COD 2006 - P043

Image and Narrative: Promoting Literacies Through Picture Storybooks

Primary teachers: 3rd to 7th grade and Secondary school teachers: 1st to 3rd year.

1 sesiones, inicia: 12-Abr

Ficha del curso

Ciclo: 2006
Nivel: Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. María Cristina Thomson de Grondona White
Imprimir curso
Colegios Afiliados
ARS
Centros de Examen
ARS
No afiliados
ARS 15.00

Sesiones

Sesiones Fechas Inicia Termina
1 12 Abril 2006 05:30 pm 08:30 pm

Capacitador/es

María Cristina Thomson de Grondona White

María Cristina Thomson de Grondona White is Teacher of English (ISP Rosario), Drama teacher (Escuela Nacional de Arte Dramático), and holds the National Diploma of Children's Literature, Christchurch C.E. (New Zealand). She's taught the subject at Escuela Superior en Lenguas Vivas "Sofía B. de Spangenberg"; IES Lenguas Vivas "J. R. Fernández", and at Universidad Nacional de Cuyo. Cristina contributed as co-author for Good Times Primary English and Stories, Richmond Santillana; "Literature in Language Teaching" for the Licenciatura Educación at Universidad Virtual de Quilmes, and "Storytelling" for the British Council. Her children stories published by Alfaguara Infantil were recommended by the Barahone Center for the Study of Children's Literature at Cal. State University, San Marcos, U.S.A.; her research on storytelling and EFL learning appeared in Talespinner Journal of Research. An expert oral storyteller, Cristina delights in sharing stories with audiences of all ages and the tools of the art with colleagues and students.
Primary teachers: 3rd to 7th grade and Secondary school teachers: 1st to 3rd year.
Participants will be able to: - Analyse the distinctive features of picture storybooks. - Become aware of the conventions of the "art" of picture storybooks. - Become familiar with basic terms used to appraise artwork. - Develop skills to select quality picture storybooks. - Develop a taxonomy of questions to explore picture storybooks. - Design tasks to promote students' visual literacy.
- Promoting literacies through the picture book genre. - Learning to read and interpret images. - Polisemy: the interplay of artwork and text. - Selecting picture storybooks for older students. - Exploring picture storybooks with students: a taxonomy of questions. Evaluation of materials: Participants will work in groups on sample graphic material provided by the co-ordinator. In view of their own teaching contexts, they will be asked to design tasks to promote students' visual engagement with texts. Groups will have the opportunity to exchange comments on their work during the last ten minutes of the session. Methodology: - Presentation by coordinator. - Group discussion. - Group work. - Plenary conclusions. The co-ordinator will provide participants with handouts.
- Arizpe, Evelyn & Morag Styles (2003). Children Reading Pictures; Interpreting Visual Texts. London: Routledge Falmer. - Bang, Molly (1991). Picture This: Perception and Composition. Boston: Bullfinch Press, Little Brown and Co. - Blake, Quentin (2002). Tell Me a Picture. London: National Gallery. Video. - Hunt, Peter (1999). Understanding Children´s Literature. London: Routledge - Preiss, Byron (1996). The Best Children´s Books in the World: A treasury of illustrated stories. N.Y.: Harry N. Abrams, Inc., Publishers. - Spitz, Ellen H. (1999). Inside Picture Books. New Haven: Yale University Press.
Regresar