Unique in its Arts approach, this brief text unlocks the potential of the arts for learning in the children's literature classroom.

In this vibrant text, Jane Gangi provides a new perspective on how integrating the fine arts and literature fosters the active participation and in-depth understanding that is as important for future and practicing teachers as it is to children. Encountering Children's Literature combines emphasis on multicultural and international literature with a focus on the aesthetic and artistic aspects of literature, music, the visual arts, and drama in order to promote culturally responsive and research-based teaching. This text caters to those who are interested in making reading more inviting to diverse groups with varied learning styles. Multiple points of entry open up new dimensions in literature, helping readers develop their unique talents and abilities.

• Unique pedagogy—Each chapter begins with an encounter session that involves all participants: pantomime, the art of reading aloud, improvisation, transformational drawing and collage, choral reading, readers theater, storytelling, creative movement and tableaux, oral interpretation, role-playing, and story dramatization. These encounters connect with the various genres and provide easy reference for students.

• Emphasis throughout the text on multicultural and international literature and ethnic authors. Students are urged to read the work of cultural insiders and are provided resources for finding and evaluating quality multicultural literature. They are given the resources they need to begin developing their own expertise and to help one another to better understanding of teaching children from cultures outside their own.

• Unique separate chapter on drama (Ch. 6) includes an extensive bibliography of children's literature, developed in collaboration with the award-winning playwright in residence at New York University, Laurie Brooks.

• Open discussion of gender addresses such gender issues as impact of the media on girls' and boys' self-image (Ch. 3) the possible reasons why boys, more often than girls, become disinterested in reading in the upper elementary grades, and a discussion of boys' reading preferences.

• Performance-based, field-tested assessments for teacher educators that address National Council for the Accreditation of Teacher Education (NCATE) and the International Reading Association and National Council of Teachers of English (IRA/NCTE) standards (Log: Performance and Assessment and Log Criteria; Criteria for Class Participation; Storytelling Guide; Book Review Guide; and, Guide for Responding to the Visual Arts) have been developed in consultation with four experts to help assess outcomes in connection with national standards (Appendix A).

• The NCATE Program Standards for Elementary Teacher Preparation are applied throughout the book.

• A list of hundreds of multicultural authors and illustrators in Appendix D gives students a place to start in their pursuit of learning about less well-known authors. Also, gives some students a way to pursue their own roots.

• Field-tested over the past several years to ensure a wealth of proven strategies to motivate students.

• Websites listed at the end of all 13 chapters give students additional sources for books, guides to selection and evaluation of books, lists of awards, thus providing easy access to the best and most up-to-date resources.

Each chapter concludes with “Conclusion,” “Suggested Activities,” “For Further Reading,” “Websites,” and “Awards.”

Credits.


Foreword by Joseph Bruchac.


Preface and Acknowledgments.


1. Teaching Children's Literature.

Children's Literature / Methods  [BRIEF / ESSENTIALS]   (Reading & Literacy)

Encountering Children's Literature, First Edition

In this vibrant text, Jane M. Gangi gives us a new perspective on how integrating the fine arts and literature fosters the active participation and in-depth understanding that is as important for children and teachers. The heart of the book is a comprehensive treatment of children's literature, with a strong emphasis on multicultural and international literature. This text caters to those who are interested in making reading more inviting to diverse groups with varied learning styles.

Features

• Unique pedagogy—Each chapter begins with an encounter session that involves all participants: Pantomime; the art of reading aloud; improvisation; transformational drawing and collage; choral reading; readers theater; storytelling; creative movement and tableaux; oral interpretation, role-playing; and, story dramatization in connection with the various genres providing easy reference to students.
• Emphasis throughout the text on multicultural and international literature and ethnic authors (which helps attain the standards for diversity). Students are urged to read the work of “cultural insiders” and are provided resources for finding and evaluating quality multicultural literature.
• Unique separate chapter on drama (Ch.6) includes an extensive bibliography of children's literature that the award-winning playwright in residence at New York University, Laurie Brooks, helped develop.
• Open discussion of children's literature and gender found in no other text address the impact of such issues as the media on girls' and boys' self-image (Ch. 3), and the possible reasons why boys more often than girls become disinterested in reading in the upper elementary grades.
• Performance-based, field-tested assessments for teacher educators that address National Council for the Accreditation of Teacher Education (NCATE) and the International Reading Association and National Council of Teachers of English (IRA/NCTE) standards.
• The NCATE Program Standards for Elementary Teacher Preparation are addressed throughout the book which will help teacher candidates provide evidence of knowing and having competencies in these standards.
• A list of hundreds of multicultural authors and illustrators in Appendix D gives students a place to start in their pursuit of learning about less well-known (though of equal quality) authors.
• Websites listed at the end of all 13 chapters give students additional multicultural sources for books, selection and evaluation of books, and awards, providing easy access to the best and most up-to-date resources.
• Field-tested over the past several years, ensures a wealth of proven strategies to motivate students.

“It is terrific to use so many older classics and original works. This provides a real sense of history and underscores the value of these works...This is an invaluable resource...&148
Professor Thomas A. Caron, Ph.D., Marshall University Graduate College

“WOW...what a book...This must be the most complete general children's literature text as far as the depth of information and exploration of multicultural children's literature.”
Professor Meggin McIntosh, University of Nevada, Reno

“The choral reading information and practice encounter is wonderful, engaging with lots of implications for further 'vocal paintings'.”
Professor Catherine Kurkjian, Central Connecticut State University

Author Bio:

Jane M. Gangi is an Associate Professor in the Department of Education at Sacred Heart University in Fairfield, Connecticut, where she teaches courses in children's literature, special needs, and foundations. As an arts consultant, she has worked extensively in urban, suburban, and rural areas throughout the Northeast. A former teacher, she taught in the K-8 schools in the areas of literature, the arts, and gifted education.

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