Description
Introduces Hispanic children’s literature using fairy tales, poetry, essays, and drama. Presents the elements of children’s narrative: characterization, setting, narrative structure and pictures, and drawings. Students practice working these basic elements in individual and collaborative group writing and reading exercises. Includes brief, written analytic responses. Taught in Spanish.
This course meets MLO3: Literary Culture and Knowledge
The Hispanic Children’s Literature course met MLO3 Literary Culture and Knowledge requirement. Students were exposed to a lot of Chicano writers which was a part of why this course completed this MLO. The course consists of weekly discussions about the book that we were reading at the time as well as a weekly discussion post that varies on certain topics of the book or more specific things like quotes and plots of the story. This course began with children's books for young children and as the weeks passed on, we looked at books that were trying to reach older kids. By the end of the course, we were reading more serious books because they were meant to reach audiences the ages of thirteen to sixteen. The most valuable part of the course was the appreciation that was acquired in terms of topics that pertained to the Hispanic culture specifically. These topics included immigration, cultural family issues, etc., and really rapeseed topics that a lot of Hispanic children could relate to. It was a huge breakthrough being able to read these stories as they become more common in modern day as opposed to older literary works that did not have as much intel on the Chicano community. At the end of the course we were told to choose any book that we have not read in class and analyze its plot, themes, and characters. Finally, we had to say why they all tie together to form a valuable story that can represent the Hispanic community in an engaging way for that audience that it was trying to reach. Down below I have included my collection of my favorite responses to the books we read in class as well as the authors and titles of those books.
This course meets MLO3: Literary Culture and Knowledge
The Hispanic Children’s Literature course met MLO3 Literary Culture and Knowledge requirement. Students were exposed to a lot of Chicano writers which was a part of why this course completed this MLO. The course consists of weekly discussions about the book that we were reading at the time as well as a weekly discussion post that varies on certain topics of the book or more specific things like quotes and plots of the story. This course began with children's books for young children and as the weeks passed on, we looked at books that were trying to reach older kids. By the end of the course, we were reading more serious books because they were meant to reach audiences the ages of thirteen to sixteen. The most valuable part of the course was the appreciation that was acquired in terms of topics that pertained to the Hispanic culture specifically. These topics included immigration, cultural family issues, etc., and really rapeseed topics that a lot of Hispanic children could relate to. It was a huge breakthrough being able to read these stories as they become more common in modern day as opposed to older literary works that did not have as much intel on the Chicano community. At the end of the course we were told to choose any book that we have not read in class and analyze its plot, themes, and characters. Finally, we had to say why they all tie together to form a valuable story that can represent the Hispanic community in an engaging way for that audience that it was trying to reach. Down below I have included my collection of my favorite responses to the books we read in class as well as the authors and titles of those books.