Reference no: EM132296491

This assessment task will assess the following learning outcome/s:

• be able to discuss the definitions of 'book', 'illustrated book', 'artists' book', 'booklike object'
• be able to identify key episodes in the evolution of the book and discuss the factors what contributed to the evolution of the book form
• be able to discuss the relationship between image and text in the book format
• be able to discuss the relationship between form and content in the book format
• be able to analyse and critique artists' books and illustrated books
• be able to debate the issues surrounding the book in a digital age

The aims of the learning journal are:
• to encourage you to become an independent and reflective learner who works regularly throughout the session;
• to encourage you to actively think about the content of this subject, to make connections between the different topics covered in this subject and also between the content of this subject and that of other subjects in your degree;and
• to serve as a record of your learning which you may return to in the future.

This assessment item is used instead of a final examination to assess your overall achievement in relation to all of the learning outcomes of the subject. A key principle underpinning this assessment item is that it is your responsibility to demonstrate what you have learnt. It is important that you demonstrate coverage of all of the required topics and show you have achieved the broad objectives of the subject as outlined in the subject outline.

Assessment:

Each journal entry should outline what you have learnt and contain some reflections on your learning. The account of what you've learnt should be an overview, not a collection of facts or all the answers to the study questions. If you found an interesting resource or initiated a learning activity of your own then you should mention that in the journal. The reflections might comment on what you found interesting or surprising or on gaps you've identified that you might want to follow up later. They might identify links between different topics in this subject or links between this subject and others you've studied. If you realised how little you'd thought about an issue or topic before this subject, you might refer to that in the journal.

1- Please answer the question below and write 250 words. This question is from topic 3 document (attached). The answer should be from the links provided and topic 3 document

Question: With reference to what you've learnt so far about the process of printing with moveable type, can you speculate on why these differences exist?

The British Library web site provides access to two copies of the Gutenberg Bible.

Both are printed books. Although the text in both books is exactly the same, which is as you would expect of printed books, the two copies differ in other ways. These differences tell us something about how these books were produced and this, in turn, tells us something about the transition from handmade to printed books.

Your next task is to compare these two copies of the Gutenberg Bible. Make sure you look at the same pages in both versions. You might also choose to read some of the accompanying notes. Make a note of the differences you observe.

2- Please answer the question in red below and write 250 words. This question is from topic 3 document (attached). The answer should be from the links provided and topic 3 document
Question: What functions did illustrations perform in early printed books? How did this differ from the functions of illustrations in manuscript books?

Febvre, L. ‘The Book: Its Visual Appearance'. In The Coming of the Book: The Impact of Printing 1450-1800. London, NLB, pp.77-108.

It discusses in considerable detail the way the visual appearance of the book changed with the introduction of printing. This is a long and detailed reading so, as you read it, just look for the key points. Don't be overwhelmed by detail of who was doing what, when. The book is a classic text on this topic but as it was originally published in English some 50 years ago, some of the things described as being current practice have changed due to the developments in the printing and publishing trade in recent decades.

As you read, think about these things:
Reflect upon the different physical and conceptual relationships between words and pictures in illuminated manuscripts, books illustrated with woodcuts and books illustrated with copper engravings.

3- Please answer and write 250 words about the question below in red below. I have attached Topic 3 documents to help you with ideas because this activity question is from Topic 3 document. The answer should be from the links provided and topic 3 document

Question: Would you describe the Kelmscott Chaucer as an illustrated or a decorated book? Why?
Morris wrote a brief essay outlining his aims in setting up the Kelmscott Press. Start by reading what he had to say and the study the images of the Kelmscott Chaucer. (Note that the arrangement of the images on the web site does not reflect the order they appear in the book).

4- Topic 4 document. Attached. Please answer the question below and write 250 words. The answer should be from the links provided and topic 4 document

Question: What does Joseph Schwarcz mean when he refers to the composite narrative?
You should study each reading carefully, making summaries that identify the critical frameworks each author proposes for studying the illustrations in children's illustrated books. As you read make some comparisons between the ideas of the three writers. In what ways are they similar and in what ways are they different?

‘Schwarcz, Joseph. ‘Relationships Between Text and Illustration'. In The Ways of the Illustrator. Chicago: American Library Association, 1982, pp. 9-19, 197-199. (This is accessible through PrimoSearch.)

Joseph Schwarcz discusses the relationship between text and illustration, making reference to the number of images, to the spatial relationships that occur and to the way that image and text relate in terms of the narrative. The concepts he discusses provide one set of criteria to use when analysing the images in illustrated books. Note that this reading is not referring specifically to picture books, but to illustrated books in general.

5- This question is from Topic 5 document (attached). Answer each question below in 250 words based on the link provided and topic 5 document

Activity:

Write down your current definition of what a comic is. Do you think there is a difference between a comic and a cartoon (on paper, not the animated version)? If so, what is it?

Question: What do you suppose a graphic novel is?

This text comes from Roger Sabin's book Adult Comics, first published in 1993, which was one of the earliest scholarly publications about comics. Sabin mostly focuses on formal issues.
Sabin, R. ‘What is a Comic', in Adult Comics: An Introduction. Routledge: London, 1993, pp. 5-9. (This is accessible through PrimoSearch.)
Sabin defines what a comic is and discusses some of its key features. He makes many important points in a few short pages - read this extract very carefully.

Question: What are the three types of language that are found in comics?

Make a list of the cinematic conventions used in comic strips.

6- This question is from Topic 6 document (attached). Answer each question below in 250 words based on the link provided and topic 6 document

Activity:

The second reading, published in 2009, looks at modes of production and consumption to differentiate between comic strips and comic books.

Duncan, R and Smith, M J. ‘Defining Comic Books as a Medium', in The Power of Comics: History, Form and Culture. Continuum: New York, 2009, pp. 1-13. (This is accessible through PrimoSearch.)

Question: What similarities are there between Sabin's definition of comics and that offered by Duncan and Smith?

Question: Briefly, what do Duncan and Smith say are the main differences between comic strips and comic books?

7- This question is from Topic 7 document .Answer each question below in 250 words based on the link provided and topic 7 document

Visit at least one of the online hypertexts listed below. The first two are about the concept of hypertext and are text based; the other two incorporate a variety of media.

As you do, think about the following:

Question: What do you see as the advantages and disadvantages of this form as compared to traditional modes of publication?

Question: What, if any, book like qualities do these sites have?

8- This question is from Topic 7 document .Answer the question below in 250 words based on the link provided and topic 7 document

Activity:

The William Blake Archive is a comprehensive site about William Blake. It contains a biography, description of the processes Blake used to create his books, and extensive bibliography. It also enables us to do something that is not possible in the physical world. Because each copy of William

Blake's illuminated books is unique even the best facsimile version of one copy fails to give a full picture of his work.

The William Blake Archive, on the other hand, allows a scholar to access digital images of not one but several copies of Blake's illuminated books. The web site is a bit tricky to navigate but once you work it out it provides an experience that is only available online. In the case of Songs of Innocence and Experience, thirteen different versions are currently available in digital form.

Your task is to visit the William Blake archive and compare the different versions of some of the pages in one of Blake's books. If you aren't sure where to start, I suggest The Tyger page in Songs of Innocence and Experience. Write down your observations and make some comments on them.

Question: How different are the versions? In what ways do they differ?

Conclusion as a final entry : the future of the book (200 words)

Referencing: use APA style plus add the page number

Attachment:- Topics.rar