Picture Book

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Sabaragamuwa University of Sri Lanka *

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4123

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Geography

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Nov 24, 2024

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docx

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Uploaded by nadeekasanjeewani09

Picture Book Promoting the value of picture books in K–10 geography and history education is one of the goals of this resource, which also aims to support the cross-curriculum priority of Asia and Australia's engagement with Asia as well as the general capabilities of intercultural understanding, difference, and diversity within the context of human society and its environment (HSIE). Students will be able to gain a global perspective, develop an understanding of the achievements, contributions, and influences of Asia's peoples, develop a global perspective, develop an understanding of the interconnections between Australia and Asia, develop and practice knowledge, skills, behaviors, and dispositions in intercultural understanding, develop and practice skills in historical and geographical inquiry, investigate, think critically about, and act responsibly for their world through the activities presented in this resource. It is essential to take into consideration the readers' or listeners' reactions to the text when working with picture books. To direct the input and responses of children, it is essential to let go of any notions of control. Yet rather let the conversation free stream so youngsters are offered the chance to foster their oral language abilities in a harmless climate. Teachers can benefit greatly from well-chosen and used picture books. The elements of literature's magic include: assisting children in seeing others as equal members of society, encouraging a stronger sense of self, assisting children in learning about the world, assisting them in coping with stress, offering insights into issues—the list goes on and on. When these aspects are compared to the Australian Curriculum, it becomes abundantly clear that educators should use carefully selected and utilized children's picture books as a crucial key to unlock the Australian Curriculum and make the material more manageable for both teachers and students. Picture books help children understand, at their most fundamental level, that words have meaning by connecting the pictures in the book to the words on the page. For vocabulary development, children will examine the pictures on the page for background information or contextual clues. They even use the pictures to learn new words for things. The reader is

supported in their ability to confidently retell the story's key events by visual aids and illustrations. Allow the children to look at the pictures as they develop their sequencing skills to help them remember what happened in the story. Utilize the opportunity to reread the passage if they make an incorrect guess. This provides an opportunity to conduct additional comprehension testing. In addition, picture books encourage children to make inferences and predictions about the next scene. They can figure out what happens next in the story by combining the words with the facial expressions and setting in the pictures. Picture books can teach children about social cues and cultural differences, which can help them develop their social and emotional skills. Books that show how to act in a social setting help kids learn how to talk in a social setting and encourage good behavior. In addition, difficult topics like fear, loss, taking chances, forming friendships, and exercising self-control are discussed in picture books. Kids can explore difficult topics in these books in a way that is easy for them to understand. A book's illustrations can help children connect with the characters and setting. Children are able to relate to the texts in picture books with protagonists of various identities, races, cultures, and abilities because they see themselves reflected in the characters. In addition, own voices books written by a writer with a particular identity can provide an experience that is profoundly relatable to the diverse experiences of children.

Historical Art From the perspective of works of art, understanding who we are and where we've been is at the heart of art history. Understanding the evolution of art over time is another aspect of art history. To study art is to observe the artist's use of lines, shapes, composition, technique, and approach in a work of art and draw conclusions about their intentions and meaning. The study of these same aspects throughout time in order to gain a deeper understanding of a specific culture or people is the goal of art history. It's fun to learn about art history, especially when you find out the story behind the piece. When we look at a picture, performance, or physical object, can get to play detective and try to figure out what it means. we get to discover the picture's story. The fact that history, economics, anthropology, political science, design, and aesthetics are all incorporated into this field provides numerous advantages. By studying art history, you can improve your critical thinking, visual comprehension, and written communication skills as well as learn to draw conclusions, make inferences, and make an argument. The art practices and histories, such as realism, modernism, and postmodernism, influence arts education. Creative exploration, inquiry-based learning, drama-based instruction, studio pedagogy, and design thinking are examples of divergent outcomes- oriented pedagogical practices in the arts. Co-designed curriculum, art pedagogy, and embodied strategies produce arts dispositions. The arts are ideally suited to the integration of CCPs, and schools use them in some outstanding ways. Nevertheless, this does not address the subtext of responsibility that has been placed on educators, given that many of them lack both time and a thorough understanding of the three priorities. We require epistemological, ontological, and consequently pedagogical shifts that support artistic thinking and listening in order to accomplish the priorities' objectives; and the collective voices of kids and teachers working together to imagine such possibilities. Agentic arts sensibility is a way of thinking that can be learned as a child and stays with you throughout your life as embodied

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knowledge. It includes ethical ways of being and doing things as well as creative ways to solve problems. Support and education are necessary for developing dispositional arts sensibilities that enable one to think, feel, perceive, and connect with the world. Engaging with the artworks and practices of Aboriginal and Torres Strait Islander People, both traditional and contemporary, The Arts aims to promote understanding of Australia's histories and traditions. Through interacting with the worlds of artists, artworks, audiences, and professions in the arts, it also aims to improve comprehension of local, regional, and global cultures as well as their arts histories and traditions. In the curriculum: The Arts, Aboriginal and Torres Strait Islander histories and cultures priority enhances comprehension of the variety of Australian art-making practices and cultivates awareness of the significance of responding responsibly and culturally sensitively to works of art. The study of the arts focuses on the intrinsic value of Aboriginal and Torres Strait Islander artists' works and practices, as well as their place and significance in broader social, cultural, historical, and political contexts.

Newspaper article collection Newspapers are useful because they provide students with diverse, up-to-date, and interesting information. The newspaper covers events that take place outside of the classroom. Newspapers present multiple perspectives on an issue and provide more in-depth coverage of events than television or radio do. They provide students with information about available jobs, fashion, and recreational opportunities that they can use in their daily lives. Many homes have newspapers as a source of reading material for adults and children. They are easy to use for teaching children how to read, promoting conversation, and expanding their awareness of people, places, things, and events. Children may be able to read and discuss their world through newspapers. Newspapers can help students learn at any level and in any subject, including adult education. Educators have found utilizing the paper in their homerooms is profoundly propelling to understudies of all ages. Students' motivation, attitudes, reading and math skills, as well as their knowledge of current events and classroom communication, have all been found to be positively impacted by the use of newspapers in

the classroom by researchers. Activities can be designed to meet the needs of adult education as well as emergent readers. Activities like coloring, underlining, clipping, pasting, and storytelling can all be done on newspapers, which are ideal for teaching reading, thinking, oral communication, writing, and manual dexterity. Newspapers are easy to incorporate into a whole language classroom because they deal with the world outside the classroom, are familiar to children, and can be effectively incorporated into a variety of subjects. The day-to- day paper is a rich asset for some region of the educational plan; As a result, it is simple to incorporate into an integrated curriculum for middle school and elementary schools. Using the newspaper in the classroom exposes students to adult conversational topics and brings up issues that affect the community or the world. When they are based on actual issues facing our society, speaking, writing, and math assignments take on a new level of relevance for the student. Newspapers can also help young adolescents develop greater self-confidence and find common ground with peers, parents, and other adults. Internal consistency occurs when students can anticipate graduating with the same set of skills, regardless of whether their teacher is an experienced professional or just starting out. A student should anticipate graduating with the same foundational knowledge and skills regardless of where they learn. Consistency should also extend across a district, state, province, or country. Reading is something that many adults do on a daily basis for a variety of reasons and with a variety of responses to what they read, which children can learn about. Newspapers provide a variety of useful information for day-to-day living, including ads for groceries, coupons, listings for movies and television shows, event calendars, recipes, and classified ads. Adult learners gain access to a resource that keeps them informed about their community and the world around them by learning how to use the newspaper. Newspapers are a great way to get students involved in learning. Vocabulary development, comprehension, life skills, and creative expression are just a few of the areas in which special education students can benefit from activities that are tailored to their specific needs. References Barnes, M., Moore, D., & Almeida, S. (2019). Sustainability in Australian schools: A cross- curriculum priority? Prospects , 47 (4), 377–392. https://doi.org/10.1007/s11125-018-9437-x Dyment, J. E., & Hill, A. (2015). You mean i have to teach sustainability too? Initial teacher education students’ perspectives on the sustainability cross-curriculum priority. Australian Journal of Teacher Education , 40 (3), 21–35. https://doi.org/10.14221/ajte.2014v40n3.2 E. Dyment, J., Hill, A., & Emery, S. (2015). Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation. Environmental Education Research , 21 (8), 1105–1126. https://doi.org/10.1080/13504622.2014.966657

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Henderson, D. (n.d.). Cross-Curriculum Priorities in the Australian Curriculum: Stirring the Passions and a Work in Progress? MacGill, B. (2022). The Australian Curriculum, Assessment, and Reporting Authority (ACARA) —holding responsibility: the arts curriculum and the cross-curriculum priorities. In Curriculum Perspectives (Vol. 42, Issue 2, pp. 185–189). Springer. https://doi.org/10.1007/s41297-022-00172-w McAllister, I., & Ravenhill, J. (1998). Australian attitudes towards closer engagement with Asia. Pacific Review , 11 (1), 119–141. https://doi.org/10.1080/09512749808719247 Pietsch, Juliet., & Aarons, Haydn. (n.d.). Australia : identity, fear and governance in the 21st century . Rose, L. M. (1991). Why Use the Newspaper? In Michigan Reading Journal (Vol. 24, Issue 1).

Picture Book

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