1. Book Talk Presentation Book cover image: http://www.amazon.com/Cant-Take-Balloon-into-Museum/dp/0803725701
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5. Section I: Bibliography Information from the Library of Congress: LC Control Number: 2001028748 LCCN Permalink: http://lccn.loc.gov/2001028748 Type of Material: Book (Print, Microform, Electronic, etc.) Personal Name: Weitzman, Jacqueline Preiss Main Title: You can’t take a balloon into the Museum of Fine Arts/ story by Jacqueline Preiss Weitzman; pictures by Robin Preiss Glasser. Created New York: Dial Books for Young Readers, c2002. Description 37 p. : col. Ill; 29 cm ISBN: 0803725701 Weitzman, J.P. & Glasser, R.P. (2002). You can’t take a balloon into the Museum of Fine Arts. New York, NY: Dial Books for Young Readers. Amazon recommended age: 4-8 Borders recommended age: 4 and up Book cover image: http://www.amazon.com/Cant-Take-Balloon-into-Museum/dp/0803725701
6. Author/Illustrator The author, Jacqueline P. Weitzman is an art history major from Vassar. She also holds a degree from Parsons School of Design. The illustrator, Robin P. Glasser, was a lead dancer with the Pennsylvania Ballet for eleven years. After her dancing career ended, she began illustrating children’s books. She has illustrated books for Judith Viorst, Lynne Cheney, Sarah Ferguson and the three books for the museum/balloon series. She is currently well know for illustrating the Fancy Nancy series. Jacqueline Weitzman and Robin Glasser are sisters Jacqueline Weitzman conceived the idea for the book series after tying her son’s balloon outside a museum before entering and then wondering what might happen….
7. Reviews Reviews (from Children’s Literature Review and Amazon) describe the book as a hilarious, joyous, manic romp that will mesmerize youngsters. The pen and ink illustrations, with just a little color, are described as providing accurate information about the city while keeping emotions in high gear. Reviews outline various aspects of the book, including incorporating famous art, specific information about the art, map of the balloon’s route through the city, and biographical sketches of famous people within the artwork, It is described as a book that will provide hours of clever and imaginative, page-turning fun that is perfect for kids of all ages. http://www.amazon.com/Cant-Take-Balloon-Metropolitan-Museum/dp/0803723016 http://www.borders.com/online/store/TitleDetail?sku=0803725701 ALA Notable Book Award CCBC Choice Award
8. Summary This wordless picture book, the third in a series, brings the reader on a journey through the streets of Boston (where a variety of historical figures are hidden among the artwork), and simultaneously introduces the reader to a variety of famous works of art. Imagine if your grandparents bought you a shiny new green balloon and then took you to the museum! But then imagine if you found out that you couldn’t take your new balloon into the museum! What would you do? In this story, the young girl who owns the balloon gives it to her grandmother to watch over while she enters the Museum of Fine Arts in Boston with her grandfather and younger brother. When the grandmother isn’t looking, the balloon escapes and winds its way through the historic streets of Boston. Look carefully and you’ll see how life often imitates art!
26. Life Imitating Art Source: http://www.buzzfeed.com/mjs538/30-pictures-of-life-imitating-art
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29. Application to the Classroom Supporting literature Cover Art: http://www.amazon.com/Unlikely-Pairs-Bob-Raczkas-Adventures/dp/0761323783/ref=pd_sim_b_5 Unlikely Pairs by Bob Raczka This book is an ideal companion to the featured text. Raczka connects two renowned unrelated pieces of art. It’s the readers’ job to interpret the connection.
31. Application to the classroom Supporting literature What do a pig and an arrangement of flowers have in common? More Than Meets the Eye By Bob Raczka Again, Raczka has the reader looking at art differently, this time by categorizing famous pieces by the senses that might be tapped into by viewing it. Art that might make us think of tasting or hearing or smelling are linked together. Cover art: http://www.amazon.com/Seen-Art-Jon-Scieszka/dp/0670059862/ref=sr_1_1?ie=UTF8&s=books&qid=1279754812&sr=1-1
32. Application to the classroom Supporting literature Seen Art? By Jon Sciezka This is another art adventure that would compliment the featured text. In this book, a young boy is searching for his friend named “Art.” He asks a passerby if he has “seen Art?”, and he is directed to the art museum where the young boy continues to look for his friend while also seeing a lot of “art!” Cover art: http://www.amazon.com/Seen-Art-Jon-Scieszka/dp/0670059862/ref=sr_1_1?ie=UTF8&s=books&qid=1279754812&sr=1-1
33. Application to the classroom Supporting literature A Nickel, a Trolley, a Treasure House By Sharon Reiss Baker Set during the turn of the century, a young immigrant who loves to draw, is supported in his passion by his teacher who takes him to the museum for a day of exploration. Cover art:http://www.amazon.com/Nickel-Trolley-Treasure-House/dp/067005982X
34. Application to the classroom Supporting literature Where Do Balloons Go? By Jamie Lee Curtis “ Where do they go When they float far away? Do they ever catch cold, And need somewhere to stay?” A story in rhyme that wonders what happens to lost balloons. Cover art: http://www.amazon.com/Where-Do-Balloons-Uplifting-Mystery/dp/006027980X
35. Application to the classroom Supporting literature The Red Balloon by Albert Lamorisse This is the classic story of a boy who befriends a red balloon. It would be a great connective piece of visual support and connection for the text (either in video or book form). Cover art: http://www.amazon.com/Red-Balloon-Albert-Lamorisse/dp/0385003439/ref=pd_sim_v_1
36. Application to the classroom Supporting literature The Yellow Balloon by Charlotte Dematons This is an oversized wordless book that follows a rogue yellow balloon to various geographical points throughout the globe where it encounters a variety of fanciful and historical situations. This book lends itself to lots of schema building and oral language development! Cover art: https://www.amazon.com/gp/css/history/orders/view.html/ref=ya_T16_70c
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Notas del editor
The text allows children to access literacy without the emphasis on the written word. According to Hall, “there are literacies rather than literacy and that the use of these literacies creates engagement, involves wider networks, and is consistenlty related to the everyday lives of people in their communities (p. 479). Hall continues with the following points regarding ideological literacy: What if the children were not distanced from real-world purposes for literacy, language were not distanced by being used solely for analytic purposes, and literacy experiences were derived from a complex social situation rather than from the ritualistic performance demands of school literacy tasks? What if narrative were not privileged and the genres used derived from the social need, if texts were problematic and raised issues that confronted children’s beliefs about the world and their roles and rights, and if children were treated as knowers and doers rather than as ignorant and passive? What if children’s work were not assessed, if situations explored transcended the artificial barriers of school and classroom walls, and if children were not even conscious that they were learning about literacy? What if children really cared about the situation and felt they could act toward it in a literate way? (p. 479).
It is important that English Language Learners are given the opportunity to explore and expand their language experiences naturally. According to Andrews, experiences are best if they are “intertwined.” He suggests using wordless picture books and encouraging students to create the narration and dialogue to build oral language skills and story structures (Andrews p. 323). It is important that struggling readers and ELL students are challenged cognitively while being supported within their skills (Richardson, Morgan, Fleener, p. 395). Integrated curriculum is encouraged by Andrews as a way for English Language Learners to build on existing knowledge (p. 327).
Making connections has been widely described by Keene and Zimmerman. They discuss three major types of connections (text-to-self; text-to-text and text-to-world. This text lends itself to supporting learners in making all three types of connections. The process of making connections is one that needs to be supported through teacher modeling and explicit instruction. It is, according to Keene and Zimmerman, important that learners are being supported in making “meaningful” connections (Keene and Zimmerman).
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