The Modernist Picture Book in three Dimensions

2020 ◽  
pp. 165-182
Author(s):  
Katie Trumpener
Keyword(s):  
Building Block ◽  
Picture Books ◽  
Picture Book ◽  
Three Dimensions ◽  
Art Making ◽  
Block Play ◽  
De Stijl ◽  
Art Schools ◽  
The Way ◽  
Child Readers

This chapter explores the way modernist picture books reconceive three-dimensionality, and hence the book as object. Around 1900, a Europe-wide vogue for picture books (Gertrud Caspari, Andre Hellé) in which toys come to life overlapped with new enthusiasm for building block play (H. G. Wells and E. Nesbit advocate the construction of “little worlds”), toy-centered ballets, and the explorations of movement and perspective enabled by the advent first of cinema, and then of cubism. The essay also discusses 1920s and 1930s constructivist, cubist, and De Stijl picture books by Lou Loeber, Nathalie Parain, Alexander Rodchenko, and Varvara Stepanova in relationship to the emergence, in schools and art schools, of new art pedagogies centered on paper crafts, a new sense of the picture book itself as a template for future art-making, and of child readers as fledgling artists in their own right.

Migration

2018 ◽  
pp. 441-456
Author(s):  
Audie Klotz
Keyword(s):  
Building Block ◽  
Security Studies ◽  
Three Dimensions ◽  
Nation State ◽  
The World ◽  
Security Concern ◽  
The Way

Migration as a potential security concern should be analyzed through the politics of threat construction. This chapter delineates the salience of migration along three dimensions of security: interstate, societal, and human. For each dimension, it draws upon iconic contributions to the literature and recent scholarly interventions. Along the way, the chapter weaves examples from around the world to underscore that, at a time when the security implications of migration are grabbing headlines around the world, the inclusion of migration within security studies also requires a reassessment of the field’s Eurocentric roots. In particular, the chapter pushes for rethinking the nation state as a building block of our theories.

scholarly journals Examining Kindergarteners’ Drawings for Their Perspectives on Picture Books’ Themes and Characters

2015 ◽  
Vol 8 (11) ◽  
pp. 40 ◽  
Author(s):  
Ching-Yuan Hsiao ◽  
Chi-Mei Chen
Keyword(s):  
Picture Books ◽  
Research Method ◽  
Picture Book ◽  
Research Data ◽  
Art Making ◽  
Outward Appearance ◽  
Children’S Perspectives ◽  
Study Results ◽  
Southern Taiwan ◽  
Analyze Data

<p class="apa">The aim of this study was to identify and characterize children’s perspectives on a picture book’s themes and characters by examining their drawings. The study was conducted over a five-month period in a public kindergarten in southern Taiwan, with six children aged 5-6 years. Picture book appreciation activities focused on eight picture books. Research data were collected via digital recordings of participants’ appreciation and art-making activities, interviews, and associate teachers’ feedback. A qualitative research method was used to process and analyze data. Study results indicate that with regard to theme, children could clearly identify and characterize a story’s theme but seldom offered in-depth interpretations. With regard to character, children could describe a picture book character’s outward appearance and inner feelings but could not present its inner feelings in their drawings. These and other findings from this study could aid early childhood educators in conducting picture book appreciation activities in the future.</p>

RECURSOS QUE SURGEN EN LAS PAREJAS EN TIEMPOS DE PANDEMIA

2020 ◽  
Vol 1 (49) ◽  
pp. 37-52
Author(s):  
Gabriela Valls barrera ◽  
Daniela Vío GiaCaman
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Support Networks ◽  
Three Dimensions ◽  
Strong Impact ◽  
Way Of Life ◽  
Positive Assessment ◽  
Positive Experiences ◽  
The Way

The COVID-19 pandemic and confinement, as a measure to stop the contagion, have had a strong impact on the mental health of the population. Emotions such as uncertainty, fear of contracting illness and anguish have increased. But, also, positive experiences have emerged that reinforce interdependence and social support, the appreciation of affections and a greater connection and reflection on the way of life. The objective of this article is to delve into the experience of some couples who have been able to constructively face quarantine and who express a positive assessment of what this time of confinement has contributed to their relationship. Three dimensions are identified in which resources have emerged during this crisis: family reorganization and multiplicity of roles, the appreciation of support networks and the strengthening of intimacy in the couple.

scholarly journals Screens we see, societies we unknow

Comunicar ◽  
2008 ◽  
Vol 15 (30) ◽  
pp. 43-48
Author(s):  
Jorge A. González-Sánchez
Keyword(s):  
Three Dimensions ◽  
Information Communication ◽  
Technical Artifacts ◽  
The Way

How does technology interact with the way in which we relate with information, communication and knowledge? The integration of these three dimensions conforms the nucleus of the symbolic ecologies. Throughout history, these symbolic ecologies have been constructed and transformed by its relation with technical artifacts and knowhow, understood as a technological vector. The problem should not be posed over screens as interfaces of more complex devices, but upon the specific relationships of information, communication and knowledge framed by those actually devoted to generate it for the use of those who are not able to do it.¿Cómo interactúa la tecnología en la forma en que nos relacionamos con la información, la comunicación y, el conocimiento? La integración de estas tres dimensiones constituye el núcleo de las «ecologías simbólicas». En toda la historia, éstas se han construido y transformado por efecto de su relación con dispositivos técnicos y saberes, que podemos considerar como un vector tecnológico. El problema no debe plantearse en las pantallas como interfaces de dispositivos más complejos, sino en las relaciones específicas de información, de comunicación y de conocimiento que aquéllos que sí generan conocimiento desarrollan para quienes no lo hacen.

scholarly journals Where the Wild Things Are

2003 ◽  
Vol 48 (1-2) ◽  
pp. 128-141 ◽  
Author(s):  
Riitta Oittinen
Keyword(s):  
Picture Books ◽  
English Language ◽  
Picture Book ◽  
Target Language ◽  
Visual Images ◽  
Forthcoming Book ◽  
Starting Point ◽  
The Relationship ◽  
Classical Picture

Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.

Geography and War, Geographers and Peace

2004 ◽  
Author(s):  
Virginie Mamadouh
Keyword(s):  
Political Violence ◽  
Three Dimensions ◽  
Peace Studies ◽  
War And Peace ◽  
Geographical Knowledge ◽  
Natural Event ◽  
Urban Riots ◽  
Peace Processes ◽  
Academic Geography ◽  
The Way

La géographie, ça sert d’abord à faire la guerre—geography serves, first and foremost, to wage war. Yves Lacoste made this bold statement the title of a pamphlet against French academic geography in the mid-1970s. He not only exposed the historical importance of geographical knowledge in the waging of war and, more generally speaking, the controlling of people and territories, he also attacked academic and school geography for concealing its political and strategic importance. Geography (i.e., the mapping of the world out there) indeed has strong connections to rulers and their attempt to control territories and peoples. On the other hand, geographers have in the past two decades been keen to promote geography as peace studies. This chapter examines the ways in which geographers have dealt with war and peace since the establishment of modern Western academic geography. It addresses both the way in which geographers have conceptualized and studied war and peace processes and the way in which geography has been applied and geographers have been implicated in these very processes. The result is an evaluation of whether geography has been converted from a discipline for war into a discipline for peace, to paraphrase O’Loughlin and Heske. This is done by considering three dimensions for which antagonist positions (war minded versus peace minded) are anticipated: the perception of war (a natural event versus an undesirable collective behavior), the focus of geographical studies that deal with war and peace (functions of war versus causes and consequences of war), and the advocated application of geographical knowledge (to win a war versus to prevent a war and to foster peace). War and peace do not seem to belong to the vocabulary of geography. The terms have no entries in the Dictionary of Human Geography or in the Dictionary of Geopolitics. This is mainly because war and peace are rather vague concepts. In this chapter, a limited conception of war has been chosen: political violence between states, that is, armed conflict. Therefore, the review neglects urban riots, social struggles, and related conflicts.

Teaching Controversial Issues

2022 ◽  
pp. 252-272
Author(s):  
William Paul Bintz
Keyword(s):  
United States ◽  
Instructional Strategies ◽  
Picture Books ◽  
The United States ◽  
Controversial Issues ◽  
High Quality ◽  
Related Factors ◽  
Award Winning ◽  
Research Findings ◽  
The Way

This chapter describes recent research findings on homelessness in the United States and its relationship to poverty and other related factors. It also provides an introduction to text clusters, a curricular resource that includes high-quality and award-winning picture books and is anchored in the Way-In and Stay-In books. It continues by presenting a text cluster on the topic of homelessness, along with a variety of research-based instructional strategies that K-8 teachers can use with this text cluster, as well as with other text clusters on controversial issues. It ends with some final thoughts.

“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

2018 ◽  
Vol 67 (1) ◽  
pp. 343-359 ◽  
Author(s):  
Kerryn Dixon ◽  
Hilary Janks
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
South African ◽  
Curriculum Design ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Views ◽  
Effective Use ◽  
The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

scholarly journals Differences in sentence complexity in the text of children’s picture books and child-directed speech

2019 ◽  
Vol 39 (5) ◽  
pp. 527-546 ◽  
Author(s):  
Jessica L. Montag
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Book Reading ◽  
Language Outcomes ◽  
Complex Sentence ◽  
Children's Picture Books ◽  
Causal Pathways ◽  
Important Means ◽  
Syntactic Differences ◽  
Picture Book Reading

Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.

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