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The aim of this study is to investigate the illustrations in a classical children’s book in order to see how the pictures can support reading comprehension during reading aloud in the classroom. The study analyses three different Swedish editions of Alice in Wonderland with the aid of analytical questions inspired by Maria Nikolajeva’s analysis in Bilderbokens pusselbitar (2000). The three editions show dissimilarities in the use of illustrations to assist pupils in their understanding of the text. One of the editions in particular stands out in that it provides detailed pictorial information in connection with descriptions of people and places that pupils might otherwise find hard to understand. The aim of this study is to investigate the illustrations in a classical children’s book in order to see how the pictures can support reading comprehension during reading aloud in the classroom. The study analyses three different Swedish editions of Alice in Wonderland with the aid of analytical questions inspired by Maria Nikolajeva’s analysis in Bilderbokens pusselbitar (2000). The three editions show dissimilarities in the use of illustrations to assist pupils in their understanding of the text. One of the editions in particular stands out in that it provides detailed pictorial information in connection with descriptions of people and places that pupils might otherwise find hard to understand.

No description available.

Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking Glass and What Alice Found There have and continue to inspire many adaptations since their publication. The purpose of this thesis is to compare the treatment of the narrative, characters and dialogue of Alice in different forms of media. I will be looking at Frank Beddor’s The Looking Glass Wars, Tim Burton’s Alice in Wonderland, Nick Willing’s Alice, American McGee’s Alice, and Madness Returns.

Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking Glass and What Alice Found There have and continue to inspire many adaptations since their publication. The purpose of this thesis is to compare the treatment of the narrative, characters and dialogue of Alice in different forms of media. I will be looking at Frank Beddor’s The Looking Glass Wars, Tim Burton’s Alice in Wonderland, Nick Willing’s Alice, American McGee’s Alice, and Madness Returns.

Essa dissertação apresenta mais uma aventura de Alice atravessando mais de um século de diálogos e figuras (e de que serve um livro sem figuras e nem diálogos, pensou Alice) com foco no surrealismo. A viagem parte do passeio de barco quando a estória de Alice foi contada pela primeira vez, chegando até as viagens da menina pela webland no mundo contemporâneo. As ilustrações de Lewis Carroll e John Tenniel apresentam a menina vitoriana, contrapondo às influências românticas e pré-rafaelitas de Carroll, à caricatura e às intertextualidades que cruzam às ilustrações de John Tenniel. Num Segundo momento a menina salta do livro de estórias infantis para o livro de imagens poéticas, viajando por um labirinto aonde encontra diversas Alices surrealistas. A femme enfant, a colagem, a imagem poética, a metamorfose, o objeto surrealista e o maravilhoso são os caminhos percorridos nessa aventura. Num terceiro momento Alice viaja pelo mundo contemporâneo aonde a ilustração ganha contornos mais complexos e desafiadores. Arte e ilustração se cruzam nas trilhas da menina de muitas faces. / This dissertation presents another adventure of Alice through more than a century of pictures and conversations (and what is the use of a book without pictures and conversations?, thought Alice to herself). The travel departs from the boat trip where the story of Alice was first told, arriving to the adventures of the girl in the web-land in contemporary world. The illustrations by John Tenniel and Lewis Carroll present the Victorian Alice, contrasting Carroll\'s influences of romanticism and pre-Raphaelism with the caricatures and intertextual procedures of John Tenniel\' illustrations. In a second moment the girl jumps from the book of children\'s stories to the book of poetic images, traveling through a maze where she will find several surreal Alices. Femme enfants, collages, poetic images, metamorphosis, surreal objects and the marvelous are paths crossed in this adventure. In the third part Alice travels in the contemporary world where illustration gets more complex and challenging contours. Art and illustration are on the trail of the girl of many faces.

What does it sound like to fall down a rabbit hole? This was not a question that concerned Lewis Carroll when he wrote Alice’s Adventures in Wonderland, but it has challenged the many individuals who have adapted his story for film, ballet, video games, and other multimedia formats since its creation. In recent decades, the proliferation of adaptations across a variety of new media has offered scholars a renewed opportunity to more closely examine this and other critical issues raised when considering the relationships between adapted texts and their original sources. This dissertation argues for a greater critical emphasis on the aurality of adaptation by examining the narrative potential of sound in adaptations across a variety of media forms. Despite scholarship on adaptations and comparable studies contemplating sound in adapted texts, these two streams of scholarly inquiry have largely remained isolated within adaptation studies and musicology, respectively. Through this dissertation, I provide an examination of sound’s capacity to shape, nuance, or subvert the other parts of a multimedia adaptation, thus bridging these disciplinary discussions. This dissertation balances a broad survey of Alice adaptations with the highly focused examination of two case studies: Christopher Wheeldon’s ballet, Alice’s Adventures in Wonderland, and Tim Burton’s film, Alice in Wonderland. The survey demonstrates a model for analyzing the aurality of adaptation across media forms, while the case studies provide an in-depth examination of aural adaptation in relation to specific media forms. The analysis undertaken focuses on the intersection of narrative, sound, and adaptation, revealing complex and multifaceted relationships. In this work, I merge score analysis with visual and narrative analyses, using films or filmed versions of stage productions as the primary source materials. From this rigorous comparative analysis, trends in musical interpretation emerge, indicating some of the prevailing expectations concerning Alice and its aural adaptations.

Essa dissertação apresenta mais uma aventura de Alice atravessando mais de um século de diálogos e figuras (e de que serve um livro sem figuras e nem diálogos, pensou Alice) com foco no surrealismo. A viagem parte do passeio de barco quando a estória de Alice foi contada pela primeira vez, chegando até as viagens da menina pela webland no mundo contemporâneo. As ilustrações de Lewis Carroll e John Tenniel apresentam a menina vitoriana, contrapondo às influências românticas e pré-rafaelitas de Carroll, à caricatura e às intertextualidades que cruzam às ilustrações de John Tenniel. Num Segundo momento a menina salta do livro de estórias infantis para o livro de imagens poéticas, viajando por um labirinto aonde encontra diversas Alices surrealistas. A femme enfant, a colagem, a imagem poética, a metamorfose, o objeto surrealista e o maravilhoso são os caminhos percorridos nessa aventura. Num terceiro momento Alice viaja pelo mundo contemporâneo aonde a ilustração ganha contornos mais complexos e desafiadores. Arte e ilustração se cruzam nas trilhas da menina de muitas faces. / This dissertation presents another adventure of Alice through more than a century of pictures and conversations (and what is the use of a book without pictures and conversations?, thought Alice to herself). The travel departs from the boat trip where the story of Alice was first told, arriving to the adventures of the girl in the web-land in contemporary world. The illustrations by John Tenniel and Lewis Carroll present the Victorian Alice, contrasting Carroll\'s influences of romanticism and pre-Raphaelism with the caricatures and intertextual procedures of John Tenniel\' illustrations. In a second moment the girl jumps from the book of children\'s stories to the book of poetic images, traveling through a maze where she will find several surreal Alices. Femme enfants, collages, poetic images, metamorphosis, surreal objects and the marvelous are paths crossed in this adventure. In the third part Alice travels in the contemporary world where illustration gets more complex and challenging contours. Art and illustration are on the trail of the girl of many faces.

The goal of this project is to reimagine learning spaces by combining education and architecture principles and a hint of imagination. This is done through designing a school in the Georgetown neighborhood of Washington D.C. for children aged 3-12. The design integrates Montessori, Waldorf, and Reggio principles with behavioral and neuroscientific insights. Additionally, the imaginative essence of "Alice in Wonderland" brings a whimsical dimension, adding an enchanting layer to the architectural narrative. The design of the school considers how space impacts cognition and creativity, in addition to functional aspects. Highlighting the bond between architecture and neuroscience, the design emphasizes how the built environment shapes children's cognition and emotions. Sensory experiences, architectural elements, and nature integration shape the ambiance, significantly influencing children's cognitive development. Through a blend of educational philosophies, neuroscience findings, and the timeless allure of Wonderland, it aims to sculpt an environment that encourages curiosity, creativity, and profound world connection in children. / Master of Architecture / The aim of this project is to rethink the design of learning spaces by merging educational and architectural principles with a touch of imagination. This involves designing a school in the Georgetown neighborhood of Washington D.C. for children aged 3-12. The design incorporates ideas from early childhood education philosophies along with insights from behavioral science and neuroscience. To add a touch of whimsy, the project draws inspiration from Alice in Wonderland's story as an additional layer to the architectural story. The school's design considers how the physical space influences children's thinking and creativity while performing its practical functions. It underscores the close connection between architecture and brain science, emphasizing how the physical environment molds children's cognitive abilities and emotions. Sensory experiences, architectural elements, and the integration of natural elements shape the atmosphere, profoundly affecting children's cognitive development. By combining these diverse educational philosophies, neuroscience findings, and the timeless charm of the "Alice in Wonderland" story, the project strives to shape an environment that fosters curiosity, creativity, and a deep connection to the world for children.

An introduction to Alice scholarship, including a brief biography of the author Charles Lutwidge Dodgson, under the pseudonym Lewis Carroll, as well as the subject matter. An examination of Alice's Adventures in Wonderland's genre, as well as an in-depth analysis of the text as a children's story.