Reading and Writing the World: School Libraries as Sponsors of Transliteracy Buffy Hamilton
Presented at Computers in Libraries 2010 as part of a group presentation with Bobbi Newman and Matthew Hamilton. Please see the CIL 2010 slidedeck pool for their presentations. Please see http://bit.ly/8YbOC0 for my resource page that accompanies this presentation.
This presentation seeks to explore the genre, Modern Fantasy, while explaining the role it plays in children's literature. This presentation also gives examples of the sub- genres included in Modern Fantasy.
Reading and Writing the World: School Libraries as Sponsors of Transliteracy Buffy Hamilton
Presented at Computers in Libraries 2010 as part of a group presentation with Bobbi Newman and Matthew Hamilton. Please see the CIL 2010 slidedeck pool for their presentations. Please see http://bit.ly/8YbOC0 for my resource page that accompanies this presentation.
This presentation seeks to explore the genre, Modern Fantasy, while explaining the role it plays in children's literature. This presentation also gives examples of the sub- genres included in Modern Fantasy.
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
This is a slide show from a March 2010 presentation, "An Introduction to the Graphic Novel." The presentation covered the definition of a graphic novel, how to read a graphic novel, the history of graphic novels, and suggested further readings. It was published by B-Sides (http://ir.uiowa.edu/bsides/11/) however the file seems to have been lost there.
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
This is a slide show from a March 2010 presentation, "An Introduction to the Graphic Novel." The presentation covered the definition of a graphic novel, how to read a graphic novel, the history of graphic novels, and suggested further readings. It was published by B-Sides (http://ir.uiowa.edu/bsides/11/) however the file seems to have been lost there.
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The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
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Impact of Ethnobotany in traditional medicine,
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. What is visual literacy?
The ability to interpret, negotiate, and make meaning
from information presented in the form of an image.
Visual literacy is based on the idea that pictures can be
“read” and that meaning can be communicated through
a process of reading
3. Interpreting the visual text
Art elements
• Colour
• Texture
• Line
• Form
• Space
• Shape
• Size
• Balance
1
4. Interpreting the visual text
Media
• Media – tool and surface an
illustrator uses
• Techniques – the way in which
the illustrator applies one
medium to another
e.g. painting, drawing,
sculptural, printing, collage
• Mixed media – two or more
techniques
2
5. Interpreting the text
Aesthetic perspective
• Focuses on the affective/personal response of the
viewer to the illustration
• A visual text that engenders a significant personal
response is more likely to motivate someone to seek to
understand and interpret a text
“Essentially an aesthetic perspective asks questions about how the illustrator has
created mood or feelings and what personal responses are engendered by the
illustrators’ combination of elements in balance and layout.”
Reading the visual, p187 (Anstey, M. & Bull, G., 2000)
6. Interpreting the text
Functional perspective
• Analysing illustrations to learn: sees the artist as a
storyteller rather than creator of art
• Looks at how elements and media/techniques come
together to convey meaning about:
- Characterisation
- Setting
- Plot
- Theme
Reading the visual, p188 (Anstey, M. & Bull, G., 2000)
7. Interpreting the text
Functional perspective
“The best children’s books are about the complex business of being human. They
may seem to be about rats and pigs and rabbits and koalas and all manner of
unlikely adventures, but they’re not really. They’re about people. They are about
Life with a capital ‘L’. They are concerned with the transmission of human values to
a group of readers and listeners who are at a crucial stage of discovering how the
world works and how they might live. In practice picture books are strong on story
and they’re subtle on metaphor. They’re simple and direct in their telling (the
author’s voice is intimate and personal), and complex and insinuating in their
meaning. They focus on the particular as a means of understanding the abstract –
as children do. They are exploratory (as children are). They’re preoccupied with
rights and wrongs – as children are – without being moralistic. They delight in the
idiosyncratic – as children do. They’re clear-sighted and truthful. They’re optimistic.
Above all they are playfully serious – or seriously playful.”
Ros Price, ‘Women’s Book Review 1990–1991’, in Creative Connections: Writing, Illustrating and Publishing Children’s
Books in Australia, papers of the Canberra Children’s Book Council, seminars 1987–1993
8. Interpreting the text
Social critical perspective
• Critical literacy
• Messages and associated beliefs about issues such
as gender, ethnicity and socioeconomic status
• The messages that we read/view help us to construct
a particular picture of the world
Reading the visual, p190 (Anstey, M. & Bull, G., 2000)
9. Telling stories through pictures
• Illustrations are often used to clarify the meaning of
the text for early-years readers
• The majority of story books also have illustrations that
add meaning, and in some cases possibly
subvert/change the original meaning
• Wordless book
11. Telling stories through pictures
Illustrators often say there
is no point in illustrating
what has already been
told in words
4
12. Telling stories through pictures
“With every book my first rule of thumb has been to
not draw what is there already in the words. I try to
find something from behind or between the words,
something unsaid, something from the moment behind
and beneath the moment, something about where those
words come from, something from and about the heart,
to then add to the words.”
Drawn from the heart, p 296 (Brooks, R., 2010)
13. Art elements
Colour
• ‘Hot’ colours – excitement, happiness, anger
• ‘Cool’ colours – harmony, peace, sadness
• Placement of certain colours near each other can
prompt mood, or draw attention to certain features
• Media used can emphasise colour, e.g. luminous
watercolours, gouache – more intense
14. Jan Ormerod, illustration from Lizzie Nonsense, Little Hare Books, 2004,
watercolour on paper, courtesy of the artist
15. Elizabeth Honey, illustration from Not a Nibble, Allen & Unwin, 1997, watercolour and ink
on paper, courtesy of the artist
16. Art elements
Texture
• Connecting the sense of sight with the sense of touch/
feel
• Can rouse memories, and create empathy for
character and setting
• Use of media influences texture
17. David Miller, illustration from Snap! Went Chester, text by Tania Cox, Hachette
Australia, 2003, paper sculpture, courtesy of Woodleigh School
19. Art elements
Line
• Can create mood
• Curves – warmth, safety
• Jagged, sharp - excitement, destruction, unease
• Line can draw attention to something in the illustration
20. Shaun Tan, illustration from The Rabbits, text by John Marsden, Lothian,
Hachette Australia, 1998, oil on canvas, courtesy of the artist
21. Bob Graham, illustration from Greetings from Sandy Beach, Lothian, Hachette Australia, 1990,
colour pencil, pen and watercolour on paper, courtesy of the artist
22. Art elements
Form
• Refers to the boundaries of an object and how it
relates to other objects
• Used in the positioning of characters to show their
relationships and how they feel about each other
23. Ron Brooks, illustration from Fox, text by Margaret Wild, Allen & Unwin, 2000, mixed media on paper,
Peter Williams Collection
24. Fox
“That first picture was a real mixed-media job: a multilayered collage of
bits and pieces of different papers, heavy impasto, oil paint, acrylic, ink,
watercolour, shellac, oil sticks…and instead of drawing with pens, pencils
or whatever, I gouged, scratched and scraped my way through all this
stuff using kitchen forks, bits of wire, old dental tools, bits of rusty tin,
sandpaper – whatever seemed to work – to find my lines. I then worked
the oil sticks into and over the whole picture, working and rubbing them in
across the entire surface, obliterating the whole image under deep black,
red, blue, brown or green oil. After allowing this to dry a little, I rubbed and
polished off the higher, flatter, smoother surfaces with soft cloth; laid
glazes of acrylic and wash over the top, gouged back in again, varnished
again with shellac, added more colour here and there – until I felt the
image had everything I was able to find. Until I felt it matched the voice in
the writing – the texture of the language.”
Drawn from the heart, p 282-283 (Brooks, R., 2010)
25. Ron Brooks, illustration from Old Pig, text by Margaret Wild, Allen & Unwin, 1995,
watercolour on paper, courtesy of St Catherine's school
26. Jane Tanner, illustration from Love From Grandma, Viking, 2010, colour
pencil and watercolour on paper, courtesy of the artist
27. Art elements
Space
• Liberal use of space indicates isolation, emptiness
• Busy illustration can infer chaos, lots of activity,
energy
• Space can also draw attention to specific objects
28. Rebecca Cool, illustration from Isabella’s Garden, text by Glenda Millard, Walker Books
Australia, 2009, acrylic on canvas, courtesy of the author
29. Armin Greder, illustration from The Island, Allen & Unwin, 2007, pencil
on paper, courtesy of the artist
30. Art elements
Shape and Size
• Visual outline of an object which we use as to
recognise objects
• Rounded – warmth, safety
• Angular – excitement, confusion
• Use of object/character size can convey different
emotions
31. Leigh Hobbs, illustration from Mr Chicken Goes to Paris, Allen & Unwin, 2009,
gouache and pen on paper, courtesy of the artist
32. Elizabeth Honey, illustration from I'm Still Awake, Still, music by Sue Johnson, Allen & Unwin, 2008,
gouache on paper, courtesy of the artist
33.
34. Art elements
Balance
• How different elements come together and which
elements are dominant
• Arrangement of objects in an illustration rather than
the elements – chaos or stability, or the effect of
drawing one’s attention
36. Gregory Rogers, illustration from Way Home, text by Libby Hathorn, Random House Australia, 1994,
chalk, charcoal, pencil and torn paper, courtesy of Books Illustrated
37. Activities
Comparing images
• Compare different images (from the same story)
which portray different moods indicating possible
changes in character, plot
• Consider elements and media/technique
38.
39. Activities
Comparing images
• Compare images from multiple texts
• Investigate themes, characterisation and setting
through the use of elements and media/technique
• Illustrator study - compare images from multiple texts
by the same illustrator to see how they differ
40. Armin Greder, illustration from The Island, Allen &
Unwin, 2007, pencil on paper, courtesy of the artist
Shaun Tan, illustration from The Rabbits, text by John Marsden,
Lothian, Hachette Australia, 1998, oil on canvas, courtesy of the
artist
41. Ron Brooks, illustration from Fox, text
by Margaret Wild, Allen & Unwin, 2000,
mixed media on paper, Peter Williams
Collection
Ron Brooks, illustration from Old Pig, text
by Margaret Wild, Allen & Unwin, 1995,
watercolour on paper, courtesy of St
Catherine's school
42. Activities
Education kit
More activities can be found in the education resource,
eg:
• Short-activity ideas (Bloom’s taxonomy)
• Book-based activities, e.g. Lucy Goosey; Fox; To the Top End
• Theme-based activities, e.g. My home, my family; What does
tomorrow look like?; Telling stories through pictures
Activities are aligned with the e5 instructional model (engage,
explore, explain, elaborate, evaluate)
43. Sample activity
Telling stories through pictures
Based on Lesley Reece’s (Fremantle Children’s
Literature Centre) framework for studying picture
books
1. Write out the text from a picture story book and read then
discuss
2. Students create illustrations for different sentences and
then discuss illustrations
3. Read the original story with illustrations then discuss
44. Sample activity
Telling stories through pictures
• Rule up 2 columns
• 1st column – copy the text from one page
• 2nd column – list all the things shown in
corresponding illustration
• Look at how the illustrator has gone beyond the
written text through the use of art elements and media
48. Book cover references
• Margaret Wild, illustrated by Anne Spudvilas, Jenny Angel, Puffin, 1999
• Jackie French, illustrated by Sue deGennaro, The Tomorrow Book,
HarperCollins Australia, 2010
• Shaun Tan, The Arrival, Lothian, Hachette Australia, 2006
• Margaret Wild, illustrated by Ron Brooks, Fox, Allen & Unwin, 2000
• Jeannie Baker, The Hidden Forest, Walker Books, 2000
• Jeannie Baker, Window, Random Century, 1992
• Sonya Hartnett, illustrated by Lucia Masciullo, The Boy and the Toy, Penguin
Books Australia, 2010
• Gary Crew, illustrated by Steven Woolman, Beneath the Surface, Hachette
Australia, 2004
• John Marsden, illustrated by Shaun Tan, The Rabbits, Lothian, Hachette
Australia, 1998
• Stephen Michael King, Leaf, Scholastic Press for Scholastic Australia, 2008