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Joseph Had a Little Overcoat
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From: Marian Creamer <mcreamer>
Date: Fri, 21 Jan 2000 13:10:36 -0800
Attending the press conference when the awards are announced at ALA Midwinter is always a thrill for me, especially this year when so many of our students participated in either Caldecott or Newbery discussions and mock balloting. We had not seen Joseph Had an Overcoat, and I thought that the children would be disappointed that they hadn't selected the Caldecott winner. However, it didn't take long for them to become enthralled and delighted with the book. We had the good fortune to have Simms Taback's original 1977 version to read and compare page by page. Taback's note to the reader in the Caldecott version was illuminating. I began by reading that first. What a rare opportunity to discuss what Taback has illustrated and written: a final work, whether it is art, a research paper or a project can be examined, reworked and recreated. The story, which begins on the title page, is enlivened by the addition of photographs. We read, examined and discussed both editions. First graders observed how difficult it must be to create the die cuts and understood the complex process of "illustrating through the holes." The book is successful in engaging readers of all ages.
Taback gives us the rare opportunity to look, compare and appreciate the
"process" involved in revisiting this charming Yiddish folk song. Throughout the process he conveys his rich heritage of storytelling with a few well-chosen words and a skillful display of a variety of artistic techniques
(painting, collage, photography). So much of what we do in education encourages students and teachers to examine the finished product or lesson and evaluate the outcome. Often we're too quick to set the final work aside and be done with it. When students have the opportunity to learn about illustrators and authors and the process of creating, recreating and producing their craft, they can gain an appreciation for the work involved in creating a book. I invite you to look at our web pages: http://www.riverdale.k12.or.us
(Caldecott and Newbery Night). All comments and synopses are expressed entirely in the students' words. Two very talented teachers are responsible for extending what began in the library into the classroom and out into the world.
Marian Creamer, Librarian Riverdale School Portland, Oregon mcreamer at riverdale.k12.or.us
Received on Fri 21 Jan 2000 03:10:36 PM CST
Date: Fri, 21 Jan 2000 13:10:36 -0800
Attending the press conference when the awards are announced at ALA Midwinter is always a thrill for me, especially this year when so many of our students participated in either Caldecott or Newbery discussions and mock balloting. We had not seen Joseph Had an Overcoat, and I thought that the children would be disappointed that they hadn't selected the Caldecott winner. However, it didn't take long for them to become enthralled and delighted with the book. We had the good fortune to have Simms Taback's original 1977 version to read and compare page by page. Taback's note to the reader in the Caldecott version was illuminating. I began by reading that first. What a rare opportunity to discuss what Taback has illustrated and written: a final work, whether it is art, a research paper or a project can be examined, reworked and recreated. The story, which begins on the title page, is enlivened by the addition of photographs. We read, examined and discussed both editions. First graders observed how difficult it must be to create the die cuts and understood the complex process of "illustrating through the holes." The book is successful in engaging readers of all ages.
Taback gives us the rare opportunity to look, compare and appreciate the
"process" involved in revisiting this charming Yiddish folk song. Throughout the process he conveys his rich heritage of storytelling with a few well-chosen words and a skillful display of a variety of artistic techniques
(painting, collage, photography). So much of what we do in education encourages students and teachers to examine the finished product or lesson and evaluate the outcome. Often we're too quick to set the final work aside and be done with it. When students have the opportunity to learn about illustrators and authors and the process of creating, recreating and producing their craft, they can gain an appreciation for the work involved in creating a book. I invite you to look at our web pages: http://www.riverdale.k12.or.us
(Caldecott and Newbery Night). All comments and synopses are expressed entirely in the students' words. Two very talented teachers are responsible for extending what began in the library into the classroom and out into the world.
Marian Creamer, Librarian Riverdale School Portland, Oregon mcreamer at riverdale.k12.or.us
Received on Fri 21 Jan 2000 03:10:36 PM CST
