Central Washington University ScholarWorks@CWU All Graduate Projects Graduate Student Projects 1981 Experiencing Literature Through the Use of the Caldecott Books Janet Marie Jansen Central Washington University Follow this and additional works at: http://digitalcommons.cwu.edu/graduate_projects Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Teacher Education and Professional Development Commons Recommended Citation Jansen, Janet Marie, "Experiencing Literature Through the Use of the Caldecott Books" (1981). All Graduate Projects. 21. http://digitalcommons.cwu.edu/graduate_projects/21 This Graduate Project is brought to you for free and open access by the Graduate Student Projects at ScholarWorks@CWU. It has been accepted for inclusion in All Graduate Projects by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. EXPERIENCING LITERATURE THROUGH THE USE OF THE CALDECOTT BOOKS A Project Report Presented to The Graduate Faculty Central Washington University In Partial Fulfillment of the Requirements for the Degree Master of Education by Janet Marie Jansen November, 1981 I gratefully acknowledge the assistance and advice provided by Dr. Azella Taylor, Mrs. Doris Jakubek and Dr. Joe Schomer. Janet M. Jansen Please note: This signature has been redacted due to security reasons. CONTENTS Chapter Page 1. Background . 1 Purpose . 2 Project. 3 Limitations. 3 Definition of Terms 3 Organization of the Remainder of the Paper 4 2. Review of Related Literature 5 Children 's Literature. 5 Picture Books. 7 Children 's Interests 8 Reading to Children . 10 Listening. .11 Illustrations. 13 Caldecott Books. 15 3. Procedures . 18 4. The Project. 21 5. Summary , Conclusions and Recommendations . 70 Selected Bibliography. • 72 Chapter 1 BACKGROUND Children are not born with a natural desire for good litera­ ture. Guidance is needed if chil dren are to develop an appreciation of literature and expand their range of reading interests. Teachers and librarians must provide this guidance by being fami liar with chil dren 's literature and its uses. Markwell (1975) has stated, ''Teachers must be enthusiastic and convincing salesmen for chil dren 's books" (p. 740). One area in the field of chil dren 's literature to be considered is distinguished picture books. These books, known as the Caldecott books, along with other literary works for children, " ... have fai led to gain an audience because they have not received an honest introduction'' (Sebesta, Iverson, 1975:423). Chil dren should be introduced to these literary works when they are young. Reading to chil dren is a simple way of introducing children to the best in picture books. This can be the starting point for developing literary tastes and broadening interests in chi l dren 's literature, specifically the Caldecott books. Literary experiences can make a significant contribution to personal ity devel opment and the enrichment of chil dren 's lives. Lonsdale and Mackintosh (1973) have noted that through literature children can come to sense their roles in the life of the family, 1 2 the school, the community , and the world. It is possible for them to extend their experiences through literature and see their world in a new perspective. Literature provides children with enjoyment, develops their imaginations , develops an awareness of the lives of others, and offers a better understanding of the child himself and those around him. Literature allows us to live many lives and see "the universality of human experience" (Huck , 1976:708) . PURPOSE The purpose of this project was to develop strategies to improve the awareness of teachers to encourage student use of the Caldecott books. The Caldecott books were selected for special emphasis because of their visual excellence. According to Odland (1977) research findings have indicated there is limited information on these books. The Caldecott books have significant importance to children in the field of literature , and through this project possible solutions to increase the significance of these books were considered. The Caldecott Medal winners are visually exciting books, often bypassed in favor of books less distinguished in the field of children 's literature . Teachers and librarians have not intro­ duced the Caldecott books, along with many other children 's books , as works of literature to children because of their lack of know­ ledge about illustrated books , lack of time to prepare learning experiences using these books, and the limited amount of resources available to use with elementary children (Somers , Worthington , 1979). 3 This project , using findings from research, was prepared to present materials to enhance the appreciation of the Caldecott books by teachers , librarians, and children . PROJECT A handbook was developed to assist teachers and librarians in the presentation of the Caldecott books to elementary children . This handbook provides suggested enrichment materials and activities which can be used with children . Through these related activities children should become more aware of the importance of the Caldecott books as special picture books in the field of literature. LIMITATIONS This project was limited to the Caldecott Medal winner books , and their use by elementary teachers and librarians to enhance the literary appreciation of elementary children . DEFINITION OF TERMS For the purpose of this study , the following terms will be used: Children 's literature - The writings of quality that children can read or hear and understand . Chambers (1971) has defined children 's literature as "any creative literary work that has been especially written and designed for children 's use. It is meant to delight, to inform , and to affect the values and understandings of its young readers'' (p .ix) . 4 Illustrations - Pictures which enhance the story in a method different from the author, often carrying the message or telling the story. Picture books - Books in which the pictures are designed to be an important part of the text . The blending of both pictures and text are of equal importance for the unity of the presentation. Caldecott Medal - The Randolph J. Caldecott Medal is named in honor of the great English illustrator. The Caldecott Medal was established in 1938 , and is awarded to the most distinguished American picture book for children chosen from those published in the United States during the previous year. The text should be worthy of the illustrations, but the award is made primarily for the art work. ORGAN IZATION OF THE REMAINDER OF THE PAPER For the remainder of this study, Chapter 2 will review related literature. Chapter 3 will describe the development of a handbook for elementary teachers and librarians . Chapter 4 will include sample pages from the handbook of materials developed . Chapter 5 will summarize the project with some suggestions for future consideration. Chapter 2 REVIEW OF RELATED LITERATURE There is a limited amount of research in the area of children 's literature in both qual ity and quantity (Odland , 1977). The search for knowledge and the appl ication of that knowl edge to practices in teaching the Caldecott books is even more meager. Possibly the vagueness of existing programs and existing methods of teaching these books has contributed to this lack of knowledge or use of Caldecott books (Lonsdale, Mackintosh, 1973). Described within this chapter are the field of children's literature with an emphasis on picture books, children 's interests , reading to chil dren and listening. Also discussed are illustrations and children's preferences for these pictures. Lastl y, the Caldecott books are discussed. CHILDREN 'S LITERATURE In 1971 the National Council of Teachers of Engl ish (NCTE) Committee on the National Interest and the NCTE Commission of the Engl ish Curriculum called for more attention to children 's literature (Shane , 1971). Research in children 's literature was restricted because of inadequate measuring devices. Huus (1962) reported a lack of sufficient data about developing tastes in chi l dren's literature. In a survey of research, she concluded that there was 5 6 considerable interest in the topic in the twenties and early thirties, but only a few studies since that time. A literature program in the elementary grades, reported Loban (1966), should provide a child with a balanced and sequential experience, and should include a variety of materials relevant to the child's world and growth. It is advisable to ensure that child­ ren come to know early in their school lives that there are many good books just waiting to be read . Such a program would provide time to "hear books read aloud, time to talk about books, time to sit quietly with books, time to extend reading experience through the various media, and time to keep some reading experiences personal and private" (Loban, 1966:450). Studies concluded that the teacher made the difference. Huus (1973) considered five objectives to be very important in developing a better children 's literature program : l. Help pupils realize that literature is for entertain­ ment and can be enjoyed throughout their entire lives . 2. Acquaint pupils with their literary heritage. 3. Help pupils understand what constitutes literature and, hopefully, to lead them to prefer the best. 4. Help pupils in their growing up and in their understanding of humanity in general. 5. Help pupils evaluate their own reading and extend beyond what is to what can be (p. 797-98). The effective use of advertising and promoting literature is 7 essential "since our 'product' is the best" said Sivulich (1977), "it will sel l itself if properl y made avai lable to children'' (p.120). Books will stand on their own . It is quite enough to tel l a story or read a story to children and then end the activity with the cl os- ing of the book . However , books can be used as the "springboard for other activities, if handled with integrity and skill , these activities can preserve the literary intent of the author and per­ haps even magnify or intensify the story" (Sivulich, 1977 :121).