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Please
note the changes in venue as posted below. Unfortunately,
the construction schedule has fallen behind and the new education
building is now slated to open June 1, 2006. Because of this,
sessions will now take place in Bixler Hall and the Weltmer
Instructional Program Center. Below is a quick pictorial
view of the campus buildings that will be in use during the
Art of the Picture Book Conference. Student volunteers
and conference planning committee members will be available
for directions.
Breakout
Sessions are
listed below by day and time and will take place in Bixler and
the Weltmer Instructional Program Center. Each session includes the
title, an author provided abstract, and presenter information.
Registration, Key note addresses, lunch,
and the Children's Art Display will take place in the John
C. Myers Convocation
Center. Printable handouts (pdf):
As a result of legislation passed during the 1970s, the mainstreaming of children with disabilities into classrooms has become common. Quality picture books can help healthy children learn about disabilities as well as help children with disabilities learn that they are not alone in coping with a disability. For librarians in charge of developing appropriate collections in school and public libraries, the question becomes how to choose quality picture books about disabilities. When assessing a picture book for purchase, the quality of the illustrations must be considered along with the quality of the writing. This presentation will suggest a list of questions for librarians to use in order to assess the use of illustrations in picture books about disabilities. Since it is not always possible to preview a book before purchasing it, the presentation will also discuss sources used as selection tools, including publishers’ catalogs, book reviews, bibliographies, and books lists from specialized websites. Finally, this presentation will discuss how the set of questions used for selection can also be used to weed the collection so that librarians can offer their patrons a solid selection of picture books about disabilities.
A professor from the College of Education and a librarian who works with the curriculum collection collaborate to create an awareness of the value of selection and use of multicultural picture books in the elementary classroom. The presenters will lead the participants in discussing and determining criteria for good multicultural picture books by comparing "older" and newer picture book art. Drawing from experiences in a university literacy class, the presenters will describe how students learned to write reviews and reflection papers about the multicultural aspects of books that they would use in a K-4 classroom. These reviews were then used to populate a web-based database of multicultural children's books.
Why is a picture book an art object? Who says its a "good" picture book? How do reviewers like the Caldecott Committee evaluate picture books? How can you? Follow critics, one a Caldecott Committee veteran, through the process as they examine some books. Then look at what’s new in "multicultural" picture books both as examples of art objects and as a means of working with children to expand their worlds.
What can a picture book have to say to more advanced readers? Perhaps a lot. Indeed, picture books can help any reader understand how texts work. Drawing ideas from Peter Rabinowitz's Before Reading, this workshop will investigate how teachers of higher grade students can find benefits in utilizing picture books in their English language arts classrooms. Workshop participants will read together Jan Brett's The Hat as a way of exploring the “how” of reading. We will start with Rabinowitz’s idea that understanding literacy requires examining what readers (and authors and illustrators) already know before they read (or write or illustrate). In reading Brett’s highly popular book, we will ask, “What makes the text work?” We will examine what we notice in the text, why we notice these textual features, and how significant these noticeable elements are. We will look at the relationship between what grabs our attention as readers and what authors and illustrators intend for us to see, a move that will highlight conventions known by authors, illustrators, and readers before writing, before illustrating, and before reading. We will talk about how more advanced readers can benefit from closely examining children's books, namely how looking at simpler texts can improve the reading of more complex texts. And we will discuss how exploring picture books can inform other areas of language arts instruction, especially composition, where readers become authors grappling with what their readers will know before reading. The session will utilize theory and discuss classroom experiences using picture books in classes at Ashland University.
If you asked individuals on a college campus about picture books, or about juvenile literature in general, being in their school’s academic library, most would look puzzled, maybe indignant, but definitely bemused. You may even find students and faculty of Departments of Education surprised to discover picture books in the very same library that has ERIC resources or the Education Abstracts database. But did you know that 59% of Ohio academic libraries have identifiable juvenile literature collections or catalogued curriculum materials? And another 22% have picture books & juvenile literature in their main collections. Why the dismay when academics discover The Very Hungry Caterpillar shares shelf space with the Oxford Dictionary of Astronomy? This presentation will address the value and importance of maintaining a juvenile collection, including picture books, in the academic library. One presenter, currently an acquisitions librarian in an Ohio academic library, has worked as a school librarian in a K-4 facility for nine years and an undergraduate and graduate Education liaison on the college level for seven years. One presenter is currently an Education liaison and has worked in academic libraries.
If young children are to be emotionally healthy, they must gradually develop coping skills for challenging life situations. Participants will learn how the picture book can be used as bibliotherapy and how its use can be a tool for emotional development. Dr. Slanina, the author of Annie Mouse Meets her Guardian Angel, will demonstrate the appropriate way to use this book, as well as several others, so that communication between adults and children is enhanced and young children continue to grow socially and emotionally.
In this
session, we will participate in a mini-research project on Ancient
Egypt. The activity demonstrates how informational picture
books can help a wide range of students to engage successfully
in research projects in intermediate, middle grades, and even
high school classes. BIXLER
300
Burnt Sienna, Caput Mortuum Violet, Indigo Blue, Scarlet Crimson, Viridian, Vermillion, Yellow Ochre. With such wonderful, colorful names, not to mention the vibrancy of the colors themselves, why would an illustrator of children's books choose not to use these and instead select a monochromatic color or black and white? This presentation will try to answer this question by exploring some of the works by Ted Lewin, David Macaulay, Tom Feelings, Chris Van Allsburg, Ray Cruz, John Steptoe, Kevin Henkes, and David Wiesner.
Non-fiction picture books might not have the substance required to complete a research paper, but they often have just the right stuff to get one started. Learn how to use books aimed at a K-2 audience to motivate and guide 6-9 students through some of the most difficult parts of the research process.
Two specific projects will be presented by their developers which model the effective use of picture books in meeting and teaching the Academic Content Standards within all curriculum areas in the early childhood classroom. The first project was inspired by the beloved children's classic, Johnny Appleseed, written by Stephen and Rosemary Benet and illustrated by S. D. Schindler. The pictures of this book bring the poem on its pages to life. From these colorful pages, a self-contained literacy tool has been developed, consisting of 15 or more lessons themed around this work of literature. This material was developed for use in a first grade classroom, but could be easily adapted for use in any grade level. The second project has been adapted from unique, but less well-known children's book, Seaman's Journal: On the Trail with Lewis and Clark, written and illustrated by Patricia Reeder Eubank. This project relates a complex, and rarely covered topic, Lewis and Clark's journey west, to early childhood students. The designed unit is comprised of 6+ specific activities, inspired not only by the text of the book, but by the pictures as well. Included in the activities is an original board game designed to coordinate with the pictures and text of the book. Picture books have been a creative inspiration to teachers for many years, by providing others a chance to view these ideas, we hope continue to spark the type creativity that makes picture books an essential part of the early childhood classroom.
This program will present using picture books as a bibliotheraputic device to help children deal with separation issues when a parent (or parents) have been deployed in the military. An annotated bibliography will be provided, as well as the actual titles for hands-on inspection.
In this session, teachers will be able to utilize picture books and related activities to address the everyday social and emotional issue their students face as a part of the academic curriculum plans in their classes. Topics will include anger management, death, self-esteem and bullying.
Picture books are a wonderful resource for teaching children about art. It is one of the few art forms created just for children. Using the Museum of Modern Art Series and Caldecott Award winners as examples, Deborah Dubois will discuss elements of art such as color and shape and how to teach young children about them. Practical ideas will be presented as well as the rationale behind them.
Fairy tales are some of the most treasured, repeated and recognized stories in today’s culture. However, fairy tales have taken a lot of heat for the controversial gender messages presented in the text. Largely collected from old stories spoken or written down hundreds of years ago, these tales reflect cultural perceptions that are outdated. With depictions of helpless females, and savior-strong princes, feminist critics often argue about the damaging effects fairy tales present for identity construction of young girls. Yet when children’s book authors are asked to consider gender relationships in folktale's, the text is often the first to be changed. In this presentation, participants will be able to examine how the art of picture books can actually be changed to influence the messages presented to the readers. I suggest illustrator, Trina Schart Hyman took traditional texts with wimpy princesses and used her illustrations to depict women that are actively involved in shaping their own destinies, not helplessly awaiting their knight in shining armor to solely resolve their fates. Participants will be able to look at different visual interpretations of traditional fairy tales as well as suggest ways in which today’s modern princesses such as Paris Hilton or Hilary Duff might be altered if dropped into a fairy tale to combat the stereotypical description of princesses in fairy tales. It is important to be able to examine gender issues with students in the classroom as well. Ways in which teachers and librarians can integrate discussions about gender through picture book illustrations in their classrooms will also be discussed. A list of fairy tales with illustrations depicting strong princesses will be distributed.
Experience "power words" and a unique book reviewing process designed to promote the language arts skills of reading, evaluating and responding to children's books. Students from urban, suburban and rural schools in Northwest Ohio participated in "artist-in-residence" style teaching activities designed to bring books to life through a series of aesthetic experiences. Empowered with the language of book reviews, school-age students collaborated on a book reviewing project with Bowling Green State University children's literature students.
Picture books create joyful readers, entice readers to explore and interpret ideas, and engage readers in deeper inquiry. Picture books are the perfect marriage of text and visualization to enhance literacy skills for all readers. Picture books are no longer the mainstay of programming for the very young, but can be used well beyond their intended audience. Picture books play with language, stimulate curiosity, enhance comprehension skills, serve as both research and writing models, generate questions, and foster critical thinking. First and foremost picture books provide the reward for learning to read and create joyful reading experiences. Using picture books as students read to learn extends their power. Teachers and Librarians that work with children, tweens, and teens will be introduced to multi-genre picture books--narrative, biographical, poetic, and informational--in a thematic multi-age format. Participants will be encouraged to use picture books in new and meaningful ways. Multi-genre and multi-age demonstrations and booklists will be provided for participants. Use the unique power of picture books to unlock the minds and hearts of your readers.
Martin and Delia outline the success that they have had as new Authors and Illustrators. They explain how they got published on the first try and what they have learned that has taken them from new authors to a successful career traveling all over the USA. They also explain that being published is just the beginning and is no guarantee of sales. They know that the new author must become an active partner with the publisher. The biggest lesson however is that the art sales and accessory products from the book's characters will make a bigger income than the draw from the sales of the books. Finally Delia has now been to China and soon to India and soon the characters will be for sale with the books along with tea sets, resin pieces and other products. The art of the picture book has brought us the greatest success. More information about Delia and Martin Wach is available through their promotional packet and publishers web site: http://www.creativelearningproductions.com
Have you ever wondered why guys are not interested in reading? What happens between preschool and fourth grade that makes boys lose their interest in reading? After all, reading is required in every day activities: whether it be reading directions, the newspaper, or the names and labels of everyday items. The unfortunate reality is many boys across the United States are not reading as much as expected. Boys are consistently scoring less than girls in reading and are less interested. Fortunately, boys can be helped if the right approach is taken. It is important to know why some boys have the reading habits they do and how to successfully increase their independent reading. Boys need to be encouraged to read books they chose themselves and be presented with literature on topics they find interesting. Jon Scieszka, children’s book author and former teacher, has started his own Guys Read initiative to get more boys interested in reading. His suggestions and collection of literature will also be presented. Teachers, parents, and librarians interested in increasing the independent reading habits of boys are encouraged to attend.
Picture Books are an important means for enhancing the science learning experience for younger children. When well-written and illustrated, they allow children to see concepts visually and in simple terms. They can be easily adapted for use with activities to enhance the learning experience and increase the enjoyment of Family Science Programs in libraries or schools. In many cases folktales can be combined with factual science books to provide an understanding of other cultures and their relationship to and respect for nature. Science picture books also help with the development of thinking and learning skills in younger children and allow them to explore, invent and create. The end result provides families and children with a fun way of learning about the world around them.
Movable
and pop-up books provide ways of seeing and experiencing meaning
that extends beyond an 8 1/2” x 11” sheet of paper, and
is not constrained to two dimensions. Just as authors
of all ages experiment with words and images on paper to construct
meaning, they can also experiment with the paper on which their
words and pictures are inscribed. Pop-ups, fold-outs and
movable parts enhance the ability to make meaning with words
and images. In this session you will see examples of successful
combinations of text, illustration and paper engineering in
published books created by well-known paper engineers such as
Robert Sabuda, David Carter and others, you will learn how text
and illustration work together in unique ways to create quality
pop-up books, you will learn how to evaluate pop-up and movable
books, you will see how children can incorporate simple pop-up
constructions in their meaning-making processes, you will receive
a bibliography of pop-up and movable books including “how-to”
books, and you will experiment-- hands-on-- with two basic pop-up
constructions.
Jesse Willcox Smith was one of the first American women illustrators for children’s picture books. She sought to “explore the universe of the child” in bold and dynamic ways because of influences in her personal and professional life. This presentation will explore her history and training as an artist, discuss aspects of her personal and professional life, and reflect on her style, themes and technique in comparison with other illustrators of the same time period.
After dogs, cats, and bears, mice are the fourth most favorite animal characters in children’s stories. Since The Life and Perambulations of a Mouse appeared in the 1780’s, mice have featured in hundreds of children’s books. Some are instantly recognizable, such as the Beatrix Potter stories and the more recent Angelina books, but other equally charming rodent heroes and heroines are largely forgotten. After a brief introduction (“Why Mice?”), the presentation takes the audience on a tour through 200 years of illustrations of mice in children’s books, pausing to note various aspects of the three chosen themes. First, how are the mice depicted? Why do some artists draw mice au naturel, while others add aprons or overalls, and yet others dress the characters in historical costume? Second, how have artists depicted mouse habitations? Some fictional mice live inside walls or in holes in hedges, but others live in places as diverse as churches, dollhouses, diminutive cottages, or a guitar in a music shop. Finally, we will see how the mice in some stories adapt real-life objects for use on their own scale (such as converting a teacup into a bathtub), while in other tales artists show the mice using mouse-sized human objects. See examples of illustrations from 200 years of art in children’s books, tracing the changing depiction of one of the most beloved animal characters. We will see nineteenth-century engravings; delicate watercolors from the 1920’s and 1930's; pen-and-ink sketches; the simple shapes and primary colors from the 1950’s; ethnic-look illustrations; collage-style pictures; and more.
Literature can play an important role in the development of a better understanding of diverse cultures. Using picture books with children can be an effective avenue capable of changing the way students look at their world through the conscious examination of varying perspectives.
Picture books were explored in a children’s literature course with pre service teachers (N-12) working towards certification in early childhood. The philosophy embedded in the children’s literature course is that a literature based curriculum is conducive to literacy acquisition. In this course, candidates were presented with the challenge of authoring and illustrating an original alphabet book as well as creating instructional modules to accompany their book. Instructional modules had to be thematic in integrating created alphabet book with other types of literature across the content areas. Criteria for evaluating picture books in general as well as the four major types (word-picture identification, simple narratives, riddles or puzzles, and topical themes) of alphabet books were discussed with candidates. Additionally, strategies for utilizing literature across the curriculum and for fostering children’s response to literature were also explored. Guidelines and a formal rubric for creating an alphabet book were provided. These guidelines entailed identifying a target age group, selecting a topic, an annotated bibliography of research conducted for topic, narrative text incorporating the letters of the alphabet, and illustrations supporting story. To compile the research for alphabet story, candidates had to collaborate with the university reference librarian. Collaborative efforts with the librarian were essential for successful completion of the project. Pre-service teachers acquired multiple skills and their creativity was displayed with a unique collection of alphabet book themes such as the tale of a bereaved kingdom in search of its lost letters.
This presentation focuses on how the illustrator's depiction of the story's emotions helps the reader connect to his own feelings. Picture books assist all ages of reader to feel deeply. Teachers, parents, and librarians can use picture books to effectively touch hard-to-reach children. S. Elizabeth Roth, Ph. D., author/illustrator, educator, and grandparent of mentally ill child, will speak from experience.
This session has three goals: 1) share a “text cluster” of award-winning literature that can be used by teachers to integrate literacy, math, and science in grades 4-8, 2) demonstrate a variety of literacy strategies that can be used in conjunction with the text cluster to support reading comprehension, written response to reading, and vocabulary development, and 3) discuss the power and potential of using “ART-ful” literature in literacy clusters to integrate literacy, math, and science.
The population involved in the Greenspace project at a rural public school (Central Elementary-Willard City Schools) is 600 students (Pre-K-Grade 4). The school has a diverse group of students: many ESL due to large migrant population, at-risk because of the low socioeconomic variable (71% free/reduced lunch and breakfast), DH, LD, SBH and MHD. Education is provided for all students within a school-wide perspective, highly integrating their involvement with one another and “celebrating our differences” as we learn together. The Greenspace allows for dirty hands-on experiments in an outdoor learning environment. This place compensates for our “Nature Deprived” students lack of experience with habitats to provide a better understanding of their interconnectedness within nature. Picture books plant seeds to cultivate greater gardens of knowledge for our students. We have used Rachel Carson, Pioneer of Ecology: Woman of Our Time (Kudlinski) as a prelude to Career Day, Arbor Day or Earth Day celebrations. Harvested seeds from the Greenspace were used as outreach plantings at local library and Habitat for Humanity home for service learning. Picture books will continue to be what nurtures our ongoing project with nature in our Greenspace. Future Projects include: field guides and student created versions including diagrammed/labeled, digital/audio recorded guides for tours, newsletter/pamphlets, and seasonal timelines to document yearly changes. We hope our presentation of picture book utilization to develop a Greenspace will inspire other teachers, administrators, school districts to encourage active involvement from students in a successful integrated outdoor learning environment…developing better citizenship and earth awareness.
Participants will learn how to incorporate language arts, science, social studies and visual arts into the same lesson. The illustrations of Eric Carle's "A House for Hermit Crab" and Ed Young's "Moon Mother" will start you thinking outside the box until your students will have to curb their enthusiasm.
Integrating content
from other academic areas, such as language arts and reading,
into physical education is an effective way for children to
learn. In physical education, creative movement is ideal
content for integrating language into the physical education
curriculum, because it allows students to experience stories
by interpreting and moving for the purpose of communicating
thoughts, ideas, or feelings in a non-competitive setting. The
purpose of this session is to provide classroom teachers, and
teacher educators who may lack the background in movement education,
with an easily implemented sequence of activities designed to
promote language development, creativity, problem solving and
movement skill through creative movement and dance. Program
participants will learn how to implement a series of creative
movement lessons using pantomime and creative dance sequences
based on the content of a storybook presented during the lesson.
Participants will also learn how to select storybooks for pantomime
and creative dance lessons as well as how to assess student
accomplishment.
The measure of any community, certainly, is how its children are nurtured and educated. Such tasks are not in the domains of parents and educators alone. The entire community must foster the hopes, dreams, and imaginations of its children and youth. A local museum in a small city in Northeast Ohio is doing just that. The Salem Storybook Museum features original art from children’s picture books. It is a teaching museum which uses its collection to teach people of all ages the close relationship between art and literature and the processes by which the two mesh to create a picture book. Conference presentation goals will be to: 1. share how the museum helped the community put the art of the picture book at center stage for its children and youth. 2. Impart ideas and materials with individuals and groups who wish to promote picture book art with specific populations in their communities. Participants will learn of the process of evolution of the Salem Storybook Museum which was one of the first to present illustrations from children’s books as important art in its own right. They will come to know how support resources were enlisted from a broad community spectrum. Original works of art will be used to give example to suggested activities and resources. References and handouts will be provided.
Join an Ohio author/illustrator, composer & educator on her journey of the making of a dream. Celebrate the transformation of her original recorded anthem of self-esteem, into 32 pages of contemporary, dynamic, bold, graphic color and design. Take a peek into the whole process – beginning with the inspiration, thru the studio effort and the sewing of the quilts as illustration, onto the road of publication submission (and rejection) with the ultimate decision to self publish. The result of which is an invitation to present at the national 2006 American Library Association summer conference. Triumph! Come learn the song in sign language to support the text for all learning styles. Then see a variety of responses, directed by art teachers, as part of author visits. The workshop will culminate with an extension game that uniquely extends the book, “You’’re Wonderful.” This ‘’Pattern/Partner’’ game will have your students playfully consider the vocabulary while cooperatively sharing their life’s experiences, concluding with the building of a design reflecting the artistic style of the book. A terrific exercise to integrate a wide variety of curriculum topics through cooperative and wholistic learning. The game is easily adapted to make it as effective with four year olds as with adults. Use a picture book to address self-esteem for an individual child or the culture of your entire building. Perform, create, discuss and motivate in response to this work. Come prepared to laugh and cry out loud. You’’re invited to be delighted.
The public library is a rich source of information, and public librarians are a resource most educators have not even begun to tap effectively. Brenda Hogan, Youth Services Librarian and Martha Buckner, Outreach Librarian at the Ashland Public Library will share a variety of picture books with participants and suggest ways your public librarians can help you use public library materials and resources successfully.
Main characters and their actions are foremost in a young writers mind. Young illustrators delight in illustrating a character with descriptive and vivid details that clearly establish the “who” of the story. It is often more challenging to flesh out the place, time and mood of a scene. This workshop will introduce the materials and processes of monoprinting to create the place and space behind the scene. Monoprinting is a fast, fluid and flexible medium allowing for easy repetition and alteration of design. It can be adapted to varying degrees of sophistication, appealing to a broad level of ages and abilities. After the monoprints have dried, illustrations of the student’s characters can easily be collage onto the monoprinted setting the child has created. During the workshop, several techniques of monoprinting will be introduced and participants will have time to explore them.
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