In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick), and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections.

The return of Creative Writing to the academia was intended as an answer to rigid approaches employed in the nineteenth century’s teaching of English Literature. This comeback has since brought back a new perspective in seeing body of literature as a living body but at the same time also introduced clash between dominating research paradigm in the academia. The writers who were hired to teach creative writing tended to prioritise their creative practice, while the general consensus in academia called for more theoretical-oriented research. In order to compromise, the practice-based research method was born.  Despite various justifications that creative process is the same as research inquiry, the heavier emphasis on creative works in this method still invites criticism, such as the lack of research rigour (Biggs & Büchler, 2007). New framework to balance and bridge practice and research rigour is thus needed – especially one that can accommodate the non-linear thinking trajectories in creative practices. Due to the possible non-linearity, the new research platform should not follow the reigning ‘arborescent scheme’ in the academic research tradition, but incorporate the concept of Deleuzian rhizome.  A/r/tography – developed based on the premise of art and art creation as a rhizomatic process / activity – is proposed as one of the potential practices for creative writing research. The non-linear view of a/r/tography towards arts practices suggests a rhizomatic role in the mapping of creative writing process. As it addresses and accommodates multiplicities, a/r/tography also facilitates non-native English speakers to conduct and map his journey in art creation and research inquiry. Author’s project of writing a collection of bilingual poems based on classical Javanese song cycle – Sekar Macapat – is presented to illustrate the claim.

This essay aims to analyze the multimodal storytelling involving songs in The Hunchback of Notre Dame -The Musical. Two songs, "God Helps the Outcasts" and "Hellfire", are chosen to be analyzed hermeneutically. The primary analysis is done through the scrutiny over the juxtaposition of different musical styles in the said songs. Comparisons to Victor Hugo's original text and the Disney animated version -in which the musical is based on -is also done to shed more light on the new layers of interpretation.

No abstract

The essay aims to review clashes in research methodologies for creative practices–especially Creative Writing–and to propose a possible solution to bridge it. A/r/tography–a research methodology developed based on the premise of art and art creation as a rhizomatic process/activity–is elaborated here as a middle ground between opposing schemes. The author’s project of writing a collection of bilingual poems based on classical Javanese song cycle–Sekar Macapat–is presented to illustrate how a/r/tography can be used to address various multiplicities and non-linear process in creative process.