The Life and Works of Ezra Jack Keats Essay example -- Literary Analys

After a four week survey of a multitude of children’s book authors and illustrators, and learning to analyze their works and the methods used to make them effective literary pieces for children, it is certainly appropriate to apply these new skills to evaluate a single author’s works. Specifically, this paper focuses on the life and works of Ezra Jack Keats, a writer and illustrator of books for children who single handedly expanded the point of view of the genre to include the experiences of multicultural children with his Caldecott Award winning book â€Å"Snowy Day.† The creation of Peter as a character is ground breaking in and of itself, but after reading the text the reader is driven to wonder why â€Å"Peter† was created. Was he a vehicle for political commentary as some might suggest or was he simply another â€Å"childhood† that had; until that time, been ignored? If so, what inspired him to move in this direction? Born in March of 1916 as Jacob (Jack) Ezra Katz, he was the third child to Benjamin and Augusta Katz. His parents were both Polish immigrants of Jewish descent and they raised him in East New York, the predominantly Jewish section of Brooklyn. As immigrants they were plagued with financial difficulties and this was further aggravated when they struggled through the Depression. Despite all of these hardships, Keats had already begun to showcase his artistic abilities. At the age of eight he was hired to paint the sign of a local store. Naturally, his father was quite proud of him when he earned twenty-five cents for his work and hoped that this might endeavor might lead to a steady career as a sign pa ¬inter. Unfortunately for him, Keats was smitten with Fine Arts and won his first award in Junior High School: a medal for ... ...undeniable. Works Cited Gerard J.Keats, Ezra Jack. Goggles! New York: Puffin Books, 1969. Keats, Ezra Jack, and Cherr, Pat. My Dog is Lost! New York: Crowell, 1960. Keats, Ezra Jack. Peter’s Chair. New York: Viking, 1967. Keats, Ezra Jack. Skates! New York: Watts, 1973 Keats, Ezra Jack. The Snowy Day. New York: Viking, 1962. Senick, Gerard J., and Hedblad, Alan. Children’s Literature Review: Excerpts from Reviews, and Commentary on Books for Children and Young People (Volumes 14, 34, 35). Detroit, Michigan: Gale Research, 1995.. Ezra Jack Keats: A Virtual Exhibit. The University of Southern Mississippi De Grummond Children's Literature Collection. Web. 19 July 2010. . Http://www.ezra-jack-keats.org/. Ezra Jack Keats Foundation. Web. 19 July 2010. .

Ptlls Reflection 2

PTLLS Assignments Reflection 2 Strategies for effective teaching Within my role of teaching on the level one incident command course, I use a variety of teaching strategies to hopefully cover as many learners’ needs as possible. Even though the course is assessable, the emphasis is very much on gaining an understanding of the command principles, rather than just knowing the right answers.There are a number of reasons for the need of variety: * We have no knowledge of the student’s prior learning before they arrive, and the course is only one week long, therefore there is insufficient time to analyse individual learning styles. * different methods are appropriate for different areas of knowledge * Initially we use a more deductive learning approach, by providing a theory input session outlining the incident command approaches we want them to adopt. * We then undertake a classroom based scenario, where the students can practice the new skills. However when we go onto the fireground and undertake real life scenarios, we use a more Inductive learning approach, by utilising students as observers, the intent is for the students to recognise the command principles being put into place by another student. * This is then re-affirmed in immediate feedback between the students and the teaching staff. * Students have different learning preferences i. e. some are more visual learners, some like working in groups, some prefer the written word etc. Throughout the course we are aware that the theory input can be dry, and the same teaching style will cause even the keenest student to lose interest, so we have split the information into three distinct sections and rotate the teaching staff to try and keep the students attention throughout. Due to the nature of the role we are developing the students into, the most effective learning activities are those that require students to process information rather than transfer information or answer questions without underst anding.Hence we spend the majority of the week undertaking practical exercises. As such learning strategies such as Bloom’s Taxonomy may not be applicable to all the students on the course. David Kolb’s Experiential Learning Theory fits better, as we find the students tend to fall into one or more learning style, and the practical based learning environment that we have is conductive to all students. Kolb defines student learning into the following categories; 1. Converger; 2. Diverger; 3. Assimilator; 4. AccommodatorConverger’s are good at making practical applications of ideas and using deductive reasoning to solve problems Diverge’rs are imaginative and are good at coming up with ideas and seeing things from different perspectives Assimilators are capable of creating theoretical models by means of inductive reasoning Accommodator’s are good at actively engaging with the world and actually doing things instead of merely reading about and studying them Students learn best when they actively participate in the learning process, when they are engaged and motivated to learn, and when they can build on their existing knowledge and understanding.By using a teaching approach based upon The Honey & Mumford model we can cover the majority of learners needs. We apply Honey and Mumford stages in the following ways: 1. Having an experience – The practical scenarios 2. Reviewing the experience – Immediate debrief and feedback 3. Concluding from the experience – Reflective Review of the experience by the student 4.Planning the next steps – Development report for the student To be an efficient, effective teacher, you need to know what your students are learning, as well as what they are struggling with. Assessing their learning, early and often, allows you to attend to any difficulties, or any misconceptions, as soon as they arise, before they become barriers to future learning.

Wim Vandekeybus Blush Dance Free Essay Example, 750 words

Words spill out through Wim Vandekeybus' "blush dance, " a two-hour blended media piece performed by his Ultima Vez organization on Saturday night at the vaulted yet close new Alexander Kasser Theater at Montclair State University. Like a painted scrim, the words both propose and shroud the fast-moving substances of "Become flushed. " They additionally assert the expressive force of sheer development. Mr. Vandekeybus, a choreographer from Belgium who happened to imaginative age in the 1980s with a blast of rich move enhancement in that nation, has made a great, moving scene in "Redden, " which makes propelled utilization of film as a third party. His organization and this piece, both government-upheld, take the medium to another level of move advancement and crude feeling. Be that as it may the interest of "Become flushed" lies in the way it turns into a piece and keeps on building relentlessly (Carlson, 2004). "Blush" opened amusingly with a youthful lady's climaxes as she made ad oration to an idle body. "It's so great when he sleeps, " she got out merrily. From that point, it was downhill, through a long, irritatingly nose-thumbing discourse, basically about sex, and on to a frog being thrown into a blender and served as a mixed drink. We will write a custom essay sample on Wim Vandekeybus' Blush Dance or any topic specifically for you Only $17.96 $11.86/page All of a sudden, "Become flushed" had its own universe to possess. Mr. Vandekeybus and his partners, Lieven Van Baelen, a cinematographer, and Dieter Diependaele, a film editorial manager, assume break even with parts in the making of that world for the move, which moves along to unique music by David Eugene Edwards and elective rock melodies from the 1970s. Movies take after that portrays people and later frogs seen from above jumping into tangles of bodies that rapidly get overflowing unique outlines.