Literature, cinema and childhood: Theoretical approaches and teaching practices
| Title | Λογοτεχνία, κινηματογράφος και παιδική ηλικία. Θεωρητικές προσεγγίσεις και διδακτικές πρακτικές / Literature, cinema and childhood: Theoretical approaches and teaching practices |
| Code | ΚΛΕ203 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Dimitrios Goulis |
| Common | No |
| Status | Active |
| Course ID | 600025620 |
Programme of Study: Epistīmes tīs Agōgīs: Keimeniká/Logotechniká eídī: Ópseis tīs epikoinōnías sto chartí kai stīn othónī
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 2 | 1 | 10 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Class ID | 600267415
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600267415
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
The aim of this course is to cultivate critical literacy in both literature and film by exploring the relationship that emerges through the adaptation of literary texts for children into cinematic formats for both television and the big screen. This relationship serves as a potent means of transmitting, preserving, and reshaping the cultural capital embodied in literary texts. Consequently, cinematic and television adaptations of children’s literature play a pivotal role in the cultural reproduction and transformation of childhood, providing a rich field for examining the transmission and adaptation of cultural values and ideologies.
Thus, adaptations of literary texts for children and young people have played—and continue to play—a crucial role in shaping representations of childhood from the twentieth century through the early twenty-first century. The specific learning objectives of the course include the following:
Familiarization with the broader fields of children’s literature and children’s cinema.
Understanding the distinctive characteristics that define literature and film for children.
Introduction to contemporary theories concerning the relationship between children’s literature and cinema, including adaptation theories.
Development of skills related to the selection of appropriate films for children, as well as the creation and implementation of pedagogical programs that incorporate instructional approaches to children’s literature and film.
Learning Outcomes
Upon successful completion of the course, students will be able to:
Deepen their examination and analysis of children's literature theory, the fundamental elements of cinematic language, and the relationships that develop between literature and cinema.
Understand the components of literary texts and films created for children.
Integrate literary texts and films into teaching practice.
Cultivate critical thinking skills and enhance their ability to construct arguments.
Comprehend methods for utilizing children's literature and cinema to foster literary and audiovisual critical literacy.
General Competences
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Design and manage projects
- Appreciate diversity and multiculturality
- Advance free, creative and causative thinking
Course Content (Syllabus)
Introduction to the course content. Childhood (historical and sociological approach)
2. Brief historical and sociological review of children's literature. Concept, content and peculiarities of children's literature.
3. The meeting of childhood with the cinema. The first adaptations of children's literature in cinema.
Theories and perceptions of the adaptations of literature into cinema and vice versa. The relationship between the source text and its cinematic version.
4. Childhood in cinema: a timeless relationship, constantly redefined. Film genre or point of view?
5. The origin of childhood stories and the beloved childhood of cinema. The audience: ways in which adult and minor viewers encounter childhood in cinema and other media. Censorship, stereotypes, the modern multimedia environment.
6. The history of the presence of childhood in cinema in America and Europe. New representations of childhood on screen: Iran, China, Korea, Japan, Middle East, Brazil, independent cinema.
7. Thematic patterns (mourning & loss, conflicts and disputes, dependence, flight and freedom, friendship and love, fear, the child's relationship with animals), and narrative patterns (coming of age films, the duo child-adult, stories with friends, pastiche) of childhood cinema.
8. Angels, monsters and childhood: liminality and the Quotidian Surreal: violence, brutality and childhood in children's literature and cinema.
9. The element of wonder and nostalgia in childhood literature and films.
10. Genre mixing, intertextuality and metafiction in children's literature and cinema.
11. Adaptations of children's literature on the television screen. TV series and TV channels for/with children (USA, Europe, Asia, Latin America). The golden decade of the 80s in Greece. The new, digital platforms. Conventions in cartoon series.
Keywords
adaptations, children's literature, children's films, film production, development of educational materials
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
The educational activities of the course are designed to be supported by a variety of print and digital resources, incorporating the use of technologies (such as PowerPoint presentations and videos), as well as both synchronous and asynchronous forms of communication.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 80 | 2.7 | ✓ | ||
| Laboratory Work | 60 | 2 | |||
| Reading Assigment | 80 | 2.7 | ✓ | ✓ | |
| Written assigments | 80 | 2.7 | ✓ | ||
| Total | 300 | 10 |
Student Assessment
Description
Student assessment is generally continuous and includes both formative and summative components.
For formative assessment, the following are expected:
Participation in class discussions and activities.
Student presentations during each workshop session.
Summative assessment is conducted through a written paper of 6,000 to 8,000 words. The evaluation criteria for the paper align with the formal and substantive standards required of any publishable research work. These criteria address the consistency of research objectives, data collection methodology, and results analysis; the comprehensiveness of the study's theoretical foundation and effective use of relevant literature; the discussion of findings and formulation of conclusions; as well as the study’s structural and stylistic presentation elements.
Student Assessment methods
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Γουλής, Δ., (2016) Εικόνες της παιδικής ηλικίας στη μεγάλη οθόνη. Σκέψεις και ιδέες για την αξιοποίηση του κινηματογράφου στην εκπαίδευση. Θεσσαλονίκη: University Studio Press.
Additional bibliography for study
•Ανδρεάδου, Χ., Γουλής, Δ., Γρόσδος, Στ. (2006). «Κινηματογράφος στο σχολείο: μια αισθητική εμπειρία» Στο: Πρακτικά, 1ο Πανελλήνιο Συνέδριο Σχολικών Πολιτιστικών Προγραμμάτων, Πολιτισμός και Αισθητική στην Εκπαίδευση. Πειραιάς: Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών-Ελληνική Εταιρεία Προστασίας Περιβάλλοντος και Πολιτιστικής Κληρονομιάς, Πανεπιστήμιο Πειραιά, 25-26 Νοεμβρίου 2006.
•Buchbinder, D. (2011). ‘From “Wizard” to “Wicked”: Adaptation Theory and Young Adult Fiction’. Contemporary Children’s Literature and Film: Engaging with Theory. Eds. Kerry Mallan and Clare Bradford. Basingstoke, Hampshire: Palgrave Macmillan.
• Buckingham, D. (2006). Media Education: Literacy, Learning and Contemporary Culture. Cambridge: Polity Press.
• Γουλής, Δ., Γρόσδος, Στ., Καρακίτσιος Α., (2012). «Ο μικρός Νικόλας ζωντάνεψε; Κειμενοεικονικές προσεγγίσεις (λογοτεχνία vs κινηματογράφος)» στο Κωτόπουλος Τρ., Σουλιώτη Δ. (επ.), Θέματα Παιδικής Λογοτεχνίας, εκδ. Πανεπιστημίου Μακεδονίας, Θεσσαλονίκη, 17-35.
• Goulis, D. (2016). “Science Fiction and childhood: Reaching for the Other through the poetics of Otherness”. In International Conference: Detecting film education at the transnational level/Greece-Poland-Hungary, February 27-28, 2016, Euforia-Creative Europe MEDIA, Thessaloniki International Film Festival, Akademia Nauk/Poland, Laterna Magica/Hungary, 81-95.
•Γουλής, Δ., (2021). «Η δαιμονική οθόνη και η παιδική ηλικία. Κινηματογραφικές απεικονίσεις του κακού παιδιού», στο Μ. Κανατσούλη, Ρ. Αγγελάκη, Δ. Σουλιώτη (επ.) Αφηγήσεις και «αφηγήσεις» για την Παιδική Ηλικία, Τόμος Πρακτικών Συνεδρίου, 18-19 Οκτωβρίου 2019, Θεσσαλονίκη: University Studio Press, 63-72.
•Γουλής, Δ. (2023). «Από το βιβλίο στη μικρή οθόνη. Οι τηλεοπτικές μεταφορές των έργων της ‘Αλκης Ζέη» στο Τ. Τσιλιμένη, Β. Βασιλούδη (επ.), Άλκη Ζέη. Ιστορία, Μνήμη και Αυτοβιογραφία. Αθήνα: Ελληνοεκδοτική, 109-126.
•Γουλής, Δ. (2024). «Η Ζωρζ Σαρή στη μικρή οθόνη. Ο Θησαυρός της Βαγίας και η τηλεοπτική διασκευή του στην ελληνική τηλεόραση», στο Α. Κατσίκη-Γκίβαλου, Μ. Τσίτας (επ.), Ζωρζ Σαρή. 1923-2023. 100 χρόνια από τη γέννησή της. Αθήνα: Κάπα Εκδοτική, 53-58.
•Hermansson C. (2019). Filming the Children's Book: Adapting Metafiction. Edinburgh: Edinburgh University Press.
•Hutcheon, L.A. (2006). Theory of Adaptation, London: Routledge.
•Κακλαμανίδου Δ. (2006). Όταν το μυθιστόρημα συνάντησε τον κινηματογράφο. Αθήνα: Αιγόκερως.
•Kανατσούλη, Μ. 2000. Ιδεολογικές διαστάσεις της παιδικής λογοτεχνίας. Αθήνα: Tυπωθήτω - Δαρδανός.
•Kανατσούλη, Μ. (2002). Εισαγωγή στη θεωρία και κριτική της παιδικής λογοτεχνίας. Θεσσαλονίκη: University Studio Press.
•Καρακίτσιος, Α. (2010). Σύγχρονη παιδική μικροαφήγηση. Θεσσαλονίκη: Ζυγός
•Kαρπόζηλου, M. (1994). Tο παιδί στη χώρα των βιβλίων. Αθήνα: Kαστανιώτης
•McCallum R. (2018). Screen Adaptations and the Politics of Childhood. Transforming Children’s Literature into Film. London: Palgrave Macmillan.
•Νόρτον, Ντ. (2007). Μέσα από τα μάτια ενός παιδιού. Εισαγωγή στην παιδική λογοτεχνία. Θεσσαλονίκη: Επίκεντρο.
•Nodelman, P. (1995). The pleasures of children’s literature. New York & London: Longman.
•Sanders, J. Adaptation and Appropriation. New York & London: Routledge.
•Thacker, Deborah Cogan & Jean Webb (2002). Introducing Children’s Literature: From Ro-manticism to Postmodernism. London: Routledge.
•Χατζηιωαννίδου Ε. (2016), Κινηματογραφική μεταφορά του Μυστικού Κήπου: συγκριτική μελέτη του βιβλίου και της διασκευής του 1987, Ηλεκτρονικό Περιοδικό Κείμενα, 24.
Last Update
05-11-2024
