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• W2012110408 abstract "I See Me in the Book:Visual Literacy and African-American Children's Literature Dianne Johnson (bio) In the study of illustration and African-American children's literature, illustration is equally important as text. In fact, Augusta Baker (former Coordinator of Children's Services of the New York Public Library, an African-American) isolates illustration as a primary element on which to focus when we discuss this body of literature (MacCann 50). The reasons for this emphasis are multiple. Not the least of these is the fact that the picture is what first arrests the attention of a young child, regardless of cultural background, who may or may not be able to read. In his pioneering study of children's book illustration, William Feaver identifies a few of the purposes of illustration: They furnish memories, convey fantasies, help the eye skip through . . . adventures (24). To a certain extent, however, this formulation applies more to the middle-class European and white American children of whose interests he is primarily speaking; children who can, to some degree, indulge in a kind of cult of childhood (to the degree that they are not concerned at an early age with serious issues such as racism). However, at this particular point in the short development of illustrations especially directed to Black children, critics must stretch Feaver's observations and consider more than purely aesthetic questions. The context for discussion must be socially based. In the illustration of African-American children's literature (whether [End Page 10] illustrated by Black or non-black artists), the memories furnished must be communal memories, the fantasies conveyed must be the dreams for the community as well as for the self, and the adventures cannot be skipped through. Several important studies of visual representations of Black people in children's literature do exist (Broderick; Bingham). However, they are studies of Black images in mainstream literature. Thus, their applicability to African-American children's literature is limited. This is because they concentrate upon the images relayed to white audiences, and not to that literature concerned more with the social, psychological, and spiritual needs of African-American children. The issue of visual representations in literature is one of special significance in Black children's literature. This is true largely because the very representation, and misrepresentation, of Black people has always been problematic in this culture. Consider the following statement made by W.E.B. DuBois in The Brownies' Book in 1921. Heretofore the education of the Negro child has been too much in terms of white people . . . All of the pictures he sees are of white people. Most of the books he reads are white. If he goes to a motion picture show, the same is true. If a Negro appears on the screen, he is usually a caricature or a clown. The result is that all of the Negro child's idealism, all his sense of the good, the great and the beautiful is associated with white people. The effect can be readily imagined. He unconsciously gets the impression that the Negro has little chance to be great, heroic or beautiful. (2:63) Accordingly, the artwork in The Brownies' Book attempts to counteract these realities. Illustration presents to the young readers prideful images of themselves in all stages and aspects of their lives. The editors had quite specific ideas about the role of art in the magazine. They tell the readers that: . . . all of the original drawings—but one—have come from the pen of colored artists. You recognize the work by now—don't you—of . . . Hilda Wilkinson, Marcellous Hawkins . . . and others? The children contribute, too, occasionally . . . This is a stimulus to the expression of modern Negro art. (2:25) What is established, then, is a sense of the interdependency of various segments of the community through art—young people know the various artists; the young people are themselves artists; art for children is a part of a larger modern Negro art. The youth are one with the art and the artists, all engaged in a common endeavor of depicting and interpreting self through the integration of visual art, literature and more. Educational research finds that all children are aided..." @default.
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• W2012110408 title "I See Me in the Book:: Visual Literacy and African-American Children's Literature" @default.
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• W2012110408 doi "https://doi.org/10.1353/chq.0.0773" @default.
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