To do this, I took the first time to study the book in extenso with a class of CM1 / CM2 of a good standard, not exceptional, far from it, but not so low that I happened to cross. The opinion will therefore follow is a kind of fusion of my own feelings of reading, my teacher felt having had to study this book to students and same remarks of students, which remain the main stakeholders in this experiment .
The book takes the form of nineteen chapters ranging from 2 to 8 pages (average 4-5 pages). Some chapters have a full page black and white illustration of Sylvain Bourrières. As much resolve immediately their fate to these illustrations. Personally, they have not convinced me and make me seem nothing to the story, but the students, themselves, seem to have appreciated and find important.
The story is a double adaptation of the work of Jean d'Arras entitled Melusine or noble history of Lusignan, dating from the late fourteenth century. Modern French adaptation, first and adaptation for the other children.
This story of Jean d'Arras is complex because straddling genres: the wonderful story, first of all, almost mythical founding narrative because we find avatars of Melusine in many Indo-European folk from time immemorial. It is also a tale of chivalry as it was in at the time and this is another way of family biography on the family of Lusignan, a native of Poitou, whose representatives will be kings in Cyprus, which in Jerusalem that in Armenia, which in Bohemia or Luxembourg, plus a myriad of counties or other type of French provinces.
I think it is appropriate to consider separately the two types of accommodations offered by Michele Perret of this work. First, the adaptation in modern French, which I really do not think the debate on it is very successful. Refreshing language, paths or details such as measurement units, we are dealing with a truly intelligible in the XXI century. The author also offers frequently footer elements of clarification as to the text of Jean d'Arras.
So for the current player, a perfect fit in modern French. But if I must sincerely give my opinion on the adaptation for children 9-13 years old, the age window that appears in the heart of the work target, my praise will be measured for the following reasons:
1) First, the richness and complexity of the language used very strongly harms the understanding. Students have not won because I have kept them at arm's length (and a little threatened, must be sincere to the end). I do not know if free lecture, one of my students would be gone after. This is especially true for terms specific to chivalry and religion, two areas where children are present almost pristine knowledge and specific vocabulary.
2) Secondly, the proliferation of characters, descendants of Melusine, in the second half of the book, characters with whom we did not really have time to get used to identify or also seems a brake. I have seen a net decline of interest in this phase while the first part, with the Melusine and Raymondin torque for center had them, she captivated.
3) Thirdly, with regard to the limited knowledge of children in geography, a map showing the various places of history would have been necessary. Students would not stop asking myself: this is where the Walk? this is where Armenia? or is Parthenay? etc., etc.
4) Finally, for children of this age, mixing genres with something frustrating and confusing. Let me explain. They have around 10 years experience of both fiction and also documentaries (historical or otherwise). Here, the fact that the actual information is constantly interspersed with implausible events, they tended to feel taken for a ride and no longer believe in anything. This is likely a child at that age, and it is also quite Manichean: it's either false or true. When it's interlaced, it bothers.
I will conclude with this latest adaptation, specifically for the youth, saying it would most certainly required a simplification of vocabulary and turns too far child daily (eg passed by, was told, chaplaincy, etc.), further clearing the descendants of Melusine on which we wish to focus, a map of the places mentioned, and a real documentary, end of the book where children could have access to "what is real "in the story they just read. The simple "chronological landmarks" end of the book does not seem sufficient to erase sprouted questions throughout the book.
Of course, this is only the true story of my opinion, that does not mean much.
