Time has passed since my last blog post. I have been navigating some life changes and thinking about journeys, and how life took me in unexpected directions, and put me in situations where I got to do things that I never imagined myself doing. I have been very fortunate in my career as an early childhood educator, viewed my work through different lenses, grown through my experiences and hopefully become a better person for it. These reflections inspired me to put together a collection of picture books about journeys of different kinds – some personal, some historical – stories told in songs by Canadian musicians. Some of the authors are still living, and others no longer, but they are artists who have all lived extraordinary lives, blazed trails and created a legacy of music that makes us think about who we are, about events that have shaped us, and our enormous capacity for resilience and ongoing change.

Hemsworth, Wade and Jennifer Phelan (2018). The Log Driver’s Waltz. Toronto: Simon and Schuster.

Written in the 1950’s, Hemsworth’s lively and charming song tells a story about the love of a young woman for a log driver who can step lightly both on the river and on the dance floor.  Hemsworth must have been inspired by his experiences as a surveyor in Northern Ontario, Quebec and Labrador, living in logging camps and involved in the timber industry.  His song provides a glimpse of life in the backwoods, and of log driving, the traditional way of transporting logs down rivers and waterways, from the forest to sawmills.  It was difficult, and often dangerous, to burl on logs and stay standing upright on them as they turned over and moved through the water.  Jennifer Phelan’s playful illustrations, rendered in watercolour pencil and coloured digitally, show villagers enjoying a social dance.  Once the young woman is dancing with her log driver, the floor boards break away from the dance hall, turning into logs where they continue their dance on the river, a nice metaphor for breaking with tradition. She defies the social convention of marrying a successful doctor or lawyer, by marrying the man of her choosing.

Lightfoot, Gordon and Ian Wallace (2010). Canadian Railway Trilogy. Toronto:  Groundwood Books.

In 1967, Gordon Lightfoot was commissioned to write Canadian Railway Trilogy for Canada’s centennial year. This song captures many things – the natural beauty of Canada, the story of how the Canadian Pacific Railway connected the nation from coast to coast, the cost of human life in this endeavor, and its impact on First Nations peoples. Wallace’s magnificent pastel illustrations conjure up images of a time when the railway did not exist and the land was pristine and undisturbed. With each turn of the page readers can see the transformation of Canada, as more settlers arrived, industry and commerce took hold and railway workers (many from China) laid track, raised wood trestles and dug tunnels through mountains.  While the song is about a dream, for those who died or were displaced from their traditional lands, we are reminded that for some, the building of the railroad was a nightmare. Wallace’s illustrations allow us to appreciate and reflect on this song from its different perspectives while the music lets us hear and feel the momentum of a train changing a landscape as it charges through history.

Mitchell, Joni and Alan Baker (1992). Both Sides Now. New York: Scholastic Inc.

Both Sides Now is one of my favourite Joni Mitchell songs.  I love listening to both the original and later recordings, hearing how time has changed her voice, and her style, feeling that the lyrics have taken on new meanings for me since I first heard the song.  I see this as a song about personal reflection, and the realization that nothing stays the same – not your body, not your perception of yourself, nor what you believe, about anything. Things that seem so magical and innocent when you’re young – clouds, love, life – take on a different lustre when your eyes are opened by life experience. Still, what experience teaches you, how it affects you and makes you grow, is worth it, because “something’s lost, but something’s gained, in living every day.” Alan Baker uses a variety of mediums, including watercolour, pen and ink, airbrush and crayon. His beautifully detailed illustrations follow the metamorphosis of a caterpillar into a butterfly, a metaphor for change and personal transformation. Each two-page spread is full of flowers, birds and insects, the sun, moon and stars, clouds, rain and rainbows, all going through natural cycles, while people go through their own changes and make sense of their own life journeys.

“You wake up one day and suddenly realize that your youth is behind you, even though you’re still young at heart.” ~ Joni Mitchell

Robertson, Robbie and David Shannon (2015). Hiawatha and the Peacemaker. New York: Abrams Books for Young Readers.

In childhood, Robbie Robertson learned about Hiawatha and the Great Peacemaker from an Elder at Six Nations of the Grand River. This experience made a lasting impression on him.  In this book, Robertson shares his interpretation of the story of how warring Haudenosaunee tribes would in time agree to collaborate and live according to the Great Law of Peace, governing themselves democratically, through shared power.  The book also includes an evocative song composed and recorded by Robertson, inspired by this story, which is an homage to his childhood and his heritage.  David Shannon’s vivid and detailed oil paintings help readers to envision the different journeys depicted in this story – from anger to forgiveness, from conflict to peace, from one man’s fierce scream to the beautiful scream of an eagle. The author’s note really speaks to the importance of experiences that resonate in our memories, shape us and become rooted in our own personal stories.  After listening to the Elder, Robertson said to his mother, “I hope someday when I grow up, I can tell stories like that.” Through his music, writing and interviews, he has done just that.

“You don’t stumble upon your heritage.  It’s there, just waiting to be explored and shared.” ~ Robbie Robertson

Rogers, Stan and Matt James (2012). Northwest Passage. Toronto: Groundwood Books.

Stan Rogers’ Northwest Passage invites us to imagine what it must have been like for such explorers as Mackenzie, Thompson, Fraser and Franklin to seek a route to the Pacific Ocean by following rivers through the wilderness or sailing through channels in the far north. The song is poignant, a reflection on what has been both gained and lost.  The illustrations capture both the majesty and the ferocity of the Canadian landscape.  Matt James’ gorgeous paintings, rendered in acrylic and India ink, bring to life the road trip described in Rogers’ song, and interweave this with the stories of early explorers and Indigenous Peoples all part of the fabric of this story.  The book includes a map, a timeline of exploration, and an account of the ill-fated travels and tragic demise of John Franklin and his crew. Readers will also find the words and music to Northwest Passage, notes on European explorers and some resources for further learning.  Connections can be made between historical events and current issues – the impact of global warming on the Arctic environment, its living creatures and the Inuit who live there, and political disputes over which country should control the use of the Passage for transit, shipping and its mineral wealth. Stan Rogers did not live to see what has become of the historic Northwest Passage that captured his imagination. James writes, “What a loss it is for us that we cannot hear him singing about what is happening in the world today.”

Sainte-Marie, Buffy and Julie Flett (2022). Still This Love Goes On. Vancouver: Greystone Kids.

This book is a stunningly beautiful co-collaboration between Cree singer/songwriter Buffy Sainte-Marie and Cree-Métis author and illustrator Julie Flett. The tender lyrics and delicate artwork set the emotional tone for a very moving reading experience. Every page brings readers into nature’s embrace, filling them with the calm wonder of forests, mountains, fields, valleys, oceans and vast starry skies.  The smell of sweetgrass burning, and the sounds of singing, jingle dancing and beating drums fill the senses. You can feel the love of the people and their deep sense of community, as though you feel your own breathing and heart beating. While the song is filled with what feels like the comfort of being where you belong, it also communicates a longing to return home. This all takes on a sad note, in light of the history of residential schools in Canada, and the profound harm caused to Indigenous children, families, language and culture, harm that is still felt by survivors today, something we must always remember. But the refrain that echoes through the song suggests that what is important cannot be taken away, and bonds of love cannot be broken. As sure as the seasons turn and “summer flowers turn the fields to sun”, hope returns, and still the love goes on.

“Everybody’s creative. We create our songs and our paintings, our families and our children. Every one of us is on the cutting edge of the future.” ~ Buffy Sainte-Marie

This blog post is dedicated to the memories of Stan Rogers (1949-1983), Gordon Lightfoot (1938-2023) and Robbie Robertson (1943-2023), raconteurs all.

“And many are the dead men, too silent to be real.” ~ Gordon Lightfoot

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1255 0 https://earlychildhoodartsconnection.ca/?p=1245 https://earlychildhoodartsconnection.ca/?p=1245#comments Thu, 30 Dec 2021 21:19:55 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1245 Continue reading →]]> “Life-transforming ideas have always come to me through books.” ~ bell hooks

2021 has seen the loss of beloved children’s authors including Eric Carle and Lois Ehlert. They are now joined by bell hooks (1952 – 2021), who added some wonderful picture books to the body of children’s literature. Hers are books that speak to children about community, affirmation, pride, love and personal power. Known for her thoughts on feminism, racism, and gender inequalities in society, she has been a significant political and cultural critic, and has written extensively and spoken about these important topics. She believed that the ability to read, write, think critically and communicate are essential skills, and these beliefs are conveyed beautifully in her children’s books, through powerful, poetic words that resonate like music, and images of children’s faces that are confident, accepting and hopeful. The messages in her books will continue to carry weight as readers navigate what they are learning about what can divide people and what can bring them together.  bell hooks has given a gift to children – an invitation to see the good they possess, and to show that goodness in ways that can change the world. By sharing her thoughts and using her voice, she lets children know they have the power to do this, too.

hooks, bell and Chris Raschka (1999). Happy to Be Nappy. New York: Hyperion Books for Children

bell hooks’ first children’s book is such a joyful celebration of hair – flower petal billowy, a halo, a crown – wonderful, glorious hair. Raschka’s watercolour washes frame and illuminate smiling faces, and showcase hair that is smooth, patted down, pulled tight or is even all over the place! Readers will see the loving hands of mothers creating many hairstyles on the heads of lovely girls – short, frizzy, plaited, brushed, fuzzy, braided – and see hair move in different ways as children sway, jump, run and dance.  Even the text, in cursive, is full of looping letters that twist and curl like flowing locks of nappy, happy, hopeful HAIR! For this first children’s book, bell hooks got nominated for an NAACP (National Association for the Advancement of Colored People) Image award, which recognizes and honors outstanding people of color in film, television, music, and literature.

“My idea of a delicious time is to read a book that is wonderful.” ~ bell hooks

hooks, bell and Chris Raschka (2002). Be Boy Buzz. New York: Hyperion Books for Children

In fewer than one hundred words, and written in enormous text that dances and bounds with each page turn, bell hooks explores the many joys of being a boy.  Whether busy or still, loud or quiet, active or introspective, needing love or giving love – at any given moment a boy can show sides of himself that are both tough and tender.  With watercolours and simple lines, Raschka presents readers with bodies and limbs in motion – boys running, jumping, reaching and hugging.  The energy of the story is communicated through spirals, circles, arrows, zigzags and stars, but these details only serve to shine a spotlight on the different faces, expressive with tears, determination, skepticism, caution, excitement, anticipation and limitless imagination.  The perfect balance of art and free verse, this book invites readers to fall in love with being a boy.

hooks, bell and Chris Raschka (2004). Skin Again. New York: Hyperion Books for Children

A positive message of Skin Again is that we are each so much more than the colour of our skin, and how we appear on the surface. But in order to see what’s inside, we must be open to looking past the cover. Raschka’s images of children, rendered in watercolour, gouache and collage, allows readers to see a rainbow of skin colours – all colours to be proud of, but still colours that tell only part of a person’s story. bell hooks’ words invite children to come inside that covering to discover all that is hidden within – fantasies, dreams, hopes and history. It is when we let go of preconceived notions, based on looks alone, and open our hearts to a person’s inner reality, that we can have a deeper experience of the me in me and the you in you, and be all real together on the inside. Rich with images of hearts, and hands that point, wave, reach and touch, this book has words that guide children to a deeper understanding of connecting to others, building community and caring.

“If we give our children sound self-love, they will be able to deal with whatever life puts before them.” ~ bell hooks

hooks, bell and Shane Evans (2002). Homemade Love. New York: Jump at the Sun, Hyperion Books for Children

This sweet story is a testament to how the love of our parents can build a child’s esteem, give them confidence and make them bloom. Shane Evans’ bright mixed media illustrations show us how love grows in a little girl’s family, through hand-holding and hugs, kisses and cuddles, and affectionate nicknames like girlpie, sweet, and honey bun chocolate dew drop. Even when something gets broken or hurt, there is room for forgiveness and the ability to repair it, together. Life goes on, and there are endless fields of flowers for turning cartwheels and feeling boundless joy. It is knowing that love makes life sweet that allows a little girl to feel perfectly safe when she sleeps on her own, and to relive that love even as she dreams. “Memories of arms that hold me, holding me still.  No need to fear the dark place. ‘Cause everywhere is home.”

Sleep in peace, bell hooks.  Rest in power.

~ Maya Angelou

It is a while since I’ve written a blog post. I apologize. The truth is, that I’ve made a significant change in my life and I have been going through a process of adjustment.  I have left one job for another, something I consider quite miraculous given my age.  The job I left was one where I felt that my creative potential would never be fully realized, (though not for lack of trying). I did creative things outside of work – things that work could not touch or take away.  These shored me up, and reminded me of what I could give to the world, given the right circumstances. The new job provides me with challenges, opportunities for learning and a chance to create something that I hope will make a difference for educators and children. Anyone who follows my blog knows that it’s as much about personal transformation as it is about what to create, or how to create. Maybe this is why I like to blog about butterflies. They represent change, beauty, and doing work that involves sharing and promoting growth. I dedicate today’s post to Eric Carle and Lois Ehlert with thanks for their story books about butterflies. They remind me that while change involves risk and uncertainty, it can teach you a lot about yourself – like knowing when to stand still and hold on, and when to let go, and fly.

In May 2021, within two days of each other, respected children’s authors Eric Carle and Lois Ehlert passed away.  Over the course of many years, they each have written and illustrated numerous books, that have been well-loved, read and re-read by many children, all over the world. Their books are classics, and will no doubt be read and loved by children for years to come. Eric Carle gave us such titles as Little Cloud, Mister Seahorse, I See a Song, Draw me a Star and of course, everyone recognizes The Very Hungry Caterpillar. Some of my favourites by Lois Ehlert include Planting a Rainbow, Hands, Snowballs, Leaf Man, In My World and Waiting for Wings. Theirs are the books I often reach for when I want to read something to children that is special – not just because of the quality of the stories but because of the beautiful artwork. Each page is alive with colour and surprises, both authors using the technique of collage to show what is possible through their illustrations. Eric Carle and Lois Ehlert invite children into their creative worlds, encouraging them to look closely, to be curious and to imagine. While I am so grateful for how their lives and experiences inspired them to write such wonderful books, I can’t help but feel sad knowing there will be no others. It will be up to the next generation of children’s authors and illustrators to fill that void.

“How does one become a butterfly? You have to want to learn to fly so much that you are willing to give up being a caterpillar.” ~ Trina Paulus

Peggy Davison Jenkins’ book Art for the Fun of It, has a wonderful chapter about collage.  Giving children opportunities to explore affixing intriguing items to interesting surfaces is a nice way to extend the experience of reading books by Carle and Ehlert and to encourage children to try their hand at creating art using those authors’ techniques. They can also be introduced to other artists who work in collage for added inspiration. Though collage for young children typically involves gluing scraps to paper, there are many more materials you can use.  Jenkins suggests a variety that include nature items like pebbles, feathers, seeds; household items like buttons, popsicle sticks, bottle caps; tissue paper; fabric scraps; assorted paper including gift wrap, magazine pages and old greeting cards; assorted string including yarn, rope, embroidery floss. All of these things suggest possibilities for different shapes and textures, as children discover the magic of making something out of bits and pieces, decide how to make order out of random materials and find their own ways to express themselves. Backgrounds for collage can include wood, plastic lids, or cardboard cartons.  Adhesives can include white glue, collage dough, paste or whipped soap flakes. The possibilities are endless with collage, allowing imaginations to open like delicate butterfly wings, and take flight.

“There is freedom waiting for you,
On the breezes of the sky,
And you ask “What if I fall?”
Oh but my darling,
What if you fly?”
~ Erin Hanson

Women’s History Month takes place in March, and allows us to celebrate the contribution and achievements of women throughout history to the present day.  I wanted to honour the work of some highly creative Canadian women I admire, for their music, their art, their poetry and their stories.  I found some wonderful picture books that give children the opportunity to discover who they are, and what they inspire us to become ourselves.  I hope you will enjoy reading about Joni Mitchell, Maud Lewis, Dionne Brand, Marie-Louise Gay and Buffy Sainte-Marie. Their work enriches our lives.

Alko, Selina. Joni: The Lyrical Life of Joni Mitchell. New York: HarperCollins Publishers, 2020.

Joni Mitchell (born in 1943) is a Canadian singer and song writer who has produced several albums, releasing her seventeenth (and last) in 2007.  The influences of folk, pop, rock, classical, and jazz styles can be heard in her music; her lyrics address broad topics ranging from environmental issues to her thoughts about love and womanhood. Mitchell has won nine Grammy awards and was inducted into the Rock and Roll Hall of Fame in 1997.  With a background in visual art, Mitchell designed most of her album covers; she currently devotes much time to her creative art. Selina Alko’s beautiful book – illustrated with vibrant colours and richly layered collages – is a biography of Joni Mitchell’s life. The story chronicles the early influence of art and music in Mitchell’s childhood, her development as a visual artist, poet and musician, and the launch of her distinguished career as a singer, song writer and music producer. Never constrained by one style, Joni Mitchell continuously experimented and evolved, touching the minds and hearts of listeners with her honest, vivid and poetic lyrics.

Bogart, Jo Ellen and Mark Lang. Capturing Joy: The Story of Maud Lewis.
Toronto: Tundra Books, 2002.

Maud Lewis (1903 – 1973) was (and remains) a respected Canadian folk artist from Nova Scotia. Born with some physical challenges, over time she developed rheumatoid arthritis, which affected the mobility in her hands.  This did not stop her from creating numerous works of art. Her inspiration to paint came from many places – Christmas cards she had made in childhood, scenes from the early years of her life, her father’s work as a blacksmith, her love of animals, buggy rides with her family, fishing boats, scenery and even her husband Everett’s car. Because they were quite poor, Everett often collected scraps of wood and cardboard that she could use as a surface for painting, along with salvaged cans of discarded paint.  The artist even painted every available surface in her very small house, which after the deaths of Maud and Everett was restored and now can be visited at the Art Gallery of Nova Scotia, along with many of her artworks. Maud Lewis’ cheerful subject matter, bright and joyful colours, and the playful nature of her paintings are an inspiration to aspiring young artists to capture and express their own joy.

“As long as I’ve got a brush in front of me, I’m alright.” ~ Maud Lewis

Brand, Dionne and Eugenie Fernandes. Earth Magic. Toronto: KCP Poetry, 2006.

Born in Trinidad in 1953, Dionne Brand emigrated to Canada in 1970. She is a poet, novelist, academic and social activist. Brand was Toronto’s third Poet Laureate from September 2009 to November 2012, was admitted to the Order of Canada in 2017, and has won numerous prestigious awards and prizes for her writing. Earth Magic is her first book of poems for children. This 20-poem collection is inspired by her childhood in Trinidad and celebrates the lives of Caribbean people. Many topics are explored through the poems including: the time of day, activities like fishing and collecting bottles, nature and the weather, people you meet, places to visit like the market or the town. There is a more serious poem called ‘Slave Ship’ which invites children to reflect on social justice. Readers will enjoy these poems with all of their senses – feeling the movement and dance in the words, the heat of the day, taking in the aromas, hearing the voices and seeing the saturated colours, captured so beautifully in the sunny, vibrant paintings of Eugenie Fernandes.

“Books leave gestures in the body; a certain way of moving, of turning, a certain closing of the eyes, a way of leaving, hesitations. Books leave certain sounds, a certain pacing; mostly they leave the elusive, which is all the story. They leave much more than the words.” ~ Dionne Brand, A Map to the Door of No Return

Gay, Marie-Louise. Any Questions? Toronto, Ontario: Groundwood Books, 2014.

Born in Quebec City (in 1952), Marie-Louise Gay has studied graphic art, animation and illustration; starting in 1980 she began dedicating herself to writing and illustrating children’s picture books, creating beloved heroines like Stella.  She has won the Canada Council Children’s Literature Prize (in both the English and French language categories); additional awards for her books have included the Governor General’s Award for illustration and the Mr. Christie’s Book Award, among many others. An inquisitive person herself, Gay has enjoyed numerous school and library visits, and answered the questions of many inquisitive children. How many books do you make in one day? Where does a story start? Her book Any Questions? invites readers to understand her creative process, and even join her in making up a story about a shy young giant. With her playful illustrations, rendered in watercolor, pencil, pastels, and collage, she brings readers into the world of writing, with its challenges and the many directions it can take, showing children that they can be writers too.

Sainte-Marie, Buffy and Ben Hodson. Hey Little Rockabye: A Lullaby for Pet Adoption Vancouver: Greystone Books, 2020

Buffy Sainte-Marie (born in 1941) is an Indigenous Canadian-American singer-songwriter, musician, composer, visual artist, and educator. Her work has focused on raising awareness of the issues concerning Indigenous peoples of the Americas. Sainte-Marie’s enormous talent is widely recognized, and she has won awards and honours for her music, and her work in social activism. In her new children’s book Hey Little Rockabye she turns her attention to the issues of animal rescue, shelters and pet adoption. With charming illustrations by Ben Hodson, the story is about a child who wants to adopt a pet, and uses many strategies to persuade her parents that it is important to do this because their lives will be made better by saving an animal’s life. The author shares photographs, and personal stories about the many pets she has adopted over the years. Sainte-Marie sang this song to many of them because of the special joy they gave her, and she includes in the book the words and music to Hey Little Rockabye so readers will be encouraged to sing to their pets too!

“Everybody’s creative. We create our songs and our paintings, our families and our children. Every one of us is on the cutting edge of the future.” ~ Buffy Sainte-Marie

Here is a collection of wonderful picture books about snowmen.  In addition to making readers want to get outdoors to build fabulous snow people, they provide much inspiration for creative art experiences, storytelling, taking pictures, engaging in inquires about snow and about animals in winter.  They encourage reading, writing, rhyming, counting, exploring, singing and making art. They are filled with winter magic and with joy.  I hope you will find something in these heart-warming and very cool books to share in your classroom or in your home.

Ehlert, Lois. Snowballs. San Diego, CA: Harcourt Brace, 1995.

Snowballs is a wonderful book, and offers young readers so much.  The simple text, written in a large, easy-to-read font, along with Ehlert’s vibrant collage illustrations, turn building a snowman into a grand adventure! It features a snowman, a snow woman, a snow boy, girl and baby, and also a snow cat and dog, showing a variety of possibilities that exist, whether you create these characters using paper, or actual snow.  Children can search in the pictures to identify the many loose parts they could use, which include: seeds, dried and fresh fruit, popcorn, shoelaces, hats, branches, buttons, leaves, stones and more.  At the end of the book is a page that features all of the “good stuff” that Ehlert used to create her illustrations, as well as some photographs of actual snow people, and explanations of snow and what makes it snow. I highly recommend this story for inquiries it inspires, both with art materials and with snow, and for the possibilities it suggests for a deeper winter exploration.

Fleming, Denise. The First Day of Winter. New York: Henry Holt and Co., 2005.

This is joyful and fun story which can be sung to the tune of “The Twelve Days of Christmas.” Fleming’s repetitive text aids young children in remembering the words, reading along and also counting to ten. Her playful illustrations, rendered in coloured cotton fibre, hand-cut stencils and squeeze bottles, will make readers want to go outside and play in the snow! Like Snowballs, this story suggests a variety of materials that can be used for building a snow person, including a cap, mittens, scarves, pinecones, twigs, leaves, berries, peanuts and buttons. Each item can be counted as you proceed through each page.  The addition of birdseed pockets, is something to consider the next time you actually go outdoors to build a snow person, which could bring learning about birds into the outdoor experience! By the time the snow person in the book is complete, s/he is dancing with all of the little birds and animals encountered along the way – yet another fun thing to search for in the pictures.

Hillenbrand, Will. Snowman’s Story. New York: Two Lions, 2014

This is a magical, wordless picture book, rendered by the artist in graphite pencil, coloured pencil, chalk pastel, pixels, china marker, crayon, ink, watercolour, collage, transparent tape, kneaded eraser on paper.  It is an adventure story, which involves a snowman, a special book, the naughty rabbit who “steals” it and a collective effort to get the book back. And it has a delightful surprise ending. Snowman’s Story inspires so many ideas for extending the reading experience.  Children can look closely at the illustrations and tell their own story, which an adult can scribe for them, though they can be encouraged to write their own text too. Children could use some of the materials the artist did, to create their own wintery illustrations. There is a lot to be learned here about what makes a compelling story, how to tell it, and how to create images that make readers want to keep turning the pages.

“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together.” ~ Vesta M. Kelly

Newbold, Amy and Greg. If Picasso Painted a Snowman. Thomaston, Maine: Tilbury House Publishers, 2017.

I love this book for so many reasons.  Most importantly, it challenges young readers to imagine a snowman as something other than three circles stacked one on top of the other. After reading this book children will have no choice but to see all the choices available to them! Amy Newbold imagines how seventeen famous artists might have represented a snowman.  Children will be introduced to many genres (cleverly captured by Greg Newbold in each of the different artists’ styles) including: cubism, pop art, impressionism, surrealism, pointillism, and abstract art, to name a few. The book concludes with an introduction to artists such as Turner, Lichtenstein, O’Keeffe, Klimt, Monet, Dali and Van Gogh and a message of encouragement to draw, explore and have fun. As you read the book, pay attention to the hamster who guides us through each art work, at times wearing a beret, a long, waxed moustache, and a bandage on his left ear.

Sams, Carl R. and Jean Stoick. Stranger in the Woods: A Photographic Fantasy. Markham: Scholastic Canada, 2001

This is a stunning book, beautifully illustrated with photographs of various animals, including deer, chickadees, blue jays, owls, muskrats, squirrels, porcupines, rabbits, mice and cardinals, all finding ways to adapt to the season. This could become part of an engaging inquiry on animals in winter. The poetic text captures what the animals might be thinking when they discover a tall, white, snowy stranger in the forest, wearing a hat and gloves, and covered with nuts and seeds, carrots and corn.  Though they do not know who the stranger is, they enjoy eating the special treats that they find. When the fawn notices a red mitten on the ground, readers get a clue as to who left the treats for the forest animals. We discover that two children have taken on the responsibility of providing food that will help the animals survive the winter.  In addition to an important message about caring for nature, the book concludes with a wonderful recipe for a snowman.

Schertle, Alice. All You Need for a Snowman. San Diego: Harcourt, 2002

Barbara Lavallee’s gorgeous and delicate paintings, rendered in watercolor and gouache, bring to life Schertle’s musical, playful poem about what is needed to make a snowman.  Readers are walked through the steps involved in building a snowman from “billions of snowflakes piled in a mound, pat them and pack them and roll them around” until we have “three hand-packed, triple-stacked balls of snow.” Readers will recognize all the things that are part of a snowman’s transformation – a hat, bottle caps, a carrot, buttons, scarf and earmuffs. Throughout the story we see many children from the neighbourhood, working collaboratively to collect what is needed to dress the snowman, and bring him to life realizing…as we reach the end… when the snow begins to fall again… that an important thing missing is a snowman’s friend.

“Snowmen aren’t forever, but their memories are.” ~ Unknown

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1192 0 https://earlychildhoodartsconnection.ca/?p=1094 https://earlychildhoodartsconnection.ca/?p=1094#comments Sat, 21 Mar 2020 11:59:30 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1094 Continue reading →]]> “There is no education like adversity.”– Benjamin Disraeli

This blog post has been created for all of those being affected by the pandemic – it is for teachers, early childhood educators, care providers, families, parents and children. We are all worried about our health and safety, and understandably, we are concerned as well about how children’s learning will be impacted by the closures of schools, day cares, family resource programs and recreation centres. As an early childhood educator, I have felt a deep obligation to pull together good resources that will help parents and care providers to keep children busy, engaged and learning in ways that are intriguing and fun.  This is a time for educators to share ideas that will help parents to support their children’s learning while they cannot be at school or in daycare.  Though this is not my “best written” post, I share here some useful online educational resources related to the different areas of the kindergarten curriculum and that support a child’s development across the domains.  I hope these help you through this difficult time.  Take care of yourselves and stay safe, but also take this time to enjoy some creative approaches to teaching and learning, together.

Literacy

In this section you will find resources that help with some of the fundamentals of reading and writing. Literacy specialists at OISE/UT have developed a balanced literacy program and on their web site you will find all kinds of activities and videos that will support the development of different skills such as comprehension, letter recognition, phonemic awareness, spelling and much more. There are areas for both educators and parents with explanations of how to best use these resources. Learning Without Tears will provide information on writing, pencil grasp and letter formation. There are many ways children can practice their writing skills – writing alphabet letters, familiar words, lists, letters and even poems! Reading Rockets will answer all kinds of questions about how children learn to read, and there are videos as well. In addition to all the reading you and your child will do together, you can enjoy listening to screen actors read stories at Storyline Online. Puzzle Maker is a great website that will allow you to create your own word games and more, which can be connected to books and stories you are enjoying.  You’ll find plenty in these websites to keep children interested in every aspect of literacy!

Numeracy

Here are some web sites that will provide insights from leading experts on preschool mathematics like Douglas Clements and Dr. Daniel Ansari of Western University, who has developed an easy to use Numeracy Screener.  I have used this tool myself to assess the number skills of children in senior kindergarten and it helps you learn very quickly about a child’s number sense and those areas where you can provide additional scaffolding for their learning.  The Khan Academy provides some simple activities to help children to explore and practice their number skills. To get a general sense of how numeracy instruction is approached in kindergarten classrooms, explore examples of curriculum guidelines. A great way to get children really interested in number concepts is to make your own math games from materials you probably have around the house.  Providing loose parts for children to manipulate and explore is another excellent way to get children learning in hands-on, play-based ways.  There are also many picture books that are a fun way to learn about math!  These materials provide a good foundation to understanding math concepts and ways to make learning about number concepts fun!

Science and Inquiry

Children are naturally curious and ask all kinds of questions – about living things, about how things work.  There are many ways to feed this curiosity and the following links offer an abundance of simple strategies for turning their question in deeper inquiries.  There are many experiments and activities that can be done at home that allow children to explore with each of their senses, learn to follow instructions, make predictions, form theories about why things happen and begin to view themselves as scientists! STEM (which stands for science, technology, engineering and math) experiences encourage children to make observations, ask questions, and understand that there are different components to scientific exploration and discovery. Environmental inquiries can be linked to all areas of the curriculum, as this teacher’s example demonstrates.  Since going outside to enjoy nature is not being discouraged, consider exploring local nature trails, which can be a chance to develop your own outdoor inquiries! (The link provided is for the GTA.  Look for information related to where you live!).  A final great way to encourage scientific understanding is by cooking together.  Exploring food lets children discover the food groups, practice healthy eating, observe how ingredients interact, wonder how the digestive system works… the possibilities are endless. Through these simple, hands-on experiences children will see how science happens each day in their own homes!

Music and Movement

This is one of my favourite subject areas! I have found a few resources that will help you keep your home filled with music.  You probably already have your favourite radio and Internet stations, and many recordings of music that you love to listen to.  You can always enrich these listening experiences by inventing your own new dance moves, or discovering music concepts as you wave colourful scarves.  Listen to different kinds of music – rock, New Wave, classical, country, jazz, blues, folk, opera, Indigenous, world etc. Listen to music that focuses on specific instruments and then learn about these – brass, woodwinds, percussion, strings! The Internet is a great resource for watching videos of performances too. Learn new children’s songs from around the world. Make your own instruments using materials from around the house. Explore websites that help you to learn about different aspects of music.  Read picture books about music. And keep moving; music can really encourage this, although it is not required. For very active children there are all kinds of movement activities that can be enjoyed indoors and for those who want to have calmer experiences yoga is a great alternative. MindUP is another source of great ideas about mindfulness and meditation. Music and movement are great for our bodies, minds and spirits and can make being stuck inside more interesting.

Creative Art

Art can give us so much joy – looking at it, learning about it, and especially creating it.  I think it’s great to see so many museums and galleries offering virtual tours so that you can appreciate art from the comfort of your own home!  I know I will be exploring these! I will be leafing through my books about artists and their art as well. Children discover so much as they express themselves using a variety of materials and exploring different kinds of art experiences and activities. They can learn about colour, shape, line, form, perspective and more. They can use crayons, chalk, markers, colour pencils, paints and different implements for applying paint (e.g. brushes, sponges, cardboard tubes etc.). Children can also use playdough to make 3D creations as well. If you have limited art materials at home you can make your own using simple ingredients! Creating things like paint or playdough can become a fun science experience. Through various projects children can learn about different artists and the kinds of works they created.  This will open up all kinds of creative possibilities for them. And there are many wonderful picture books about artists that will be very inspiring for young children.  If you find titles you like, often you can hear them read on YouTube.  There are a lot of resources available to inspire creativity!

This is a very challenging time for everyone. I hope the resources collected here make things a little easier for you during this period of self-isolation.  Though we may be stuck in our homes, we are all stuck in this together. So, I hope you will stay connected to each other by sharing ideas and resources here.  Take care of yourselves, be kind to each other, keep learning and stay creative.

 “Adversity is an opportunity for creativity, because it forces one to dig deeper and discover something new about oneself.” ~ Paul Wong

George, Jean Craighead and Wendell Minor. The Last Polar Bear. New York: Laura Geringer Books, 2009

With Minor’s stunning paintings rendered in acrylic, this thought-provoking picture book tells the story of an Inuit boy’s quest to rescue a stranded polar bear cub. The spirit of a mother polar bear visits Tigluq’s town, guiding him and his grandmother over Arctic waters to the ice floe where they find cub alone. During their journey, Tigluq sees birds that are nesting farther north than they normally do, because of warming temperatures. He notices that there are fewer ice floes that are so vital to the survival of polar bears. When they find the cub, they name him Pilluk (which means ‘to survive’) and they resolve to care for him and show him how to survive climate change. In a very simple way, the story addresses the serious issue of climate change and how this impacts the living creatures and peoples of the Arctic.  The book provides a window into Inuit life (both traditional and modern aspects) including housing, tasks performed by men and women, respect for our elders, or the spiritual connection between the Inuit and nature. George’s book provides a lovely launching point for an inquiry about Indigenous peoples, what affects them and what matters to them.

Joosse, Barbara M. and Barbara Lavallee. Mama Do You Love Me? San Francisco, CA: Chronicle Books, 1991

In this story about a mother’s love for her child, readers are introduced to traditional aspects of Inuit life. For example, in the illustrations we see various animals that have spiritual significance, such as the raven, whale, musk-ox, walrus and polar bear. The mother and child wear garments such as parka and mukluks, and dresses with rich patterns on them. Readers can search in the pictures for items such as dolls, masks, oil lamps and umiaks. Joosse worked with the McCord Museum of Canadian History to ensure the accuracy of her portrayal of Inuit culture. A glossary is provided which explains many of the images and terms in this story (e.g., igloo, ptarmigan, umiak). Many resources can be found on-line for educators wanting to include Indigenous content in their curriculum. Lavallee’s beautiful and whimsical watercolour illustrations, and the question and answer format of the story capture the tenderness of the relationship between a mother and daughter, while introducing young children the way the Inuit lived long ago.

Kroll, Virginia and Tatsuro Kiuchi. The Seasons and Someone. New York: Harcourt, Brace and Company, 1994

Kroll’s poetic text, paired with the soft imagery of Kiuchi’s luminous oil paintings, portrays the lives of an Inuit girl and her family.  The story focuses on how they experience the seasons and the changes that come with each one. Readers are introduced to the habits of different creatures such as musk-ox, wolf, caribou, walrus and polar bear, and all they provide such as oil, wool and food (including fish, blubber and collected eggs). The family lives in an igloo, they use a soap stone lamp and oil for light, and they sew seal skin boots, chewing the leather to soften it.  Throughout each season the girl speaks of berries, waiting for them to grow, picking them, eating them and saving the seeds to plant them for the next time. The realistic paintings give readers a window into the landscape of and life in the Arctic, and the respect that the Inuit have for the land and the animals with whom they share it. Like Joosse’s book this story portrays traditional lifeways of the Inuit, though Kroll captures the reverence of the people for their world and their spiritual connection to the animals and the land.

Lynch, Wayne. Arctic Alphabet: Exploring the North from A to Z. Canada: Firefly Books Ltd., 1999

Filled with remarkable images by wildlife photographer Wayne Lynch, this book chronicles the time he has spent in the Arctic over the years. He has spent considerable time observing, learning about and photographing the flora and fauna of this part of the world. Beginning with A for aurora borealis and ending with Z for zooplankton, Lynch provides readers with a way to see how much life there is in a place generally imagined as too dark and cold to support life. Lynch provides a lot of information that could prompt inquiries about familiar creatures like ducks, polar bears and walruses, or less familiar creatures such as qiviut, kittiwake and narwhals. Lynch also dispels certain misconceptions that some may have about the Inuit.  He describes how their resourcefulness and intelligence enabled them to survive in a climate that can be very harsh. He points out that while the Inuit continue to hunt and fish, maintain important traditions, and honour their spiritual connection to their world, they live very much in the present, incorporating modern jobs, tools and technologies as part of their lifeway.

Teevee, Ningeokuluk. Alego. Toronto: Groundwood Books, House of Anansi Press, 2009

This is a book written and illustrated by a respected Inuit artist. With playful illustrations rendered in graphite and colour pencil, Teevee’s story is about a grandmother and child who walk along the beach near their home, collecting clams for their evening meal. As they search, they also find such creatures as aggaujaq, ugjunnak and kinguk; the meaning of each of these words is explained both through the child’s descriptions, and a glossary at the end of the book. This lovely and simple story introduces young readers to the work of a Cape Dorset artist as it invites children to explore the world of an Inuit child. This is a story written in both English and Inuktitut (translated by Nina Manning-Toonoo). Readers can explore a very unique and different alphabet and language, and imagine how the text might sound. It is important to note that the story is set in the Canadian Arctic; the community portrayed is Kinngait, on Baffin Island, in the Inuit-governed territory of Nunavut.

In recent weeks I have attended some really thought-provoking workshops and a conference about climate change. The focus has been on how we feel about it, how we teach children about it, and what we can do to move together toward climate action. Climate change is something I explored in an earlier blog post, and it has been so motivating to return to this important issue, hear dialogues and consider some creative solutions. I thought about things I might be doing to contribute to the problem (like taking long showers, not always buying local, leaving the lights on).  But I am also doing things that address the climate crisis (like walking to work, regularly eating meatless meals, buying second hand clothes, composting and recycling). We leave an eco-footprint through actions that contribute to problems like air, water, or soil pollution; ozone depletion; deforestation; consumerism. We create an eco-handprint when we contribute to climate action by doing something about food security, social and ecojustice, renewable resources, sustainable development and engaged citizenship. Clearly there are many things for us to think about, worry about and care about, but with needed knowledge and motivation, there are many things we can do.

“The Earth is a fine place and worth fighting for.” – Ernest Hemingway   

I had the privilege of hearing Dr. Elin Kelsey speak at a conference for educators, on climate change. Essentially, she said that much of what we see in the news and in academic journals about climate change has caused a sense of despair, and even apathy; we feel there is nothing we can do about it. There are increasing cases of eco-anxiety. As an alternative, the media should focus on precipitating conversations about climate change and encourage people to see hope as a mechanism for empowerment and agency. People need to know that there are solutions and that these can be put into action. Dr. Kelsey cited many examples which include the ban on single-use plastics, the creation of marine protected areas, the protection of migratory birds. We can choose to live a greener lifestyle; Canada’s Food Guide now prioritizes a plant-based diet! Cities can move toward being greener. Educators can bring environmental problems and some of their inspiring solutions into the curriculum in deeper ways that give students hope and inspire them to come up with more and even better solutions, and to take action.

“We children are doing this to wake the adults up. We children are doing this for you to put your differences aside and start acting as you would in a crisis. We children are doing this because we want our hopes and dreams back.” ~ Greta Thunberg

Eco-art education is a powerful means of transforming our fears about the climate into a vision of hope. It is a creative form of climate action. At one of the workshops I attended, we traced our feet and shared our contribution to the environmental footprint. We also created our own eco-handprints using clay stamped with powerful words to voice our concerns about climate change. It was a chance to think about how art gives us alternative ways to interpret, react to and communicate about what is happening to the planet. We can appreciate the work of such artists as Edward Burtynsky, who has documented the impact of humans on the earth, or Anthony Gormley’s nature-based art. Art experiences for children can include making their own art and craft supplies, creating art using natural materials, and using recyclable materials to make something new and to generate less garbage. As Laurie Carlson writes in her book ECOART, “As you look to nature for inspiration, you will be strengthening your commitment to do your part to save the earth. As you create treasures out of trash, you will open your eyes to all sorts of possibilities for using things that would otherwise end up in landfill. There really is an art to safeguarding our ecology – in more ways than one!” This is a powerful message to share with young children. It’s a way to get them thinking and talking, to help them care, and to put power in their hands to join in turning this serious problem around.

“We see a world of abundance, not limits. In the midst of a great deal of talk about reducing the human ecological footprint, we offer a different vision. What if humans designed products and systems that celebrate an abundance of human creativity, culture and productivity? That are so intelligent and safe our species leaves an ecological footprint to delight in, not lament?” ~ William McDonough

These handprints were made by TDSB educators and OISE TC’s at a workshop on Environmental Sustainability and Education

In early September I attended a workshop on inquiry-based learning environments presented by Susan Stacey. Throughout what I knew would be a wonderful day, participants had the chance to reflect on the connections between play, curriculum and inquiry.  We considered how to create an environment that allows children to explore big questions, given both a planned and unplanned curriculum. We discussed the idea of play as learning, and what children bring to their inquiries (e.g., questions and prior knowledge), what happens in their encounters with materials and with people (e.g., testing theories). We considered all of the thinking and learning that shows them new possibilities, new knowledge and new ideas.  We thought about documentation and how to make this available to children and to their parents, and we were given some time to think about how we as educators reflect on our own learning.  After filling in a few journal pages with my thoughts, I got an idea!  What I really love about such workshops is the feeling of being re-energized, and the sense of wonder that comes with feeling like you are looking with new eyes at the ways you approach doing things.  In upcoming blog posts I want to write more about inquiry-based learning, but for now I want to share what this amazing workshop inspired in my classroom.

“Well, maybe I can’t draw, but I CAN sign my name.” ~ Peter H. Reynolds, The Dot

It just so happens that a couple of days prior to the workshop I had found a discarded salad spinner, and decided to present this to the children as an interesting tool we could use to paint. This was a clear acrylic spinner, with a plunger on top, which would be easy for the children to press on, and would allow them to observe what was going on inside it as the paint and paper spun. I prepared several circles of watercolour paper to fit into the spinner’s basket. After reading The Dot by Peter H. Reynolds, it was my intention to invite each child to paint their own circle and create a dot in honour of International Dot Day, and to sign it.  I really love to connect art activities to literacy experiences. However, thanks to the workshop with Susan Stacey, I got the idea to turn the painting activity into a small physics inquiry as well.

“Hmmph! I can make a better dot than THAT!” ~ Peter H. Reynolds, The Dot

And so, for the worldwide celebration of courage, creativity and collaboration on September 15, my class engaged in this experience.  As each child spooned paint onto their paper and then pressed the plunger to rotate the basket in the salad spinner, we talked about such concepts as force, speed and direction, and their role in causing the paint to spatter the way that it did.  Children could make predictions about what would happen, and I wrote down some of their remarks.  For example children said things like: “It’s like a tornado!” and “I spinned it and it kid of got a little colour change.” and “It’s going all over the place and there will be lines.” and “The paint splattered!” As each child took a turn we used words like fast, slow, spin, pressure and counter clockwise, which gave us a language for making connections between physics and the art experience.  This simple but lovely activity linked literacy, art AND science, and allowed the children in my class to be part of the Dot Day celebration!  It will be interesting and challenging to find further ways to engage children in inquiries and celebrate their growing curiosity about and understanding of their world. I look forward to sharing these further inquiries with you.

Art Night is a very special event where I work.  For one night each year the walls of my school are plastered with children’s art work.  This year, Art Night coincided with Mental Health Week. Some children explored such artists as Mondrian, Pollock, Kandinsky, and Klee; but it was particularly interesting for the children in my class to be introduced to Yayoi Kusama.  Her show caused quite a stir in 2018 at the Art Gallery of Ontario. It was important to learn about Kusama because she is a woman who had to work hard to establish herself as an artist in an arena dominated by men. She is 90 years old and still creating magnificent works of art. And she has coped with mental illness much of her life through the creation of these works.  Her story is remarkable, and it made quite an impression on the children.  With limited time, minimal materials, and a few serendipitous finds we were able to make Kusama’s love of polka dots a whimsical and wonderful part of Art Night.

“With just one polka dot, nothing can be achieved.  In the universe, there is the sun, the moon, the earth, and hundreds of millions of stars. All of us live in the unfathomable mystery and infinitude of the universe.” ~ Yayoi Kusama

Initially I wasn’t certain about how to proceed.  We had a large square of opaque acrylic which was our surface for a mural; we began by having each child stamp a circle onto the acrylic, using a cup dipped in paint.  They could leave their circle empty or fill it in as they chose. We also had a package of paper circles; these the children decorated with paint and pastels. The mural and circles were then put aside while other plans for the event began to unfold. I envisioned creating an interactive experience, much like the “obliteration room” I had enjoyed at the AGO.  As visitors exited the Kusama show, they passed through a room where they could place stickers on white walls and furnishings, filling the space from floor to ceiling with polka dots.  This struck me as perfect for Art Night – it would be fun, hands-on, child-friendly, and it would help participants understand the concept of extending art beyond the borders of the frame as Kusama did.

“Polka dots are fabulous.” ~ Yayoi Kusama

We had a table, a chair and a small shelf.  A trip to our neighbourhood junk depot yielded two big, yellow styrofoam people, and fabric for covering the bulletin board, (which we filled with painted polka dots and Kusama quotes). We put the mural up in the window at the end of the hall, so it would become a focus of attention, illuminated as the light streamed through it.  We taped on a few mirrors so people could see their reflections in the art.  And then we drew dots on the windows around the mural with washable markers.  These extended the mural, and also cast shadows on the floor.  The final touch was to place rubber dots we had borrowed from the gym on the floor, creating a playful pathway to the installation.  I filled a bowl with stickers, donned my purple polka dotted dress, and waited in suspense for the event to begin.

“Suppose I put polka dots all over my body and then cover my background completely with polka dots. The polka dots on my body, merging with those in the background, create an optically strange scene.” ~ Yayoi Kusama

I should probably mention that there was a playful “publicity” aspect to this installation.  When Kusama’s show was in Toronto, there was a huge advertising campaign, to build excitement about it.  Anyone who wanted to see Kusama had to book tickets on-line, which involved hours of waiting in a queue.  It took me nine hours to get my tickets!  In order to focus attention on our installation I placed assorted polka dots and posters around the school: Last Chance to see Kusama!  Become Part of Infinity! Any families who had seen her show would certainly appreciate the humour behind this tactic.  But the best part of all of this was watching the children’s reaction to the installation.  They jumped from dot to dot on the floor.  They loved putting stickers anywhere they pleased on the furniture. One child sat on the chair and others put stickers on him, making him part of the installation! Children plastered their faces and arms with stickers.  They were overcome with the participatory aspect of our Kusama art experience and I could not have anticipated a better outcome. We moved beyond simply looking at static pieces of art on the wall to engaging with and being a living part of art.  On reflection, I think this is an ideal and inspiring way for children to enter the world of art – as an expression of the self, an expression of creativity, and an expression of joy. I like to believe that Kusama would agree.

“I am happy that the polka dots I started using have become a symbol of love and peace around the world with everybody joining hands to use them in this way.” ~ Yayoi Kusama

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