CONCLUSION

In the last part of this research, before making a conclusion of the poem, I want to give some ideas that this hypertext suggested to me at the beginning and what it suggests now, after my research.

First of all I would like to say that I chose Children’s Time because I read it once and it seemed to me very simple as well as entertained. I checked some information about the author (Deena Larsen) and read some of her published hypertexts’ fiction and they seemed to me that even if they appear as simple poems, they have something else to show and to say to the reader. Thus, I took the decision for Children’s Time because in my first reading, it was the one that I liked the most.

Secondly, while doing my research about it, I found this wonderful interview that one student (Cristina Fdez de Gorostiza) from Universitat de València did to Deena Larsen in 2003. I read it and before starting my analysis I started to see beyond in the poem. I found the author as a very open-minded person who was opened to suggestions and to all kind of interpretations to her work. I really thank Cristina for having done this interview because it helped me a lot to understand Children’s Time.

Thirdly, through my research about hypertext’s fiction and electronic literature, I learnt what a hypertext was and how to read it. I did not have any idea of how this new and modern literature worked and after doing this paper I can say that I discovered a very interesting way of reading, a very interesting literature.

I enjoyed very much in reading and working on this kind of texts because, as all the hypertexts imply, they can be interpreted in many different ways in accordance with the images, colours, sounds, etc. Or in cases like Children’s Time, each time the reader reads the text she or he can read a different story according to the links that are being chosen previously.

I consider that the author shows very well the kanji-kus model she wants to explore with Children’s Time. The use of a Japanese symbol, meaning children, as the principal image and the colour combination, which reflect dynamism and freedom.

Therefore, having analysed the poem from a spatial point of view I get into the conclusion that the poem firstly appears as very simple argument that described some children having a good time in a swimming pool. But then, as long as I analysed the poem I discovered the difficulty of it and the inner sense that the author talked about in the interview I read before.

According to the space in Children’s Time, it presents a big contrasts between the material or superficial space, that is a swimming pool, and the inner or abstract space which is formed by all the children’s actions, games, etc. This inner space is created by the happiness and freedom of having a children’s time.

In my opinion, it is the own author who is adapting her thoughts or memories to Children’s Time. Along the text we can appreciate how Larsen combines the material activities like playing, running, laughing… with some interior feelings at the end of each stanza. Thus, I think that she is addressing the poem to all kind of audiences; in one hand for children, and on the other hand for an adult audience that is able to feel and to see what the author does by narrating a common action of children.

I really enjoyed the poem because I did not think it to be as interesting as it finally was for me. But perhaps I did enjoy because I have combined the traditional way of reading with the visual effects and with the “link-game” that this hypertext suggests.

IndexPage Introduction Analysis

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Ana Maiz Rodríguez
amaizro@alumni.uv.es
Universitat de València Press