Let Me Tell You About Me: Chapter 9 Review: Biography and Memoir

Before reading this chapter, I used often confused an autobiography for a 'memoir'.  Though this chapter concentrates on defining 'biography' and 'memoir', I feel that including the term 'autobiography' is beneficial to teachers and students alike because it falls under the same umbrella.

The text defines 'biographies, autobiographies, and memoirs are narratives' (Galda 280).  I believe that it is because of this that many people, as well as myself, became confused.  Autobiographies and memoirs are similar in that they are written by the main character themselves.  Biographies and autobiographies are mainly concerned and filled with facts, whereas memoirs are that person's interpretation of their life events.

Before reading this chapter I did not know how to tell the quality of a memoir.  I figured that the base of it was left to the reader themselves, for it is someone's interpretation.  After reading, here are the characteristics of a good memoir:
1. Good characterization
2. Good presentation of plot and setting
3. Clear style of writing
4. Unifying theme
5. Quality of illustrations

All references are from: Galda, L., & Cullinan, B. E. (2006). Literature and the child. Belmont, CA: Wadsworth/Thomson Learning. 

Non-fiction can be shown throughout many different sub genres.  It can be difficult to decide what works are quality non-fiction, as opposed to works that may not be as valuable.  It is important that we give our students a vast selection of the different sub genres on non-fiction.  A friend and classmate's blog "A Child's Adventure Through Reading" gives a concise table that can be used to find and evaluate non-fiction works.  I know I have used it when adding to my library.  Check it out!

Who's Who?: Chapter 4 Review: Poetry and Verse

Poetry v. Verse

While reading this chapter, I found it most confusing to separate poetry and verse.  They are so similar, and are often, incorrectly, used interchangeably.  I am guilty of this too!  It is very important as educators, that we know the material inside and out before teaching it to our students.  I made the chart below to help myself, and others, distinguish the differences!

Poetry	Verse
-Unique sense of contained energy -Intense -Intricate combination of sounds, meanings, and arrangement of words to call attention to something in a fresh and compelling manner	-Much less intense than poetry -Often is amusing -Meant to delight

Belt Out Those Nursery Rhymes! Mother Goose Rhyme: Sing a Song of Sixpence

"Sing a Song of Sixpence" is a nursery rhyme that many do not understand.  I know I didn't know the historical meaning behind it before I researched it on the Rutger's website!

The artwork that surround this nursery rhyme depicts Henry VIII, the king of England, as a gluttonous and entitled.  He is drawn at many ages, but the most surprising was him being drawn as a teenager, which is historically accurate being that he took the throne at 17 years old.

The 'six' in "sixpence" reflects the 6 wives Henry had, but also makes mention of the Queen's Lady in Waiting, Anne Boleyn, whom of which was his mistress.

The mention of 'blackbird pie' can be interpreted as a play on Henry's gluttony, as well as to represent the outrageousness of his ruling and decisions.  However, baking live animals in food was a practice during this time period.  It is also debated whether or not the bird represent activists, their desire to be escape Henry's rule, and the freedom they would experience once they were able to wrangle out of his rule.

The nursery rhyme has been said to be a sort of encoded message, urging people to join the revolution against Henry.

All information was found here: http://eclipse.rutgers.edu/goose/rhymes/sass/

Goose on the Loose! Class Reflection Mother Goose: A New Perspective

I, like many other children, was told a variety of Mother Goose rhymes when I was younger.  I did not know what exactly the rhyme was talking about, and before reading this chapter and exploring the given website, I still did not stop to think what exactly I could be singing about!

Mother Goose rhymes talk about real events, and are often times very dismal and sad!  I thought, why would we ever sing these things to children, let alone teach it to them!  Though these songs and rhymes are rather depressing when you think more deeply about them, the fact of the matter is they portray history, and are a continuing tradition across multiple generations.

I never really stopped to think about how Mother Goose rhymes originated.  Did you know that Mother Goose rhymes first started in 1780?!  Mother Goose has been the face of nursery rhymes for over 140 years!  I was also very surprised to see that Mother Goose has a strong affiliation with ancient Greek mythology.

Reading about Mother Goose rhymes opened my eyes to just how intertwined with society Mother Goose rhymes are.  For example, I had no idea that Mother Goose has been used as a marketing strategy that harps on the innocence of childhood.  Ironic!!
                                               


                                                
References: http://eclipse.rutgers.edu/goose/what/

Here is a link to a classmate's blog that really goes into detail about different nursery rhymes with visuals and explanations for each! check it out: Lindsey's Blog

Mirror Mirror on the Bookshelf...Picture Book Class Review

Picture Book Class Review

Today, our class focused on picture books, and the elements of a good picture book.  Before our reading and class discussion, I thought of a picture book as simply a book with pictures in it.  I, however, was wrong.

Picture books, first and foremost, are a format, not a genre.  I often confused a picture book for a genre, because it is the most obvious feature, but grouping books because they simply have pictures in them is not beneficial, and really boring! There are so many fun ways to use picture books in our classrooms for a variety of purposes.

I shared a reversible poetry book, Mirror, Mirror, by Marilyn Singer.  I chose this book to share in class because of its' vivid imagery, and the way that the lyrical words are chosen and placed so carefully that from one set of words, 2 poems can be made, one being read from top to bottom, than flipping the text around and reading it bottom to top.  The images, along with the text, show different points of view, and the pictures really capture both standpoints.

Another book that was shared in class was Chicken Soup with Rice.  I particularly liked this book as well because of the vivid lyrical imagery, but also because it was separated by month, each poem's language swayed by the characteristics of that month.

Light Burst Forth: Lesa Cline-Ransome

September 9th, 2014

Today, Lesa Cline-Ransome came and discussed her life as an author.  Apart from reading excerpts of one of her stories, Light in the Darkness, Lesa explained her life as a writer and where she draws inspiration.  Lesa's friendly and calm demeanor invited her readers to put their daily lives on hold and dive into her story.

I really enjoyed the fact an author came to speak with us, and I think Lesa was a great choice.  She was engaging, and as an audience member, I felt as though she gave us all her energy and attention.  Her love for writing and researching historical figures shined, along with her appreciation for the reader.

Lesa showed her collection of works.  For class, we were only required to read Words Set Me Free.  I think this was a good book to use as an introduction to Lesa's work, for it really highlighted her love for history and the individuals that shaped it.

The second part of class focused on book talks.  I particularly like this activity because it familiarizes me with works that I can use in the classroom, that I may not have known about prior.  I find myself ordering the books from Amazon right after it is presented!

Looking through a Mirror and Out a Window: Dr. Gangi's Lecture and Reflection

September 2nd, 2014

Highlights from Dr. Gangi's Discussion:

Slideshow 1

1. Mirror and window books
1. Window books = white world
2. Mirror books = books reflect the child (child sees self)
2. Authors by race --> of 300 books recommended for summer reading, 5% were works of authors of color.
3. Didaptive books --> books no child would be interested in
4. Many textbooks used are written by white authors/many programs are used that do not reflect a variety of cultures
5. Importance of mirror authors and illustrators
6. Common core --> of 88 books recommended, 69 of authors were white
7. The Unbearable Whiteness of Literacy Instruction

Slideshow 2 -- Problematic Books

1. Issues surrounding representation 
2. "Promblematic" books --> misrepresent the cultures they write about/describe
3. Children's literature = has NEVER been innocent
4. Philosopher: Levinas
5. Judith St. George's and David Small's So You Want to Be an Explorer?
1. Won the Caldecott with So You Want to Be a President?
1. Casts those living in Africa as "cannibals"
6. Some problematic books: The Indian in the Cupboard (target: Native Americans), The Poison Mushroom (setting: Nazi Germany target: Jewish people), Brother Eagle, Sister Sky

Reflection:

Walking into class today, I did not know I would be subjected to the cultural discrimination  of many popular (children's) books.  Whenever I thought of cultural discrimination in terms of literature, I thought of older books, predating the 1960s.  I did not realize that many familiar books, that are still used in classrooms today, have cultural discrimination as well as inaccuracies, simply creating statements and story lines that do not center around facts.  

I am shocked to see that publishers do not have an editor of some sort to check facts and the historical accuracy of the story.  All too often, people take what is printed as fact, myself included.  We simply assume that someone along the line has checked these facts; after all, how could this work get all the way to being published and sitting in bookstores without being correct?!  We must not all be so trusting…

Throughout my education classes and fieldwork experience, I am constantly reminded of just how important it is to have multicultural books in the classroom.  However, often times, we as teachers think we have a well-stocked, well-rounded library because we have books on Rosa Parks and Dr. Martin Luther King.  Though these are important people in history, these people may not be easily relatable to many children.  It is important to keep a well stocked library including mirror books to supplement our window books, and to keep in mind that there are many more cultures than African American, Caucasian, and Hispanic.