Analysis
I read the introductory line from Laos, "The girl was free to go, but she had nothing to wear except rags. Then she looked in her mother's sewing basket." We made use of random objects in the classroom, to comply with the designated quick ten minute preparation time, so for a sewing basket I utilized a plastic bag. One of my peers got creative and made "diamond anklets" out of lined paper with a highlighter! ReflectionMulticultural literature, or literature of diversity, is especially important to me. I believe children need the opportunity to understand people of various socioeconomic, racial and ethnic backgrounds with disabilities, family patterns and gender expressions that may be different than their own. Educators should address topics that challenge the dominant ideology in ways that promote critical thinking and questioning. Cynthia McDaniel claims that the teaching philosophy of critical literacy can act as a vehicle for social change if learners' responses to text are channeled to be examined in critical ways that lead to opportunities for tranformation and action. Engaging in critical literacy by encouraging children to question and discuss diverse literature promotes transformation against social injustices, through discussion provoking action on social change. McDaniel's article states:
I plan on incorporating critical literacy in my own teaching philosophy and platform. I adored the tableau exercise in class today. The activity gives learners the opportunity to respond to literature in a creative way that even promotes the application of theater/drama in the core curriculum. It is important to me to incorporate the arts in student's learning. I love that in Teaching Children's Lit our analysis of literature is always something different, allowing us to flex our creativity as well as gather ideas to utilize in our own future classrooms. ResourcesMcDaniel, C. (2004). Critical Literacy: A Questioning Stance and the Possibility for Change. The Reading Teacher, 57(5), 472-481.
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This is a follow-up post to Awarding the Caldecott Medal for an exceptional picture book. I emailed Lindsey Yankey, the author of Sun and Moon, about my blog post admiring her work. I was so honored and surprised to see her response, which I posted below. She is an amazing illustrator, author and person. I can't wait to share her book with my future students.
Finally, Yankey's imaginative use of patterned landscapes offer depth to children's imaginary experiences. Through thought provoking, entrancing illustrations Yankey is able to strengthen children of all ages' sense of beauty and belonging in our own unique circumstances. The Caldecott Medal could not honor a more distinguished picture book. ReferencesYankey, L. (n.d.). Sun and Moon. Retrieved September 16, 2015, from http://www.lindseyyankey.com/ Yankey, L. (2015). Sun and Moon. Simply Read Books. Kiefer, B., & Tyson, C. (2014). Picturebooks. In Charlotte Huck's children's literature: A brief guide (Second ed.). New York, New York: McGraw-Hill. O'Neil, K. (2011, November 1). Reading pictures developing visual literacy for greater comprehension. The Reading Teacher, 214-223. Reflection (Teaching Children's Literature)The beauty of picture books is in the intertwined relationship between text and image. No story is complete with illustrations that enhance or convey the meaning of carefully crafted writing. There are many factors involved in creating visual meaning in a picture book. Elements of the design (line/shape, color, value, space, perspective and composition), media choice (printmaking, collage, stitchery, ink, computer-generated art and mixed media), historical/cultural conventions, tailored style and format attractiveness combine to the formation of a picture book in becoming art. A book's design then reinforces, describes, establishes or forms a reciprocal relationship between illustration and text. The meaning behind a story is established as the author and illustrator unite to offer an enchanting combination of words and image. Color is a vital feature of picture books. The color schemes used should consider the cultural context, theme and intended age of the audience for its' application. In Kathleen O'Neil's article Reading Pictures, Developing Visual Literacy for Greater Comprehension she suggests an activity to help children develop color-meaning connections. Offering students swatches of various colors and materials (paint sample cards, wrapping paper, tissue paper, fabric) and encouraging them to discuss how the colors make the young learners feel will open for the opportunity of discussing culturally-based implications behind color. Students should grasp that blue generally means sadness and red symbolizes passion in the Western hemisphere cultures. From reading Charlotte Huck's Children's Literature textbook, I was inspired to apply a visual literacy strategy in my internship classroom. Questioning illustrations for meaning encourages student engagement in the text. Asking students to make predictions and revealing inferences through hints develops student skills in literacy comprehension. Children will find clues in the illustrations, examine them and discuss what meaning they made through the images in relation to the story. By justifying their inferences with textual support, learners' reading comprehension skills are increased. Picture books offer unique experiences that expand children's imaginations and support a healthy literacy development. ReferencesKiefer, B., & Tyson, C. (2014). Picturebooks. In Charlotte Huck's children's literature: A brief guide (Second ed.). New York, New York: McGraw-Hill.
O'Neil, K. (2011, November 1). Reading pictures developing visual literacy for greater comprehension. The Reading Teacher, 214-223. |
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