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Lecture

March 21,2013 - Picture Books.docx

5 Pages
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Department
English
Course Code
EN 3174
Professor
Alison Halsall

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March 21,2013 Picture Books. EN 3174 – Children’s Literature Banning Books: Censorship and “the Child.”  Picture Books as Visual Artifacts  The Roots of Censorship  Censorship and the Child  Young Adult Fiction  Judy Blume and Censors  No approach of the picture book can overlook the visual design  Visual codes – design and image work as a form of communication, as important as the words themselves.  Babar – Bright green suit, the hat, the spats,  Like the other elephants, however emerges from the herd that distinguish and define who he is. Reading Picture Books  2 level of Meaning  The plain, the literal, the iconic sense. We are to distinguish the two between them. The imperative verb, see.  The symbolic, interpretive sense. – Seeing and interpreting the words/pictures to begin with. Graphic Codes in Picture Books  The layout if the object on the page  High vs. Low  Centre vs. Margin  Left vs. Right hand side  The Handling of the line and color  The position of the subject on the page.  Taken him out from being part of the herd, and now as him as an independent.  Pages 6-7 – examples of this. His potion of happiness is ended when his mother is shot by the hunters. Such thinking will continue onto the next page, as he escapes to the city.  Code of line – lines the illustrator uses to create the visual. Smooth, jagged, heavy or thin, one line or sharp angles, etc. Different uses of these lines convey meaning. Color, conveys moods and feelings.  First pages where Babar is dressed – bright, vivid, distinguish him as an individual (green, from the jungle, or green with envy, enviable) Green, money, March 21,2013 Picture Books. EN 3174 – Children’s Literature now he has the money. He has become similar to the people he once envied. Now walking on 2 legs, from primitive to civilized.  Bright colors = exhilaration, happiness, Dark colors = sadness.  Babar’s existence as an individual comes to the forefront when he moves to the city. Picture Books  Pictures illustrate text, and vice versa.  Objects and actions the words refer too, practical form of first literature for children.  These books are powerful shapers of meaning for children.  Must be careful, not seeing them as transparent artifacts.  Young, inexperienced children. Most adults believe these picture books are for educational cases.  Most picture books introduce children to ideology at a young age.  They teach children how to be, how to see, and how to think  They are a significant means by which we integrate children into the ideologies of our cultures.  Herbert Kohl – Eurocentric perspective. This portrays colonialism. Those that hold power are the white, those with money. They tell those what to do, how to act. At the end of this book, Babar is given power. He has become the king because he has been given materialist things, as received from the white, elderly with money.  The older lady “Gives him clothes, the car, the professor to educate him.”  Role of money in the story points to Babar’s financial lack in the beginning o the story.  Second Level of Meaning - Class and money. Rich old lady implores her money to colonize Babar into people culture.  Polarity – city vs. jungle. Babar enjoys the technical advancements. The Elevator and the photograph, automobile, classic driving outfit.  Travels back to the country in the car with his cousins, his mother’s (uncivilised) run behind at the coat-tails of Babar.  Transfer of money to the civilise.  Babar declared king. Issues of power, class, race, etc.  Picture books are ideological, the child likeness of what they teach are natural for children.  Picture books like Babar are enmeshed in the ideology of the culture that produced them  The childlikeness they teacher merely what our culture views as “natural” for
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