Our basic thesis will be that the developmental stage of life called childhood is not only a physiological reality, but a stage of life that has been variously constructed and reconstructed over time.
The three-fold structure of this course differentiates between representations of childhood in literature and the visual arts, the documented living conditions of children, and literature written specifically for children. Although primarily concerned with the European realm, we will also explore similar topics in other parts of the world.
As we encounter changing conceptions of childhood: childhood as a social or cultural construct, a physiological state, an idealization, and the difference between boyhood and girlhood, we will be able to reflection on questions such as: "What is childhood? What is “children’s literature” and what does it tell us about conceptions of childhood? What role do fairy tales play? Similar questions can be asked about art works and/or illustrations for children. These and other questions will also help us identify and question contemporary views on childhood.
We will begin by studying representations of childhood in the visual arts and literature before the nineteenth century, which will enable us to perceive changes that influenced later conceptions of childhood. Our foundation text will be Rousseau’s influential tract on childern’s education, Émile ou l’éducation (can be read in any language). Topics explored include the representation of the child in art, the idealization of childhood by the Romantics, children in the Industrial age and the turn of the century. We will also explore some influential works of children’s literature, written by H. Hoffmann, W. Busch, Ch. Perrault, Madame de Beaumont, G. Macdonald, and Lewis Carroll.
The three-fold structure of this course differentiates between representations of childhood in literature and the visual arts, the documented living conditions of children, and literature written specifically for children. Although primarily concerned with the European realm, we will also explore similar topics in other parts of the world.
As we encounter changing conceptions of childhood: childhood as a social or cultural construct, a physiological state, an idealization, and the difference between boyhood and girlhood, we will be able to reflection on questions such as: "What is childhood? What is “children’s literature” and what does it tell us about conceptions of childhood? What role do fairy tales play? Similar questions can be asked about art works and/or illustrations for children. These and other questions will also help us identify and question contemporary views on childhood.
We will begin by studying representations of childhood in the visual arts and literature before the nineteenth century, which will enable us to perceive changes that influenced later conceptions of childhood. Our foundation text will be Rousseau’s influential tract on childern’s education, Émile ou l’éducation (can be read in any language). Topics explored include the representation of the child in art, the idealization of childhood by the Romantics, children in the Industrial age and the turn of the century. We will also explore some influential works of children’s literature, written by H. Hoffmann, W. Busch, Ch. Perrault, Madame de Beaumont, G. Macdonald, and Lewis Carroll.
- Kursleiter/in: Stephanie Glaser
Semester: SoSe 2024