|
From: "PUBYAC: PUBlic librarians serving Young Adults and Children"
<pubyac@prairienet.org>
To: "PUBYAC: PUBlic librarians serving Young Adults and Children" <pubyac@prairienet.org>
Sent: Wednesday, February 06, 2002 9:42 PM
Subject: PUBYAC digest 677
PUBYAC Digest 677
Topics covered in this issue include:
1) Re: Circus Craft
by Mary Gonzalez <marycgon@lmxac.org>
2) Re: scavenger hunt/H. Potter read-alike
by Cassie Wilson <cwilson2@kent.edu>
3) CD resurfacing
by "Amy Shelley" <AShelley@larm.lib.wy.us>
4) summary/activity order for storytime
by "Gruninger, Laura" <lgruning@MCL.org>
5) thanks
by "Cathy Lamoree" <clamoree@poklib.org>
6) 2 stumpers
by "Marie Noe" <noem@abilenetx.com>
7) Stumper
by childref@anokas.anoka.lib.mn.us
8) Stumper Solved -- secret code
by Jennifer Craig <jcraig@mcls.rochester.lib.ny.us>
9) NERTCL Fantasy & Science Fiction Program
by Pam Perdue <pamelape@lori.state.ri.us>
10) Questions and Answers on Privacy and Confidentiality
by "Don Wood" <dwood@ala.org>
11) Art Storytime Results--Long
by Jennie Depakakibo <Jennie.Depakakibo@cityofcarrollton.com>
----------------------------------------------------------------------
From: Mary Gonzalez <marycgon@lmxac.org>
To: pubyac@prairienet.org
Subject: Re: Circus Craft
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Date: Wed, 6 Feb 2002 22:19:15 CST
I've had them make clowns from balloons. Two round stickers for eyes,
one for the nose...or cut a round red nose from construction paper. Cut
a big white smile, and draw a red line in the middle of it. They tape
on the noe and smile. You can let them tape on some crinkle paper, like
you put in gift bags, for hair.
I like to have them tape a red nose on themselves, too, to make them all
into little clowns. You can use a red sticker, but a red construction
paper circle about 2" around looks great.
You can make bow ties out of paper twist for the balloons or for the
children...but this is unnecessary.
I like to give them a long piece of yarn to take home to use as a
tightrope, after we've done that together.
If you can get the "Barnum" album, it has great circus music.
While we sing "The Daring Young Man," we "fly" on our
trapezes. You can
use rhythm sticks to make everyone a pretend trapeze...but they're fine
without them, too.
Books: (* These I've used.)
To the Circus by Walker
*The 12 Circus rings by Seymour Chwast
*Circus 1-2-3 by Megan Halsey (2000)
*Circus 1-2-3 JEASY Halsey (1 Ringmaster, 2 Elephants, 3 lions, 4 bears
(dancing), 5 tigers (jumping through hoops), 6 ponies, 7 seals
(balancingstars, on balls), 8 acrobats (tightrope walkers and trapeze
artist), 9 poodles, 10 clowns, everyone listed on last page. (2 mice
approach circus tent, 2 mice leave. "Look for us on every page.")
Thomas goes to the circus by Josie Yee
2000
Highwire Henry by Calhoun
Mirette on the Highwire by Emily McCully
*Ginger Jumps by Lisa Campbell Ernst
*The Man on the flying trapeze (Quackenbush) (Skip most of this)
Tomie de Paola: Clown of god
*Jumbo JEREAD791.32
Old Bet and the start of the American Circus 791.32McClurg
Also, bring in books with pictures of circuses. A few books with cover
pictures of lions and tigers and elephants and monkeys adds atmosphere,
too.
It's not TOO hard to put on a quick circus. They can balance balls on
their noses and flap their flippers like seals. They can be the trained
dogs jumping through a hula hoop. You can be the ringmaster: "LA-dies
and GEN-tle-men...we now present, for your entertainment, in the center
ring...the dancing BEARS!" You can have a circus parade with the
rhythm
band.
Leigh Lambert wrote:
> Hi all,
>
> I'm rather new to the crafting aspect of our service,
> and so I seek your advice. I have been given the
> assignment that is leading a "circus craft" on Feb. 4.
> This is for a PreK craft time, which is intended for
> children, each of whom is accompanied by an adult.
> Crafts are chosen if they are "doable" for a
> preschooler who is accompanied by an adult, though we
> have recently been visited by a daycare class of 2
> teachers and 14 children--so, I suppose crafts that
> require minimal adult help are preferred, but I do
> also certainly welcome those for 1 child + 1 adult.
>
> Please, share your favorite "circus" crafts,
> developmentally appropriate for the 3, 4 and 5 year
> olds. And feel free to add titles of favorite
> "circus" books, too.
>
> Sincerely and with much thanks,
> Leigh
>
> __________________________________________________
> Do You Yahoo!?
> Send FREE video emails in Yahoo! Mail!
> http://promo.yahoo.com/videomail/
------------------------------
From: Cassie Wilson <cwilson2@kent.edu>
To: pubyac@prairienet.org
Subject: Re: scavenger hunt/H. Potter read-alike
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Date: Wed, 6 Feb 2002 22:19:21 CST
We just had a Harry Potter Library Skills Scavenger Hunt, and
even with
57 rather rowdy kids,
grades K - 6, it seemed to go pretty well. If you want my list of clues,
I'll be glad to send them,
but briefly, we had , for instance, a really witchy looking broom hanging
from the ceiling over the
new books with a question about that section. We also used a magic wand
and
a black cauldron
(plastic) and a lot of artwork from the net. We used pictures of chess
pieces as objects for the
kids to pick up in the games section (they had to look up "games" in
the
catalog) and copies of the
wizard trading cards that you can find on-line for something else. I found
HP book covers from as
many different counties as I could and had them guess which cover was for
which book, especially the
ones with covers totally different from ours and in a language or even
writing totally different
from ours. I used black string to connect some of the other covers to
their
correct countries on a
world map. They had to ask for the bathroom key at the circulaton desk to
use the mirror to decode
the secret message left near the card catalog. Etc. The little ones
were
warned ahead of time to
come with someone older to work as a team in the hunt because some of the
questions were way beyond
the little ones' grasp, and several parents stayed to help little groups of
kids that they
brought. There was no competition except that everyone who stayed
through
the hunt got to register
for the drawing for a prize.
My problem was that I had no meeting room or place to really
contain the
kids and speak to all
of them at the same time, but I thought this would be a way that they could
work independently. It
was chaotic, but I think it worked; the kids and parents all seemed pleased.
I've come to the conclusion that there really is no
"Harry Potter type
book." Either it's Harry
or it isn't. There are, however, many equally good or better fantasy
books,
such as those written
by Diana Wynne Jones.
Good luck.
Cassie Wilson
------------------------------
From: "Amy Shelley" <AShelley@larm.lib.wy.us>
To: <pubyac@prairienet.org>
Subject: CD resurfacing
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Date: Wed, 6 Feb 2002 22:19:28 CST
I decided to answer to the list since I've had a few requests for this =
information.=20
We purchased an Azuradisc for around $2300 (including supplies) after =
looking at several models at ALA. It works like a charm. However, it does =
take up to =BD hour to process a scratched disc so staff time is an issue. =
We charge $4 to repair a damaged disc. This process can be used on any of =
our CDs--playstations, DVDs, CD ROMs, books on CD, etc.=20
>>> tzignego@wcfls.lib.wi.us
02/05/02 09:09AM >>>
Amy Shelley wrote:
> We've just begun circulating Playstation games based on demand. We =
purchased a CD resurfacing machine to keep our CDs in circulation. We also =
circ music CDs, CD ROMs, DVDs and books on CD. We have problems with =
scratches and have worked out a fee of $5 for CDs that require resurfacing =
(the process takes about =BD hour) The process works pretty well and =
patrons so far prefer it over having to pay the replacement cost of a CD.
>
> Amelia
> >>> watmail6@mln.lib.ma.us
01/29/02 09:22AM >>>
> Hello-
> Due to patron demand, our library is about to start a Playstation 2
> circulating collection. Would anyone have any words of wisdom to
> share that would help in our endeavor? Do you treat the games the
> same as cd-rom games? Have you had any problems with circulating
> this format?
> Thanks.
>
> Carey Conkey
> Watertown Free Public Library
> Watertown, MA
>
> Amelia J. Shelley
> Manager, Children's/Young Adult Services
> Laramie County Library System
> 2800 Central Avenue
> Cheyenne, WY 82001
> (307)634-3561, ext. 151
> ashelley@larm.lib.wy.us=20
Dear Amy,
Where did you purchase a CD
resurfacing machine and how much did =
it cost? Books on CD are very popular at our library but they seem to be =
so easily damaged, that we have temporarily stopped buying them. Thanks =
for your advice.
Terry Zignego
tzignego@wcfls.lib.wi.us=20
------------------------------
From: "Gruninger, Laura" <lgruning@MCL.org>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: summary/activity order for storytime
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Date: Wed, 6 Feb 2002 22:19:34 CST
Many thanks to all of you who responded to my question regarding the
order in which you do your storytime activities. I see that
lots of you intersperse your interactive segments, rather than having
them all in the beginning. I got a lot of great ideas from all
of you and will definately use them! Here is the list of responses...
Laura Gruninger, Children's Librarian
Mercer County Library System, Lawrence HQ
Lawrenceville, NJ
Hi Laura,
I do a preschool storytime and a toddler time. At the preschool
storytime I always start with a song (usually 'The More we get
together') to gather the kids' attention, then go right into stories.
If the kids are restless I will do some sort of action rhyme in the
middle. If the kids are doing okay, I just plug right away with more
stories.
Toddler Time is quite a different story! I always have a song sheet
that the adult picks up to encourage the adults to play along and
hopefully do some of the rhymes at home. Toddler Time usually goes like
this: start with two songs, then a book (the longest one first), a
rhyme, another book, a rhyme, another book (or a flannel story if I have
one), a lap jog (always "Boing, Boing, Squeak" (a Jack Prelutsky poem
that we all chant while the toddler is bounced on adult's lap) because
the kids ask for it from the very beginning), and a closing song. I
find that this works very well for my groups. I feel that the rhyme in
between books helps the toddlers sit still for the books a little
better.
Good Luck,
Elizabeth
--
Children's Librarian
Clackamas County Library, Oregon
clackamas@email.com <mailto:clackamas@email.com>
From: Linda Meuse [lmeuse@cherryhill.lib.nj.us]
Sent: Monday, February 04, 2002 2:57 PM
To: Gruninger, Laura
Subject: Re: Storytime routines
Tell & draw stories: One draws a section at a time as one tells the
story.
The final picture relates to the story.
Paper cutting stories: One cuts parts of a silhouette as one tells the
story. The object cut out relates to the story.
Sometimes the children are asked to guess what I am drawing or cutting.
These stories can be very simple to quite complicated. Usually the
children are able to guess what I am drawing though sometimes my
drawings turn out a little odd.
I usually don't use tell & draw with the twos. They don't seem to be
impressed as easily as the older children. The same goes for paper
cutting. I find it interesting - little ones seem to expect
"magic" to
happen. What works best with twos is the "Monkey Mitt" (finger
puppets)and music.
By the way, I usually do 30 minutes with the 3 to 6-year-olds. The 20
minutes is for the twos. However, I do keep things moving. I guess I do
mostly short books. I find that if I do more than one longer story I
tend to loose them. My kindergartners don't seem to mind the shorter
stories since they are usually colorful or humorous. I save my longer
books for family story time.
I enjoy doing the "fillers" as much as reading the books. I like
working with props and visuals. I can't carry a tune and I'm not a big
puppet person so tell & draw stories and paper cutting (or folding)
stories are a good alternative for me.
"Gruninger, Laura" wrote:
>
> Thanks Linda. Wow! All this in 20 minutes. I guess I'm done in that
much
> time, but don't get
> in so many stories. What is tell and draw and paper cutting? I know
> someone will ask you this
> when I post it in the summary, and I am curious too. Thanks so much
for
> taking the time to
> respond. Laura
>
Laura,
Here's another one of your questions that I'll chime in on. I start my
Storytime and Toddler Time programs with a name tag activity and often
follow it with a "quiet down" fingerplay, e.g. "Ten Little
Fingers,"
"Open,
Shut Them," etc. (With the preschool classes that come each month, I
always
start with a "quiet down" fingerplay to prepare them to listen.)
I
usually
read the longest story first. If I have a flannel board story, I do it
in
the middle of the program and if I am showing a video, I'll save that
for
last. I intersperse fingerplays, songs and activities between the
stories--at least one, sometimes more. We do crafts at my library and
they
come at the very end. When parents ask how long storytime is, I tell
them
it is 30 minutes plus craft time.
Susan Dailey
librarian and author of A Storytime Year (www.susanmdailey.com)
Ossian Branch Library, Ossian, Indiana
219-622-4691
<mailto:obldailey@wellscolibrary.org>
From: Elizabeth Coughlin [coughlin@noblenet.org]
Sent: Tuesday, January 29, 2002 9:26 AM
To: Gruninger, Laura
Subject: Re: What order for storytime activities?
In my Storytimes I usually begin with an opening song/fingerplay, then
do
a couple of books, more songs/fingerplays, 1-2 more books and end with
songs. I have never done flannel board (no one in my library does).
When
we did do crafts they always came at the end since it would take varying
time to complete the project, and some kids never want to stop. I
always
do the longest books first since they have better attention spans at the
beginning of the program.
--
Elizabeth Coughlin, Childrens Librarian
Swampscott Public Library, Swampscott Massachusetts
coughlin@noblenet.org
North of Boston Library Exchange
-----Original Message-----
From: Beverly Bixler [mailto:bbixler@sanantonio.gov]
Sent: Monday, January 28, 2002 4:40 PM
To: Gruninger, Laura
Subject: FW: What order for storytime activities?
At my preschool/toddler storytime, I intersperse the book reading with
fingerplays/songs. In other words, I read a story, then we all get up
for a
fingerplay or song, then we sit down for another story, then we get up
for
another fingerplay/song. This seems to help keep them from getting too
restless from long bouts of sitting. It also doesn't rile them up too
much
for the next story. At the end, I usually have a magnet board
story/poem,
where I have the children take turns putting the pictures on the board;
or,
we pass out the musical instruments and sing one or two songs. This
seems to
work pretty well for our group.
Beverly Bixler
San Antonio Public Library, TX
From: Monica Hinson [monica_hinson@hotmail.com]
Sent: Monday, January 28, 2002 4:36 PM
To: Gruninger, Laura
Subject: Re: What order for storytime activities?
I do two age groups (loosly, because I turn no child away) -- 2/3 year
olds
and 4/5 year olds. The toddler group is large -- usually 20 - 25 kids.
I
have two times for the older kids, one morning and one afternoon, so
those
in preschool or kindergarten can attend. Attendance is anywhere from 7
- 17
kids per group. The format for both groups is basically the same with
songs
and stories adapted to the ages. Same theme, same finger plays, same
craft.
We start with the same song each week. The toddler song is simple,
short
and a "calmer-downer". The pre-school song is loud with actions
&
dancing -
greeting each other (Hap Palmer's "So Glad You're Here" -- we do
it
with
the cassette). Sometimes I talk a bit about the theme, sometimes I just
jump in with the 1st story. I usually do 2 really short books (or tell
the
story & show the pictures or do flannel board) with toddlers. Usually
3
stories with 4's/5's. ALWAYS between stories we do a song or action
rhyme
or finger play; sometimes another after the last story, depending on how
the
kids are doing. After stories we march & sing to the craft tables.
(Or
a
variation. Last week we did African folklore and jungle animal rhymes,
so
they each "walked & talked" like one of their favorite jungle
animals
going
to the tables.)
Our crafts are SIMPLE. Usually they require a couple hours (max) of
staff
time to cut out and about 10 minutes for the kids to accomplish.
Parents
usually work with the little ones, and sometimes the older, too. It's
especially neat when Dad's come and the whole family creates something
together. For instance, last week we'd cut out African masks -- a
triangular shape with eyes cut out. The kids glued feathers on and
decorated with markers, then glued a craft stick to the bottom to hold
the
mask in front of face.
I keep a sign-up sheet out on a table for parents to volunteer to bring
treats. If someone doesn't sign, we don't have -- but that rarely
happens.
Most parents just bring a bag of cookies from the store. Some have fun
baking them with their kids. Some bring little bags of fruit snacks --
whatever! (Occasionally, someone brings cupcakes. They're awfully
messy
but I've decided not to say anything as long as it is an infrequent
happening.)
That's pretty short & sweet -- and hurried. Let me know if something
is
unclear. Good luck.
Monica Hinson
Canon City Public Library
Canon City, Colorado
From: Stacey Irish [Stacey.Irish@cityofdenton.com]
Sent: Wednesday, January 30, 2002 6:00 PM
To: Gruninger, Laura
Subject: Re: What order for storytime activities?
For our StoryTime program (ages 1-5 or so) I intersperse stories, songs,
activities and puppets. We start with an opening song, then do
announcements and have our host puppets come out and tell jokes. Next
we read our first story and use a magnetboard with desired. Then I do a
series of two or three high action songs or action rhymes with the same
calming song every week afterwards. Then, we read the second story and
use any magnetboards or props as desired. We then sing another song or
two or do another action rhyme before our last story. Our last story is
always a book with puppets interacting with me or the kids. If we read
a farm story, farm animals come up and make their noises and sometimes
say something funny. (ie. the horse said, "I'm not in the stable
because I'm feeling a little unstable today.") Then we sing our
closing
song and end the program.
This has worked really well for us for the last three years. There is
plenty of structure with some wiggle time and silliness to keep things
from being to routine.
For my school-age kids program (k-3rd), I intro the story, read it,
talk about some nonfiction element of the story, and then do a craft or
activity at the end. I enjoy crafts so I usually do that.
I hope this helps.
Stacey Irish-Keffer
YS Librarian
Denton Public Library
Denton, Texas
Subject: Re: What order for storytime activities?
I do a bedtime storytime aimed at 4 to 8 year olds. I start with giving
the kids a few clues about our theme so they can try to guess it. I try
to start with a story that will really grab them, and then will
alternate
reading a book with doing another kind of story, such as a
flannelboard, a drawing story, a cutting story, a poem, or a song. So,
a
book, a flannelboard, a book, a poem, a book, a drawing story, a book.
We
usually (but not always) end with a movie. If we are having a craft,
I will do the full storytime, and then pass out the craft materials.
With
the older kids, I don't do stretches or fingerplays, but aim to have
enough variety that they stay focused.
When I do the preschool storytime (ages 3 to 5), I will include a
stretch
or a fingerplay between the books in conjuction with the other media (so
a
book, a fingerplay, a flannelboard, a book).
Hope this helps!
Lisa
Lisa Mead Hughes, Children's Services
Campbell Public Library
77 Harrison Avenue, Campbell CA 95008-1499
voice: (866-1991) fax: (408) 866-1433
lhughes@scinet.co.santa-clara.ca.us
<mailto:lhughes@scinet.co.santa-clara.ca.us>
Hi!
I alternate stories and activities. My kids get
really squirmy if they have to listen to too many
stories in a row. A fingerplay or a stretch helps in
between stories. I think if we did all of the active
things first, I'd never get them to listen to a story.
If we do a craft or show a short video, that's always
last.
Judy Looby
Charleston Public Library
Charleston, IL
Subject: Storytime order of events
I always have a song, "Shake Your Sillies Out", first, then everyone
sits
down and if anyone has something s/he's BURSTING to tell, we talk for a
few
minutes. Then we have stories, fingerplays, etc. The craft comes last,
because as I emphasize, storytime is about STORIES.
Hope this helps!
Kim
*************************************************
Kim Heikkinen kim.heikkinen@mcfls.org
Youth Services Librarian
Franklin Public Library
Franklin, WI 53132 (414) 425-8214
From: Linda Meuse [lmeuse@cherryhill.lib.nj.us]
Sent: Wednesday, January 30, 2002 4:18 PM
To: Gruninger, Laura
Subject: Storytime routines
Toddlers - age 2
Opening song, story, filler, story, filler, story, craft, juice and
cookies
Storytime - ages 3 to 6
Story, story, filler, longer story, filler, story, story, filler, craft
Filler = song, flannel board, tell & draw, paper cutting, finger puppets
etc.
Toddlers - mostly songs, finger puppets and simple flannel board
stories.
May drop a story if children are restless or add one if they are still
paying attention.
Storytime - the theme, number of books and related fillers also
influence the order. I use from 4 to 6 books depending on length.
Sometimes a flannel board story is long and I may use it in place of a
book.
Basically I mix activities with reading. With toddlers, I use music or
finger puppets to regain their attention and then read the next story.
I rarely use games and if I do it is at the end of the session so there
is not great need to settle back down.
The crafts and juice and cookies also provide social time for the moms.
The toddler program is only 15 - 20 min. long - hence the craft and
juice and cookies. Toddler Time always starts with "If You're Happy
and
You Know It" which gives children a familiar routine and allows time for
stragglers to come in before the stories start.
Linda Meuse
Children's Librarian
Cherry Hill (NJ) Public Library
From: Karen Vollmar [KVOLLMAR@waukesha.lib.wi.us]
Sent: Tuesday, January 29, 2002 8:13 PM
To: Gruninger, Laura
Subject: storytimes
Laura,
I personally find it helpful to "mix it up" at storytimes.
Depending on
the age of the group, I start with an opening activity: Sign language
(using a signing bear) for 3 and up; a welcome song for 1s or 2s.
Usually read my most challenging book (longest!) first followed by a
flannel board, fold and tell, etc. or a book in which the children can
participate. I intersperse movement rhymes and songs to get some of
their energy out. I might put an appropriate pop-up book between 2
regular books. It helps to have some books or stories during which
children can add something to a flannel board or into a barn or
whatever. Of course we do finger rhymes as well. If I have an
especially restless group, I'll do a rhyme such as "Open the book"
before each book to settle them and let them know it's time to listen.
We don't do crafts or treats because of the size of our groups and lack
of space. We always send them home with a "souvenir" to do at
home.
------------------------------
From: "Cathy Lamoree" <clamoree@poklib.org>
To: <pubyac@prairienet.org>
Subject: thanks
Date: Wed, 6 Feb 2002 22:41:00 CST
Thanks to all who replied with the resources for The Rain Hat story. I'm
ready to go when the spring rains come!
------------------------------
From: "Marie Noe" <noem@abilenetx.com>
To: "PUBYAC \(E-mail\)" <pubyac@prairienet.org>
Subject: 2 stumpers
Date: Wed, 6 Feb 2002 22:41:09 CST
Our collective memories have failed and we are reaching out to yours...
We are searching for 2 children's titles. Both are probably over 10 years
old.
1. deals with a boy who is apprenticed to a goldsmith. The goldsmith is also
a gifted sculptor. Bells play an important part in the story. Possibly the
Cathedral at Notre Dame is the setting, but not necessarily
2. deals with a boy and a wizard on a journey or quest. A secret code
which
uses planetary symbols instead of vowels is involved.
Does either ring a bell with anyone?
Marie Noe
Librarian II
Abilene Public Library
noem@abilenetx.com
------------------------------
From: childref@anokas.anoka.lib.mn.us
To: PUBYAC@PRAIRIENET.ORG
Subject: Stumper
Date: Wed, 6 Feb 2002 22:41:17 CST
Hi all,
Patron is looking for a book she read as a child (that would put
it at around 1930).
She thought it was titled "Serelda," or it might have been
"Samantha Star(r)." She had no other information. I've
checked WorldCat, E-Bay, and Google, and now I'm picking the
collective brain of pubyac.
Anyone have any ideas?
Stephen Miller
Anoka County Library
Anoka, Mn.
------------------------------
From: Jennifer Craig <jcraig@mcls.rochester.lib.ny.us>
To: "'PUBYAC@prairienet.org'"
<PUBYAC@prairienet.org>
Subject: Stumper Solved -- secret code
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Date: Wed, 6 Feb 2002 22:41:26 CST
Thank you for the many responses to the stumper about the 3 kids who find a
secret code in a chimney while staying with their grandfather. The
overwhelming response was Key to the Treasure by Peggy Parish. Thank you
to Susan Dailey, Anne Ferreira, Julie Rines, Lisa Cole, Pamela C. Stack,
Franja Bryant, Becky Ann Smith, Gladys Seaman, Kristin Caldwell Peto, Linda
Bridges, and everyone else who responded. My library doesn't have a copy
of this book but another library in our system is sending one so I can read
it.
Thanks,
Jennifer Craig
Children's Center
Central Library of Rochester and Monroe County
jcraig@mcls.rochester.lib.ny.us
------------------------------
From: Pam Perdue <pamelape@lori.state.ri.us>
To: alsc-l@ala1.ala.org, pubyac@prairienet.org
Subject: NERTCL Fantasy & Science Fiction Program
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Date: Wed, 6 Feb 2002 22:41:35 CST
The New England Round Table of Children's Librarians is sponsoring a
fantastic
Fantasy and Science Fiction program on March 22, 2002
in Manchester, NH. Featured speakers are Franny Billingsley, Jackie
Horne,
and William Sleator. It's going to be a great program.
I hope many of you can make it!
See the NERTCL website at:
http://www.nelib.org/nertcl/index.html
for complete information and a .pdf file of the registration form.
NERTCL Presents - EXPLORING OTHER WORLDS
Fantasy & Science Fiction for Children & Young Adults
Friday, March 22, 2002
Manchester City Library
Manchester, New Hampshire 03104 - (603) 624-6550
Franny Billingsley-"Into the Caverns"
One of the most exciting new writers of fantasy for children and young
adults, Franny Billingsley's works include the critically-acclaimed Well
Wished (1997) and The Folk Keeper, winner of the 2000 Boston Globe-Horn
Book Award for Fiction.
Jackie C. Horne-"A Brief History of Fantasy for Children"
A former children's book editor, Jackie Horne teaches at the Center for
the
Study of Children's Literature at Simmons College. She is currently
working
on a Ph.D. in eighteenth- and nineteenth-century British literature at
Brandeis University.
William Sleator-"Escape from the Death Palace"
William Sleator is well-known as one of the pre-eminent authors of
science
fiction for children and young adults. His thirty-year writing career
has
produced such modern classics as House of Stairs (1974) and Interstellar
Pig (1984). His most recent book is Marco's Millions (2001), a prequel
to
1998's The Boxes. He is currently working on a sequel to Interstellar
Pig.
Panel-A Synthesis
Our three speakers come together in a dialogue to discuss the states of
the
genres, publishing, readership, and the future of Fantasy and Science
Fiction for children and young adults.
Foul weather policy: Event will be held unless library is closed. Due to
our fixed financial obligations, no refunds can be made.
------------------------------
From: "Don Wood" <dwood@ala.org>
Subject: Questions and Answers on Privacy and Confidentiality
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Date: Wed, 6 Feb 2002 22:41:45 CST
Questions and Answers on Privacy and Confidentiality
http://www.ala.org/alaorg/oif/privacyqanda.html
"The IFC is developing this Q&A to answer questions raised in comments
to date on the draft Interpetation on privacy. This Q&A is a
work-in-progress; these questions and answers will be further developed
and expanded as more comments are received. Please check back
frequently."
See also
Draft Interpretation of the Library Bill of Rights on Privacy
http://www.ala.org/alaorg/oif/draftprivacyinterpretation.html
------------------------------
From: Jennie Depakakibo <Jennie.Depakakibo@cityofcarrollton.com>
To: "Pubyac (E-mail)" <pubyac@prairienet.org>
Subject: Art Storytime Results--Long
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Date: Wed, 6 Feb 2002 22:41:52 CST
I'd like to thank everyone who helped me with suggestions for my Art
storytime. As always, the contributions were wonderful. Here are the
suggestions I received. I've also included the fingerplays and rhymes I
found elsewhere at the end of the e-mail. Thanks again for all your help!
Jennie A. Depakakibo
Youth Services Library Assistant
Carrollton Public Library at Hebron and Josey
Jennie.Depakakibo@cityofcarrollton.com
There are a couple of nice books by Mayhew Katie Meets the Impressionists,
Katie and the Sunflowers, Katie's Picture Show,and Katie and the Mona Lisa.
They're really cute books.
Kym Lucas
Jennie, have done this several times with much success. I pull many
books off the shelves and talk about the different styles each
illustrator uses: collages, realistic, impressionistic, ect. (in words
they understand of course). Then I take random books and ask them to
pick which art style they resemble. They love figuring this out and
discussing their opinions. I have read many books for this program, but
some favorites are "When Piggasso met Mootisse", "Little Blue and
Little
Yellow", "Mouse Match", and "Seven Blind Mice".
Our craft is usually
very simple. For one I turn out the lights, put Madam Butterfly or the
Flight of the Bumblebee on the boom box and arm each child with a
marker. When the music starts, they draw on the paper with their eyes
closed (No peeking). When it stops, they pass their marker to the next
person, and draw when the music starts up again. (This is cooler
when
using disappearing markers ). I have also given them random strips of
construction paper and small squares of tissue paper to glue on a
piece of construction paper. Their only rule was the strips could not
be glued flat.. This year I plan on bringing "The Yellow
House" into
the theme, as well as something about "Leonardo's Horse".
Have fun!
Hi, Jennie,
Here's a pretty poem I used often in my teaching days. You may think it too
high for kids of 3-6, but it's short, and it might provide an interesting
early experience in interpreting metaphor, with a few guiding questions.
Pencil and Paint
--Eleanor Farjeon
Winter has a pencil
For pictures clear and neat,
She traces the black tree-tops
Upon a snowy sheet.
But autumn has a palette,
And a painting-brush instead,
And daubs the leaves for pleasure
With yellow, brown, and red.
Sample questions might be:
What is the snowy sheet of paper that winter draws on?
Why might winter's artwork look as if it's done with a pencil?
Why does autumn need a paintbrush instead of a pencil?
[You'll need to explain what a palette is and also to demonstrate
the action of daubs.]
What else could autumn use to color the leaves besides paint?
Would you rather be winter or autumn? Why?
This would set you up for a simple art session in which kids could be winter
and draw the bare trees, etc., with a pencil or autumn and draw the trees in
fall, using crayons or markers for color. Be sure to let them draw for
themselves; don't give them an outline to fill in. The younger ones'
pictures will be more primitive/abstract but just as meaningful to them.
Hope this helps,
Kat Corbett
Author of the DanceFutures Series
Website: http://www.katcorbett.com
E-mail: kat@katcorbett.com
Here are two that I use:
CRAYONS
Five little crayons wiggle fingers
Happy as can be
Draw a little picture draw square with finger
Do you want to see?
Red drew a house outline house
As cozy as can be
With flowers made by purple planting motion
Planted underneath a tree.
The tree was made by green arm up, wiggle fingers
Yellow drew the sun make circle
Blue colored the sky arc arm
Isn't drawing fun?
ARTISTS
Lets paint a picture
Of you and of me
Draw a circle for the head
And two eyes that see.
Draw a mouth with a smile
Add two ears to hear a song
Use a drop of paint for the nose
Add hair whether short or long
Hold your painting up in the air
So that everyone can see
The pretty pictures that we made
Pictures of you and me.
*********************************************************
Cathy Christmann
Children's Services Manager
Charleston County Public Library
843 805-6902
christmannc@ccpl.org
Please use the book "A big Mistake" by Lenore Rinder as a way of
making sure
the kids don't get the idea that everything needs to be perfect.
Hi Jennie in Carrollton,
Here are some ideas I have used for Art storytime. They are heavy on the
color themes, too, but maybe there is something that will be useful or give
you an idea:
-elizabeth murphy
Austin Public Library
Art Storytime
Books
Berlan. Andrew's Amazing Monsters (PS,K)
Curious George Goes to School (PS)
De Paola. The Art Lesson (K)
Ginsburg. Ookie-Spookie (T)
Gorbachev. Peter's Picture (PS)
Kleven. The Lion and the Red Bird (PS,K)
Milgirm. Cows Can't Fly (PS,K)
Moon. Lucy's Picture (PS)
Peet. Encore for Eleanor (PS,K)
Ross. Eggbert the Slightly Cracked Egg (PS)
Testa. If You Take a Paintbrush (T,PS)
Walsh. Mouse Paint (T,PS) (big book)
Wilhelm. Oh, What a Mess (PS)
Puppets / Props
Blank puppet with beret and palette and brush
Monkey puppet with dry-erase board and marker (Monkey Face)
Magic Change Bag - White paper in, with paint and brush; beautiful picture
out.
Magic Change Bag - Red and blue mice in, purple mouse out, etc.
Crafts
Watercolor painting
Painting with Marbles - dip marbles in tempera paint and roll around the
paper (put paper
in a shallow box)
Game
Wiggle Worm and colors
Tell and Draw Story
Monkey Face (based on the book by Frank Asch)
Little Monkey loved his mother very much. For Mother's Day (her birthday,
etc) he wanted to draw a picture of Mama Monkey to show her how much he
loved her. So he got out a big piece of paper, (get out dry erase board) and
his best crayons, (put a dry-erase marker in puppet's mouth) and he drew. He
drew Mama monkey's round head, and her two ears and her mouth and two eyes.
Little Monkey was proud of his picture, and he showed it to his friend
Rabbit, who had very big ears. "That's not what mommies look like, "
said
Rabbit. "They have big, long ears." So Little Monkey drew big, long
ears on
his mother. (draw rabbit ears on top)
Next he showed his picture to his friend Owl, who had great big eyes.
"Little Monkey," said Owl, "Mommies have great big eyes." So
Little Monkey
drew great big eyes on his mother. (Draw big circles around original eyes)
Next he showed his picture to his friend Elephant. "Little Monkey,"
said
Elephant, "Mommies have long gray trunks." So Little Monkey drew a
trunk on
his mother. (draw a long, curly trunk)
Next he showed his picture to his friend Crocodile. "Little Monkey,"
said
Crocodile, " Mommies have great big sharp teeth in their mouths." So
Little
monkey drew great big sharp teeth on his mother. (draw pointy teeth sticking
out of mouth)
Little Monkey wrapped up his mother's picture and put a bow on it (stick bow
to dry-erase board) Then he gave it to his mother on (Mother's day,
Birthday...) "Surprise," said Little Monkey, "It's a picture of
you, because
I love you so much."
Mama Monkey said, "It's beautiful, Little Monkey! It looks just like
me!"
And she gave him a big kiss.
Fingerplays
Rub Your Tummy
Rub your tummy, pat your head,
Point to something yellow, point to something red.
Paint like an artist, flap like a bird.
Quiet as a mouse, now, don't say a word!
I See Something Green
I see something green, do you?
Raise your hand if you see it too.
I see something red as a rose.
If you see it wiggle your nose.
I see something yellow, do you?
Stand up straight if you see it too.
I see something blue around.
If you see it, then sit down.
Watch How Tall I'm Stretching
Watch how tall I'm stretching,
Watch how high I hop.
Watch how fast I'm painting,
Watch how fast I stop.
Songs
This is the Way We Paint a Picture
This is the way we paint a picture,
Paint a picture, paint a picture.
This is the way we paint a picture
So early in the morning.
This is the way we roll the clay...
Cutting Song (tune: Are You Sleeping?)
Keep your thumbs up,
Keep your thumbs up,
When you cut.
When you cut.
We can cut with scissors,
We can cut with scissors,
Open and shut,
Open and shut!
Jennie,
Not a fingerplay but how about doing one of the draw and tell
stories,
these hold the kids attentionwhen we use them here and you can always
pause a few times for guesses as to what the final shape will be.
Julie Rines
jrines@ocln.org
I'm planning an art storytime too, and I'd appreciate a copy of your
list!
The one fingerplay I have is this, which is chanted:
If I were an artist, an artist, an artist,
If I were an artist, I'd draw big blue circles like this! (kids
"draw" in
the air)
repeat with--I'd draw up and down stripes like this
side-to-side stripes like this
zigzags like this
squares, etc.
Crayons
Five little crayons
(Wiggle fingers.)
Happy as can be
Draw a little picture
(Draw a square with finger.)
Do you want to see?
Red drew a house
(Outline house.)
As cozy as can be
With flowers made by purple
(Planting motion.)
Planted underneath a tree.
The tree was made by green
(Arm up, wiggle fingers.)
Yellow drew the sun
(Make a big circle.)
Blue colored the sky
(Sweep arm upwards in an arc.)
Isn't drawing fun?
Color Surprises
(Do actions as rhyme indicates.)
I took a blob of red paint,
Then I took a blob of yellow.
I squished and swished them all around
As far as they would go.
My red and yellow began to change,
And much to my surprise,
I saw those colors turn to orange,
Right before my eyes!
I took a blob of red paint,
Then I took a blob of blue
I squished and swished them all around
Like I was told to.
My red and blue began to change,
And much to my surprise,
I saw those colors turn to purple,
Right before my eyes!
I took a blob of blue paint,
Then I took a blob of yellow.
I squished and swished them all around
As far as they would go.
My blue and yellow began to change,
And much to my surprise,
I saw those colors turn to green,
Right before my eyes!
The Artist
(Sung to the tune of The Farmer in the Dell)
The artist paints a picture
(Pretend to paint.)
The artist paints a picture.
He uses brushes, paint and canvas.
The artist paints a picture.
He hangs it in his gallery
(Pretend to hammer a nail.)
He hangs it in his gallery.
He uses hammer, nails and wire.
He hangs it in his gallery.
The patron buys the art.
(Pretend to take the work of art.)
The patron buys the art.
He puts it in his living room.
The patron buys the art.
Colors for Painting
I know the colors for painting fun-
Green grass, a yellow sun,
An orange pumpkin, white snow,
A red rose, a black crow,
A blue mailbox, brown apes,
A pink pig, and some purple grapes.
Rainbow Song
(Sung to the tune of Hush, Little Baby)
Rainbow purple
Rainbow blue
Rainbow green
And yellow too
Rainbow orange
Rainbow red
Rainbow shining overhead.
Come and count
The colors with me
How many colors
Can you see?
1-2-3 on down to green
4-5-6 colors can be seen
Rainbow purple
Rainbow blue
Rainbow green
And yellow too
Rainbow orange
Rainbow red
Rainbow shining overhead.
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End of PUBYAC Digest 677
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