Iven Poster Sendak

Total Page:16

File Type:pdf, Size:1020Kb

Iven Poster Sendak Into the Light of the Night Kitchen The Negotiation of Jewish Identity in the Works of Maurice Sendak Maisie Iven, [email protected] Introduction Into the Light of the Night Kitchen Betrayed by Chicken Soup with Rice The Re-appropriation of Anti-Semitic In The Night Kitchen is often described as Sendak’s most Maurice Sendak (1928-2012) was an American writer Imagery In her article, “Betrayed by Chicken Soup: Judaism, controversial work, and it is listed as one of the most and illustrator, best known for his book Where the Wild Gender and Performance in Maurice Sendak's Really banned children’s books of all time. This is mainly due to Things Are. His works cover fairy and folk tales, Medieval Anti-Semitism Rosie,” Leslie Tannenbaum argues that chicken soup the nudity in the book, when Mickey—the book’s controversial titles about politics, opera scenery, Often the figures Sendak gives staring roles in his and rice—a reoccurring food in Sendak’s writing-- protagonist—looses his clothes in a dreamscape. adventure tales, and more. represents the blend of Jewish and non-Jewish illustrations have Semitic features pulled straight from influences on Sendak’s works. She argues this blend is medieval and Elizabethan artwork. Mickey, a clearly Jewish figure, is captured by happy a move away from Jewish identity, into a more These features include: looking cooks with Hitler’s face who sprinkle him with salt However, beyond his identity as a creator, Sendak’s American identity. • Large noses labelled with the Star of David and other spices labelled work express his own Jewish identity. His works, in • Sunken eyes in Hebrew and Yiddish, then attempt to shove him into an many ways, can be read as a specific example of a While Sendak often cited influences like Mickey Mouse, • Dark hair oven. It is a chilling image. modern Jewish literary identity and the way that it pulp movies, and other strongholds of American • Low, “brutish” brows While Mickey escapes, uses a history and breadth of resources. culture, as well as gentile influences like Shakespeare • Thick lips Sendak makes it clear and Mozart, he also cites Jewish storytelling, especially • Protruding chins across his body of work that the stories told to him by his father and grandfather. escape from violence is not Where Medieval and always possible. And this Jewish Literature Rather than reading this hybrid of influences as a move Elizabethan art used these discussion about the away from an ethnically Jewish identity, it instead could features to mark someone as “other” or “dangerous,” Holocaust is often lost by Sendak uses these features to make his protagonists Jewish-American literature is as diverse as it’s be a move towards a more authentically real Jewish readers’ shock at seeing a easily recognizable not only as Jews, but as the hero people. American viewpoint which may be less identifiable to a naked child. By banning non-Jewish reader. of the story. books, we remove Some of the most common forms follow the separate and The image above comes from We Are All In the Dumps with Jack and Guy, which often distinct waves of immigration of the Jewish people features characters Sendak admits to basing on himself and his brother. marginalized identities to the United States: “Sendak's Jewish community extends beyond the from our shelves. • Spanish-Portuguese (1654-1830) boundaries of Europe and Nazi occupation. It • German (1830-1880) has much to do with an American childhood in Maurice Sendak and the art of the Third Reich • East European (1880-1924) New York City”—Jill P. May, “Envisioning the • post-Holocaust (1940 to the present) Jewish Community in Children's Literature” Sendak uses the more immediate anti-Semitic imagery of Nazi Germany not to indicate the protagonist, but rather Conclusions Sendak’s position as the child of Eastern European Jews In Dear Mili, a book written by Wilhelm to introduce readers to the work’s antagonist. Grimm, but illustrated and adapted by gives him a distinct perspective. Growing up in a Jewish- Sendak, Sendak takes a Christian Maurice Sendak’s work is indicative of Jewish literature Polish neighborhood—insular and not unlike a shtetl— miracle tale and mby Seakes it about For example, the wild things becomes less of a friendly after the Holocaust. The Jewish identity presented in the Sendak’s work often draws on the resources we expect the loss and suffering that occurred in the Holocaust. Throughout, images of Jewish stereotype and more of the monstrous Jew of works of Sendak is one of compromise, of combining from Eastern European Jewish literature. family members lost by Sendak and Nazi propaganda when Max attempts to sail home Jewish and gentile sources, of taking the images of his family during the Holocaust can be against their wishes. oppression to create an easily recognizable visual seen making their way through the The arrival of his family members fleeing the Holocaust garden of Heaven. vocabulary. colors Sendak’s work. Tony Kushner describes Sendak Left: Where the Wild Things Are by Sendak as “shadowed always by the Holocaust.” He draws often What we see in Sendak’s work is the Jewish people on post-Holocaust literature and images to present Right: Nazi taking a variety of resources to create an identity nightmares, discomfort, and anger. propaganda c. 1942 from the American after the destruction of a culture. Like in The Sign on Rosie’s Holocause Museum: Some of Sendak’s work is overtly Jewish, drawing on Door, Sendak’s books often https://www.ushmm.or recreate the neighbourhood g/wlc/en/article.php?M Jewish stories, folk traditions, and holidays. Interestingly, he grew up in. oduleId=10007819 these are most often works he illustrated, but did not Sendak himself described write—Sendak is not generating wholly Jewish works this neighbourhood as a Bibliography recreation of a Jewish- from scratch, but drawing on a larger tradition. Polish village. In Brundibár, based on an opera performed in the Terezin concentration camp, Hitler is the villain, and he is often made larger than other characters, or even larger than life, becoming a nightmarish Übermensch. Jewish iconography is used to indicate safety. Hitler is made into a terrifying caricature in Brundibár, and is defeated with the Jewish community rallying around “Never again! Never Even in his more fantastic stories, like Outside Over There, Sendak often gives again!” Quote from Kushner, Tony. The art of Maurice Sendak : 1980 to the present , Semetic traits and facial characteristics to protagonists. Although many of Although the story page 192. these fantasy stories mimick Christian fairy tales (in the case of Outside Over promises that this same There) or Christian story telling (like the Robinsonade presented in Where the type of violence will return Art (left to right), Happy Hanukah Everybody by Hanover, Hyman, illustrations by Wild Things Are), Sendak places Jewish figures at the heart of a vibrant story. if the good people of the Maurice Sendak; Zlateh the Goat by Singer, Isaac, illustrations by Maurice world do not work towards Sendak; One Was Johnny by Maurice Sendak justice. .
Recommended publications
  • Reading and Writing Sendak
    LIT 6934: Seminar Instructor: John Cech(V) Tuesdays 6-8 CBD 0230 Reading and Writing Sendak The Artist, The Art of the Picture Book, The Golden Age of American Children’s Literature, and the Archetypes of Childhood “Let the wild rumpus start!” This seminar focuses on the art of Maurice Sendak, one of the key, shaping figures of American and, indeed, world children’s literature for more than half a century. Sendak’s influences on the art of the picture book as well as our thinking about childhood has been ubiquitous and profound. The seminar will explore Sendak works (in print and other media) with special attention to the rich historical sources of his works, his archetypal poetics, his revisioning of the form of the picture book, and his redefinition of the role of the artist creating works for young people in contemporary culture. Along with discussions of his core works, participants in the seminar will respond to Sendak’s works imaginatively, through a series of bi-weekly creative projects and a final, longer work. Readings Ruth Kraus, AHole is to Dig Sendak,The Sign on Rosie's Door Ruth Kraus, AVery Special House Sendak,The Junniper Tree Sendak,Kenny's Window Sendak,The N ut shell Library Sendak,Where the Wild Things Are Sendak,In the Night Kitchen Sendak,Outside Over There Sendak,Higglety Pigglety Pop! Randall Jarrell, The Animal Family Randall Jarrell, The Bat Poet Sendak,We're All in the Dumps with с and Guy Sendak,Caldecott & Co.: Notes on Be and Pictures Seminar Assignments A series of short creative papers and a presentation for the seminar A final term project Office Hours Tuesdays and Thursdays 2:00 - 3:30 and by appointment Office: 4364 Turlington Phone: (352) 294-2861 Email: [email protected] Schedule of Discussion Topics January 7 Introductions.
    [Show full text]
  • (ALSC) Caldecott Medal & Honor Books, 1938 to Present
    Association for Library Service to Children (ALSC) Caldecott Medal & Honor Books, 1938 to present 2014 Medal Winner: Locomotive, written and illustrated by Brian Floca (Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing) 2014 Honor Books: Journey, written and illustrated by Aaron Becker (Candlewick Press) Flora and the Flamingo, written and illustrated by Molly Idle (Chronicle Books) Mr. Wuffles! written and illustrated by David Wiesner (Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing) 2013 Medal Winner: This Is Not My Hat, written and illustrated by Jon Klassen (Candlewick Press) 2013 Honor Books: Creepy Carrots!, illustrated by Peter Brown, written by Aaron Reynolds (Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division) Extra Yarn, illustrated by Jon Klassen, written by Mac Barnett (Balzer + Bray, an imprint of HarperCollins Publishers) Green, illustrated and written by Laura Vaccaro Seeger (Neal Porter Books, an imprint of Roaring Brook Press) One Cool Friend, illustrated by David Small, written by Toni Buzzeo (Dial Books for Young Readers, a division of Penguin Young Readers Group) Sleep Like a Tiger, illustrated by Pamela Zagarenski, written by Mary Logue (Houghton Mifflin Books for Children, an imprint of Houghton Mifflin Harcourt Publishing Company) 2012 Medal Winner: A Ball for Daisy by Chris Raschka (Schwartz & Wade Books, an imprint of Random House Children's Books, a division of Random House, Inc.) 2013 Honor Books: Blackout by John Rocco (Disney · Hyperion Books, an imprint of Disney Book Group) Grandpa Green by Lane Smith (Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership) Me...Jane by Patrick McDonnell (Little, Brown and Company, a division of Hachette Book Group, Inc.) 2011 Medal Winner: A Sick Day for Amos McGee, illustrated by Erin E.
    [Show full text]
  • Curriculum Guide 5Th - 8Th Grades
    Final drawing for Where the Wild Things Are, © 1963 by Maurice Sendak, all rights reserved. Curriculum Guide 5th - 8th Grades In a Nutshell:the Worlds of Maurice Sendak is on display jan 4 - feb 24, 2012 l main library l 301 york street In a Nutshell: The Worlds of Maurice Sendak was organized by the Rosenbach Museum & Library, Philadelphia, and developed by Nextbook, Inc., a nonprofit organization dedicated to supporting Jewish literature, culture, and ideas, and the American Library Association Public Programs Office. The national tour of the exhibit has been made possible by grants from the Charles H. Revson Foundation, the Righteous Persons Foundation, the David Berg Foundation, and an anonymous donor, with additional support from Tablet Magazine: A New Read on Jewish Life. About the Exhibit About Maurice Sendak will be held at the Main Library, 301 York St., downtown, January 4th to February 24th, 2012. Popular children’s author Maurice Sendak’s typically American childhood in New York City inspired many of his most beloved books, such as Where the Wild Things Are and In the Night Kitchen. Illustrations in those works are populated with friends, family, and the sights, sounds and smells of New York in the 1930s. But Sendak was also drawn to photos of ancestors, and he developed a fascination with the shtetl world of European Jews. This exhibit, curated by Patrick Rodgers of the Rosenbach Museum & Library Maurice Sendak comes from Brooklyn, New York. in Philadelphia, reveals the push and pull of New and Old He was born in 1928, the youngest of three children.
    [Show full text]
  • THESIS ARTISTS' BOOKS and CHILDREN's BOOKS Elizabeth A
    THESIS ARTISTS’ BOOKS AND CHILDREN’S BOOKS Elizabeth A. Curren Art and the Book In partial fulfillment of the requirements For the Degree of Master of Arts in Art and the Book Corcoran College of Art + Design Washington, DC Spring 2013 © 2013 Elizabeth Ann Curren All Rights Reserved CORCORAN COLLEGE OF ART + DESIGN May 6, 2013 WE HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER OUR SUPERVISION BY ELIZABETH A. CURREN ENTITLED ARTISTS’ BOOKS AND CHILDREN’S BOOKS BE ACCEPTED AS FULFILLING, IN PART, REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTs IN ART AND THE BOOK. Graduate Thesis Committee: (Signature of Student) Elizabeth A. Curren (Printed Name of Student) (Signature of Thesis Reader) Georgia Deal (Printed Name of Thesis Reader) (Signature of Thesis Reader) Sarah Noreen Hurtt (Printed Name of Thesis Reader) (Signature of Program Chair and Advisor) Kerry McAleer-Keeler (Printed Name of Program Director and Advisor) Acknowledgements Many people have given generously of their time, their experience and their insights to guide me through this thesis; I am extremely grateful to all of them. The faculty of the Art and The Book Program at the Corcoran College of Art + Design have been most encouraging: Kerry McAleer-Keeler, Director, and Professors Georgia Deal, Sarah Noreen Hurtt, Antje Kharchi, Dennis O’Neil and Casey Smith. Students of the Corcoran’s Art and the Book program have come to the rescue many times. Many librarians gave me advice and suggestions. Mark Dimunation, Daniel DiSimone and Eric Frazier of the Rare Books and Special Collections at the Library of Congress have provided research support and valuable comments during the best internship opportunity anyone can ever have.
    [Show full text]
  • Bringing the Dreamwork to the Picturebook Maurice Sendak's Where the Wild Things Are1
    Bringing the Dreamwork to the Picturebook Maurice Sendak’s Where the Wild Things Are1 kenneth b. kidd Combining cultural history with the insights of psychoanalytic theory, this article ex- amines Maurice Sendak's Caldecott-winning and controversial Where the Wild Things Are (1963), arguing that Sendak’s book represents picturebook psychology as it stood in the early 1960s but also radically recasts it, paving the way for a groundswell in applied picturebook psychology. The book can be understood as rewriting classical Freudian analysis, retaining some of its rigor and edge while making it more palatably American. Where the Wild Things Are has been embraced as a psychological primer, a story about anger and its management through fantasy; it is also a text in which echoes of Freud remain audible. It is read it here as a bedtime-story version of Freud’s Wolf Man case his- tory of 1918, an updated and upbeat dream of the wolf boy. It is to Sendak what the Wolf Man case was to Freud, a career-making feral tale. Standing at the crossroads of Freudian tradition, child analysis, humanistic psychology, and bibliotherapy, the article reveals how the book both clarified and expanded the uses of picturebook enchantment. In 1963, humorist Louise Armstrong and illustrator Whitney Darrow Jr. published a pic- turebook entitled A Child’s Guide to Freud. Dedicated to »Sigmund F., A Really Mature Person,« A Child’s Guide to Freud is a send-up of Freudian ideas, pitched to adults and specifically to upper-middle-class New Yorkers. Armstrong was a confirmed Manhattan- ite and Darrow a longtime New Yorker cartoonist and children’s book illustrator.
    [Show full text]
  • Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
    DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays.
    [Show full text]
  • Really Rosie
    About the Show About the Show Rosie appears larger than life to her friends (but mostly to herself) and creates imaginary scenes for movies and adventures. Really Rosie is based upon the stories in Really Rosie Maurice Sendak’s Nutshell Library and features music by Carol King (known for such A New Musical great songs as I Feel The Earth Move Under My Feet). If you love Where The Wild Things Are, then you are really ready for Rosie! Book and Lyrics About the Festival by Now in our 18th season, the Orlando-UCF Shakespeare Festival is a non-profit, Maurice Sendak professional theater that presents productions of Shakespeare, classic, and contemporary plays as well as the Darden Theater for Young Audiences Series. The Music Festival also cultivates new scripts and playwrights through the annual Harriett Lake by Carole King Festival of New Plays and fosters innovative educational programs to serve the community. Our Name Our company began 18 years ago as an offshoot of UCF. Though we are currently a separate organization, located in Loch Haven Park, and employing professional actors, directors and designers (not students), we keep the UCF in our name in respect to our history. Scholarships Through the generosity of a few Central Florida businesses and foundations, the Festival is able to visit a number of schools every year to present our unique workshops FOR FREE! To find out if you qualify for a scholarship, please call the Education Director at 407-447-1700 x 208. Theater Etiquette Guidelines Theater Etiquette Guidelines for Really Rosie • Once inside the theater, please turn off all cell phones, beepers, video games, and alarms.
    [Show full text]
  • They Know Everything Children and Suffering
    They Know Everything Children and Suffering Maurice Sendak Herbert Schreier Herbert Schreier We have learned a lot in the thirty years since we began seriously studying the long- term effects of trauma. Without going into too much detail, there are many kinds of trauma. There are traumas that occur at the hands of human beings, and traumas caused by natural disasters. There are kids traumatized individually, in groups, and there are whole populations traumatized. There are also kids who are traumatized repeatedly in family situations. People can be traumatized by situations. Witnesses to trauma, for example, can be traumatized. We also know that kids have an extraordinary memory for trauma and that memory can precede language. There are two really painful cases in the literature of children who were known to have experienced trauma prior to the development of language. One was an eight- month-old baby who was in a pornography ring. When she was being observed in play therapy, she kept stabbing a baby doll with a pencil in the belly button. Eight months into therapy it just happened that they discovered the cache of photographs, and there was this child with an erect penis in her belly button. If you don’t do trauma work, these stories may upset you, but just telling them can give you a sense of what it is to be traumatized. There’s a case of a child who watched her mother being blown up by a letter bomb when she was one year old, again preverbal. At age four, she was not getting on well with her adoptive family.
    [Show full text]
  • Educator Resource Guide
    Educator Resource Guide By Maurice Sendak Originally adapted for the stage by Carol Healas and TAG Theatre, Glasgow Produced by Presentation House Theatre Curriculum Subject Areas English Language Arts | Arts Education Health & Career Education | Social Studies 1 We are thrilled that you have decided to bring your students to Carousel Theatre for Welcome! Young People! This Resource Guide was adapted by Peter Church from the original by Bev Haskins, and we hope that you find it useful in the classroom. The games and exercises contained inside have been arranged according to recommended grade levels, but please feel free to add and adjust the activities to suit your needs. If you have any questions or suggestions, please give us a call at 604.669.3410 or email us at [email protected]. PS. If any of your students would like to tell us what they thought of the show, please mail us letters and pictures, we love to receive mail! For our contact information please visit the last page of this guide. Contents Synopsis 3 Other Books Written & Illustrated by Maurice Sendak 3 About Presentation House Theatre 3 A Note from Kim Selody, Director 4 Keep an eye out for these yellow Class Reading List 5 boxes on each of the Classroom Classroom Activities – Before the Play 6 Activities! Classroom Activities - After the Play 8 Our Curriculum Ties can assist with the Prescribed Learning Creative Team 18 Outcomes in B.C.’s curriculum Theatre Terms 18 packages. Theatre Etiquette 19 About Carousel Theatre for Young People 20 Our Sponsors 20 Contact Us! 21 2 Synopsis When the rambunctious boy Max is sent to bed without supper, he finds himself transported to a faraway island inhabited by mighty Wild Things.
    [Show full text]
  • Word Balloons in Children's Picture Books
    Portland State University PDXScholar Book Publishing Final Research Paper English 5-2015 Imagine That! Word Balloons in Children's Picture Books Erika Schnatz Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/eng_bookpubpaper Part of the English Language and Literature Commons Let us know how access to this document benefits ou.y Recommended Citation Schnatz, Erika, "Imagine That! Word Balloons in Children's Picture Books" (2015). Book Publishing Final Research Paper. 3. https://pdxscholar.library.pdx.edu/eng_bookpubpaper/3 This Paper is brought to you for free and open access. It has been accepted for inclusion in Book Publishing Final Research Paper by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. IMAGINE THAT! Word Balloons in Children’s Picture Books Erika Schnatz May 15, 2015 Research question When did speech bubbles first appear in children’s picture books? In what ways have speech bub- bles been co-opted from comic books to serve picture book narratives? What does this example suggest about the future of children’s books co-opting the visual language of comic books? 2 Schnatz The visual language of comics has slowly permeated American popular culture since the first regular newspaper strip, Richard Felton Outcault’s The Yellow Kid, back in 1895. From the on- omatopoetic visuals in the campy ’60s Batman television series and pop art paintings of Roy Lichtenstein, to the never-ending string of superhero-based blockbuster movies today, comics have been co-opted and adapted to almost every medium imaginable.
    [Show full text]
  • Wrestling with Angels a Film by Freida Lee Mock
    n o s a e P.O .V. S Discussion Guide Wrestling with Angels A film by Freida Lee Mock www.pbs.org/pov n o s Discussion Guide | Wrestling with Angels a e S Letter from the Filmmaker NEW YORK , NEW YORK Dear Colleague, I first became interested in Tony Kushner after hearing him deliver an amazing, inspiring one-minute speech. In the early l990s I had heard about a provocative, long new play called Angels in America , but unlike many, who saw it in its gestation in San Francisco, Los Angeles or London or during its Broadway run in l993, I did not see Angels nor had I read or seen any of Kushner’s plays when I started this film in the fall of 2001. I had, however, read a short essay Tony had written called With a Little Help from My Friends , from his book Thinking About the Longstanding Problems of Virtue and Happiness . In this essay, Tony expressed his heartfelt thanks to all the people who had helped him become the playwright he is, especially following the acclaim of . I found the essay funny, generous, Angels in America Director Freida Lee Mock. openhearted, politically astute and surprising, and I said to myself, “Who is this Photo Joann Hertz person? No one thinks this way. Schadenfreude rules.” I loved the spirit of his ideas and the personality behind the writing. Shortly afterward I heard Tony speak at a college graduation. He was told he could speak but for one minute. His speech was hilarious and serious, highly political, a tour de force that surprised and inspired us about the possibilities of a better world.
    [Show full text]
  • THE ROLES of the VISUAL in PICTUREBOOKS: BEYOND the CONVENTIONS of CURRENT DISCOURSE DISSERTATION Presented in Partial Fulfillme
    THE ROLES OF THE VISUAL IN PICTUREBOOKS: BEYOND THE CONVENTIONS OF CURRENT DISCOURSE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of the Ohio State University By Dominic Catalano, BS, MA, MFA ****** The Ohio State University 2005 Dissertation Committee: Approved by Professor Sydney Walker, Advisor ___________________________________ Professor Ken Marantz Advisor Professor Janet Hickman Art Education Graduate Program Copyright by Dominic Catalano 2005 ABSTRACT The purpose of this investigation is to examine the meaning making potential of the visual properties of the literary and artistic genre known as the picturebook. In addition, the means in which we come to understand the visual in picturebooks is challenged, particularly in regards to written text and in context within the conventions of the larger picturebook community. Through primarily a poststructural semiotic analysis of three major post-1960s picturebook works (plus an addtional work produced by this author), this study demonstrates the deeper potentials of meaning in the visual elements of illustration and design qualties beyond current discourse. Lastly, this deeper potential meaning is qualified as to its impact on the picturebook field itself, as to the making, interpretation, and criticism of picturebooks, and to the utilization in education, especially the practise of visual art education. ii Dedicated to my wife, Oksana, my calm port in life’s stormy sea iii ACKNOWLEDGMENTS I would like to thank Dr. Sydney Walker, for her encouragement and support throughout the writing of this study, and Drs. Kenneth Marantz and Janet Hickman for their expertise in the field.
    [Show full text]