Post Modern Picture Books

Part One: What is a picture book?

It will have pictures, and simple texts. There are even picture books without text - wordless picture books. For most of the century the picture book was created for enjoyment of an audience of young people with the object of engaging them in a pleasurable experience.

32 pages - because of the binding of booklets of 8. 4 groups of 8 being sewn together. 

A picture book combines 2 forms of communication both visual and verbal. The ability to tell 2 stories at once. The marriage of text and illustrations.

Postmodern Literature - Questions what a picture book is - using these will create critical readers. What could happen differently??

Modernism is a philosophical movement that, along with cultural trends and changes, arose from wide-scale and far-reaching transformations in Western society during the late 19th and early 20th centuries. Among the factors that shaped modernism were the development of modern industrial societies and the rapid growth of cities, followed then by reactions of horror to World War 

Postmodernism is a broad movement that developed in the mid- to late-20th century across philosophy, the arts, architecture, and criticism and that marked a departure from modernism. The term has also more generally been applied to the historical era following modernity and the tendencies of this era.

Ontological plurality - not one way of doing anything

Postmodern Picture books

Revision a traditional tale - using a range of font, shape size 

(what will it look like in your own planning), multiple points of view, perspectives, 

breaking boundaries in genre, typographic exploration, (words), parody

Book list

Seven Blind Mice - Ed Young
The Book Just Ate my Dog - Richard Byrne
Wacko Kakapo - Yvonne Morrison
The True Story of the Three Little Pigs - Jon Scieszka
Do not Open this Book - Michaela Muntean
The Three Little Lambs - Sher Foley
The Very Smart Pea and the Princess-to-Be - Mini Grey
Shhh! - Sally Grindley
The Jolly Postman and Other People’s Letters - Janet and Allan Ahlberg
The Legend of Rock Paper Scissors - Drew Daywalt
Help the Wolf is coming - Ramadier and Bourgeau
Help, We Need a Title - Henri Tullet
Dear Mrs. La Rue. Letters from Obedience School - Mark Teague
Trev and the Kauri Tree - Chris Gurney
Voices in the Park - Anthony Browne
The Stinky Cheeseman and Other Fairly Stupid Tales - Jon Sciezka
Who’s Afraid of the Big Bad Book - Lauren Child
The Wolf’s Story - Toby Forward
The Boring Book - Vasanti Unka
Little Mouse’s Book of Big Fears - Emily Gravett
The Three Pigs - David Weisner
Battle Bunny - Jon Scieszka
December 2017 choices
Tickle my Ears – Jorg Huhle
Help the Wolf is Coming - Cedric Ramadier and Vincent Bourgeau
I am the Wolf and Here I Come - Benedicte Guettier
Donkeys - Adelheid Dahimène
Wolfy - Grégoire Solotareff
Luther and the Cloudmakers – Kyle Mewburn

Can you Whistle Johanna? – Ulf Stark
The Noisy Book - Soledad Bravi
The Slant Book - Peter Newell
King and King – Linda De Haan and Stern Nijland
Prince Cinders – Babette Cole
Princess Smartypants – Babette Cole
Promised Land – Adam Reynolds and Chaz Harris
The Paperbag Princess – Robert Munsch
The Royal Heart – Gregory McGoon
Where the Wild Things Are – Maurice Sendak
Harold and the Purple Crayon – Crocket Johnson (published 1955)
Journey – Aaron Becker
Lines – Sue Lee
The Story of the Little Mouse Trapped in a Book – Monique Felix
Wolves – Emily Gravett
The Pain and the Great One – Judy Blume
Voices in the Park – Anthony Browne
The Tunnel – Anthony Browne
Willy’s Pictures – Anthony Browne
The Monster at the End of this Book – Jon Stone
Not Now Bernard! – David McKee
Another Monster at the End of this Book – Jon Stone
Parsley Rabbits’s Book about Books – Frances Watts and David Legge
Little Red Riding Hood (Not Quite) – Yvonne Morrison and Donovan Bixley
The Three Little Bears (Sort of) – Yvonne Morrison and Donovan Bixley
Wait! No Paint! – Bruce Whatley
Art and Max – Davis Wiesner
Alice in Wonderland – Suzy Lee
Hide and Seek – Anthony Browne
Automaton – Gary Crew
Press Here – Heave Tullet
Selma - Jutta Bauer
My Cat Likes to Hide in Boxes - Eve Sutton
The Conquerors – Davis McKee
The Rabbits – Shaun Tan
Who Needs Donuts? – M. Stamaty
The Red Tree – Shaun Tan
The Arrival – Shaun Tan
The Day the Crayons Quit – Drew Daywalt
Jim and he Beanstalk – Raymond Briggs
When the Wind Blows – Raymond Briggs
Fungas the Bogeyman – Raymond Briggs
Elephant Elements – F. Pittau and B Gervais
Orange Pear Apple Bear – Emily Gravett
Baba Smart Sheep – Mark Sommerset
The Book with No Pictures – BJ Novak
Don’t Cross the Line – Isabel Minhos Martins
Duck’s Vacation – Gilad Soffer
Hello Red Fox – Eric Carle
Help! We Need a Title – Herve Tullet
It’s a Book – Lane Smith
Jim Curious, A Voyage to the Heart of the Sea – Matthias Picard
Mirror – Jeannie Baker
Mix it Up - Herve Tullet
Open the Little Book – Jesse Klausmeier
Plant the Tiny Seed – Christie Matheson
Press Here – Herve Tullet
Previously – Allan Ahlberg
Tap to Play! – Salina Yoon
The Bear Who Wasn’t There – LeUyen Pham
The Hole – Oyvind Torseter
The Other Side – Ivan Banyai
There’s a Moose on the Loose – Lucy Feather
This is not a Book - Jean Jullien
We are in a Book - Mo Willems
What’s that Noise (This Book is Calling You...) – Isabel Minhos Martins
Zoom and Re-Zoom – Istvan Banyai
Do Not Open This Book! – Andy Lee
Please, Open This Book! - Adam Lehrhaupt
This is a Ball – Beck and Matt Stanton
Did you Take the B from my ook? – Beck and Matt Stanton
Bathtime for Little Rabbit – Jorg Muhle

Julia Marshall from Gecko Press 

Possible ideas for publishing a book - Books in Homes

• Whole class to make a whole book, everyone has contributed
• Part of a book , to make a whole book
• With a buddy - illustrator and author
• Section/ section of a page
• Every child to have representation

Great story - beginning, middle and end. 

Each book show trigger emotion, makes you want to read them over and over again. 

Child centred - child sees one thing, an adult sees another thing

You believe it - interact...

A good book is a book you like

Use a range of colour for mood
Use the pictures from a book - using a page form a book and make a book - If I was a banana...
Illustrator helps the book to become the best book it can be...

Think about size - board books, 32, 16, 8 pages long, colour.
Flaps, no flaps. copyright?

Who is for?

Appraisal Review

WHAT?
This week I worked with my DP to go through my Appraisal, it was rewarding and confusing at the same time. The rewards were for the work that I have been given vast amounts of time to (Mindlab) have paid off. It wasn't my intention when I signed up for Mindlab but looking back I can see how my practice has changed, and now how I work to as a more reflective practitioner and continually make more mindful changes with evidence not just hunches. It was great to hear from another person's point of view what they have noticed and where they think I next to place my energies.

The confusion for me is how do I incorporate the suggestion of being more culturally responsive to my pedagogy. This is not being more aware of the Maori culture and practices but being aware of what each individual needs and brings to the classroom environment. We all have our own cultural practices that are specific to each family, household, their background and beliefs.

An example of this - a parent has just enrolled her daughter into a new entrant class and has told the teacher that she will not be buying a book bag as she will not be listening to her child read each night as their life is too busy so it won't be happening. As a teacher this is fairly shocking as one of the ways to improve children's reading is to work on their reading mileage. So the more they can read outside of the classroom instruction, they more they can get to grips with reading. The parent has told the teacher her point of view now the teacher will need to find other ways to ensure the child still progresses in reading without relying on the 'usual' ways. The teacher needs to be responsive to the beliefs of that family and adapt her planning to do so.

SO WHAT?

How do you provide culturally relevant programmes for all of your learners, giving our diverse they are?

How do you deliberately support your students to make connections with the concepts they are learning through planning and implementation?

These are the questions that I hope to work on as the year progresses. I have been made more aware of the children's each individual needs and and what they bring to the classroom environment through the PEP (Personalised Education Plans) and through the meetings with parents. My task now is to be more deliberate in how I cater for these in my classroom programme. I do have a tricky class with a vast spread of levels with 2 autistic children, 2 ESOL, 2 struggling learners and on the flip side children working at Stage 7 for Numeracy, 3B for writing and reading like 12 year olds in a Year 4 class. I have concerns how I am extending those at the higher levels and not 'dumbing' down the learning using a whole class approach.

Bobbie Hunter states that it comes down ensuring everybody has an opportunity to participate. She says that I must give a voice to the learners and make them realise that they need realise that they have many voices - multiple voices. Where they speak at home, at church, on the sports field, with their mates, during games and competing. It is important for them to learn how their voice fits in the classroom and they can start to learn with purpose, and that success means everybody alongside you gets to understand what you understand. This also works alongside what I want to achieve with embedding more oral language in my classroom programme.

NOW WHAT?
I need to be more aware of and understand both quantitative and qualitative data and collect it in a more systematic way in order to get a 'holistic' picture of the individuals in my class, including:

• student achievement data - achievement data
• demographic data - trends in student population and learning needs, profiles, cultural needs
• programme data - instructional practice
• perceptual data - student, whanau voice, community surveys

Tu Rangatira English 2010 on page 14 has a scaffold I would like to embed in my practice such as being an advocate who promotes the development and implements a range of strategies and plans that help children to realise their potential and to succeed as Maori and as individuals.

Being more deliberate in my planning, making notes on the reasons for using mixed ability groups, Talk Moves and using the children's individual learning goals will help me to get some way to making in roads into be more 'culturally responsive, I hope.

References

Bobbie Hunter: Maths belongs in every culture - E-Tangata Retrieved from https://e-tangata.co.nz/korero/bobbie-hunter-maths-belongs-in-every-culture/

Ministry of Education (MOE), Tü Rangatira: Mäori Medium Educational Leadership sets out a framework for kura leaders, Huia Publishers, 2010.