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Creating Community

Creating Community. Russia and Europe in the Media Center. What is community?. Common character; quality in common; commonness, agreement, identity Social intercourse; fellowship, communion

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Creating Community

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  1. Creating Community Russia and Europe in the Media Center

  2. What is community? • Common character; quality in common; commonness, agreement, identity • Social intercourse; fellowship, communion • The body of those having common or equal rights or rank, as distinguished from the privileged classes; the body of commons; the commonalty • A body of nations acknowledging unity of purpose or common interests • A building or an organization providing social, recreational, and educational facilities for a neighborhood Source: Oxford English Dictionary

  3. Story as “community builder” • Storytelling as co-created experience • Storytelling as communal experience • Common themes, character types, and motifs • Most important: common emotions Russian Storytelling troupe, Barynya Entertainment (http://www.barynya.com/english.htm)

  4. Storytellers Sourcebooks

  5. How the SS works? • Subject Index • Title Index • Motif Index • Ethnic and Geographic Index • Bibliography

  6. SUBJECT INDEX • BEAR • Adopted by old woman – B435.4.1*; and Kok Bird compete in calling – A2478.4.2; cares for ignored boy – B535.0.15*; child half-bear – B29.7.1*; claws chipmunk giving stripes – A2217.2.1*; tells man not to trust cowardly friend – J1488; and coyote in deceptive crop division – K171.1.0.8*; SEE ALSO: PANDA • HUNGER • Bear hungry after long winter – A2217.2; boy never feels hunger because he eats first – J701.4*; boy eats whale – X1723.4.1*; wolf prefers to dog’s plenty and servitude – L451.3; SEE ALSO: GLUTTONY; APPETITE

  7. MOTIF INDEX • A2217 Appearance of animals from marking or painting. • A2217.2 Chipmunk’s back scratched: hence his stripes. As he is trying to escape, bear catches him with his claws and marks him permanently. Native American (Iroquois): Leach HOW 75-76. Native American (Nez Perce): Heady TALES 25-28. Native American (Creek): Brown TEEPEE 62-63. (1st edition format) • A2217.2.1* Bear boasts that he can do anything. Chipmunk challenges him to stop the sun from rising (H1049.3). Bear fails and chipmunk gloats until bear’s claws scrape his back = stripes (A2413.2). NATIVE AMERICAN, Iroquois: Bruchac The Boy who Lived with Bears 53-56. (1983-99 supplement format) • A2217.2.4* Grandfather bear is hungry, chipmunk shares food, bear gives stripes. USSR, Eiven: MacDonald Look Back and See 126-129.

  8. BIBLIOGRAPHY Bibliography • Bruchac, Joseph. The Boy Who Lived with Bears and Other Iroquois Stories. Illus. by: Murv Jacob. New York: HarperCollins, 1995.

  9. MOTIF INDEX • A2217.2 Chipmunk’s back scratched: hence his stripes. • A2217.2.1* Bear boasts that he can do anything. Chipmunk challenges him to stop the sun from rising (H1049.3). Bear fails and chipmunk gloats until bear’s claws scrape his back = stripes (A2413.2). NATIVE AMERICAN, Iroquios: Bruchac The Boy who Lived with Bears 53-56. • A2217.2.4* Grandfather bear is hungry, chipmunk shares food, bear gives stripes. USSR, Eiven: MacDonald Look Back and See 126-129.

  10. BIBLIOGRAPHY • MacDonald, Margaret Read. Look Back and See: twenty lively tales for gentle tellers. Illus. by Roxane Murphy. New York: H.W. Wilson, 1991.

  11. TITLE INDEX • Chipmunk and Bear. Bruchac – The Boy Who Lived with Bears 53-56 (A2217.2.1*) • Grandfather Bear is Hungry. MacDonald – Look Back and See 126-129 (A2217.2)

  12. MOTIF INDEX • A2217.2 Chipmunk’s back scratched: hence his stripes. • A2217.2.1* Bear boasts that he can do anything. Chipmunk challenges him to stop the sun from rising (H1049.3). Bear fails and chipmunk gloats until bear’s claws scrape his back = stripes (A2413.2). NATIVE AMERICAN, Iroquios: Bruchac The Boy who Lived with Bears 53-56. • A2217.2.4* Grandfather bear is hungry, chipmunk shares food, bear gives stripes. USSR, Eiven: MacDonald Look Back and See 126-129.

  13. ETHNIC AND GEOGRAPHIC INDEX(stand-alone index) • AFRICA (geographic areas, then ethnic groups) • ASIA • EUROPE • LATIN AMERICA • MIDDLE EAST • NATIVE AMERICAN • NORTH AMERICA • OCEANIA

  14. ETHNIC AND GEOGRAPHICINDEX: RUSSIA Single Tales in Collections and Picture Books: • Aksakov, Sergei. The Scarlet Flower: a Russian folk tale. pb. • Arnold, Katya. Baba Yaga and the Little Girl: a Russian folktale. pb. • Ayres, Becky Hickox. Matreska. pb. • Baltuck, Naomi. Apples from Heaven. 33-35. • Climo, Shirley. Someone Saw a Spider. 77-86. Collections: • Crouch, Marcus. Ivan: Stories of Old Russia. • Mayhew, James. Koska’s Tales.

  15. Interesting Internet Russia • Interactive timeline of Russian History (PBS): http://www.pbs.org/weta/faceofrussia/timeline-index.html • CIA World Factbook Online: https://www.cia.gov/library/publications/the-world-factbook/geos/rs.html • “Country Studies” (Library of Congress): http://lcweb2.loc.gov/frd/cs/cshome.html (for high schoolers) • Russian folk songs (sheet music and simple melodies): http://www.kaikracht.de/balalaika/english/songs/ • Russian Proverbs and Sayings: http://russia.rin.ru/guides_e/10769.html • Say Hello to the World (IPL Kidspace): http://www.ipl.org/div/kidspace/hello/ • Online, full-text Russian folktales: http://www.surlalunefairytales.com/russian/http://www.tradestonegallery.com/index.php?content=fairytaleshttp://russian-crafts.com/tales/html • Lesson Plan on Russian Folktales (grade 9-12): http://artsedge.kennedy-center.org/content/2320

  16. MULTICULTURALREFERENCE BOOKS • Braus, Nancy. Everyone's kids' books : a guide to multicultural, socially conscious books for children. Brattleboro, VT: Everyone's Books, c2000. • Darby, Mary Ann. Hearing all the voices : multicultural books for adolescents. Lanham, MD: Scarecrow Press, 2002. • East, Kathy. Across cultures : a guide to multicultural literature for children. Westport, CT: Libraries Unlimited, 2007. • Ellermeyer, Deborah. Multicultural American history through children's literature. Portsmouth, NH: Teacher Ideas Press, c2003. • Freeman, Evelyn B. Global perspectives in children's literature. Boston: Allyn and Bacon, c2001. • Gayle-Evans, Guda. An annotated bibliography of multi-cultural literature for children three to ten years. Lewiston, NY: Edwin Mellen, 2004. • Henderson, Darwin L. Exploring culturally diverse literature for children and adolescents: learning to listen in new ways. Boston: Pearson Allyn and Bacon, c2005. • Quintero, Elizabeth P. Problem-posing with multicultural children's literature : developing critical early childhood curricula. NY: P. Lang, c2004. • Steiner, Stanley F. Promoting a global community through multicultural children's literature. Englewood, CO : Libraries Unlimited, 2001. • Venture into cultures : a resource book of multicultural materials and programs. Ed. by Olga R. Kuharets. 2nd ed. Chicago : American Library Association, 2001.

  17. MULTICULTURALWEB RESOURCES • WEBSITES • Celebrating Cultural Diversity Through Children’s Literature http://www.multiculturalchildrenslit.com/ • Multicultural Resources for Children (Internet SLMC) http://falcon.jmu.edu/~ramseyil/multipub.htm • YOUNG PEOPLE’S BOOKLISTS • One World, Many Children (Baltimore County Public Library) http://www.bcplonline.org/kidspage/kids_oneworld.html • Multicultural Children’s Books (Peabody Institute Library) http://www.peabodylibrary.org/children/multicultural.html • Looking In/Looking Out (Berkeley Public Library) http://www.berkeleypubliclibrary.org/children/multicultural_booklist.php • Multicultural Young Adult Literature http://www.ric.edu/astal/multicultural/books.html

  18. Multicultural Review “MultiCultural Review is a journal that reviews resources for educators and librarians. Dedicated to a better understanding of diversity, it offers articles and reviews of contemporary multicultural materials. It helps teachers and librarians find materials to assist in the library or classroom.” (quarterly for $29.99)

  19. In Conclusion: GIVE CHILDREN THE WORLD’S STORIES, AND THEY WILL TRULY KNOW THE WORLD… AND THEMSELVES.

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