Tuesday, July 30, 2013

Fear of the 'other' - How books can help develop understanding

People have a tendency to fear the unknown, and this includes people who are different to us. I have argued in previous posts (here & here) that literature can teach us a great deal about life, including giving us greater understanding of people of other races, personalities, genders, faiths and so on.  Literature brings great pleasure but it also teaches us and can impact on us emotionally. It passes on aspects of our cultural traditions, it introduces us to other cultures and it teaches us about our world, its history, its people and what it is to be human. A piece of literature is more than just a good story. I wrote in one of my books (Pathways to Literacy, Cairney 1995, p.77-78) that literature can act as:

  • A mirror to enable readers to reflect on life problems and circumstances
  • A source of knowledge
  • A source of ideological challenge
  • A means to peer into the past, and the future
  • A vehicle to other places
  • A means to reflect on inner struggles
  • An introduction to the realities of life and death
  • A vehicle for the raising and discussion of social issues
In this post I revisit (essentially re-publish a previous older post) to look at a group of books that I would loosely term books that help children to become aware of the 'other'. The concept of 'otherness' has its roots in continental philosophy. The German philosopher Hegel was one of the first to use the concept. The notion of the 'Other' is important in defining our sense of self.  In the social sciences it is also used to help us understand the way we exclude groups within our society or across broad cultural boundaries.  The emergence of a sense of the ‘other’ is one of the ways that children first become aware of those who are different and to differentiate between that which can create fear, and that which is familiar and certain. Lithuanian-French philosopher Emmanuel LĂ©vinas helped to popularise the term in modern times and suggested that a sense of the other comes before our need to respond by ignoring, rejecting, helping and so on.


Hans Christian Andersen's classic fairy tale 'The Ugly Duckling' first published in 1843 is a fairytale that speaks directly to this theme.  As the young ducks grew older they could see that the last 'duck' was not like them: 'He's too big!" "You're appallingly ugly!" "I wish you were miles away". They struggle to work out how to deal with his difference, "But why should we care so long as you don't marry into our family?"  While the 'Ugly Duckling' and other stories often speak of many things, some have the wonderful quality of shifting children's focus beyond themselves, to become aware of the other, to understand their difference, and to re-shape their sense of self as they see themselves in relation to those who are 'other' than themselves.

The books that follow are just a 'light' sample of the many books available for young readers. I have mainly chosen picture books but there are many children's novels that include this theme. I may re-visit this theme for older readers later. I have also used some sub-headings to offer a sense of just some of the senses of 'difference' that are brought into focus.

1. The Aged

'Remember Me' by Margaret Wild & Dee Huxley (illustrator)

Margaret Wild's delightful book centres on the first person narrative of a grandmother who talks about her life and how frustrating it is when she forgets things. Her granddaughter is her little helper, enabling her to survive the day. While Wild's intent is to look specifically at memory loss and how it impacts on the aged, it also offers an insight into how this is read and responded to by others. In time the woman even forgets her granddaughter; but by mentally reliving her experience of the little girl (from birth to the present) she remembers her and the little girl promises that she'll be around to help her remember.  The older person with failing memory is not a problem, but someone to be loved, supported and learned from. And of course, in the process, our lives are enriched.

Other examples in this category include 'Wilfrid, Gordon McDonald Partridge' by Mem Fox & Julie Vivas (illustrator). This is probably my favourite Mem Fox book.  Another example is 'Waiting for May' by Thyrza Davey. In this wonderful story a social worker wants an old man 'Old Alec' living on a houseboat in Queensland with his dog to move to a retirement home. He 'escapes' to avoid this fate but in escaping his fate, a fierce storm and a little young boy change everything.

2. The person of different race or ethnicity

'The Burnt Stick' (1995) by Anthony Hill & Mark Sofilas (illustrator)

This novel for younger readers (8-10 years) is set in Australia prior to the 1960s.  It is the story of a young Australian aboriginal boy named John Jagamarra, who had been taken (like thousands of other Indigenous children) from his family. John was taken from his mother by the Welfare Department of the day, and sent to live with his white Father at the Pearl Bay Mission for Aboriginal Children. He grew up in this beautiful place, but he knew it was not like being home with his mother and his people.  He remembers how the 'Big Man from Welfare' had come and taken him away. His story illustrates how well intentioned government policy at the time failed to deal with the problems of Indigenous communities and failed to understand the full needs of people 'other' than themselves. While the story positions us as reader to see the tragedy of the 'Stolen Generation' through John's eyes, at the same time it offers child and adult readers the chance to consider the issues of racial difference and how we understand, live with and when necessary, reach out to people other than ourselves.

Mark Sofilas' wonderful charcoal images add a haunting and powerful additional dimension to the story. The Children's Book Council of Australia named it Book of the Year for Younger Readers in 1995.

Another more recent exploration of this theme is Matt Ottley's epic picture book 'Requiem for a Beast' (which I have reviewed HERE), that uses story (in picture book form), image and music to explore the painful experiences of the 'Stolen Generation' and in the process helps us to learn much about ourselves and how the non-Indigenous are positioned relative to Indigenous Australians. This book is a picture book for secondary aged readers, not young children.

Yet another wonderful book that offers a greater understanding of Indigenous Australians is 'Playground' (2011) that was compiled by Nadia Wheatley with illustrations and design by Ken Searle. It was short-listed for the 2011 Children's Book Council of Australia (CBCA) Awards. This is an unusual book isn't quite a graphic novel, but then again, it isn't simply a reference book.  Drawing on the stories of 80 Indigenous Australian Elders, 20 Indigenous secondary students and with Indigenous Historian Dr Jackie Huggins as adviser and critical friend, Nadia Wheatley has created a unique collaborative work.  The book offers a wonderful insight into experiences of childhood for Aboriginal and Torres Strait Islander people from 1900 to the present.

With stunning photographs and illustrations, it takes us into the daily life of Indigenous children (past and present) who are connected with their land from birth. The stories and drawings help the reader to understand Indigenous life in all its facets - learning, playing, understanding and respecting the earth, the first days of life, relationships in families, what 'home' was, languages, daily food gathering and hunting, the place of song, dance, art and ceremony.  With the arrival of European people there have been adaptations, but Indigenous children remain embedded in their culture. Daily life is different, but Indigenous children are still learning from country and community. This book would be a good introduction for readers who want to know more about Indigenous people not simply read their stories.

I have written more about Indigenous literature here.

From the difficult, to the simpler rendering of this theme, Dr Seuss has also written a number of examples that touch on 'otherness'.  'The Sneetches' is an obvious one that tells of two types of creatures (Sneetches) one with a Star on their bellies and the other without. Needless to say one felt superior and the other inferior. One day a man arrives with the perfect solution, a machine that can add a star to the belly. But without the stars how could the 'superior' group differentiate itself? The man had the solution, his machine could take the stars off (!) the Sneetches who were the original 'Star Belly' kind.

But perhaps an example even closer to the theme is 'What was I scared of?' a funny story about a small creature who while walking at night is confronted by a pair of pale green pants that are out walking by themselves. He is terrified when on each walk he sees them. But of course it turns out that the pants were just as scared of him and finally all is resolved:

And, now we meet quite often,
Those empty pants and I,
And we never shake or tremble.
We both smile
And, we say
"Hi!"




3. The person in different social circumstances

'Way Home' by Libby Hathorn & Gregory Rogers(illustrator)

This is the story of Shane, a young street kid (which isn't revealed until the end of the story), who finds a lost kitten. The story takes us through the city streets to Shane’s ‘house’; which the kitten will share with him. The illustrations by Gregory Rogers portray Sydney at night. They show the constant shift (which is part of Shane's life) from busy streets ablaze with lights to dark and sometimes threatening back alleyways. There are hazards and dangers for Shane and the tiny kitten at every turn. The story offers an insight into the life of the homeless and is a poignant story of two survivors. Suitable for 7-10 years olds.

4. Understanding the 'other' gender 

There have been many books that look at differences of gender. A recent author who has focused on this theme is Aaron Blabey. His first book 'Pearl Barley and Charlie Parsley' is about friendship and relationships. Pearl Barley and Charlie Parsley are the best of friends, but they are different in almost every way. Pearl likes solving mysteries and moves rather fast in the world; Charlie likes taking baths and watching his garden grow. So how can Pearl Barley and Charlie Parsley be such good friends? Because that which is in the 'other' can complement that which is in him or her.  The book won the Children's Book Council Award for Picture Book of the year in 2009.

Blabey continues tangentially with a variation on theme in his second and third books 'Sunday Chutney' and 'Stanley Paste'.  In these, his first person narratives are more focused on how the child copes with their difference rather than us coping with the other. The rather unusual girl Sunday Chutney is always moving from school to school due to her Dad's jobs, coping with difference and awkwardness all the time. 

In 'Stanley Paste' we learn of the very small boy (Stanley Paste), who hates his size, until one day a new girl arrives at school who is very tall. Like Stanley, she hates the way she is. They become good friends and see different things in each other than many of the other kids at school who have made their lives miserable.

Summing Up

Each of the books above does much more than just present the theme that I have pointed to. However, the concept of 'otherness' is an important one in life and each book offers children the opportunity to consider who they are and how do they situate themselves relative to the 'other'; This is just one example of how literature does more than simply present enjoyable narrative accounts.

Other posts

All previous 'Key Themes' posts HERE

Friday, July 26, 2013

'So Many Sounds' - Why do Kids Love Sounds?

Claire Chadwick has just publisher her first book titled 'So Many Sounds' (Rydell Books, 2013). Trevor Salter has been illustrated it. This post is part of a blog tour that features Claire and her book. From birth children are interested in sound. Indeed, there is evidence that suggests that they first listen to sound from the womb. Anyone who has children, or has spent time with children, will understand the power of sound to gain children's interest.

My 6th grandchild taught me not that long ago just how much I used sound to communicate with young children. One day while exploring the back yard together with my granddaughter Lydia - who at the time was just 15 month old - I suddenly realised that she was mimicking the sounds I made almost instinctively as we spent time together. As I lifted her up, tickled her belly, washed her hands, swung her around, or bounced her up and down, I would use a type of sound accompaniment to parallel our action. 'Squelch, shlopp, woosh...' as I washed her hands for lunch. 'Jkooo' as I tickled her belly. 'Whoosh' as I swung her through the air and 'Per-lop' as I placed her in the high chair. As we wandered around the yard, I noticed that Lydia was copying every one of my sounds. Her attention had not only been gained by my use of sounds, she had turned the 'game' back on me to get my attention.

In her first children's book Claire Chadwick has taken this natural love of sounds and tried to do what many other authors have tried to do before her. Authors like Dr Seuss, Roald Dahl and Pamela Allen have all made good use of sound, rhyme and the rhythm of language to good effect. Claire has used sound in association with a simple story structure to keep a basic narrative idea moving forward. Each day a little girl - the central character in this simple narrative - has a new experience associated with rich sounds, but always there is a promise that on Saturday something even more special will happen.

On Sunday we had a barbeque at 
Uncle Mike's house.
Sizzle-Sizzle
hissed the sausages
as they fried on the grill.
Swish-Swoosh
flapped the cotton tablecloth
as it fluttered in the air.
Sizzz-Sizzz
snored Granpa's nose
as he dozed under the gum tree.
Sunday was sensational.
So many sounds singing in my ears.
"Yes, but wait till you hear what happens
on Saturday," said Uncle Mike.

When Saturday comes the little girl is NOT disappointed. Congratulations to Claire on this first book that will delight children and 0-5 years. If you visit her website you will also find a number of free activities that relate to the book.

If you'd like a free electronic version of the book I have two copies to give away thanks to Claire.

Friday, July 19, 2013

How to excite boys about school and learning?

In a recent article in 'The Atlantic' Jessica Lahey called on schools to 'stop penalizing boys for not being able to sit still at school'. The article was motivated by her observations of boys as a secondary teacher and her reading of the findings of research on boys published by the International Boys’ Schools Coalition’s 'Teaching Boys: A global study of effective practices'. Her teaching of secondary school boys suggested that while some struggled at school, others thrived. What is the ingredient that leads to inconsistency? Is it simply within the boys, or are there factors external to the boys that are at work?

As a young boy I experienced first hand what it means to move from being a talented and successful boy in the primary school years, to being a struggling students who was often in trouble as a teenager. At secondary school I slipped from A classes to B classes and then found myself struggling with a number of subjects. However, my achievements varied across subject. While in some classes I was rebellious and disengaged, in others I was motivated and successful. This is not an uncommon experience for boys. Some teachers, subjects and even lessons work for boys, while others don't. Why? Is the answer in the curriculum? The content? The child? Or something else?

The research work by Dr Michael Reichert and Dr Richard Hawley set out to find answers to questions such as these, and concluded that the problem wasn't just within the boys. They interviewed teachers and students and observed effective lessons in eighteen participating schools from North America, UK, South Africa and Australasia. They found that the most effective lessons for boys included a number of common elements:
  • They required students to be active learners (physical activities were a key)
  • The teacher embedded desired learning outcomes in the form of a game or fun activities
  • The lessons required individuals or groups of students to build, design, or create something that was judged competitively by classmates
  • They required students to present the outcome of their work to other students
  • They asked students to assume a role, declare and defend a position, or speak persuasively about something
  • The lessons held student attention by surprising them with some kind of novelty element
  • Lessons addressed something deep and personal in the boys’ lives; they engaged at a deeper personal level.
Getting a sense of scale!

Reichart and Hawley concluded that the learning problem wasn't due to the limitations of the boys, but rather the failure of lessons to actively engage them. What they found when they observed effective lessons in the eighteen participating schools from North America, UK, South Africa and Australasia, was that relatively simple changes in classroom pedagogy made a difference for boys.

The common features in successful lessons for boys were active learning, movement, teamwork, competition, consequential performance, risk taking, and surprise.  They concluded that successful lessons required teachers to engage and energize boys. They also found that boys were deeply relational and that the establishment of a positive relationship between teachers and boys is critical.

This last point is important. Over many years I have often asked students to name a great teacher and then to say why. The reasons given vary, and are typically idiosyncratic. But within each of the responses, invariably the student indicates that the teacher 'took an interest in them', 'understood them', 'saw some potential in them', 'got them interested in learning' and generally excited and engaged them. The general thrust of this work and its findings is that rather than simply blaming boys for their under performance, we need to seek different approaches in our classrooms to help to engage them as learners.

The excitement of chemistry

In my own life I can think of three teachers who made a difference to my life - Mr Campbell (Grade 4), Mr Blaze (Grade 7) and Mr Hoddle (Grade 11). My memories of them are rich but the methods they used to engage me were very simple (and in one case unconventional). All had a deep commitment to their teaching and empathy for their students. They wanted me to learn and saw potential within me that other teachers weren't able to see. Mr Campbell when confronted with a new aquarium in his classroom turned to me one day and said, "I'd like you to find out all that you can about tropic fish". He gave me a book and sent me off to find out about them and how to care for them. Several weeks later he asked me to present a mini-lesson to the class on tropical fish.  I was now the school expert on tropical fish!

My grade 6 maths teacher Mr Blaze (he was also my home room teacher, and cricket coach) overheard a student ridiculing me one day in class because I was overweight. He turned to the boy and said "I'll tell you what Meli, I bet TC will beat you in the cross-country race this week". He proceeded to set a wager, with the winner to receive $10 from his pocket. Now I had no intention prior to this of going in that race. But I did, and ended up $10 richer.

Mr Hoddle simply showed me that geography could be exciting by sharing his love of the subject and something of his life with a small group of senior students. He made it interesting by setting tasks that made us explore, solve problems and work collaboratively with others. And all the while he was interested in our lives and us.

The power of experience
None of these teachers used startling methods, and Mr Blaze used one that was positively dodgy, but all showed an ability to understand me and to try to reach and engage me. They also sought to understand me relationally, treating me with respect, believing in me and somehow, helping me to believe in myself. That's the art of good teaching for boys (and girls as well).

Boys and girls are different and as such at times require us to seek different approaches and forms of engagement. It is easy to dismiss boys who act out in classrooms as simply a pain in the neck for the teacher, but the acting out usually has some source and foundation. Just what is it, and how do we respond? The work of Michael Reichert and Richard Hawley offer us some clues and ways forward.

Jessica Lahey concludes her excellent article with these wise words:

"Educators should strive to teach all children, both girls and boys by acknowledging, rather than dismissing, their particular and distinctive educational needs."

My Previous Posts on Boys

I have written a number of posts on education for boys HERE


Sunday, July 7, 2013

Ideas for enriching the learning of gifted children

Broadening our understanding of giftedness

There was a time when giftedness in children was narrowly defined in terms of intellectual skills and knowledge that could be tested by a narrow range of intelligence tests. However, in recent decades our understanding of giftedness has broadened based on our growing understanding that intelligence can have many manifestations (see for example my post on Howard Gardner's Multiple Intelligences). And so, while we know some gifted children can demonstrate exceptional abilities across a wide range of capabilities (e.g. memory, language, mathematics, problem solving etc), others are extremely gifted in narrower and more specific ways (e.g. visual arts, music, leadership, sport etc).

The Queensland Government's document 'Framework for Gifted Education' offers a helpful broad definition of giftedness:
Students who are gifted excel, or are capable of excelling, in one or more areas such as 
a) General intelligence,
b) Specific academic studies,
c) Visual and performing arts, Physical ability,
d) Creative thinking,
e) Interpersonal and intrapersonal skills.
Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking or capability for remarkably high standards of performance compared to students of the same age. 

In relation to the narrower understanding of general academic giftedness, the following well-known definition by Joseph Renzulli is helpful.

Giftedness consists of an interaction among three basic clusters of human traits:
Above average general abilities
High levels of task commitment
High levels of creativity 

How do I recognise giftedness in my children?

6yr old drawing of Blue Tongue via eyes of a predator
If you live with a gifted child or have one in your class there is a good chance you will begin to recognise a number of characteristics that differentiate them from most children, even most capable children.  While many parents feel their children are gifted purely due to their observations of the pace of their development in the early preschool years, exceptional giftedness is much more rare. While some teachers tend to assume that gifted children can take care of themselves and so require less attention, this can be a dangerous assumption. Life for the highly gifted child can be an extremely frustrating, confusing and at times lonely experience if their giftedness isn't identified and supported. If your child demonstrates, to a significantly greater extent a large number of the following characteristics, they may be gifted and will need support, encouragement and some adaptation by teachers and parents.
  • The ability to invent or create novel or original things, or look at their world in unusual ways. 
  • The desire and ability to investigate their immediate world, to see the unusual and observe things that others don't notice.
  • Extreme curiosity demonstrated by experimentation, investigation and in depth study.
  • Using extended vocabulary, complex sentence structure and varied language forms.
  • Understanding and using imagery and metaphorical language at a young age (often under 5 years).
  • Exploring varied interests often at depth, well beyond their years.
  • Being able to learn rapidly and easily compared to other children.
  • Gaining great pleasure and excitement when they are learning new and difficult things.
  • Outstanding memory demonstrated by encyclopaedic recall.
  • A desire to spend time with older children or adults and to learn with and from them.
  • Being able to cope with the introduction of many new ideas, sometimes simultaneously.
  • Wanting to spend large amounts of time learning about a favourite topic.
  • Capable of generating many solutions to verbal or mathematical problems.
  • Enjoying and seeking out frequent intellectual challenges.
  • Demonstrating unusual imagination that is stimulated easily and sometimes independently.
  • Ability to generate multiple ideas and solutions to problems.
  • Showing preparedness to question assumed knowledge or ways of doing things.
  • Often preferring individual work rather than group work and able to work well independently.
  • Demonstrating a highly mature and unusual sense of humour.
  • Sometimes having expectations of themselves that are too demanding and unrealistic.
  • Demonstrating single-mindedness and extreme determination when pursuing interests.
If you think about the above characteristics it should be easy to see how they might well be misinterpreted by teachers and parents who don't understand giftedness. For example, wanting to work independently could be seen as anti-social, single-mindedness can be seen as self-focussed, questioning the assumed knowledge of the teacher could be seen as rudeness and so on. This is why the gifted need to be understood and supported; they are different.

How do I support a gifted child?

There are two main approaches to meeting the needs of the gifted.

a) Acceleration - This involves allowing students to complete curriculum faster, or to advance through school more rapidly, based on their readiness, motivation and capability. It allows the pace of instruction to be adjusted to meet their needs and, it offers new more appropriate challenges.

b) Enrichment - This involves the modification of the curriculum to allow gifted learners to explore topics in greater depth or breadth, to permit the use of varied skills, and generally to promote a higher level of thinking, investigation and exploration. It often involves integration of varied learning areas, creative outcomes and products, and the use of supplementary materials beyond the normal range.

Drawing by Jacob just 4 years after a trip to the aquarium. Drawing is from the unusual vantage point of the fish & shows his view of 'Grandad looking into the aquarium', as seen by the fish.

While there are classes set up for extremely gifted children and some schools that establish specific groups for gifted and talented children, for most gifted children, the mainstream classroom is where they spend most of their time. Both acceleration and enrichment usually occurs within mainstream schools and at times under the sponsorship of external organisations.

Joseph Renzulli's Triad Model has been influential for schools and parents that have tried to provide enrichment for children. His triad suggests three types of enrichment:

Type 1 - General Interest/Exploratory Activities. These offer a wide range of experiences, e.g. excursions, guest experts, clubs, special classes etc.

Type 2 - Group Training Activities. These aim to develop thinking skills and include activities that facilitate experimentation, analysis, classification skills, critical thinking and communication. 

Type 3 - Individual & Small Group Investigation and Problem Solving. This type allows children to apply the skills acquired in Type 1 & 2 to real life problems of interest to them. They then present their findings in some form to other, e.g. written reports, video presentation, website, debate, a journal etc.

The reality for many parents of gifted children is that they end up having to make a lot of effort themselves to provide for their gifted child. In the rest of this post I will suggest a number simple ways to enrich the education of the gifted. While all of these ideas could be seen as relevant for children of average ability, they offer additional opportunities for the gifted.

1. Ensure that the child experiences a rich and stimulating life outside school. 

This could include:

  • Opportunities to play and learn with other gifted children, older children and adults who have similar interests and can stimulate their imagination, offer new experiences, and challenge them with new areas of learning.
  • Lots of first-hand experiences, including visits to museums, zoos, galleries, musical performance and drama, film, outdoor exploration, keeping and studying pets, nature walks, and gardening.
  • Providing opportunities for hobbies that offer depth of new learning, for example, collecting rocks, stamps, chess, photograph, movie making, astronomy, and animation.
  • Introducing them to varied ways to respond to learning or present knowledge (e.g. creative arts, drama, video and audio presentations, public presentations etc).

2. Provide opportunities for children to extend their knowledge in areas of special interest.

This might include:

  • Project-based work.
  • Library research.
  • Digital Storytelling (see my previous post here).
  • Webquests.
  • Learning a musical instrument.
  • Learning a new language.

3. Introduce a variety of enrichment activities at regular intervals

While it isn't possible for any teacher or parent to offer individual activities for gifted children there are many wonderful activities that all children will enjoy which can also accommodate the needs of the gifted. The following are some examples of the types of enrichment activities I mean.

a) Story in a Box strategy

This involves placing 5-6 objects in a box that have some relationship to one another. Sometimes I might include a single object that is unrelated, to allow additional creativity. Children are then encouraged to talk about the objects and then create stories that relate to them.  The teacher or parent would usually need to model the process of story creation before asking children to do it.  You might also jointly construct a story or two with children before letting them do it independently. With that proviso, here are just some of the ways I'd suggest you might use the strategy:

1. A group of 5-7 year-olds might explore the objects in a box and try to tell a joint story or simply take turns creating individual stories. You could allow them to supplement the box with a dress-up box if there is a need for children to become specific characters or take on roles.

2. A group of 6-12 year old children might discuss the objects and then prepare a joint monologue to be presented to others (with the objects used as artefacts or aids). Alternatively, a group story or picture book could be produced based on the objects.

3. The box of objects might simply be used to create a digital story (individually or in groups). Have a look at Daniel Meadows' 'Scissors' video to see what might be produced, as well as my previous post on digital storytelling (here). This approach could also be used with high school children.

You can read a longer post on this topic here.

b) Using a book as the focus for an excursion to its setting


I wrote a post back in January 2009 (here) about a family excursion to explore part of Sydney that was the setting for the wonderful book 'My Place' (Nadia Wheatley & Donna Rawlins). 'My Place' was published in 1987 for distribution in Australia’s bicentennial year (1988) and makes a strong statement about the fact that Indigenous Australians were here for thousands of years before white settlement (there isn't space to unpack this). It is a very clever book that takes one suburban block (and the surrounding area) and tells the story of this place in reverse chronological sequence, decade by decade, from 1988 back to 1788 when the first British Fleet landed at Botany Bay. The overall meaning of the book is shaped by multiple narrative recounts of the families who have lived in this spot, 'my Place' and the changing nature of the physical landscape and built environment.

Our excursion as a family around the streets of Tempe and St Peters in Sydney enriched my appreciation of the book and my grandchildren's sense of the place. As well, it gave my grandchildren a great introduction to Australia's history since white settlement in 1788 and it deepened our understanding of the book. The book has been used as the basis of a television series that screened recently in Australia (here).

There are many other wonderful books that are situated in specific places that can be explored after, before or during the reading of a book. Here are three more.

c) Offering Stimulating Firsthand experiences

I have written previously about the 'The Language Experience Approach' to literacy on this blog (here). Typically, it occurs when a teacher or parent opportunistically seizes an experience as a basis for learning. Many are basic:
  • The squelch of mud between toes on a wet day in the back yard
  • Running on a sandy beach for the first time
  • Watching a worm wiggle in the palm of a small hand
  • Building a cubby house from boxes in the back yard
  • Watching a bird build its nest in a tree in the playground in spring
  • Doing hand painting
  • Observing chickens as they grow bigger day by day
The experience becomes a focus for discussion and exploration and eventually is recorded as a written text in some way. There is great power in new experiences to enrich learning - seeing new places, doing things for the first time, tasting new food, finding yourself immersed in a significant event - new experiences have a major impact on learning and our use of language to describe these events. Such experiences teach us new things and move us to use language to make sense of the experience and tell others about it.

The approach has four main elements:
  • Sharing an experience
  • Talking about the experience
  • Making some record of the experience (words, pictures, sound recording, photographs, video)
  • Finally, using the recorded experience for further reading, discussion and the stimulation of further writing
d) Using blogging to stimulate children's learning

As a keen blogger I know the various benefits of blogging as I'm sure do the readers of this blog. But how might we make better use of blogging with children? Many teachers have already experimented with blogging for children, as have some parents. Most children don't need to be convinced of the wonder and worth of the Internet, but could we make better use of the Blogosphere?

There seem some obvious reasons for using blogs in the classroom or at home:

1. The act of writing a blog post can lead to significant research and related learning. For example, it is an excellent way to develop web comprehension and research skills.

2. Blogs offer authentic readers and audiences for children. So much classroom writing is simply for the teacher 'as examiner', but blogs offer 'real' readers who will respond as learners and fellow writers. This is powerful.

3. Blogs can offer a means for children of many nationalities to communicate and share their ideas across the globe.

4. Blogging can offer a wonderful means for children to practice a second language.

5. Using blogs as creators as well as consumers highlights the need for children to consider issues such as truth and fiction, privacy, copyright and so on.

You can read my post on 'Children as Bloggers' here.

e) Using film making and animation

Filmmaking and animation is another wonderful way to enrich the learning of gifted children. I have written a previous post on some varied resources for animation. One of them was 'The Klutz Book of Animation' by John Cassidy and Nicholas Berger. It is excellent aid for young filmmakers. The book provides step by step guidance to primary aged children to make simple animations using a video camera (as simple as a web cam), a computer and a variety of props, objects, plasticine and so on. The publishers provide a number of videos online that teach children the fundamentals of animation and filmmaking (here). At the Klutz site you can download free instructional videos (here), free sound effects (here) and sample videos made by children (here). Below is a sample using the Klutz methodology. This is a great resource for young filmmakers. Steven Spielberg would have loved to have this as a child.

You can read a full post on animation and film making tools for children here.

Summing Up

It is important that truly gifted and talented children be identified and supported through varied forms of enrichment. To teach classes to the middle and ignore giftedness is as wrong as ignoring students with learning disabilities. The gifted can become just as frustrated with inappropriate learning tasks as students who have learning difficulties.



Thursday, June 27, 2013

15 great stay at home holiday activities

In Australia most schools shut down for the end of term 2 break this week, North American schools have closed for summer and British schools close in a few weeks. While it's winter in Australia and Summer in the northern hemisphere here are some activities to try with your children that are fun, simple and can be done at home. While it's a post about holiday activities any of them can be used at other times.

For many parents holidays mean more hours to fill each day with activities that will keep your children occupied, stimulated and happy. I've written a number of posts in the past about things to do in the holidays with kids (here) and simple travel games to fill the time on trips with your children (here). There is also an excellent post on Planning With Kids that offers '10 Activities to Do With Kids at Home'.

I thought I'd offer my top 15 activities that can work inside and outside, in pretty much any type of weather. My criteria for choosing them are that the activities should:
  • Stimulate creativity
  • Encourage exploration and discovery
  • Involve using their hands as well as their minds
  • Encourage interaction between you and your children
  • Foster literacy development
  • Increase their knowledge
  • Keep them interested
Books with a difference

1. Pick some special books they haven't seen - try to borrow or buy at least 2 books for each child that you think they'll enjoy. Op shops, book exchanges and libraries are the place to start. See my post on book exchanges, op shops and web exchange sites here. Take your children with you to the op shop or library to choose them.

2. Books as a creative stimulus - While the shear joy of the book is usually enough, sometimes books can stimulate many wonderful creative activities. For example:


After reading Maurice Sendak's "Where the Wild Things are" go outside and dramatise it. Let one child be Max and let others take turns at being the wild things. Make a boat out of bits of wood, or even have a go at making one out of a large cardboard box (or several).

After reading Jeannie Baker's book "Where the Forest Meets the Sea" (a book about the Daintree Rainforest in which all the pictures are collage) encourage them to make a collage out of natural materials (and maybe some wool, straws etc to supplement) in response to Baker's pictures. Or read a second book and have them use collage in response.

After reading Graeme Base's "The Waterhole" get them to paint the waterhole (they can draw the animals, cut them out and paste them around the waterhole).

3. Dramatisation - Dramatisation is an excellent way to respond to a book. If you have a dress-up box all the better. Let your children either re-tell the story through dramatisation or improvise. Get involved to help set the pattern for turn taking etc. I play a mean wolf, and an even better Grandma!

Writing

4. Diaries and journals - Introduce older children to diaries or holiday journals. Make this fun, not a school activity. If they just want to make it a scrapbook by pasting in tickets, leaves they collect, food wrappers etc, then let them. But you can also show them how to create a travel diary.

5. A holiday blog - Tech savvy mums and dads might encourage their children to write online. Why not set up a family blog that can be read by friends and relatives (even if only for two weeks). You could use this as part of a trip away, or just use it at home. Older children could set up the blog themselves and all family members could contribute. Let them have access to a digital camera and a scanner and the sky is the limit. See my recent post on 'Children as bloggers' (here).

6. Start a family joke or riddle book - give them some jokes as models ("Knock, knock", "Why did the centipede cross the road"....)

Craft

7. Structured Craft ideas - simple beadwork, noodle craft, mask making, making plaster moulds (and painting them), anything for young children that requires paper tearing, gluing, glitter, stickers.

8. Unstructured creative craft - Stock up when you go to the supermarket with simple materials like paper plates (good for masks), brown paper bags, sticky tape, glue, cotton balls, tooth picks, paper cupcake holders, straws (cutting up and threading), noodles (for threading).

Creative Play

I've written a number of previous posts on play (here) but planning for play is important. While you can say to your children go outside and 'play', doing some simple planning at times will lead to more stimulating play times.

9. Dress-up box - If you don't have one take the kids to an Op shop to start one. You might even pick up some gems like old helmets, hats, belts (you can cut them down), handbags etc.

10. Water play - This is hard in cold weather, but maybe you could make bath-time special for littlies with extra bubbles, different stuff to take into it . In warmer weather give them a bucket of water and some things to scoop, sieve etc - obviously only UNDER SUPERVISION.

11. Play dough - You can buy cheap coloured modelling clay but home-made playdough works well. My wife 'Carmen's can't fail' recipe is 1 tablespoon of oil, 1 cup of plain flour, 0.5 cup of cooking salt, 2 tablespoons Cream of Tartar, 1 cup of water, colouring. Mix together and put in a saucepan on medium heat until it binds together, stirring all the time. Fold together by hand. If you keep it in a sealed plastic bag it will last for ages in or outside the fridge.

There are endless things to do with play dough. Try to move beyond just cutting out shapes (which kids still love). Encourage them to make a house, a farmyard, a bed, and an aquarium. Use some plastic animals with the play dough or small plastic people. If you don't mind tossing the play dough out you can let them use sticks, plants etc to make simple dioramas. Kids will create complex stories as they manipulate the play dough.

The blanket cubby!
12. Build a cubby house - No not with wood, just use a table, some chairs, wardrobes (hitch the blankets into the top of the doors, some pegs and sheets and blankets. By draping them over other objects you should be able to create a special space (about 2x2 metres is enough for three small kids). Try to get at least 1.5 metres of height. Have the kids 'help' and then get them to collect some special things to have in the cubby. Use a toy box for a table, some cushions to sit on. I always let my grandchildren have my cheap transistor radio from my shed (lots of fun). Girls might like a tea set; boys will collect animals and toys, both will like books. If you're up to it, climb in as well and read some stories. They'll like the edges tucked in to cut out light so you might need a torch. I've seen a cubby of this kind amuse kids for half a day. Then of course for the adventurous you can share some snack food as well. You can even build a cubby inside! See my post on cubbies (here).

Above: Jacob in a 'house' that he made (with help) from a box we saved

Indoor and back yard fun

13. Treasure hunts - Write the clues on paper using words and pictures depending on ages and make the treasure worthwhile (chocolate, a coupon for an ice cream in the kitchen etc). For something a little more challenging why not try a map with grid references (see picture opposite).

14. Cooking - Kids love cooking with their mothers or fathers. Do simple stuff. Nicole (Planning With Kids) has lots of great ideas for cooking with kids on her site. Don't forget to make it a language activity as well by getting them to follow the recipes.

15. Insect scavenger hunt - Try an insect scavenger hunt (one of my grandchildren's favourite activities). You'll be surprised just how many you can find. You'll to be careful turning rocks over and digging around, but even in Australia it's low risk if you supervise. Place a pile of bricks in a damp place and then let the kids help you to uncover them a few days later - watch the critters scurry. We always enjoy a good snail race afterwards!

A few basics hints
  • Have a strategy for the holidays - map out a timetable (post it on the wall) and try to plan a few significant events and think through the general structure of each day.
  • If you have younger children still at home, being joined by school kids on holidays, try to think about how you will cope with all their interests and think about varying daily routines a little.
  • Pace yourself - don't use all your best ideas in the first few days (you'll wear them and yourself out and you'll struggle to keep up the variation later).
  • Expect bad weather - think about some ideas that will work in rainy weather as well. It's called the "Law of Holidays" - expect lots of wet weather and a day or two of sick kids.

Wednesday, June 19, 2013

Craig Smith the Illustrator: An interview and review of his work

Craig Smith's Background
 
Craig Smith is a prolific illustrator who has been amusing and entertaining children for many years. He has illustrated 380 books. This includes trade and illustrated books, series, and book covers. He has a quirky, mischievous and humorous style that always seems to have surprises in each work. His artwork combines a wonderful sense of the absurd with attention to detail. As you read his complete bibliography you are quickly struck by just how many wonderful writers he has illustrated for and how many varied publishers. Craig Smith has been in high demand as an illustrator for almost 40 years. He estimates that this has required approximately 9,000 illustrations! 

He has won a number of awards; including The NSW Premiers Literary Award 1982 for Nan Hunt's authored book 'Whistle Up a Chimney', and a number of awards from the Children's Book Council of Australia (CBCA). The latter included an Honour Book for 'Where's Mum?' (1993), another for 'Cat' (2008), and a shortlisting for 'Billy the Punk' (1996).   

Craig grew up in the Adelaide Hills. He has been a freelance illustrator since 1976. Like many artists and authors, for some of his early years he had part-time jobs to make a living - washing dishes in a restaurant, scraping rust off the Sydney Harbour Bridge, and doing drawings for advertising. One of the more interesting jobs he had as a young man was working as a nurse's aide in a hospital for the elderly. In that role he was able to observe the human body. This experience he suggests stayed with him and affected the way he has been able to develop characters in his work. He lives with Erica, in Melbourne and has four grown-up children, and four grandchildren. 

Some of my favourite Craig Smith books

His most recent book has just been published by Allen & Unwin. It is called 'Where Are You, Banana?' (2013) and was written by Sofie Laguna. Roddy's dog, Banana, has disappeared! But when Roddy hears a wail from the drain, he finds an ingenious way to rescue his beloved pet. There is a free audio reading available for a smartphone or tablet via QR code printed inside the book. As usual, Craig's illustrations are vibrant and make the story come to life.

With so many books to choose from, it's risky trying to select just a handful of Craig's many wonderful works. But here are some of my favourites.


1. 'Black Dog', author Christobel Mattingly, William Collins, 1979 (Out of print)

This was Craig's first book and was done completely in very fine line work and black and white.  Crosshatched in a long, careful and laborious way, using an ultra fine technical pen. Sadly, it's out of print, but I'm glad to have it in my collection.






2. 'Whistle Up the Chimney', author Nan Hunt, William Collins, 1981

Mrs Millie Mack lived alone in her little cottage, and as she sat down to knit at night she liked to listen to her fire going crickle crackle.  But one winter, when she threw several pieces of wood from a 'bogey louvre' from an old railway carriage, there were very surprising results. I've always loved this book and have been reading it to children for over 30 years. The wonderful line and wash drawings of Craig Smith give Mrs Mack a personality that many will recognize. Curiously, when I discussed the book once with Nan's daughter she commented that Mrs Mack looked just like her mum.  This is all the more surprising given Craig's comments in his interview about little contact with authors. This wonderful book won The NSW Premiers Literary Award in 1982.


3. 'Sister Madge's Book of Nuns', author Doug MacLeod, Omnibus, 1986 (new edition 2012)

This book is just as funny today as it was almost 30 years ago when first released. Doug MacLeod's text and Craig's illustrations almost compete for the right to be more outrageous. I think it's a draw! It is written in hilarious verse and introduces Sister Madge Mappin and other equally unusual inhabitants of the Convent of Our Lady of Immense Proportions. Craig's illustrations (the old and new version) make a significant contribution to this book of irreverent fun.

4. 'Pigtales', author Ron Elisha, Random House, 1994 (Out of print)

This book about a pig was written by Ron Elisha a medical practitioner and playwright from Melbourne. While the book is out of print, if you can find a copy somewhere you'll enjoy it. Once again, Craig's illustrations help to make the book. Craig suggests that this 'under recognised' book contains one of his favourite drawings ‘In the back of a smallgoods van, hung a dejected Prince Porgy, awaiting his final deliverance....I’ve always loved the poignant characterisation of poor Porgy. I've wondered if my feeling for Porgy is because my childhood was close to a small abattoir. These things do leave lasting impressions.'

5. 'Billy the Punk', author Jessica Carroll, Random House, 1995

Billy decides that he needs to look different. And he doesn't care that no one much likes his hair or his new clothes. While Craig makes great use of fine line in his books, in this one he uses colour to bring out the 'emotion' or mood of the story. In Craig's words, 'Billy walking to school is in a cool blue, to show his aloneness, or self-centredness. (Of course, other elements that emphasise this are the ‘from behind’ point of view, and the empty landscape). When he’s being yelled at by his teacher, the colour surrounding her is hot, angry, orange.' The book was shortlisted in the CBCA awards 1996.

6. 'Cat', author Mike Dumbleton, Working Title Press, 2007 (Out of Print)

'Cat' is about a day in the life of a cat of course. It is a very simple but animated story with few words. Craig's images are essential to the strength of the work. The life of a cat can be dangerous. It is a great read aloud book for younger readers. It was a CBCA Book of the Year Early Childhood Honour Book in 2008.






My Interview with Craig Smith

The following interview is one of the most interesting that I've done. As well as helping to offer an insight into Craig Smith the illustrator and person, it provides a huge amount of good practical advice for young illustrators.

1. Was your gift for drawing obvious early? Who encouraged its development?

As a child and adolescent I had very average skills. However my older sister, Maire, has superb drawing skills, and these were apparent as far back as young childhood.

My developmental pathway came about through visiting my sister at art school (SA School of Art in Adelaide), and becoming enthralled by the place in all its facets: painting, sculpture, film (rudimentary animation) and graphic design (especially typography). My portfolio was sufficient to become enrolled - I suspect it was partly because my sister was brilliant.

However, like a lot of art students, I had a good work ethic, and the lecturers were good, occasionally inspiring, as were many of my classmates. Plus, the campus library with its contemporary art journals and illustration compendiums made clear the international standard we wanted to attain in the energized environment of Gough Whitlam and Don Dunstan’s (South) Australia in the 1970’s.

Two last points; Life-drawing is the foundation skill for an illustrator. My lecturer George Tetlow was a terrific guide to how to do it. Lastly, I was lucky to strike a friendship with John Nowland, an inspired and very professional graphic designer. This friendship had – as well - all the aspects of a genuine mentor/mentee relationship.

2. What books and illustrators were influential for you when you were growing up, and as an adult? Who inspired you, and perhaps what illustrators and authors still do?

I’ve always enjoyed browsing and reading books. An example of a pivotal book was Lord of the Flies by William Golding – read at 13. I imagine this was a pivotal text for many. For the purpose here, I’ll concentrate on illustrators that inspired me, and especially around the period of art school, and the ten years thereafter – when most receptive to influence.

First influence, being taught the principles of Swiss graphic design, exemplified in the book: Graphic Design Manual: Principles and Practice by Armin Hofmann. My first bible at art school.

Secondly, New York graphic designer Milton Glaser. His book Milton Glaser Graphic Design was my second bible at art school.

Next, by now I was drifting towards illustrative solutions for all my art school work. A number of Swiss/German artists became especially influential, Etienne Delessert, Heinz Edelmann, Roland Topor, Tomi Ungerer and most of all, the great Karl Friedrich Waechtar.

They were especially influential by their exotic & peculiar Europeanness. Others included Ralph Steadman, John Burningham, Michael Foreman and Tony Ross in the UK. A very, very useful photographic resource was The Human Figure In Motion by Eadweard Muybridge. Nowadays, there is less that is influential but a lot that is charming and provoking; Leigh Hobbs and Shaun Tan come immediately to mind.

3. Do you have any preferred methods or medium?

The medium is the simple part – arrived at by years of experience, and still steadily changing. Basically the medium is, a blending of gouache paint (useful for watercolour like effects – but less troublesomely soluble than watercolour), acrylic paint and acrylic ink. My illustration has always relied on an outline. This part of the illustration has changed most over years, from a precise opaque line drawn with a nib, and embellished with crosshatching - to nowadays an imprecise line still drawn with a nib, but the ink often much watered down and with little or no crosshatching.

I rely on observing what happens as paint and ink dries, and trying to manipulate that. With regard to computer skills; you must have them. At the minimum to work professionally, you should have the ability to make basic alterations in Photoshop, as necessary, (to the scan files). Actually ‘painting’ for long hours on computer is physically stressful and eventually torturous, in a way that real painting never is.

4. How important is a sense of ‘partnership’ between author and illustrator? What is the key to the collaboration between author and illustrator working as it has for so many of your books?

A publishing strategy is to partner people with the hope it works commercially. Occasionally it does, mostly it fizzles. In my experience, it does not involve directly working together at all – you just share a rapport, and attitude, with regard to the story. A different way of looking at it is, the rapport is actually with the editor. A good, supportive, thoughtful relationship with an editor is very motivating. I think it is the principal relationship. My working practice requires mostly being left alone.

5. What is the best response you've ever had to a book?

The first book… Then being offered another one after that! I’m always cheered by a response that I periodically get from the few readers of a series known generically as 'I Hate Fridays' by Rachel Flynn' (Penguin 1990 –1997). The readers are always girls who’s eyes shine with fun and brightness – they are clued in to Rachel’s acute, dry humour and familiar school characters. (These five black and white books may be my best work).

Update: As I write this, I just received a notification that a recent book has a nice review in the NY Times (Heather Fell In the Water by Doug MacLeod, Allen & Unwin). That ranks!

6. Does the work of illustration get easier, or harder as your reputation grows and your list of great works lengthens?

I think it gets easier to make judgements and decisions. I've had enough success to gain self-confidence. Not enough to think I've got it all worked out.

7. What's the most unusual request that you ever had for an illustrating assignment?

The first that comes to mind would be What a Week! (by Robyn Ryan, Playworks). Requiring the child hero to be using a specific walking aid, and with some specific body movements characteristic of his condition. Another would be the requirement to picture the direct language describing child sexual abuse in Some Secrets Should Never Be Kept (by Jay Sanders, Upload Publishing).

Perhaps the first drafts for the 'Toocool' series (by Phil Kettle, Black Dog Books), in which Toocool's sporting rivals were all in his imagination - drawn by anthropomorphizing the brick wall etc. Sad to say, this approach was abandoned.

Another would be the video clip for 'The Lonely Goth' by Mick Thomas. The task involving planning, and timing, a series of images to accompany the song. I loved this task.

However, the task of animating the song 'Insy Winsy Spider' for the TV show Here's Humphrey - all in one day. This task broke me mentally and also broke my enjoyment of animation.

8. Can you tell us a little bit about your new picture book, Where Are You, Banana?

'The dog, Banana' has that familiar doggy curiosity that has him lost, then found by Roddy - but hopelessly at the bottom of a road works (footpath) hole. Some quick thinking, and savvy use of toys, makes the rescue possible. It is a child size drama- no less moving for that. Using this book, the relationship between Roddy and Banana is bought even further to life - if you choose - by utilising a QR code to go to web narrations (audio) to listen while reading along with the story. This is an interesting use of groovy new technology, highlighting the warmth and liveliness of the narrators. Very exciting.

9. Do you have many new projects on the drawing board?

No, not many in number. The years of abundant production in educational publishing are finished.

However, there are some nice projects happening. Some favourites are:

• A picture book based on the Vietnam War.
• A self-authored picture-book about a cat, on the theme of vanity.
• Another is a venture into self-publishing – 'Doctor Frankenstein's Other Monster' (by Nigel Gray, CSI-Books) - because I use the book in school visits, plus it is a vehicle to develop an enhanced fixed layout EPUB ebook. The iBook version of this is just about ready to go.