Tirtk; RE.FURTRESUME ED 034 091 ISDOCUMENT COPYRIGHTED? YES 0 NON CH ACC

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OE FORM 6000, 2/69 OFFICE OF EDUCATION ERIC ACC. NO. tirtk; RE.FURTRESUME ED 034 091 ISDOCUMENT COPYRIGHTED? YES 0 NON CH ACC. NO, P.A.PUBL. DATE ISSUE ERICREPRODUCTION RELEASE? YES 0 NOU AA 000 4 5 1 64 67 RIEAPR70 LEVELOF AVAILABILITY 0 AUTHOR 110 1110 Schanck, Susan; Carey, Marion TITLE Teacher's Guide to the MATCHBox Press. The MATCH Box Project;Prototype Edition. SOURCE CODEINSTITUTION (SOURCE) MGG14325 SP, AG. CODESPONSORING AGENCY RMQ66004 EDRS PRICE CONTRACT NO. GRANT NO, 0.50;4.00 OEC-4-16-019 REPORT NO. BUREAU NO. BR-5-0710 AVAILABILITY JOURNAL CITATION DESCRIPTIVE NOTE 78p.; Appendix to Kresse, FrederickH.; Materials and Activities for Teachers and Children: AProject to Developand Evaluate Multi-Media Kits for Elementary Schools DESCRIPTORS ii *Multimedia Instruction; *Activity Learning;DiscoveryLearning; Elementary Grades; *Printing; Books; StudentProjects; *TeachingGuides IDENTIFIERS *Materials and Activities for Teachersand Children; MATCH Boxes ABSTRACT With the MATCH Box Press, children(grades 5-6) can printa limited edition of a book. With the teacheras publisher to oversee and assist, they write and edit the manuscript; design,print, and illustrate the book. The teacher's guide provides instructions forall the various phases of theprocess, which is designed to take about threeweeks. A. production handbook is provided foruse by the children. It provides instructions and illustrationsof some of the common problems and their solutions. Supplements include an inventory of the material in the kit,a bibliography, and a short history of the MATCHBox Project. (JY) . GPO 1170-390 arg mu the cialaigliiiaj / KIM PIZ 41-4800 5 *Vela 5 `i r' o tc) THE MATCHBOX PROJECT Materials and Activitiesfor Teachers and CHildren 1.I U.S. DEPARTMENT OF HEALTH. EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS MEN REPRODUCED EXACTLYAS RECEIVED FROM 1HE PERSON DR ORGANIZATION ORIGINATING IIPOINTS OF VIEW OR OPINIONS HOED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. TEACHER'S GUIDE to THE MATCH BOX PRESS Grades 5 and 6 by Susan Schanck Marion Carey THE MATCH Box PROJECT Prototype Edition THE MATERIAL IN THIS PUBLICATION WAS PREPAREDUNDER A CONTRACT WITH THE UNITED STATES OFFICE OF EDUCATIONAS AUTHORIZED UNDER TITLE VII, PART B, OF THE NATIONAL DEFENSE EDUCATIONACT OF 1958. "PERMISSION TO REPRODUCE THIS COPYMTED MATERIAL HAS BEEN GRANTED BY d'As. o TO irtittrIZAGNSOPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTiM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." PROTOTYPE EDITION Copyright 0 by the Children's Museum, 1967. All rights reserved. Printed in the U. S. A. The Children's Museum, Jamaicaway,Boston, Massachusetts 02130 TABLE OF CONTENTS INTRODUCTION USING THE BOX WHAT'S IN THE BOX EDITORIAL DIVISION Phase 1 Phase 2 Phase 3 EDITORIAL HANDBOOK How to Prepare a Prose Manuscript How to Prepare a Poetry Manuscript PRO DUCTIO N DIVISIO N Phase 4 Phase 5 Phase 6 Phase 7 Copyright Procedure PRODUCTION HANDBOOK Art Department Composing Department Printing Department INVENTORY BIBLIOGRAPHY ACKNOWLEDGEMENTS ABOUT THE MATCH BOX PROJECT Mich ANUS eAr /Ws Eli IL_ With the MATCH Box Press, inky fin- INTRODUCTION 11 gers and some enjoyable confusion, your children can print a limited edition of a book that may find shelf room in the school and town libraries, in the library at the Children's Museum in Boston, and even at the Library of 11 Congress in Washington, D.C. The Box is a three weeks' experience. 11 During the first week, the children are authors who prepare and edit a manuscript. They then become the it staff of a publishing company: they design, print and illustrate the book in the remaining two weeks.Through- 1 out, you are the publisher; you oversee the preparation of the manuscript and assist with the composition and printing. The children hand set type, use a fundamental press, and follow simple print-making techniques; the actual tasks are basic and really correspond to what happens in a typical publishing company today. When their book is finished, your children will be very pleased with what they have made. Beyond that, they will understand a lot about how all books come into being -- something we think they will be reminded of often as they read the books of others. USING THE BOX The Teacher's Guide is divided into two mainsections cozTesponding to the two divisions of The MATCH Box Press. The firstis the Editorial Division and is concerned with writing and preparing themanuscript for publication.The second section is the Production Division,concerned with actually producing the book. The chart belowgives an idea of what happens in each division and how long each phasetakes,. Editorial Production Division Division WEEK 1 WEEK 2 WEEK 3 , 1111101 .IIIIJII Phase 1 Phase 4 After watching a film, The Production Division is set up and the ma- the class discusses terials are examined. how books are made, and chooses to write either prose or poetry. IIIIIIII Phase 5 The class is divided into departments:com- 11111111111111111111111 posing, art and printing.Each department Phase 2 has a brief training period. The manuscript, title, and dedicationare 1111111011111111111111111111111111111111111111111 written. Phase 6 Production starts in earnest and continues un- OHMtilthe book is finished. The three departments will coordinate th3ir work so that a modified Phase 3 production line develops. The book is desi gned, a dummy book made When the book is about half-finished, a staff and the manuscript is meeting is called to discuss work procedures put into form for pro- and also to give staff members a chance to duction. switch jobs from one department to another. 11111111 Phase 7 The printing department finishes its work and the class as a whole assembles the book. ,.....1RImImilimi41/IMI WHAT'S IN THE BOX The two small cases hold all the equipment needed by the compositors: type fonts,composing sticks,and instructions. The large case opens up to become the print shop; it contains all the printers' equipment: press,ink, brayer, and instructions.It also holds: Pagoo, a book by H.C. Holling. The Story of a Book, afilm about how Holling came to write and illustrate Pa- 292. KEEPTRAK, a large cloth and vinyl chart with pockets.It is used in the Publish- ing Division to help organize the class and the book. The paper and cover stock that your class' books will be printed on.It should be left in the pockets of KEEPTRAK until wanted. The materials needed by the Art Depart- ment. The proof press which is used by the Com- position Department to make page proofs before the final printing is done. You will need to supply paper towels, news- papers,scissors,glue, and math paper. CDITORD-11: DIVISION The MATCH Box Press PHASE After watchinga film, the class discusses how booksare made, and chooses to write eitherprose or poetry. 1 DAY Your children are about to embark on an adventure! They will not only write a book but print it too, in an edition ofap- proximately forty copies. Thus there will be copies for everyone in the class, and extras for important people likee prin- cipal and for the MATCH Box Pic;ject Li- brary at the Children's Museum. What kind of a book will it be? The class must decide, but first let's see how an author gets ideas for a book and how he writes it. show Show the film The Story of a Book to the film class.It lasts about eleven minutes.In the discussion that follows, tell the children that although their book will be a limited edition, printed on a private press, essentially it will move through all the stages of book production: from an idea in their heads to a manuscript, and then to printed pages which are gathered and bound into a book. In your discussion, concentrate on the early part of the film: what led Mr. Hol- discuss ling to choose his particular subject, the research he did, how he and his wife went film about the task of illustrating.Just as Mr. Holling chose exciting words, so will the class members.Their writing will become a manuscript; they will also have to do mrrtirsi to make it just right.They will not mail their book to a publisher for ap- proval because next week they will become their own publishing company. You as hear1 of the company and they as staff will have to decide how to make the manuscript they write worthy of publication. During the discussion have the class in- spect the copy of Pagoo; suggest that they think about it in terms of how it was written and manufactured. There won't be time to read the story during this inspec- tion, so be. sure to leave the book in a place where it will be conveniently a- vailable for later reference. Now is the time to decide on what you want the book to be about. The children may choose any subject for their book. Their initial decision is whether the book should be a collection of individual four line poems or a piece of cooperative r-ose writing -- a story or even a report on some area that has been previously investigated in the classroom. Here are two factors that you should con- sider in your choice: If the children want their names on individual contributions, then poems prose? would probably be best. poetry ? If the class likes working on cooperative projects,then prose would be fine. By the end of the class period today, you and the class should have decided what they want to write.

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