Aesthetics in Practice: About the Relationship Between Aesthetics and Pedagogy When Reading Lisen Adbåge’s Samtidigt som The purpose of this article is to investigate the relationship between aesthetics and pedagogy by focusing on a picturebook’s aesthetic design and students’ understanding of time as abstraction. The survey uses Lisen Adbåge’s picturebook Samtidigt som (At the Same Time As, 2017), which was read and discussed in three Swedish preschool classes. In the study, the book’s artistic forms of expression are linked to students’ statements about what ”at the same time as” means. The research questions are: a) How does time appear as a phenomenon through the book’s artistic forms of expression? b) What do the children focus on in doublespreads that arouse their interest when they reason about what ”at the same time” means? and c) Is it possible to discern what specifically triggers thoughts about time through the aesthetic design of the book? To answer the research questions, theory for picturebook analysis (Laukka) and play research (Pramling et al.) is used, as well as conversation analysis (Sidnell and Stivers). Through the children’s comments when reading the book aloud to them, it turns out that seven of the 13 doublespreads in the book attract the children’s interest more than the others, and these are the doublespreads that contain an interplay between what happens (”as is”) and may happen (”as if”). Play research’s use of ”as is” and ”as if” is therefore proposed as a starting point for understanding children’s interpretation of a picturebook, that is, as thought play. Also, this implies that aesthetic means are important for developing an understanding of abstractions such as time.
实践中的美学:在阅读《聆听》时，美学与教育学的关系本文的目的是通过一本绘本的美学设计和学生对时间的抽象理解来探讨美学与教育学的关系。该调查使用了listen adb的绘本Samtidigt som (At Same Time As, 2017)，在三个瑞典学前班中阅读和讨论。在这项研究中，这本书的艺术表达形式与学生对“同时”的含义的陈述有关。研究的问题是:a)时间是如何通过书的艺术表现形式作为一种现象出现的?b)当孩子们在推理“同时”是什么意思时，他们关注的是什么?c)是否有可能通过这本书的美学设计辨别出具体是什么触发了人们对时间的思考?为了回答研究问题，使用了绘本分析(Laukka)和游戏研究(Pramling等人)的理论，以及对话分析(Sidnell和Stivers)。通过孩子们在大声朗读时的评论，我们发现书中的13个双重谎言中有7个比其他更能吸引孩子们的兴趣，这些双重谎言包含了发生的事情(“事实”)和可能发生的事情(“好像”)之间的相互作用。因此，游戏研究使用“as is”和“as if”作为理解儿童对绘本的解释的起点，即思想游戏。此外，这意味着美学手段对于发展对抽象概念(如时间)的理解很重要。
{"title":"Estetiken i praktiken","authors":"Anna Lyngfelt, Camilla Björklund","doi":"10.14811/clr.v46.801","DOIUrl":"https://doi.org/10.14811/clr.v46.801","url":null,"abstract":"Aesthetics in Practice: About the Relationship Between Aesthetics and Pedagogy When Reading Lisen Adbåge’s Samtidigt som \u0000The purpose of this article is to investigate the relationship between aesthetics and pedagogy by focusing on a picturebook’s aesthetic design and students’ understanding of time as abstraction. The survey uses Lisen Adbåge’s picturebook Samtidigt som (At the Same Time As, 2017), which was read and discussed in three Swedish preschool classes. In the study, the book’s artistic forms of expression are linked to students’ statements about what ”at the same time as” means. The research questions are: a) How does time appear as a phenomenon through the book’s artistic forms of expression? b) What do the children focus on in doublespreads that arouse their interest when they reason about what ”at the same time” means? and c) Is it possible to discern what specifically triggers thoughts about time through the aesthetic design of the book? To answer the research questions, theory for picturebook analysis (Laukka) and play research (Pramling et al.) is used, as well as conversation analysis (Sidnell and Stivers). Through the children’s comments when reading the book aloud to them, it turns out that seven of the 13 doublespreads in the book attract the children’s interest more than the others, and these are the doublespreads that contain an interplay between what happens (”as is”) and may happen (”as if”). Play research’s use of ”as is” and ”as if” is therefore proposed as a starting point for understanding children’s interpretation of a picturebook, that is, as thought play. Also, this implies that aesthetic means are important for developing an understanding of abstractions such as time.","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91201494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Margaretha Ullström, Folkhemsideologi i svensk ungdomslitteratur: En 1900-talsstudie","authors":"Lydia Wistisen","doi":"10.14811/clr.v46.789","DOIUrl":"https://doi.org/10.14811/clr.v46.789","url":null,"abstract":"Review/Recension","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89656885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Martin Hellström, Mariagripelikt: Maria Gripes barnböcker och tidiga ungdomsromaner tolkade genom barns litteratursamtal","authors":"Carina Lidström","doi":"10.14811/clr.v46.779","DOIUrl":"https://doi.org/10.14811/clr.v46.779","url":null,"abstract":"Review/Recension","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76277459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Support, Barriers, and Expectations of the Reader: On Textual and Visual Choices in a Picturebook Based on the Animated Feature Film Cars Whenever an animated feature film aimed at children is released from a bigger production company, tie-ins will follow, including picturebooks. These books can be found in everyday grocery stores and have the potential to reach many children. Although discussed, few systematic descriptions of the literature in question exist. In this article, I examine textual and visual choices in the picturebook Bilar (Cars, 2015) based on the Disney & Pixar film with the same name (Lesseter). I investigate what barriers and what support it offers the reader to grip the story, but also whom the book addresses as a reader. The analysis focuses on resources important for comprehension, namely temporality and cohesion. Close-up analysis of text and pictures reveals and tries to explain temporal and logical gaps. The analysis shows that Bilar is quite complex, with features that contribute to distancing the story from the reader. The temporal unfolding advances quickly, but quite evenly, with few pauses. Leaps are drastic and linguistically unmarked, and intentions and events are presented indirectly. The text has few explicit causal ties and deviates from what is expected. Overall, the pictures repeat information in the text, but they also contradict the text in a way that suggests it was unintentional. Although the text manages to mediate the plot and intention – to the adult reader – it is hard to grasp in total without the movie in mind. The addressed reader, then, is plural: an adult and a child who have watched the movie and can fill the gaps, and who do not care too much about logical details. However, the study and the conclusion is based on a traditional view of the book and of reading. An investigation of the book in use might change or widen the understanding of this type of product.
{"title":"Stöd, hinder och förväntningar på läsaren","authors":"Anna Sahlée","doi":"10.14811/clr.v46.773","DOIUrl":"https://doi.org/10.14811/clr.v46.773","url":null,"abstract":"Support, Barriers, and Expectations of the Reader: On Textual and Visual Choices in a Picturebook Based on the Animated Feature Film Cars \u0000Whenever an animated feature film aimed at children is released from a bigger production company, tie-ins will follow, including picturebooks. These books can be found in everyday grocery stores and have the potential to reach many children. Although discussed, few systematic descriptions of the literature in question exist. In this article, I examine textual and visual choices in the picturebook Bilar (Cars, 2015) based on the Disney & Pixar film with the same name (Lesseter). I investigate what barriers and what support it offers the reader to grip the story, but also whom the book addresses as a reader. The analysis focuses on resources important for comprehension, namely temporality and cohesion. Close-up analysis of text and pictures reveals and tries to explain temporal and logical gaps. The analysis shows that Bilar is quite complex, with features that contribute to distancing the story from the reader. The temporal unfolding advances quickly, but quite evenly, with few pauses. Leaps are drastic and linguistically unmarked, and intentions and events are presented indirectly. The text has few explicit causal ties and deviates from what is expected. Overall, the pictures repeat information in the text, but they also contradict the text in a way that suggests it was unintentional. Although the text manages to mediate the plot and intention – to the adult reader – it is hard to grasp in total without the movie in mind. The addressed reader, then, is plural: an adult and a child who have watched the movie and can fill the gaps, and who do not care too much about logical details. However, the study and the conclusion is based on a traditional view of the book and of reading. An investigation of the book in use might change or widen the understanding of this type of product.","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82984947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
”Sweden’s First Children’s Book with They”: Norm-Criticism and Didactics in Kivi & Monsterhund Around 2007, several self-proclaimed norm-critical publishing companies were established in Sweden. This caused a long debate in the daily press, where some critics compared the ”norm-critical” books to propaganda. The debate indicates a conflict between an aesthetic and a didactic approach to children’s literature. Another lively debate with similar critique took off when Kivi & Monsterhund (Kivi and Monsterdog, 2012) by Jesper Lundqvist and Bettina Johansson was published – a picturebook where the protagonist is referred to by a gender-neutral prounoun. The purpose of this article is to problematise the prevailing view on self-proclaimed norm-critical children’s literature and its didactic relationship to the reader. The reception, the paratexts, and the book itself are analysed using Torben Weinreich’s and Clémentine Beauvais’ different definitions of didactics, Gérard Genette’s view on pararatexts, Maria Nikolajeva’s theories on picturebooks, and Judith Butler’s view on gender as performative. The book, and its didactic relationship to the reader, is found to be much more complex and conflicting than suggested by the reception and the paratexts.
“瑞典的第一本儿童读物”:Kivi和Monsterhund的规范批评和教学。2007年左右，瑞典成立了几家自称为规范批评的出版公司。这在日报上引起了长时间的争论，一些评论家将这些“批判规范”的书籍比作宣传。这场争论表明了儿童文学的审美和说教方法之间的冲突。杰斯珀·伦德奎斯特(Jesper Lundqvist)和贝蒂娜·约翰逊(Bettina Johansson)的绘本《Kivi & Monsterhund》(Kivi and Monsterdog, 2012)出版后，另一场带有类似批评的激烈辩论也爆发了——书中主人公被称为中性代词。这篇文章的目的是质疑对自诩为规范批判的儿童文学及其与读者的教学关系的普遍看法。本文运用托尔本·魏因赖希和克莱姆塔因·博韦对教学的不同定义、格姆塔德·热内特对副文本的看法、玛丽亚·尼古拉耶娃对绘本的理论和朱迪思·巴特勒对性别作为表演的观点，对接受、副文本和书本身进行了分析。这本书，以及它与读者的说教关系，被发现比接受和副文本所暗示的要复杂和矛盾得多。
{"title":"”Sveriges första barnbok med hen”","authors":"Louise Almqvist","doi":"10.14811/clr.v46.765","DOIUrl":"https://doi.org/10.14811/clr.v46.765","url":null,"abstract":"”Sweden’s First Children’s Book with They”: Norm-Criticism and Didactics in Kivi & Monsterhund \u0000Around 2007, several self-proclaimed norm-critical publishing companies were established in Sweden. This caused a long debate in the daily press, where some critics compared the ”norm-critical” books to propaganda. The debate indicates a conflict between an aesthetic and a didactic approach to children’s literature. Another lively debate with similar critique took off when Kivi & Monsterhund (Kivi and Monsterdog, 2012) by Jesper Lundqvist and Bettina Johansson was published – a picturebook where the protagonist is referred to by a gender-neutral prounoun. The purpose of this article is to problematise the prevailing view on self-proclaimed norm-critical children’s literature and its didactic relationship to the reader. The reception, the paratexts, and the book itself are analysed using Torben Weinreich’s and Clémentine Beauvais’ different definitions of didactics, Gérard Genette’s view on pararatexts, Maria Nikolajeva’s theories on picturebooks, and Judith Butler’s view on gender as performative. The book, and its didactic relationship to the reader, is found to be much more complex and conflicting than suggested by the reception and the paratexts. \u0000 ","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87983897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Swearing and Learning: The Importance of Swear Words in Ulf Stark’s Rymlingarna and Oskar Kroon’s Överallt och ingenstans This study investigates the uses and functions of swear words in children’s literature, analyzing Ulf Stark’s Rymlingarna (The Runaways, 2018) and Oskar Kroon’s Överallt och ingenstans (Everywhere and Nowhere, 2020). In both novels there are characters swearing recurringly, even though swear words are usually not frequently used in literature for young children. A starting point for the article is that the swear words seem to be important in the stories, that the function is not only to underline emotions, or create realism, but also to contribute to the themes of the books. First, the functions of swearing in language and literature are presented, and similarities with functions of humor are pointed out. The study shows that the use of swear words affects both what is being told, and how; they contribute simultaneously to the aesthetics and pedagogy of the novels. Through swear words, characters and close relationships are portrayed. Norms are challenged, and swearing is sometimes part of gaining agency and creating a room of one’s own for the characters. This also means that swearing affects subjectivity and how different characters come to understand themselves and others in the world. Finally, the swear words can be seen as connected to the theme, which in both novels discusses how we can continue to live, through grief and loss of loved ones.
本研究通过对乌尔夫·斯塔克的《林林加纳》(The Runaways, 2018)和奥斯卡·克鲁恩的《无处不在》(Överallt och ingenstans, 2020)的分析，调查了脏话在儿童文学中的使用和功能。在这两部小说中，都有反复出现的骂人角色，尽管在儿童文学作品中，骂人词通常并不常见。这篇文章的出发点是，脏话在故事中似乎很重要，其功能不仅是强调情感，或创造现实主义，而且有助于书的主题。首先，介绍了脏话在语言文学中的功能，并指出了其与幽默功能的相似之处。研究表明，脏话的使用既影响了被告知的内容，也影响了被告知的方式;他们同时对小说的美学和教育学做出了贡献。通过粗口，刻画人物和亲密关系。规范受到挑战，咒骂有时是获得代理权和为角色创造一个自己的房间的一部分。这也意味着，咒骂会影响主观性，以及不同角色如何理解自己和世界上的其他人。最后，脏话可以被视为与主题有关，这两部小说都讨论了我们如何在悲伤和失去亲人的情况下继续生活。
{"title":"Svordomar och lärdomar","authors":"Sofia Pulls","doi":"10.14811/clr.v46.769","DOIUrl":"https://doi.org/10.14811/clr.v46.769","url":null,"abstract":"Swearing and Learning: The Importance of Swear Words in Ulf Stark’s Rymlingarna and Oskar Kroon’s Överallt och ingenstans \u0000This study investigates the uses and functions of swear words in children’s literature, analyzing Ulf Stark’s Rymlingarna (The Runaways, 2018) and Oskar Kroon’s Överallt och ingenstans (Everywhere and Nowhere, 2020). In both novels there are characters swearing recurringly, even though swear words are usually not frequently used in literature for young children. A starting point for the article is that the swear words seem to be important in the stories, that the function is not only to underline emotions, or create realism, but also to contribute to the themes of the books. First, the functions of swearing in language and literature are presented, and similarities with functions of humor are pointed out. The study shows that the use of swear words affects both what is being told, and how; they contribute simultaneously to the aesthetics and pedagogy of the novels. Through swear words, characters and close relationships are portrayed. Norms are challenged, and swearing is sometimes part of gaining agency and creating a room of one’s own for the characters. This also means that swearing affects subjectivity and how different characters come to understand themselves and others in the world. Finally, the swear words can be seen as connected to the theme, which in both novels discusses how we can continue to live, through grief and loss of loved ones.","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72555945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Michelle Ann Abate, No Kids Allowed: Children’s Literature for Adults","authors":"Maria Jönsson","doi":"10.14811/clr.v46.771","DOIUrl":"https://doi.org/10.14811/clr.v46.771","url":null,"abstract":"Review/Recension","PeriodicalId":52259,"journal":{"name":"Barnboken","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81119278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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