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What happens when the assumptions and practices of museum curators and art educators intersect with the assumptions and practices of publishing for children? This study explores how over three hundred children''s picture books, most of them published in the last three decades in English, introduce children to art and art museums. It considers how the books emerge from and relate to a range of theories and assumptions about childhood and childhood development, children''s literature and culture, illustration, visual art, museology, and art education. As well as examining how these theories and assumptions influence what picture books teach young readers about visiting museums and about how to look at and think about art, it examines which artists and artworks appear most often in picture books and offers a survey of different kinds of art-related picture books: ones that claim to be purely informational, ones that make looking at art a game or a puzzle, ones in which children visit art museums, and many more. Since the books all include reproductions of or allusions to museum artworks, the study also considers the problems illustrators face in depicting museum artworks in illustrations in a different style.>
List of contents
Acknowledgments
Preface
1. Art Museums as Picture Books
2. What Museums Mean
3. The Triumph of Subjective Response
4. Artworks Coming to Life in Picture Books
5. Museums in Informational Picture Books
6. Picture Books as Museums
7. Art Allusions in Picture-Book Illustrations
9. Which Art, and Why? Art Education and Cultural Capital
Bibliography
Index
About the author
Perry Nodelman is Professor Emeritus of English at the University of Winnipeg, Canada, volunteer guide at the Art Gallery of Nova Scotia, and author of four books and about 150 articles and book chapters about children’s literature published between 1976 and 2022, including Words about Pictures: The Narrative Art of Children’s Picture Books, in print and frequently cited since 1988.
