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<p>This paper examines how authentic works created by boys imprisoned in the Terezín ghetto can function as didactic resources for introducing primary school pupils to the Shoah. Using narrative content analysis and visual interpretation, it focuses on three contributions to the secret magazine <i>Vedem</i>: Jiří Bruml’s short story <i>Fate</i>, Petr Ginz’s poem <i>The Fool</i>, and Ginz’s drawing <i>Moon Landscape</i>. <i>Fate</i> deploys humour and satire to expose the collapse of social hierarchies and to reflect everyday struggles for survival; <i>The Fool</i> traces a shift in values as youthful ideals give way to the pragmatics of endurance, articulated through irony and absurd imagery; <i>Moon Landscape</i>, though outwardly science-fictional, fuses imaginative escape with coded testimony to fear and insecurity. Taken together, these testimonies show how children’s cultural production mediated trauma, resilience, and identity formation. When ethically and age-appropriately scaffolded—through guided discussion, creative writing, art-based tasks, and exploration of the digitized <i>Vedem</i> archive—such materials help pupils form personal connections to historical peers while cultivating empathy, critical reflection, and ethical awareness. The study thus argues that children’s literature and art from Terezín serve not only as historical documentation but also as potent tools for nurturing identity, resilience, and civic responsibility in contemporary classrooms.</p>

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Shoah-Themed Literature and Art as a Starting Point for Building Children´s Identity

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  • 发表日期：

    2025年10月5日

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  • Milan Mašát

摘要

This paper examines how authentic works created by boys imprisoned in the Terezín ghetto can function as didactic resources for introducing primary school pupils to the Shoah. Using narrative content analysis and visual interpretation, it focuses on three contributions to the secret magazine Vedem: Jiří Bruml’s short story Fate, Petr Ginz’s poem The Fool, and Ginz’s drawing Moon Landscape. Fate deploys humour and satire to expose the collapse of social hierarchies and to reflect everyday struggles for survival; The Fool traces a shift in values as youthful ideals give way to the pragmatics of endurance, articulated through irony and absurd imagery; Moon Landscape, though outwardly science-fictional, fuses imaginative escape with coded testimony to fear and insecurity. Taken together, these testimonies show how children’s cultural production mediated trauma, resilience, and identity formation. When ethically and age-appropriately scaffolded—through guided discussion, creative writing, art-based tasks, and exploration of the digitized Vedem archive—such materials help pupils form personal connections to historical peers while cultivating empathy, critical reflection, and ethical awareness. The study thus argues that children’s literature and art from Terezín serve not only as historical documentation but also as potent tools for nurturing identity, resilience, and civic responsibility in contemporary classrooms.