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Abstract

The purpose of this study is to introduce a case of teaching the course Children’s Literature through a team project centered on scene drawing and picture book creation, based on the reading of Charles Dickens’s A Christmas Carol (1843). To establish a theoretical framework, the study first examines historical and philosophical discourses on the relationship between words and visual images, followed by a review of previous research on the educational effects of drawing activities. Then, I explain the development, revision, and refinement of various team projects, based on experiences of trial and error, critical reflection, and student feedback during the process of shifting from traditional lecture-based instruction to innovative project-based learning. By showcasing actual student project outcomes, I also demonstrate how students, under a shared thematic focus, approached the literary work with diverse keywords and perspectives and connected it to contemporary societal issues, and sought ways to communicate with broader communities through picture book creation.