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Exploring and Experiencing: Sebastian’s Roller Skates

by Prisca Martens, Towson University

This month in WOW Currents we’re exploring how to help children read the art and written texts in picturebooks, Picturebooks are “a unique art object, a combination of image and idea that allows the reader to come away with more than the sum of the parts” (Kiefer, 1995, p. 6). In our work we’re helping children read the art and think like artists to support them in experiencing the full richness and meanings in picturebooks (Martens, 2012). This week we’ll explore how Laura Fuhrman helped her first graders read and experience the art and written text in Sebastian’s Roller Skates, Continue reading

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Exploring and Experiencing: Marisol McDonald Doesn’t Match

by Prisca Martens, Towson University

Picturebooks are “text, illustrations, total design; …As an art form [they hinge] on the interdependence of pictures and words, on the simultaneous display of two facing pages, and on the drama of the turning of the page” (Bader, 1976, p. 1). This week we continue our exploration of helping children read the art and written texts in picturebooks by seeing how Michelle Doyle shares the richness in Marisol McDonald Doesn’t Match, written by Monica Brown (2011) and illustrated by Sara Palacios, with her first graders. In the story, Marisol, as others see her, is a mismatch of things that don’t make sense. Continue reading

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Exploring & Experiencing the Art in Picturebooks

by Prisca Martens, Towson University

InvisibleFor the past several years I’ve been in pre-kindergarten, kindergarten, and first grade classrooms exploring how helping children learn and experience the concepts and language of art that artists use to create illustrations in picturebooks relate to the children’s own reading, writing, and art. My co-researchers are Ray Martens and a number of classroom teachers who graciously invite us into their classrooms to learn and explore with them and their students. We are working together on this because of our mutual passion for picturebooks and our understanding that for children to experience the full richness the books offer, they need to read the art as well as the written text. Continue reading

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Poetry as an Exploration into Children’s Lives and Cultures

by Michelle Grace-Williams & Julia López-Robertson, with Genitha Jackson, Tirisha Robinson, Janese Utley, University of South Carolina

America
I, too, sing America/I am the darker brother/They send me to eat in the kitchen/When company comes/But I laugh, /And eat well /And grow strong/Tomorrow…/They’ll see how beautiful I am/And be ashamed—I, too, am America.

Langston Hughes

The poem above, I Too, Am America, is an example of a culturally relevant poem that could be used by teachers as a vehicle to engage [all] students in discussions about social injustices and issues that may be relevant to them and their lives. Culturally relevant poetry may also be used as a critique to systems of oppression that are present in our society-in this case, specifically race and language. Continue reading

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Selecting Culturally Relevant Texts for Children in the African Diaspora

by Michelle Grace-Williams and Julia López-Robertson , University of South Carolina

Culturally relevant teaching refers to the use of “ cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2010, p.31). A culturally relevant approach to teaching includes careful book selection to avoid stereotypes that might distort the historical experiences of African Americans [we specify African American because of our blog content but recognize that all books must be carefully analyzed for misinterpretation and misinformation]. Continue reading

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Using A Children’s Novel to Explore and Honor Black Children’s History

by Michelle Grace Williams and Julia López-Robertson, University of South Carolina

One Crazy Summer by Rita Williams-Garcia
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The most educators can do is to create structures that would enable submerged voices to emerge. It is not a gift. Voice is a human right. It is a democratic right. (Macedo, 2006.p. 4)

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In our first blog last week, we explained that the goal for all of our blogs is to discuss texts that could be used in the classroom to validate the experiences of Black children; children of the African Diaspora, children of African ancestry located in America, Continue reading

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Children’s Literature and Poetry Depicting Children in the African Diaspora

by Michelle Grace-Williams and Julia López-Robertson, University of South Carolina

One essential strategy for eliciting meaningful engagement with children’s literature featuring Blacks is simply to share the literature (Harris, 1997, p. 49).

Over the next few weeks we aim to critically discuss texts that could be used in the classroom to validate the experiences of children of the African Diaspora; Black children of African ancestry located in the United States of America, the Americas and other parts of the world.

African Diaspora Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature, Part 4

by Janine Schall, University of Texas-Pan American

In the past three weeks I’ve shared a number of books set in the Rio Grande Valley (RGV) and written by RGV authors. These books feature the culture and traditions of the mostly Latino, working class population in this geographical region along the Texas-Mexico border.

The border is both a physical and mental construct, present in the lives of all RGV citizens. To the south, a physical barrier is formed by the Rio Grande River and the increasingly militaristic presence of customs agents and border patrol. Continue reading

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Story and Place: Discovering the Rio Grande Valley through Literature, Part 3

by Janine Schall, University of Texas-Pan American

The Rio Grande Valley (RGV) of South Texas is a place of movement and change. As a Midwestern native now living in the RGV, I joined a history of immigrants to the Valley since the mid-1700s. Today emigration and immigration continues as Americans move to the RGV to pursue business opportunities, Mexicans move for economic opportunity and to flee drug cartel violence, and migrant farm workers harvest crops in the RGV in the winter and travel to other agricultural areas in the summer. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

When children see their lives represented in literature, it shows them that those lives are worth representing. This holds special importance when children come from cultures or areas that are historically isolated, overlooked, or oppressed. The Rio Grande Valley (RGV) of South Texas has been all three. Because of its rural and isolated location, in many ways the RGV has had closer connections with Mexico than with the rest of Texas or the United States. Continue reading