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Re: Wordless / Visually Contradictory Books
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From: DAJ <daj9999_at_yahoo.com>
Date: Tue, 16 Sep 2014 16:49:53 -0700
In "Picture Books as Literature," Sonia Landes discusses the different relationships between pictures and text -- illustrations can "reinforce, counterpoint, anticipate, or expand" the text. I think Peter Sis does this occasionally. In Komodo, for exampke, there's a page where the narrator says something about how you can always recognize him by his dragon t-shirt -- but the illustration is filled with children posing for a photo and it's very hard to spot him.
The other two striking examples are also both instances of unreliable narrators -- Ellen Raskin's classic _Nothing Ever Happens on My Block_ (with everything happening behind the narrator as he bemoans the lack of activity) and the English translation of _Boodil My Dog_, where the narrator's idealized description of her dog contrasts wildly with the creature lazing on the chair, etc.
DAJ
19th-Century Girls Series - http://www.readseries.com
-------------------------------------------- On Tue, 9/16/14, Megan Schliesman <schliesman_at_education.wisc.edu> wrote:
Subject: [ccbc-net] Wordless / Visually Contradictory Books
To: "ccbc-net, Subscribers of" <ccbc-net_at_lists.wisc.edu>
Date: Tuesday, September 16, 2014, 12:30 PM
Betsy brought up wordless books, and
it reminded me of the experience I
had reading to my daughter's first-grade class eight years
ago. I went
in weekly and had a great time sharing a wide range of
titles, but it
wasn't until I had built up my confidence with this group
that I had the
courage to try something wordless, not to mention complex. I
took in
David Wiesner's "Flotsam," and was amazed in and delighted
by the
pleasure they got out of collective storymaking (or
sensemaking) as they
crept closer and closer to see the pictures and talk about
what they
saw. They were engaged and intrigued in a completely
different way than
they had been with traditional picture books (which were
also
successful, and gave us a lot to talk about, but not quite
like this).
I'm also thinking about Jon Klassen's "This Is Not My
Hat" and "I Want
My Hat Back"--books I haven't shared with children (but
college students
love them!) The way the art opposes the narrative is a great
part of the
pleasure and point in these books. I'm wondering if
someone with more
knowledge with the components of visual literacy can talk
about what
ways books like this might be used to teach elements of
visual literacy.
Megan
--
Megan Schliesman, Librarian
Cooperative Children's Book Center
School of Education, University of Wisconsin-Madison
Room 401 Teacher Education
225 N. Mills Street
Madison, WI 53706
608/262-9503
schliesman_at_education.wisc.edu
ccbc.education.wisc.edu
My regular hours are T-F, 8-4:30.
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Received on Tue 16 Sep 2014 06:53:08 PM CDT
Date: Tue, 16 Sep 2014 16:49:53 -0700
In "Picture Books as Literature," Sonia Landes discusses the different relationships between pictures and text -- illustrations can "reinforce, counterpoint, anticipate, or expand" the text. I think Peter Sis does this occasionally. In Komodo, for exampke, there's a page where the narrator says something about how you can always recognize him by his dragon t-shirt -- but the illustration is filled with children posing for a photo and it's very hard to spot him.
The other two striking examples are also both instances of unreliable narrators -- Ellen Raskin's classic _Nothing Ever Happens on My Block_ (with everything happening behind the narrator as he bemoans the lack of activity) and the English translation of _Boodil My Dog_, where the narrator's idealized description of her dog contrasts wildly with the creature lazing on the chair, etc.
DAJ
19th-Century Girls Series - http://www.readseries.com
-------------------------------------------- On Tue, 9/16/14, Megan Schliesman <schliesman_at_education.wisc.edu> wrote:
Subject: [ccbc-net] Wordless / Visually Contradictory Books
To: "ccbc-net, Subscribers of" <ccbc-net_at_lists.wisc.edu>
Date: Tuesday, September 16, 2014, 12:30 PM
Betsy brought up wordless books, and
it reminded me of the experience I
had reading to my daughter's first-grade class eight years
ago. I went
in weekly and had a great time sharing a wide range of
titles, but it
wasn't until I had built up my confidence with this group
that I had the
courage to try something wordless, not to mention complex. I
took in
David Wiesner's "Flotsam," and was amazed in and delighted
by the
pleasure they got out of collective storymaking (or
sensemaking) as they
crept closer and closer to see the pictures and talk about
what they
saw. They were engaged and intrigued in a completely
different way than
they had been with traditional picture books (which were
also
successful, and gave us a lot to talk about, but not quite
like this).
I'm also thinking about Jon Klassen's "This Is Not My
Hat" and "I Want
My Hat Back"--books I haven't shared with children (but
college students
love them!) The way the art opposes the narrative is a great
part of the
pleasure and point in these books. I'm wondering if
someone with more
knowledge with the components of visual literacy can talk
about what
ways books like this might be used to teach elements of
visual literacy.
Megan
--
Megan Schliesman, Librarian
Cooperative Children's Book Center
School of Education, University of Wisconsin-Madison
Room 401 Teacher Education
225 N. Mills Street
Madison, WI 53706
608/262-9503
schliesman_at_education.wisc.edu
ccbc.education.wisc.edu
My regular hours are T-F, 8-4:30.
==== CCBC-Net Use ====
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Received on Tue 16 Sep 2014 06:53:08 PM CDT
