Traveling in a museum without leaving the place: for a reading of a selection of picturebooks
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Abstract
The presence of art in children’s literature, particularly in the picturebook, has been assiduous (Nodelman, 2018; Serafini, 2015; Silva, 2015; Yohlin, 2012). We will analyse a textual corpus composed of five pictyrebooks of different “typologies”. In addition to the picturebooks with words and illustrations (The Museum (2013), by Susan Verde and Peter Reynolds; I lost myself in the museum because... (2017), by Davide Cali and Benjamin Chaud; and The wolf that set out to discover the museum (2021), by Orianne Lallemand and Éléonore Thuillier), we have included a wordless picturebook (Museum (2019), by Javier Sáez-Castán and Manuel Marsol) and, also, a non-fiction picturebook (What is done at the Museum? (2022), by Mariana Ramos and Catarina Correia Marques). These books fictionalize physical spaces that mimic a museum, presented differently, throughout their recreation through decoration with stylized figurations of famous paintings, through parody alluding to recognized works of art or through the transfiguration of pieces that come to life, or even through the transmission of informational/factual contents. We will highlight technical-compositional and aesthetic-stylistic specificities, as well as potentialities in terms of raising awareness of art. These books may allow reflective and imaginative experiences with art (Yohlin, 2012), constituting fundamental instruments in artistic and literary education from early childhood.
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References
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