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2021 ◽  
Vol 46 (8) ◽  
pp. 51-69
Author(s):  
Helen Adam ◽  
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Anne-Maree Hays ◽  
Yvonne Urquhart ◽  
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...  

This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.


2018 ◽  
Vol 83 (1) ◽  
Author(s):  
Cornelia Smith

Gardner’s multiple intelligences can directly link with the subjects or the curriculum taught in school. The focus in this paper is on Foundation Phase learners and their personal favourite subjects. In allowing learners to choose what they find the most interesting, the most popular subject is identified and new perspectives are provided on which areas should need attention. The method involved is a quantitative approach incorporating statistics obtained through a Likert scale. 105 participants were involved and interesting views surfaced. Literacy is no longer at the top of the list of most popular subjects, a concern for teachers who aim at teaching learners to read and write as Art is found to be the most popular subject. Fusing Art and other forms of intelligences can be employed as a strategy to teach literacy and popularise it. Opsomming Gardner se onderskeid tussen multi-intelligensie tipes can direk in verband gebring word met die vakke wat op skool onderrig word. Die fokus in hierdie navorsingsstuk is op die Grondslagfase en die leerders se persoonlike gunsteling vakke. Nuwe lig op populêre vakke word gewerp deur leerlinge die geleentheid te bied om hulle persoonlike voorkeur uit te oefen. Hierdie metode stel navorsers instaat om vas te stel wat om te doen om die probleem van swak geletterdheid aan te spreek. ‘n Kwantitatiewe metode is gevolg om leerderkeuses te identifseer en resultate is in present weergegee. 105 deelnemers was betrokke en interessante perspektiewe het aan die lig gekom. Gelletterdheid is nie die gewildste vak nie en Kuns is een van die Grondslagfase leerders se voorkeure. Indien kuns dan ingespan kan word in ander vakke as deel van integrasie kan dit moontlik die leer in daardie vakke bevorder.


2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Robert Desmarais

Dear Readers,As an avid book collector, I derive great pleasure from deciding what kinds of books should be acquired for my personal library.  I collect books that I love in a few subject areas, and over the years my library has grown into a carefully curated collection.My collecting habit began early in life when I hoarded picture books in my dresser drawers. Regrettably, I did not have a proper bookshelf or even a set of bookends to stand my books upright on a flat surface, but I had plenty of drawers for storage. Assembling my little library of picture books was great fun and the experience taught me that a personal book collection can provide a lifetime of enjoyment. Indeed, I still enjoy buying picture books from time to time for my library.I am always delighted when I see children who are keen to build their own book collections. In fact, developing a home library for your child is a great way to demonstrate that books are extensions of our interests and passions, and they can enrich our lives in manifold ways. Now of course I am not advocating that parents should rush out, spend a small fortune on children’s books, and immediately install a room full of bookcases. Building a library for young readers can be easy and inexpensive, and you can have fun helping young readers gain a deep appreciation for print books in their homes.If you want to encourage your child to have a compelling selection of books at home, you can stretch your book budget by taking your child to garage sales, thrift stores, flea markets, book fairs, and library sales. All of these venues are great places to pick up piles of books at a significant discount. As your child’s library begins to grow, you could suggest that s/he add a bookplate to each book to indicate its rightful owner. Bookplates are the decorative labels that are pasted down inside the cover of a book to give us some information about the owner, and they usually have the title Ex Libris, meaning “from the library of.” There are many websites that offer bookplate designs for children that are free to download and use, and they are a great way to customize a growing library.Of course, one of the best ways to build a child’s library is to begin by checking them out at the local library, and if your children find a personal favourite, a book that they enjoy reading over and over, then go ahead and buy a copy for their library. Supporting their library will show your commitment to investing in knowledge, and children who grow up with books are well positioned to make tremendous gains in educational attainment.Our new issue has many excellent books that would be well suited to a personal library, so I hope you’ll consider adding one or two to your child’s bookshelf.Happy reading!Robert DesmaraisManaging Editor


2015 ◽  
Vol 12 (2) ◽  
pp. 281-282
Author(s):  
AMANDA BABINGTON

This conference, now in its thirtieth year, and run very capably by Katherine Hogg and Colin Colman (both Gerald Coke Handel Collection, The Foundling Museum), together with Claire Sharpe (Royal Academy of Music), is a personal favourite of mine. The variety of papers always means that one is drawn into at least one subject about which one knows almost nothing, but which invariably informs or enriches one's own area of expertise.


Author(s):  
Walter Scott

‘It was early in a fine summer’s day, near the end of the eighteenth century, when a young man, of genteel appearance, having occasion to go towards the north-east of Scotland, provided himself with a ticket in one of those public carriages which travel between Edinburgh and the Queensferry...’ So begins Scott’s personal favourite among his novels, in characteristically wry and urbane style, as a mysterious young man calling himself ‘Lovel’ travels idly but fatefully toward the Scottish seaside town of Fairport. Here he is befriended by the antiquary Jonathan Oldbuck, who has taken refuge from his own personal disappointments in the obsessive study of miscellaneous history. Their slow unravelling of Lovel’s true identity will unearth and redeem the secrets and lies which have devastated the guilt-haunted Earl of Glenallan, and will reinstate the tottering fortunes of Sir Arthur Wardour and his daughter Isabella. First published in 1816 in the aftermath of Waterloo, The Antiquary deals with the problem of how to understand the past so as to enable the future. Set in the tense times of the wars with revolutionary France, it displays Scott’s matchless skill at painting the social panorama and in creating vivid characters, from the earthy beggar Edie Ochiltree to the loqacious and shrewdly humorous Antiquary himself. The text is based on Scott’s own final, authorized version, the ‘Magnum Opus’ edition of 1829.


1971 ◽  
Vol 18 (1) ◽  
pp. 35-50 ◽  
Author(s):  
P. Walcot

We have all suffered in the company of a bore who cracks jokes so obscure that they demand a laborious explanation, for, in order to raise a laugh, humour must have an immediate impact, and obscurity is seldom a hallmark of the good joke. A captive audience can be terrifyingly unresponsive, and anyone who has read an Aristophanic comedy with students soon learns for himself that a scholarly exposition may destroy any joke, irrespective of its qualities. Yesterday's joke is stale and last year's joke dead; to resurrect a joke more than two thousand years old is no easy task. In an attempt to make the ancient writer of comedy more vital, we may have recourse to a contemporary analogy: twenty years ago we might have compared the technique of Aristophanes' comedies with that of the comedy series currently successful on radio; today the medium as well as the show has changed, and we refer to the art of television humour, and this indeed is a better parallel, since television comedy depends upon visual as much as upon verbal effects. Both radio and television number their audience in hundreds of thousands, and, what is more important, their audience represents as fair a cross-section of the total population as did the audience attending the theatre in fifth-century Athens. The fact that Athenian drama was staged at festivals organized by the state proves that it was entertainment designed to please everybody and not just a select few, that is, it was designed for a ‘popular’ and not an élite audience. The colossal size of the Greek theatre (the Theatre of Dionysus at Athens accommodated some 14,000 spectators) offers further confirmation. But the modern theatre is no longer a source of mass entertainment, and even the long-running farce, however many parties up in town for the day may patronize it, hardly suggests the type of audience and atmosphere which Aristophanes and his compatriots would have known and been anxious to exploit. Some idea of this atmosphere may be gained if one thinks in terms of a frequently quoted modern parallel, the emotionally charged football match. The intimacy of the smart revue, an analogy favoured by some, makes it a poor basis for comparison. If it is the English stage and our own experience of the theatre which must provide us with our illustration, the most evocative comparison, I suggest, is one between the audience packed into the Theatre of Dionysus and the audience which jostles its way into the seats at the Christmas pantomime, for this is an audience mainly composed of children as unsophisticated and uninhibited (and as determined to squeeze every ounce of pleasure from what for them also is an annual treat) as those who witnessed the original performance of Old Comedy. The audience at the pantomime, joining in the choruses of the songs and booing the villain, can be unrestrained one moment, but sit spellbound a minute later as the spectators gape at the spectacular ‘set’ which precedes the intermission and announces the finale. The frequent address to the audience made by Aristophanes' characters argues for the same degree of audience participation, while the entry of the chorus—my personal favourite is the parodos of the Birds—would be greeted by an attentiveness in keeping with its solemnity and splendour.


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