UNI T 4: Chil dren s Literature and Metaphors to enact intergenerational Dialogue National Foundation Carlo Collodi

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1 UNIT 4: Children s Literature and Metaphors to enact intergenerational Dialogue Advanced Training Course Adults Learning for Intergenerational Creative Experiences This training course is delivered in the context of LLP Project GRUNDTVIG-ALICE Grant Agreement number : / Project Number: LLP IT-GRUNDTVIG-GMP National Foundation Carlo Collodi University Ca Foscari of Venice - Technical University of Crete - Romanian Society for Lifelong Learning SEED The Mosaic Art and Sound - Fondazione Nazionale Carlo Collodi

2 Unit Presentation Title Responsible Team Institution Children s Literature and Metaphors to enact Intergenerational Dialogue National Foundation Carlo Collodi Prof. Sofia Gravriilidis Spiridis Sofia Gavriilidis is assistant professor of Comparative Children s Literature in the School of Early Childhood Education, Faculty of Education of Aristotle University of Thessaloniki. She has published several articles in national and international journals, collective volumes and proceedings of congresses about comparative Children s Literature themes and translations/adaptations of books for children. Her last researches deal the issue of multicultural children s literature. She is the author of the books Pinocchio in Greece, (Armando Editore-Fondazione Nazionale Carlo Collodi, 2004) and The difficult job of the classic character (Thessaloniki, University Studio Press, 2008 in Greek). Prof. Melpomeni Kanatsouli Meni Kanatsouli was a professor at the University of Athens and now at the Aristotle University of Thessaloniki where she teaches children's literature. She has published a number of studies and articles in periodicals (Children s Literature Association-Quarterly, Bookbird, Children's Literature, La joie par les livres), collective volumes as well as papers in the proceedings of various congresses. She is the author of many books (published in Greek) such as The Long Walk of Laughter. Humor in Children s Literature (1993), Introduction to the Theory and Criticism of Children s Literature (1997, 2002), Women in Children s Literature: Aspects and Opinions (1997), Ideological Dimensions of Children s Literature (2000), The Ambivalence of Children s Literature: Between Greekness and Multiculturalism (2002), The hero and the heroine with a thousand faces. New aspects about gender in Children's Literature (2008). She has been also co-author of the Folktales from Greece. A Treasure of Deligths (2002, Libraries Unlimited, in English). 2

3 Dr. Isabella Belcari (Education Coordinator) Degree in Foreign Languages and Literatures (English, Russian, Polish), University of Pisa. At the FNCC since 1993 as cultural attaché. In charge of Cultural Activities department, which includes: management of library, exhibitions, conferences, contests, literary or cultural events; PR at fairs; scientific and organizing secretariat for cultural events; relationships with schools; text editing and supervising for publication both on paper and digital form; press office. 2009: research, secretariat and support to scientific work and editing for the National Edition of the Works by Carlo Lorenzini Collodi; project proposal and management of partner action by FNCC in the Anna Lindh Foundation campaign 1001 Actions for Dialogue cooperation to project proposal and development, Secretariat of the Scientific Committee and of documents editing in the European Comenius Multilateral project P.IN.O.K.I.O. 3

4 Abstract Key words Learning Goals This LU aims at enabling pupils to use classic Children s Literature (ChL) in narration activities to convey concepts and experiences that the context requires by using stories, plots and characters which are likely to be already a shared knowledge on intergenerational level. The LU is composed of 3 modules: Module 1 provides an overview on some widely shared classics among world classic children s literature, and their possible connection both with diachronic and synchronic features (as for the former: ethics, traditional models of behaviour etc; as for the latter: EU Key Competences for LLL-LifeLong Learning society); Module 2 introduces examples on how children s narratives can be reworked according to the changing context and purpose: case studies wil be submitted of ChL inspired ads, and of Disney animation movies adaptation of ChL; Module 3 resumes the previous two modules, with inputs for the Pupils to re work and propose in new forms some given classics in view of various hypothetical contexts and purposes of intergenerational learning. ChL (be it onveyed orally or by different media) forms a traditional corpus that is socially shared both in synchronic and diachronic mode. Reasons why are many, e.g: easiness in communicating via shared archetypes, possibility to create new stories around a central myth. ChL provides at the same time basic principles that are connected to a view on life, and basic structures that enable different narrators and listeners in different contexts to recreate and adapt narrations according to their experience and needs. In this way they can be considered metaphors, i.e. something which stands for something else. The surface may change, at the bottom there lays a set of values and inputs on life, society, the world. The effective changing of the surface lays at the core of this Unit learning goals. Each module is structured in an explanatory part, a series of examples related to the modules subjects and a practical activity. The practical activity of each module will be the object of the evaluation, the final grade of the learning unite will be assign as follows: 30% Activity Module 1, 30% Activity Module 2, 30% Activity Module 3 and 10% Participation. Children s literature, crossover literature, narratives, childhood, intergenerational dialogue, key competences. Analyze ChL and their relationships to individual/social values and to LLL KC Focus on basic issues and structures of narratives and transfer them to enhance narration experience in new contexts Concretize a specific meaning of a story in relation to your own Design activities to encourage the intergenerational interaction and the understanding between the generations by shared narratives based on ChL Make reading, narrating or creating children s literature an 4

5 enjoyable experience both to adults and children Share narration experiences for intergenerational dialogue purposes Professional Skills and Competences Learning Plan (Modules) Select narratives and connect them with specific contexts and with Key Competences Deconstruct narratives to their basic functions and concepts to introduce traditional stories in new shake Use classic children s literature to promote intergenerational understanding and to foster key competences acquisition Module 1: Children s Literature in connection with social/individual values, experiences and Key Competences Module 2: Adapting ChL to contexts to enhance communication and understanding: analysis of the cases of ChL-inspired ads and of Disney s ChL animation movie adaptation Module 3: Deconstructing and reconstructing narratives for intergenerational dialogue and learning Course Schedule from December 3 to December 23, 2012 This publication is produced with the financial support from the European Community in the frames of LLP, sectoral program Grundtvig, Grant Agreemen Grant Agreement number / The publication reflects the views only of its authors, and the European Commission cannot be held responsible for any use which may be made of the information contained herein. The authors of the Module are not responsible for the content of the websites listed as resources in this handbook. The content of these pages may change over time and is the sole responsibility of their authors. 5