Special Interest Page

Web site on culture

Introduction to this course

Analysis of a Picture Book

Testing Page

Visual Interpretive Analyses

Creation of a Visual Interpretive Analysis

Online Art Journey

9/11 Page

COURSE DESCRIPTION

An examination of children's picture books from a feminist standpoint and various cultural perspectives. Emphasis on the identification of books that use powerful verbal and visual images to promote self esteem and cultural awareness among young children. Students will access the world wide web to increase information and experiences.

PRE- AND/OR CO-REQUISITES

None

COMPETENCIES ADDRESSED

KNOWLEDGE OF--

• The varieties of materials for children, including publishing trends in multiculturalism.
• Illustrative techniques and their effectiveness in relation to particular texts.
• Criteria for evaluating children's picture books for their cultural authenticity.
• Intellectual freedom: Exploration of challenges to multicultural issues in pictures books.
• Problems of translation of children's books from one language and culture to another.

SKILL IN-

• Evaluation and selection of materials with positive gender images and representations of various cultural groups.
• The use of critical abilities in the discussion (both oral and written) of gender-fair and multicultural picture books for children.
• Interpretation and evaluation of research relating to children and multicultural materials.

NATURE OF THE COURSE/RESOURCES FOR THE COURSE

This course is designed to permit the greatest possible dialogue and exchange of views. The sharing process will require you to bring a variety of materials to the attention of others in this distance education course in order to demonstrate points you wish to make.

There is an Introduction to this course that provides the general itinerary for our online journey.

Internet access to the www site on culture will provide you with a range of information and resources within the professional community.

You are expected to become familiar with a wide variety of resources about children's multicultural picture books, although the major emphasis should be on the children's materials themselves. It is also important to examine what critics and reviewers have said about particular books, especially older books that may have been perceived differently over time.

Several bibliographies are listed below that most clearly match the content of this course and will give you some insight into the priorities and prejudices of the professor.

--On Illustration and the Art of the Picture Book

--On Translation

--On Gender and Culture Background Readings

--On Gender and Culture Websites

Since 9/11 we need greater information on aspects of child literature and life in a global society. These pages were designed to help us learn as much as possible.

An additional set of Thought Capsules is provided on the Gender and Culture www site. These will be used throughout the course as the basis of some of our online discussions.

Access to several lists of picture books is also provided on the web page for this course, and students may find using these to be an expedient approach. Most of the books listed should be in local public libraries.

You will want to frequently use Notes for the Analysis of a Picture Book.

A new aspect for this course is the development of a testing database. Each student will have the opportunity to test their own factual knowledge in relation to this course. The testing page is fun.

ASSIGNMENTS FOR THE COURSE

Students are expected to complete Assignments 1, 2,and 3. Additionally, they may choose among 4, 5, or 6 as the other assignment.

1. Participation in course discussions which demonstrates your knowledge of outside readings (both children's and professional materials) as well as thoughtful consideration of ideas and opinions offered in online course discussions and materials accessed from the www. Throughout the semester, you will be expected to respond to specific topics, worksheets, questions, articles, etc. Remember, this discussion is the online course. Your presence is noted only when you particpate. 50% of grade
2. Using the Visual Interpretive Analyses as a model, create a similar website based on the content of this course with colleagues. You will need to read the Notes on the Creation of a Visual Interpretive Analysis. 15% of grade
3. Prepare a PowerPoint Presentation which might be used in a workshop on the Evaluation, Selection, and Use of Multicultural Materials for Parents and Teachers. Include general criteria for at least two unique cultural groups. 15% of grade.
   
   Choose one of the following: 20% of grade
   
   
4. Identify three to five women of different cultural backgrounds about whom there is at least one picture book biography. Prepare a one to two page sketch of each woman's life and accomplishments, indicating authoritative sources from which that information was synthesized. Locate as many picture book biographies about each woman as possible and evaluate those biographies in light of informational, literary, cultural, and gender criteria. If this assignment is submitted as a website, extra credit will be awarded.
   OR
5. Select one aspect of child life (E.g. Food, Home, Education, Toys and/or Games, Clothing, Holidays, Religion, etc.) and explore that topic as it is portrayed in picture books representing at least four different cultures. Indicate whether or not it is possible to verify the accuracy and authenticity of the portrayals in the selected books. Discuss the procedures and the resources used to evaluate the cultural authenticity of these works. If this assignment is submitted as a website, extra credit will be awarded.
   OR
6. Using the Online Art Journey as a model, create a comparable site for children in grades K-3.

Notes

• Literary quality is assumed in your selection of titles for all assignments.
• All of us in this seminar will be working together to expand and enhance our knowledge of and sensitivity to feminist standpoints and multicultural perspectives in children's picture books. Therefore, as colleagues, we will assist each other in and share the results of our work for this course through the use of our dialogue discussions as well as placing papers on the www for class consideration.

SCILS, Rutgers, The State University of New Jersey