Evaluation of Children's Literature Analysis Answers

Question: Are the answers correct? ASSIGNMENT 02: This assignment is based on Units 3 and 4 in Tutorial Letter 501. Work through these two units before you attempt the assignment. Answer the questions below in full sentences. QUESTION 1 1.1. Briefly explain three functions of illustrations in picture storybooks. (3) 1.2. Give two reasons why an educator should teach learners to interpret visuals. (2) 1.3. Consider the children’s book AAAAAHHH! Mmawe! by Sarah McGregor and Dumisani Jere (the book is available as a pdf file on myUnisa). Briefly discuss what the illustrations in this book tell you about the main character, Tshedza? (2) 1.4. Look at the image below, taken from AAAAAHHH! Mmawe! In a paragraph of about five sentences, discuss the function of the illustration. (5) From AAAAAHHH!!!! Mmawe! by Sarah McGregor, illustrated by Dumisani Jere, available on BookDash, https://bookdash.org/, and licensed under a Creative Commons Attribution 4.0 Licence (http://creativecommons.org/licenses/by/4.0/). The image appears here unaltered. [12] QUESTION 2 2.1. What was your favourite picture book as a child? Write a paragraph of more or less five sentences in which you reflect on why this book was your favourite. (5) 2.2. Read point 3.8.3.7, “Perspective” on p. 83 in your prescribed textbook, Introducing Children’s Literature as well as point 3.2.7, “Perspective” on p. 66 of Tutorial Letter 501. 2.2.1. Use a dictionary (hard copy or online) to look up the meaning of the word “panoramic.” Write down the meaning of the word in your own words. (2) 2.2.2. In a paragraph of about five sentences, reflect on how perspective can be used in illustrations in children’s literature. (5) [12] QUESTION 3 Carefully study the four pages below, taken from A Very Busy Day by El Marto, Chisanga Mukuka and Christian Mokuba. Write a paragraph in which you analyse the illustrations and explain how the text and images complement each other. (10 From A Very Busy Day by El Marto, Chisanga Mukuka and Christian Mokuba, available on BookDash, https://bookdash.org/, and licensed under a Creative Commons Attribution 4.0 Licence (http://creativecommons.org/licenses/by/4.0/). The image appears here unaltered. [10] QUESTION 4 Read the folktale below, The Lion, the Hyena, and the Rabbit and answer the following questions. The Lion, the Hyena, and the Rabbit Once upon a time Simba, the lion, Feesee, the hyena, and Keeteetee, the rabbit, made up their minds to go in for a little farming. So they went into the country, made a garden, planted all kinds of seeds, and then came home and rested quite a while. Then, when the time came when their crops should be about ripe and ready for harvesting, they began to say to each other, “Let’s go over to the farm, and see how our crops are coming along.” So one morning, early, they started, and, as the garden was a long way off, Keeteetee, the rabbit, made this proposition: “While we are going to the farm, let us not stop on the road; and if any one does stop, let him be eaten.” His companions, not being so cunning as he, and knowing they could outwalk him, readily consented to this arrangement. Well, off they went; but they had not gone very far when the rabbit stopped. “Hullo!” said Feesee, the hyena; “Keeteetee has stopped. He must be eaten.” “That’s the bargain,” agreed Simba, the lion. “Well,” said the rabbit, “I happened to be thinking.” “What about?” cried his partners, with great curiosity. “I’m thinking,” said he, with a grave, philosophical air, “about those two stones, one big and one little; the little one does not go up, nor does the big one go down.” The lion and the hyena, having stopped to look at the stones, could only say, “Why, really, it’s singular, but it’s just as you say;” and they all resumed their journey, the rabbit being by this time well rested. When they had gone some distance the rabbit stopped again. “Aha!” said Feesee; “Keeteetee has stopped again. Now he must be eaten.” “I rather think so,” assented Simba. “Well,” said the rabbit, “I was thinking again.” Their curiosity once more aroused, his comrades begged him to tell them his think. “Why,” said he, “I was thinking this: When people like us put on new coats, where do the old ones go to?” Both Simba and Feesee, having stopped a moment to consider the matter, exclaimed together, “Well, I wonder!” and the three went on, the rabbit having again had a good rest. After a little while the hyena, thinking it about time to show off a little of his philosophy, suddenly stopped. “Here,” growled Simba, “this won’t do; I guess we’ll have to eat you, Feesee.” “Oh, no,” said the hyena; “I’m thinking.” “What are you thinking about?” they inquired. “I’m thinking about nothing at all,” said he, imagining himself very smart and witty. “Ah, pshaw!” cried Keeteetee; “we won’t be fooled that way.” So he and Simba ate the hyena. When they had finished eating their friend, the lion and the rabbit proceeded on their way, and presently came to a place where there was a cave, and here the rabbit stopped. “H’m!” ejaculated Simba; “I’m not so hungry as I was this morning, but I guess I’ll have to find room for you, little Keeteetee.” “Oh, I believe not,” replied Keeteetee; “I’m thinking again.” “Well,” said the lion, “what is it this time?” Said the rabbit: “I’m thinking about that cave. In olden times our ancestors used to go in here, and out there, and I think I’ll try and follow in their footsteps.” So he went in at one end and out at the other end several times. Then he said to the lion, “Simba, old fellow, let’s see you try to do that;” and the lion went into the cave, but he stuck fast, and could neither go forward nor back out. In a moment Keeteetee was on Simba’s back, and began eating him. After a little time the lion cried, “Oh, brother, be impartial; come and eat some of the front part of me.” But the rabbit replied, “Indeed, I can’t come around in front; I’m ashamed to look you in the face.” So, having eaten all he was able to, he left the lion there, and went and became sole owner of the farm and its crops. Source: Zanzibar Tales, trans. George W. Bateman. Chicago: A.C. McClurg & Co. pp. 45-53. 4.1. Briefly explain what a folktale is. (2) 4.2. To which type of folktale does this story belong? Briefly motivate your answer. (2) 4.3. What other characteristics of a folktale can be found in this story? (2) 4.4. How would you describe the rabbit, Keeteetee’s character? (2) 4.5. Briefly describe the setting of this story. (2) 4.6. Write a paragraph of about six sentences in which you discuss how you would explain the values, morals or lessons of this story to learners in a Foundation Phase classroom. (6) [16] TOTAL MARKS: 5 ENG1516 Assignment 02 Answers 1.1. Briefly explain three functions of illustrations in picture storybooks. They help convey the story visually, especially for children who are still learning to read. Illustrations capture children's attention and stimulate their imagination. They support comprehension by providing context clues and emotional cues. (3 marks) 1.2. Give two reasons why an educator should teach learners to interpret visuals. It enhances learners' critical thinking and visual literacy skills. It enables learners to derive meaning from images, which is essential in a multimedia world. (2 marks) 1.3. Consider the children's book AAAAAHHH! Mmawe! ... what do the illustrations tell you about Tshedza? The illustrations show that Tshedza is a curious and imaginative child who often gets scared but learns that the world is not as frightening as he thinks. His facial expressions and body language in the images depict his emotional journey from fear to comfort. (2 marks) 1.4. Discuss the function of the illustration. The illustration helps to visually portray Tshedza's fear in a humorous and relatable way for children. It uses exaggerated expressions and body posture to communicate his emotional state. The detailed background helps set the scene, making the story more immersive. The image also introduces the dog Banda, showing he is friendly, which contrasts with Tshedza's initial fear. Overall, the illustration supports the text by visually narrating the shift from fear to fun. (5 marks) 2.1. What was your favourite picture book as a child? Reflect in five sentences. My favourite picture book as a child was "The Very Hungry Caterpillar" by Eric Carle. I loved the colourful illustrations and the repetitive structure of the story. It was fun to watch the caterpillar eat through different foods and finally become a butterfly. The book taught me about days of the week and healthy vs. unhealthy eating in a simple way. It was my favourite because it was interactive, educational, and beautifully illustrated. (5 marks) 2.2.1. Meaning of 'panoramic' in your own words. Panoramic means showing a wide, all-encompassing view of a scene or landscape. (2 marks) 2.2.2. Reflect on how perspective can be used in illustrations. Perspective in illustrations helps to create a sense of depth and space. It can show the distance between characters or highlight the importance of a particular scene. A bird's-eye view, for example, can make the setting feel expansive and adventurous. Close-up perspectives help the reader focus on emotions or details. Using different perspectives engages the reader and enhances storytelling. (5 marks) 3. Analyse the illustrations in 'A Very Busy Day' and explain how text and images complement each other. The illustrations in 'A Very Busy Day' use vibrant colours and dynamic scenes to reflect the busy nature of the city. They show the variety of people, vehicles, and buildings, which enhances the reader's understanding of the child's experience. For instance, while the text describes the different cars and shops, the images bring these words to life visually. The characters' expressions and body language in the images match the narrative tone-curious, energetic, and joyful. Together, the text and illustrations work in harmony to provide a rich and engaging reading experience. (10 marks) 4.1. Briefly explain what a folktale is. A folktale is a traditional story passed down orally through generations, often teaching a moral or cultural lesson. (2 marks) 4.2. To which type of folktale does this story belong? Motivate. This is a trickster tale because it features a clever character (the rabbit) who uses wit to outsmart others. (2 marks) 4.3. What other characteristics of a folktale can be found in this story? Anthropomorphised animals (they talk and act like humans). A moral lesson conveyed through simple, repetitive narrative structure. (2 marks) 4.4. Describe the rabbit Keeteetee's character. Keeteetee is clever, manipulative, and always one step ahead of others. He uses his intelligence to survive and gain the upper hand. (2 marks) 4.5. Briefly describe the setting of this story. The story takes place in a rural, natural setting with a farm, a cave, and long paths. It reflects a traditional African countryside environment. (2 marks) 4.6. Discuss how you would explain the values, morals or lessons of this story to learners. I would explain to learners that the story teaches us the importance of thinking carefully before agreeing to something. It also shows that cleverness can be useful, but it is wrong to trick others for selfish gain. We would talk about how honesty and fairness are better than deceit. I would use role-play to help them understand the consequences of each character's actions. The story also teaches that teamwork is important, and selfishness can lead to loneliness. By discussing the ending, we can explore how choices affect everyone around us. (6 marks)