-page spread- endpapers- format- frame- gutter- page opening- pate turn- peritext- recto- verso- viewpoint

LAST LEAF FIRST SNOWFLAKE TO FALL (1993)- Leo Yerxacollage illustrationstissue paper + watercolour- poem in picture book format- a bleed is important: involves the reader in a way a framed picture does not

WINSTON OF CHURCHILL: ONE BEARS BATTLE AGAINST GLOBAL WARMING (2007)- Last Leaf vs. Winston- Humans/Animals; Humans/Environment- delight in instruction- themes:global warmingendangered specieshabitat losssustainabilityactivismPicture BooksMarch 17, 2015

- Picture books are not simply privileged reading for or with children, They make reading for all a distinctive kind of imaginative looking - Margaret Meek (1991)- The Childs (and child readers) environmental experience- child as eco-citizen

THE GIVING TREE (1964)- was a controversial text, banned in the US- some thought the relationships between the boy and the tree was abusivesome thing it was positive selfless love- was not popular when it came out in the 60s people started buying into it during the 70s- the trouble with publishers: thought it was too sad for children and too easy for adults- illustrations and narrative- symbolism- the boy is very needy and always wants the next material thing- five ways to read The Giving Tree:environmentallyreligiouslyin terms of friendshipfeminist / eco-feministthe parent and child relationship

THE LORAX (1971)- The Lorax came out of my being angry. In The Lorax I was out to attack what I think are evil things and let the chips fall where they mayPicture Books IIMarch 19, 2015Dr. Seuss qtd. In Lisa Lebduskas Rethinking Human Need: Seusss The Lorax ChLA Quarterly, 1994

The Lorax- The Once-lerguardian of nature- The Lorax- UNLESS- symbolism- what does the story ask us?

WHERE THE WILD THINGS ARE- publishers thought it was too scaryWHAT DOES WILD THINGS DEAL WITH?- sense of belongingthe mother is not physically there but shows unconditional lovei.e. the smell of the food she makes which prompts him to come homeand it was still hot- growing up / self-discovery- authority / parent vs child / parental neglect (?)- appreciation- behaviour- home / not home- fantasy / imagination- unconditional love / friendship- wilderness / wildness- dependence vs independence- monstrosity- understanding happiness- acceptance- framing device: lots of white space in the beginningturns into a bleed when he gets to the forestwhat does the framing do for Max?emotional tie negative energypictures widens as perspective expandThe Lorax & Where the Wild Things AreMarch 24, 2015 - half title page vs full title page (also a double page spread in Wild Things)

WHEN WE FIRST MEET MR. TIGER (PRE-WILDERNESS)- Mr. Tiger - open eyes, upset or indifferent, weary, tired, constricted (by clothes / society / etiquette; good behaviour) he is the only one facing the readerhis eyes and the kids eyes are open whereas the monochrome adults all have closed eyes so they dont really see- colour differenceshe pops out at us because of his colourfulness whereas everyone else is monochromehis speech bubbles are coloured- uniformitythe buildings are repetitive and monotonous he is framed by the window (i.e. Max from Wild Things)- anthropomorphism- Victorian- straight lines- mechanical movements

- And then one day, Mr. Tiger had a very wild ideaprompts a page turn because were curious- Mr. Tiger is on all fours but hes still constrictedhes rigid and still wearing clothesdouble-page spread- His friends did not know what to thinka reminder that hes still within the restricted spaceidentical buildingsthe bear = UNACCEPTABLE!- and then Mr. Tiger went a little too far.importance of page turn what is too far? = nakedness- double-page spread nakedness (like Playboy)the lines are softer now, not as rigid as beforehappy expression- His friends had lost their patiencethe adults (minus the rhino) are looking at the readerthe child is happy foreshadows what happens when Mr. Tiger returns- So Mr. Tiger ran awaytown on one side, forest on the other side different kinds of water on either side = direct contrastforest water is freefalling (yas Tom Petty / John Mayer)vibrant orange of the sun = Mr. Tiger- not as much uniformity in the forest- a lot of green in the forest- his two ROARs are differentthe one in the forest is much bigger- double-page spreadlots of green and one little bit of orangehe seems small and very alonebuilds suspensethe town was very rigid and busy whereas the forest is very loose and free- But Mr. Tiger was lonelyits raining emotions (pathetic fallacy)but = game-changerscolour change = the colour scheme resembles the monochromatic town- So Mr. Tiger decided to returnbridging momentthe townspeople offer him more comfortable clothestheyre still giving him that physical metaphorical coverage- the journey is both circular and linearcircular for Mr. Tiger because he returns homelinear for the townspeople because they begin rigid and end changed but stay in the town- and he found that things were beginning to change.a lot of the animals are walking on all fourstheir eyes are openvertical and horizontal lines (i.e. elephant and bear versus everyone else)- Now Mr. Tiger felt free to be himselffirst time we see his two contrasting images together on one page sandwich the textunification = Mr. Tiger can be himselftriangle = unites all three images together compromise of two extremesbegin with two extremes (contrasting images pre- and post-wilderness)Hawaiian shirt = different expression which indicates change- And so did everyone else. The End.no longer just in the city = compromisestrong message: individualism be free to be yourself, girl! You do you!- end papersbeginning = monochromatic brickuniform, looks almost dirty, textureend = green forestthere is movement from beginning to end Mr. Tigers coming of age?plants uniformity with differences = similarities

POINTS TO THINK ABOUT: MR. TIGER- note that theres no child figure here main character (i.e. Max from Wild Things) the child readeralso no humans- how the visual and textual work together to create meaningmirror images, colour, framing, page layout, the importance of the page turn, etc.- instruction with delightwhat are we taking away?

CHILDRENS SONG & POETRYSPRING BY KARLA KUSKIN- freeing naturea lot of action words- implicates the reader you want to go and do these things- the pace of the poem is very fast- contrasts the Boy and the Butterfly from Introduction to Delightsame setting, but different intentions

POETRY VOCABAllegoryAlliterationAnaphora: repetition in the beginning of linesBlank verseCadenceCacophonousConcrete poetryEnjambment: when a sentence is broken up into more than one lineEuphonicFree verseHyperboleImageryIronyLyric poetryMetaphorOnomatopoeiaOxymoronPastoralPersonificationPunQuatrainRefrainRhyming coupletSimileSlant rhymeSpeakerSymbol

SPRING- punctuation: commas = take a breath, periods = stop- short lines attaches to emotion- lyric poetry conveys emotion and use of I

JEKYLL & HYDE FROM ARTHURMr. Tiger & PoetryMarch 31, 2015- LOL

EXAM REVIEWPART I: identification (30 marks - 3 marks/term)- choose 10 from the list and in three to four sentences:identify and define the termdiscuss the significance, using examples from the course where appropriate- 30 minutes- picture book vocab, poetry vocab, characters

PART II: close reading (30 marks - 2 passages worth 15 each)- there are two groupingsGroup A: PoetryGroup B: non-poetry- choose one passage from each group and perform a close reading of each- paragraph format

PART III: essay (40 marks)- write a well-organized, analytical essay on one topic- draw on any texts discussed this termdeal with a total of four texts and one of those texts must come from the anthology From Instruction to Delightillustrations can be discussed may not use two texts you have chosen to write on in Part II- will not be tested on videos, but can use as examples

BONUS (4 marks - 2 marks per question)- all or nothing for each question