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“Will inspire, inform, and delight those of any age who areengaged in—or by—the arts.” — The Horn Book Renowned children’s literature authority Leonard S. Marcus speaks with twenty-one of the world’s most celebrated illustrators of picture books, asking about their childhood, their inspiration, their creative choices, and more. Amplifying these richly entertaining and thought-provoking conversations are eighty-eight full- color plates revealing each illustrator’s artistic process in fascinating, behind- the-scenes detail. This inspiring collection confirms that picture books matter because they make a difference in our children’s lives.
Using imagination in meditation can connect people to the Divine and to each other and can deepen the spiritual experiences of daily life. Shared Imagination delves into that notion, offering a creative and experiential channel to the Divine and describing the surprising ways this process can blossom in people’s lives. The work centers on personal stories of spiritual encounters as told, with permission, by the women and men who have entered the world of prayerful imagining. These encounters, or “shared imaginations,” arose in a variety of settings: individual and group meditation meetings, recounted dreams, shared spiritual experiences, imaginative conversations with God, letters written to holy people of the past, and some mystical traveling conversations. The stories illustrate the interlacing of an individual’s imagination with that of the Divine. Instructions on how to form and facilitate an imaginative meditation group are interspersed between the stories and detailed in three appendices. Arising from author Mary Ann Archer’s experiences as a professional musician and spiritual director, this collection of personal spiritual narratives presents an exploration of the use of imagination in meditation for a clearer connection with the Divine.
The goal of this book -- a theoretically based, well-organized, useful guide for teaching -- is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. The major components of an integrated language program are identified, and the skills teachers need to implement this kind of program in their own classrooms are described. Designed to be kept and used as a resource in the classroom, this text provides fundamental information about language arts teaching. A constructivist orientation, an emphasis on teachers as reflective decision makers, and vivid portrayals of the classroom as a community of learners and inquirers are woven throughout the book. Key features include: * a wealth of models, suggestions, and step-by-step guidelines for introducing integrated teaching and learning practices into elementary classrooms at the kindergarten, primary, and intermediate levels; * a focus on relevant research in language arts and professional teacher development; * true-to-life classroom narratives that model instructional strategies and demonstrate interactions between real teachers and students; and * an innovative chapter format that makes the text accessible as a resource for student, beginning, and experienced teachers.
Prepares readers to become high-quality humanities and social sciences educators for early childhood and primary contexts.
Providing practical guidance and resources, this book helps teachers harness the power of children's literature for developing ELLs' literacy skills and language proficiency. The authors show how carefully selected fiction, nonfiction, and poetry can support students' learning across the curriculum. Criteria and guiding questions are presented for matching books and readers based on text features, literacy and language proficiency, and student background knowledge and interests. Interspersed throughout are essays and poems by well-known children's authors that connect in a personal way with the themes explored in the chapters. The annotated bibliography features over 600 engaging, culturally relevant trade titles.
To many, the world is a place where people are friendly to each other and value the company of others. For the rest of the population, they seem to live in a racist section of the world that time seems to have forgotten. My opinion lies somewhere in the middle. It is because of this, my mind became cluttered. It became a place where thoughts of love and optimism were constantly battling hatred and pessimism. This particular collection of poetry is an inside look at that battle. It is a journey through my life, experiences and my viewpoint of the world. It is written as if each poem is a conversation with the reader, which gives everyone a sense of comfort and it allows the words to be genuine. The poems were therapy during my time of need and I hope they are meaningful to all who see them. What is life? What is love? What is death? These questions, among others, have been able to stump the minds of the world's scholars since the beginning of time. Each word brings up different emotions and forces every person to recall moments in their lives that can easily go from one extreme to the other. The journey individuals take to find their own answers to these questions vary just as much as the people themselves. This book just happens to be a small poetic sample of my journey thus far. Like everyone else, I have been in love, but I have also had my heart broken. There have been times when I have enjoyed life, but I have also had to deal with the pain of death. For some, verbally speaking about their experience helps them deal with their pain. Others, such as myself, have a difficult time speaking about the past. So, we choose to write about it. With my writing, I have been able to recall and deal with the emotions of my past. Although I have dealt with negativity, seeing a written record of days gone by allows my outlook on life to remain positive. We all have individual views and descriptions on the world; this is just My World, My Words. JACOB G. GROVEY began writing early in life. At the age of eight, he first saw people actually valued his words. He was offered the opportunity to write for a magazine, but as great as the opportunity was, Jacob passed on it because he didn't want any pressure to be associated with his writing. As the years passed, he found himself writing less and less, and before he knew it, he had gone several years without writing anything. As he thought back to the times when he wrote daily, he soon became upset with himself for going so long without putting his thoughts onto paper. In 2003, he vowed to never let that happen again. Now he says, "I promise you, the times that you'll catch me without some sort of notepad and pencil are gonna be few and far between because you never know when the inspiration will hit."
Whether used for thematic story times, program and curriculum planning, readers' advisory, or collection development, this updated edition of the well-known companion makes finding the right picture books for your library a breeze. Generations of savvy librarians and educators have relied on this detailed subject guide to children's picture books for all aspects of children's services, and this new edition does not disappoint. Covering more than 18,000 books published through 2017, it empowers users to identify current and classic titles on topics ranging from apples to zebras. Organized simply, with a subject guide that categorizes subjects by theme and topic and subject headings arranged alphabetically, this reference applies more than 1,200 intuitive (as opposed to formal catalog) subject terms to children's picture books, making it both a comprehensive and user-friendly resource that is accessible to parents and teachers as well as librarians. It can be used to identify titles to fill in gaps in library collections, to find books on particular topics for young readers, to help teachers locate titles to support lessons, or to design thematic programs and story times. Title and illustrator indexes, in addition to a bibliographic guide arranged alphabetically by author name, further extend access to titles.
Sunny Nash was Bigmamma's granddaughter, and through her young eyes she saw not only the indignities and economic hardships her family and friends suffered - unpaved roads, mosquito-infested drainage ditches and outdoor toilets, back stairs to balcony seating in the movies - but also the love and warmth of everyday life in the segregated neighborhood.
The present work deals with the representation of trauma and violence in coming-of-age stories written by African-American and Afro-Caribbean women authors in the United States. The kinds of violence explored in this work are related to the post-colonial condition the women protagonists experience, in which racism, sexism, classism, among other kinds of discrimination, are co-created in an intersectional experience of oppression. The titles analyzed in this work are: Lucy (1990), written by Jamaica Kincaid; Breath, Eyes, Memory (1994), written by Edwidge Danticat; Bone Black – Memories of Girlhood (1996), written by bell hooks; and God Help the Child (2015), written by Toni Morrison. The Bildungsroman genre serves as the form with which the authors are able to display the different forms of violence experienced during the the process of growing up female and black in the United States, and also in the Caribbean islands of Antigua and Haiti, in the cases of Kincaid and Danticat respectively. The coming-of-age stories written by women, and more specifically by African-American and Afro-Caribbean women, tend to showcase narratives in which the tensions between the protagonists' self-determination and the influence of social and cultural factors in their development opportunities are negotiated. The genre is adapted and subverted by the authors, deviating from its canonical European origins, becoming a site in which the authors are able to represent different kinds of violence, and the subsequent traumatic consequences caused by it.
You ain't nothing but a "Hound Dog" ... with these words shouted into the microphone she will always be remembered: Big Mama Thornton. Who is this woman who sang the megahit "Hound Dog" before Elvis Presley and who wrote "Ball & Chain," the song that catapulted Janis Joplin to sudden fame? The story begins with her first musical attempts in the Hot Harlem Revue as a girl of 14. Then the book follows her journey into the Mecca of Texas Blues, Houston, where Big Mama Thornton met Johnny Otis, with whom she recorded her greatest success--"Hound Dog." With the slowdown of the blues in the early sixties this book follows Big Mama Thornton's way to California, discusses her struggle to survive and celebrates her impressive musical comeback in the course of the blues revival and the hippie movement. With the end of the sixties, facing a declining interest in the old school blues, the book shows how Big Mama Thornton found her niche in clubs and festivals in the U.S. and Europe. The book then follows Big Mama Thornton through the seventies and eighties until her untimely death.