Readers On The Hunt

Becoming sign-conscious.

       Some of these episodes may seem far removed from children's reading. They really are not. A life full of the fun of doing things and the satisfaction of sharing experience with an interested family and school group is bound to develop many powers. One of these powers is sure to be reading. Let us look at some simple happenings to see how they expand into significant learning. A girl, a little over six years of age, takes a walk regularly with her father, older brother, and sister on Sundays. She is becoming sign-conscious. She notices names on store windows and mail boxes, numbers above doors, and street signs. The other members of her family join her by chanting in unison, "546," "Fourth Street Bakery,"

       Let us look at some simple happenings to see how they expand into significant learning. A girl, a little over six years of age, takes a walk regularly with her father, older brother, and sister on Sundays. She is becoming sign-conscious. She notices names on store windows and mail boxes, numbers above doors, and street signs. The other members of her family join her by chanting in unison, "546," "Fourth Street Bakery," Becoming sign-conscious "Dr. Blake," "Ninth Avenue North." Reaching home, she then writes down some of the signs that she recalls. She dis- plays her work to her family, who are pleased, help her correct her writing, and answer her questions on what she wishes to write next. From this free and easy family fun the child soon learns to read, write, and spell. 

       Older children apply their skills differently. Three neighborhood boys, their ages ranging from ten to eleven, organized a Brooklyn Dodger Fan Club. They read the sports pages of the Sunday paper, and from it clipped pictures and stories about the Dodgers. They solicited the help of older sports fans in collecting information about the team. They wrote the manager of the Brooklyn Dodgers for pictures and souvenirs to put in their trophy room, located in a club member's garage. The city librarian was approached to see what materials she could offer. So was the school principal. The project received community support from adults who recognized the importance such interest had for the wholesome growth of children. Reading magazines, newspapers, and books grew to be more fun for them. Typing, printing, and writing labels became a necessary project. And filing and cataloging eventually had to be learned as their collection of materials grew. 

       A similar example of learning growth occurred in a rural community. Two youngsters, a brother and sister of about twelve and fourteen years of age, had been drawing, painting, and collecting flags. They became interested in gathering information about flags, their origin, and use. Their study led them to history books and encyclopedias in the school library, and to the historical society of the county. During their summer vacation, they developed a quiz program for a fall school assembly in which appeared such questions as "Where did the flag fly which inspired the writing of the 'Star Spangled Banner'?" "What was the largest number of stripes our flag ever had?" and "What is the Union Jack?" 

       Such pursuits as ship and airplane building, dollhouse furnishing, stamp collecting, code deciphering, radio quiz programs, and experimental cookery, when made into family interests, help promote a truly ideal atmosphere for proper learning. From such interests, children not only acquire personal satisfaction, they also come to realize the value of reading and other essential skills. The amount of knowledge they acquire is astonishing to adults, and their resourcefulness and imagination in turning up new avenues of help often put to shame more prosaic elders reared in a one book kind of learning. 

"Street signs for kids" the practical application 

of early reading by Little Wriggler

Find Out Together

It bothers the operator.

      Another enjoyable way to encourage reading is to find things out together. Children, if encouraged and treated understandingly, will bombard adults with questions. At two, these questions, "Why, Mommy?" "Why, Daddy?" may not mean more than, "Here I am. Talk to me." But let's be aware of the moments when a child's questions are real questions. "What makes that noise in the cleaner?" "Why don't you want any. It bothers the operator bread today?" and "Where did Aunt Sally go?" may take time and thought, but answers are essential to keep this important asking-to-learn activity growing. We can often discover how important the answer is if we have an opportunity to listen to the child's subsequent conversation. A little girl of three, when told not to play with the telephone, asked, "Why?" and her mother explained. Later that afternoon she approached a neighbor and offered this, "When you come to our house you can't use our telephone-it bothers the operator." Children ask questions seriously, and they accept sincere answers with equal seriousness. 

       Children's questions can get adults into some hot pursuits of information. When Jean, aged nine, asked, "How big is the largest whale alive in the sea today?" her father at first replied, "I don't know." Her brother, aged thirteen, said, "I didn't see the size mentioned anywhere." Now the subject could have been dropped at that point, but the father, who truly enjoyed finding answers for such questions, suggested a careful search be made in magazines and newspapers to see if this bit of information could be found. The hunt, which became a family project, began with scanning the tables of contents of magazines, reading headlines of newspapers, and all references to whales that live in the ocean. The answer was not immediately found, so the family agreed to keep on the lookout in future reading. This is an excellent example of an attitude toward the use of reading in living which adds so much to the zest and fun of life. As long as there is enthusiasm in finding out, life has sparkle and learning takes place. Sharing children's interests.

Young artist.

      Another prerequisite for establishing a suitable atmosphere in the home is nurturing worth-while interests. Children are always interested in doing things. Very often, we adults, tired after our daily duties, are faced with youngsters who are filled with vitality and eager for new fields to conquer. "Dad, you ought to go over to Corey's with me and see the cool toboggan slide they have built there," said Rick to his father who, having trudged homeward through heavy snow, hated the idea of even walking from his comfortable chair to the supper table. But, when the father realized how important this was to his son, and remembered that he hadn't responded to any of his young son's invitations for a whole week, he said thoughtfully, "Right after supper I'll go with you and take a look." Going exploring together and sharing in fun and discovery with youngsters of all ages are excellent ways to develop worthy interests and keep within the "interest-range" of children. Those of us who are considered "old fogies" by children may not be old, but somewhere along the line we lost contact with their budding interests, and we seem out of touch with things important, their live interests. 

       This wholesome interest given to children's activities not only will be an important incentive to children, but also will help in understanding in a concrete way their tremendous capacity for learning. For example, a teacher listening to a boy describe a picture he had drawn of a sailboat discovered the youngster had sketched a sloop with correct rigging, and that he knew a great deal about sloops, dinghies, and schooners, far more than the teacher did. Giving a child an opportunity to talk about his knowledge and accomplishments helps him feel added success and satisfaction and it encourages more and even greater efforts. 

       Interest in what a child writes is important too. A boy of twelve began writing a serial of the Peck's Bad Boy type, titled The Adventures of Teddy the Terrible. Each episode was full of slapstick humor and harrowing "death-defying" escapades. At frequent intervals, the whole family was asked to listen to a new serial-plot from the writer's pen. This writing later entered the classroom, where it had a larger audience. It undoubtedly had real value in sending this boy along to satisfying reading as well as writing pursuits. 

• How to teach your kids to love reading by Nicholeen Peck
• Give your kids a life-long love of reading...
• Tiffanie talks about how to become a reader...

One way to help: take time to listen

Take time to listen.

       Even on the busiest days, take time to listen to children while they relate incidents. Wait for the child to finish his sentence, and then ask reason- able questions which will help him elaborate. For example, when young John rushes to the kitchen to tell his mother, "The announcer on the radio said a blizzard is coming," a quick display of interest and a further question, "Did he say when?" or "Are you sure he meant here in our section?" not only will establish a fine bond of give-and-take between mother and youngster, but also will indicate to the child that his mother is interested in his stories. Consequently, he is inclined to remain alert, and eager to share. In addition to developing good family and group relationships, such discussions are very important if we want to assure reading growth, because interest in happenings, telling and retelling them, and being challenged, make for good comprehension and a meaningful reading experience. 

       Similarly, when a child calls attention to a picture or article in a magazine or book, stop, look, and listen. This is reading at work in a fine fashion; therefore, recognize it as such, even if it costs a momentary interruption. Or, if an interruption at that time is too costly, say, "Wait a moment," and then, as quickly as possible, take time out to listen. 

       Be reciprocal: share choice items with youngsters. A father might say to his young son, "Here's something in the newspaper today about Jack's father that will interest you," and then read to him, “Mr. O. H. Daniel has been named the new scoutmaster.' " 

       For the younger reader, the beginner who in the middle of breakfast, quite unrelated to anything that has been said, may remark, "I can tell a capital Q from an O," such an answer as, "That's fine," is inadequate. The child wants to relate a discovery. Give him a chance; ask how. Perhaps he will even demonstrate by getting a pencil and paper, yes, to the extent of interrupting his meal, but this is a red-hot moment in learning. Take time for it. 

       Such incidents cannot be planned in advance, but they are too important to pass unnoticed. They help lay the groundwork for talking things over, exploring ideas together, and giving and accepting advice. They help create a wholesome atmosphere for learning. 

• Reading Readiness Starts Before Letters by Learning Reading Hub
• 5 Homemaking Habits that Secretly Build Language
• Stop Teaching ABCs Before Age 3 - Teach THIS Instead

Grown Ups Can Help

        What to do to interest youngsters in reading is not a simple one-two-three formula. But, though it is not so easy as putting a puzzle together or whipping up a batch of doughnuts, it can be a real pleasure for adults as well as for their young charges. Here are simple suggestions that may make this business of learning to read a pleasurable experience for youngsters and grown-ups alike. Most of these suggestions have to do with day-by-day living. Therefore, it is important that we are steady and consistent, starting a good plan and sticking to it. The fly-by-night parent or teacher who gets a new idea every twenty-four hours and takes time trying each one, won't be a success at helping a youngster learn to enjoy reading. Reading requires a consistent atmosphere. And adults must have patient hands and far-seeing eyes-plus a few other vital qualities. 

• Tips to make reading fun for kids from CBS New York
• Engage learners in the classroom by Bridging Literacy
• 5 Fun ESL Activities You Can Use Anytime by The Teacher Trainers

What is the "science of reading?" from We Are Teachers

Making The Most of Children's Interests

Interrupting.

        In testing for good learning climatic conditions, let's return to that eagerness of children to find out things, to explore, to peek, to ask endless questions, in short, to keep a continuous "alert." This is the right spirit for learning, but often, even before a child is old enough for school, a damper may have been put on this insatiable appetite. A lively child gets into things, interrupts often, and annoys fussy adults. Parents, attempting to rear a good child, may have curbed so many adventures, quelled so many interests, ignored so many questions, and put an end to so many activities, that almost all signs of eagerness, curiosity, and interest have completely disappeared, and a diffident, docile child of five timidly approaches school. 

       Here he enters a group of from thirty to fifty other five year olds. There may be only one teacher to see that they are counted in, spend a lively morning in the kindergarten, are counted out promptly at noontime, each wearing his own hat and coat. Then the teacher may snatch a bite to eat, and rush across town to another school and another group of five year olds in the afternoon kindergarten. Obviously, the vigorous, lively youngster creates more hurdles for a teacher in such a program than does the amiable "I'll-wait-until-you-tell-me-what-to-do" type. 

       It is regrettable but true that we, as parents or teachers, check the very drive that stimulates learning because it is too much for us to cope with. Then we exhort, urge, and even try to compel learning after we have robbed a child of the very way in which he can learn. The problem of rekindling an enjoyment of learning after it has been dulled by unwise efforts is often a difficult one.

• Teaching Kids to Stop Interrupting by Preschool Therapy
• How to get kids to listen by PragerU

Grown Ups Set The Pattern

       The child's reading successes and satisfactions are enhanced if he is living in a home where reading is not occasional fun only, but an essential feature of family living. If he attends a school where the teacher, too, is a reader, one who actually enjoys reading stories to children, enjoys looking up information, brings in interesting pictures and advertisements found in papers, and encourages her pupils to do likewise, then he is doubly assured of a happy occupation as a reader. 

The whole family reads together.

       All too often we act as though reading were something very important for children to learn, for use in school or on homework at home, but having no bearing on good, constructive, everyday living at home, work, or play. No wonder Carol, a youngster in the third grade, when chided by her mother for the low reading mark on her report card, said, "Why do you send me to school and make all this worry for both of us? If I stopped school, I could stop reading and then we would both be happy again." Such a response should not be treated lightly. If reading is important in living, are we, at home and in school, helping a child see its uses? 

       Pushing reading lessons at a child, plaguing or rewarding him with grades, scolding, nagging, and even bribing him are too often unsuccessful if we want the youngster to be an eager reader, who sits relaxed while voluntarily reading a book, or who looks up information with the avid interest of a real scholar and, of course, applies his zest for reading out of school as well as in school. To develop this type of reader, we must ourselves invest some effort in the enterprise. 

       It will even pay us to refrain from pressing children while we check up on ourselves; for then we may discover not only if and what we read, but under what circumstances we feel most inclined to read. The latter point is important, because children, sad but true, all too often act like adults. We will come to realize that if the home is noisy, disorganized, full of excitement, with a television or laptop adding to the general hubbub, we adults cannot settle down to a quiet period of reading. Neither can children. If we are interrupted with commands, reminders, and petty instructions, we do not feel like indulging in a quiet, pleasurable evening of reading. On the contrary, we may go to a movie as an escape. So, too, with children. If we relay a discovery made in our reading only to be told, "Old stuff. I've always known that," our ardor is dampened and we may keep ideas to ourselves, or our interest in reading may slacken. Children will react in the same way. 

       So, to help children get a good start in their reading growth, teachers and parents might begin by testing the reading climate of home and school. 

• The Distraction Monster! by KidTimeStoryTime
• The Distracted Mind by TED Ideas Studio
• The Psychology of People Who Get Easily Distracted by human behavior psychology

How Reading Happens

"What makes it tick?"

        It may be shocking, but it is true; children are eager to learn. They want to be up-to-date. Taking a toy tractor or clock apart to see what makes it go, examining the contents of Mother's pocketbook, hanging around a drugstore, and eaves-dropping on adult conversations are indications of children's eagerness to learn. To some adults, these may appear to be examples of bad behavior. Not so. They are demonstrations of ways of learning. 

       Furthermore, children are eager to be independent, to manage their affairs for themselves. Too often we think a child must be led step by step, dictated to constantly, and cajoled or coerced when he balks. Not if he has been properly guided and is healthy! A normal child is full of zip, eager to show his competence. He pushes off the aiding hand of his father and mother at sixteen months and tries to feed himself, or he puts on his shoes at two, or he drives a car at twelve-parents and law permitting. He will even insist on learning to read! That is, he will if the learning climate is right. 

       Have you observed the three year old leaning over a comic sheet spread out on the floor in front of the seven and nine year olds? He is not reading, but he wants to be a part of this seemingly important business. Or have you been amused by a toddler poring over a newspaper, even muttering jumbled sounds to himself? What he sees or thinks you may not know, but reading a newspaper (or online) is something intriguing that adults do, so he, too, practices it. Imitating the conduct of elders, parents and older brothers and sisters, is not simply a babyish or amusing act, it is a powerful force in learning. And certainly it is a powerful force in helping a child learn to read. An eleven year old boy, urged by his teacher to spend his spare time in reading rather than dawdling, said, "Well, if reading is so important, why don't you ever read around here?"

       This question should make us back up a bit and examine the patterns which we, as parents and teachers, are setting before children in this matter of the use of reading. Do we demonstrate our belief in its value by looking forward eagerly to reading opportunities? Do reading materials have a regular place in our home? Do we share juicy bits, exciting findings, and points of interest with others? Or is reading such a rare experience in our lives that whenever it occurs it creates a stir, as it did for Julie? Julie rushed out of her home one Sunday afternoon to greet her two waiting pals with, "Guess what? My daddy is reading a book!" Can you recall the surprise you experienced when you discovered your teacher had to go to the encyclopedia to look up some information, or to the dictionary to look up a word? If this was true, then you were in a situation where learning through reading was a compulsory business for children, but one which was no longer required for adults. 

• Learning to Read and Write: Developmentally Appropriate Practices for Young Children (PDF) by NAEYC
• Reading with your children sets them up for a successful future, study successful future

Reading is Fun!

       The Parent-Teacher Series, written by Professor of Education Roma Gans, is intended for both parents and teachers. Some of the material may seem to be directed more to parents, and some more to teachers. It is hoped, however, that if each group can better understand the concerns of the other, then both will find greater understanding of the mutual task of helping boys and girls grow up successfully. 

       Moreover, many of the matters of maturing discussed could apply equally to home and school. Parents and teachers will find that there are clues to the solution of their problems whether the setting is the home or the school. 

       Other articles in this series will answer further practical questions such as these: What should we do about discipline in the home and in the classroom? What should we do about children's behavior problems? How can we answer children's questions? What is a good school day? How can parents help a child with schoolwork at home? What is meant by "modern education"? and similar problems. Editor Ruth Cunningham

Illustrations by Ruth Allcott.

Here's where you will find ... 

Part I 

HOW READING HAPPENS, Grownups set the pattern. Making the most of children's interests, Grownups can help, One way to help: take time to listen, Find Out Together, Readers on the hunt. 

Part II 

WANTED-A HELPFUL ADULT A friendly lift. Help when help is sought. Getting learning started. Learning new tricks. Getting acquainted with words. Discovering sounds. Remembering facts. Putting two and two together. Wanting facts. 

Part III 

READING HURDLES FOR POST-BEGINNERS Making old friends of new words. Dealing with dictionaries. Building reading interest. "I like Superman!" Sure road to discouragement. Grownups don't always help. 

Part IV 

CATERING TO READING APPETITES Reading is a personal affair. The "clutter" problem. A "good neighbor" policy. The growth of critics. Back to radio and fireside. The family newspaper. Learning in an adult world. Ideas for family learning. Building group interests.

Make a Shadow-Box Puppet Theater

Cut your flat shadow puppets using black poster board and
scissors. Then mount these onto sticks.

       Kids can make a shadow box puppet theater in under an hour and perform all kinds of antics by the afternoon. This activity works even better on gloomy rainy days; a wonderful camp craft on a day when the weather is not cooperating with the best made plans...

Supply List For Puppets and Shadow Box Theater:

• a sturdy cardboard box 
• black acrylic paint
• white school for decoupaging papers
• black paper or fabric lace
• black and white decorative paper
• color decorative paper alternative in just in case you want to use it instead of the black and white
• a pair of sharp scissors or an Exacto knife (Adults or teens should only be entrusted with the sharp blade!)
• kitchen parchment paper (alternative might be a white cut-up sheet)
• very sticky masking tape
• wooden craft sticks or chop sticks for the puppets
• black poster paper to cut the puppets from
• templates or patterns for puppets located here in a listing...
• a lamp or flashlight light source to place behind the puppet screen

Above, a small but sturdy mini puppet theater for our 18" dolls to watch our Summer Camp
performances. I removed both the front and back walls before painting the little theater.
Use a ruler and magic marker to measure where to cut out the front of the theater first.

Left the sids have been removed from our box theater. Center, the cardboard box "frame" is painted 
black and the floor at the bottom of the theater is covered with black and white faux wooden 
paper. The parchment paper is has also been taped in place. Right, I decoupaged a larger box
with similar proportions in it's interior with decorative paper. I keep the shadow box inside
of the larger box to protect it when it is not being played with. Otherwise the parchment
screen might get poked through!

Step-by-Step Instructions:

1. Your shadow box theater can be any size you like. We made our very small so that our dolls could pretend to put on a shadow theater production for each other.  Once you have the box for your theater, cut away both the front and the back sides so that only the "frame" part of the box is left to work with.
2. Paint the frame with black, quick drying acrylic paints. 
3. Then glue paper lace or regular black lace across the top inside part of the theater. This creates a fancy looking theater "curtain" for any stage set. 
4. Use the cardboard that was removed previously to make a stage floor. The floor will need several layers of cardboard to make it a bit heavier and therefore making the stage stand alone without needing to prop it upright.
5. Decoupage the floor by coating the cardboard with an even application of white school glue and applying the paper slowly as to remove air pockets and creases.
6. Now measure the opening of the stage front and cut a generous piece of kitchen parchment paper to cover the opening. 
7. Tape this securely from the interior frame walls using masking tape. 
8. Now make your puppets by printing out templates from our Thrifty Scissors blog or draw them yourself. These should be cut from black poster paper in silhouette shapes.
9. Mount the shadow puppets onto long sticks at one end using a bit of tape or glue. 
10. Set up a light source using a lamp or flashlight positioned either behind or off to the side of the theater screen. You will see the best advantage for this light source once the overhead lights of a room are turned off. It takes a little adjustment at first to know where to put this light source.

First  page by Jean Stanley, illustrated by Johnny Gruelle.

Second page by Jean Stanley, illustrated by Johnny Gruelle.

Funny Fellows on The Wall

When I go to bed at night,

Mother turns out every light

But one bright one in the hall

To make shadows on the wall

Mothers always know a way

For a happy bedtime play,

Mother's hands can make them all,

Funny fellers on the wall.

First there comes a big giraffe

And he always makes me laugh

As he walks across the wall,

He's so awkward and so tall.

Next a squirrel in a tree

Easts his nuts most eagerly.

Then a donkey, ears and all,

Nods at me there, on the wall.

Rabbits, too, will jump around,

Sit up straight at every sound.

I love bunnies best of all

Funny fellers on the wall.

Once a goose with funny head

Hissed right at me, here in bed.

He was cross and tried to run,

Oh, it was a lot of fun.

When you go to bed sometime,

Have your mother leave a light

Burning brightly in the hall,

To make shadows on the wall.

Poem by Jean Stanley.

Illustrated by Johnny Gruelle.

More About Shadow Puppets:

• History behind shadow puppets, marionettes and Punch too!
• Black Cherry Puppet Theater shows kids how to make a simple shadow box theater for play
• Biography for Charlotte "Lotte" Reiniger
• My GIANT collection of silhouette patterns that children may download and use to make their own paper shadow puppets
• Making shadow puppet theatres with Ms. Boley at her internet art room
• Creating a shadow show by Macedon Ranges Shire Council
• "The Gingerbread Man" shadow puppet theatre
• Puppets for "The Legend of Sleepy Hallow" by Historic Hudson Valley and illustrator David Hyde Costello

The Miniature Theater As A Means Of Teaching Historic Arts

       Life outside of school may be considered as a true project in a natural setting. It is made up of many associated interests. Realizing this, we, as educators, are striving to make school with its handicaps of traditions and limitations of organization as nearly real life as we can make it. One obvious principle of education to effect this is creative self-expression, with correlated interests. 

• Stage designer has a passion for miniature theaters
• See our mini finger puppet theater for dollplay...
• Young student's cardboard theater at Art Bar
• Kids can make their own mini theatres part 1. and part 2. by Online Puppet Theatres...
• The mini toy theatre, "Gulliver and the Borrowers"
• How to make recycled pasta box mini theater from exploratorium.edu

       With the above item in mind, experimentation has shown that children with their dramatic and play instinct, with their love of the story element, of color, of creative work, find in the toy theater an art problem wholly absorbing and endless in exciting ramifying interests such as true life has, for such a project correlates the familiar story (whether historical or literary) with studies of interior design, of color, of research into historic arts, in cooperative effort in the creation of furniture, textiles, costumes and other accessories. 

       In the construction of these theaters illustrated herewith, the only items which were standardized by the supervisor for the various schools undertaking this type of problem were the materials of the theater itself, and its dimensions; and this was done only for the sake of obtaining an harmonious ensemble when they should later be exhibited together. The material consisted of one standard sized wooden box. The proscenium arch in each case was made of scrap wood, but its contour and/or relief work was carried out according to individual choice. The figures/puppets scale chosen measured no larger then 6 inches. 

       Among the interesting stories chosen by the respective sixth grade classes for illustration in miniature drama which combined artistic and literary elements were "The Enchanted Tower" (Moorish), "Aladdin and His Wonderful Lamp" (Chinese), "The Blue Bird" (Dutch), and "The Magic Prison" (Medieval Chinese). 

Figure 1. "The Enchanted Tower" students miniature theater project.

       "The Enchanted Tower" by Washington Irving, illustrated in Figure 1. by a scene from the interior of the Alhambra, was carried out under the instruction of Miss Blanche Spalding. This unit gave opportunity for much research work in Moorish design. The enthusiasm with which girls as well as boys engaged in decorative applications, most of which was done in the art room, the absorbing search for authentic details of the period made by the pupils themselves, the beautiful painted panels in color, the elaborate gesso relief work which the committees even begged to do weekends at home proved that historic art need not be a dry-as-bone subject, but rather a means of developing a life interest in their "art heritage of the ages."

Figure 2. "The Magic Prison" students miniature theater project.

       "The Magic Prison," shown in Figure 2, an intriguing story with a Chinese setting, was similarly developed under the guidance of Mrs. Leonel Deal. The arches were decorated with gesso and oil paints blended together. The "marble" floor was painted with beautiful veinings by a boy who had helped a professional painter one summer. The upholstery of the wooden furniture and the pillows were simulated by the use of Chinese paper brought by the supervisor from Chinatown. Pipe cleaners formed the princely skeleton and cotton the sinews of the central figure, while head and hands were modeled from clay, and the costume wrought from gorgeous silks which were contributed from the homes of the skillful little artists. The final accessories in the form of floor vases were created from clay and brightly colored.

Figure 3."The Blue Bird"students miniature theater project.

       The spotless Dutch interior in Figure 3, "The Blue Bird," was produced by pupils of Mrs. Jean Praeger. The youngsters made extensive use of illustrations from the art department of the Public Library in order that the details from the furniture, the hood of the fireplace with dried apples hanging from it, and the wooden shutters, to the Dutch costume, and cross-stitch sampler on the wall might be "authentic." It is of interest that the tiles of the fireplace were made of cement colored with blue enamel. 

Figure 4."Aladdin" students miniature theater project.

       Miss Helen Morrill, whose pupils created "Aladdin," will relate the story of the adventure in her own words (see Figure 4): "The 6A Class voted by ballot to decide which story of those studied in literature could best be worked out on the stage of their little theater. The story of 'Aladdin's Wonderful Lamp' was the choice by a large majority. Then came the choosing of the particular indoor scene to be enacted. The episode chosen was the one in which Aladdin goes to the Emperor's palace with his servants bearing bowls filled with gold in order to win the Emperor's daughter in marriage. 

       "The boys made the divans, the throne, and tall arched doorways of wood in the manual arts shop. These were painted gold, green, and Chinese red with a mottled effect. A Chinese design was worked out on the columns and divans in gesso and then painted. 

       "The girls hemmed a wide black satin strip and edged it with gold for the carpet leading up to the throne. On each side of the throne and between the arched doorways were beautiful wall hangings to represent tapestry. These the girls painted in oil paints on black satin edged with gold. Much research work was done before choosing a real typical Chinese design for each. The bright oil colors of the dragons, etc., made a very rich and gorgeous appearance. Sitting on the throne was the Emperor whose body was made of a silk stocking stuffed with batting. The head was of modeled clay and painted. Aladdin, who knelt before the throne, was similarly made by another one of the girls. The royal robes were wrought by using material contributed by the children from their homes. The servants, who stood at each side of the throne, bearing their golden bowls, were made of cardboard and clad in cut paper costumes of orange, green, gold and black. The tiny bowls were salt dishes purchased at the five and ten cent store and painted gold. Each one was filled with small stones gilded to represent gold nuggets. Hanging in the archways were gorgeous lamps made out of small electric light bulbs and beautifully painted beads. 

       "The exterior arch of the theater had gesso relief work painted green and gold all around the edge. The curtain was of green silk with gold edges. Two showy Chinese parrots, done in brilliant cut paper, formed a decoration for each side of the stage. The word 'Aladdin' done in green and edged with black and gold formed the center decoration at the top of the entrance. 

       "At the end of each divan and near the throne one on each side-stood a black raised perch upon which 'hopped' a beautiful painted parrot. These perches were of silver and gold. The bottoms of the standards were made of clay and gesso while the perches and cages were made of twisted and painted wire." Wadsworth.

Barbie & Ken Paper Doll Fashions from 1974

        These are the vintage "Sun Valley" fashion paper dolls by Mattel published in 1974. This collection included two paper dolls with plastic stands and 31 pieces of Sun Valley Wardrobe selections! All items were precut, no scissors needed. 

Ken and Barbie dressed for shopping downtown and grabbing a bite to eat.
Barbie wears a smart red patterned suit with ruffled blouse and mini
skirt. Ken wears fashion forward gold plaid shirt, bright red
jeans and classic brown leather belt.

Left, Ken in a sporty leisure suite and Barbie, right, in a silky sport dress with gold chain at waist
and fur collar at the neckline. 

Barbie shows her bare shoulders with sleeveless candy stripped blouse. 
Her cinched waist is further flattered with blue jean wrap around
skirt and a cute little matching blue jean bag.

See Barbie's cute print suite and hat to match closer up. Now Ken on the left wears a classic
1970s style Argyle sweater vest with a tight camel neck sweater beneath.

Barbie will look so chic on the slopes wearing this bright red jumpsuit 
and short waisted sky jacket with fur trim!

Here is Barbie in an Asian inspired cut coat and bright blue slacks.

Left, Barbie and Ken show off more casual wear in cool lime, bold sky blue and grey plaids. 
Right, Barbie  just loves this Kelly green wrap skirt and an adorable stripped turtle neck 
with a embroidered "B" for Barbie stitched just below the neck.

Barbie and Ken are ready for the tennis courts in the latest sporty
fashions with rackets. Don't know about those shoes though...

Now our Sun Vally sweethearts are dressed for a romantic prom night.
Barbie in a sheer red prairie gown and Ken in his polyester baby blue
and black leisure tuxedo. Just look at his cool black velvet bow tie!

Barbie ends this fashion exhibit with a sky blue shaw and matching
wrap mini skirt; these go so well with her eye color.

Historic winter paper dolls from the far north . . .

Native Alaskan paper dolls in their historic parkas dressed for extreme temperatures.
Find more native Alaskan paper dolls in color here. and See authentic indigenous doll
 carved by natives here.

        The native people from the far north wore clothing that was so perfectly adapted to their needs. The principal fur garments of the Eskimo were the parka — sometimes called the artega and trousers. In winter two parkas were worn, one with the fur inside and the hood edged with wolverine, and the other with the fur outside was trimmed with wolf-skin. The frost didn't form on wolverine, so that is was next to the face and troublesome icicles were avoided, while the long hair of the wolf when it blew across the face served to protect the skin from the wind. The parka was made of caribou, or reindeer skin, since it was light and warm and not so valuable in trade as the fox, bear, or marten. The fringe around the bottom is of wolverine. 

       The Eskimo woman must have been a very busy person. She made most of the household utensils, she helped in making the kyak or canoe by sewing together the sealskin covering with a lock-stitch, water-tight seam in which all Eskimo women were skillful. She cared for the whale-oil lamp which warmed the house and cooked the food; and that was an art in itself since it must be kept from smoking. 

       When the igloo was made of ice, the temperature was kept just below freezing or the walls would melt. Of course she must of cooked the food and cared for the children. There were no ready-to-wear shops in the polar country; therefore every article worn by herself or her family was sewn using an ivory needle. She kept the other women of the igloo busy, too; the old ones at chewing the reindeer sinews into long, pliant threads which did not rot in the garment, and the girls at moulding, with their teeth, leather soles for the warm boots or mukluks, which, when completed, fit their feet in a very comfortable way. The black boot soles were made deep enough to hold thick pads of dry grass. The boots and the socks worn under them in the winter were made of brown and white fawn skin taken from the leg parts of the reindeer where the hair is short and strong. Straps held the boot tightly around the ankle. 

       The Eskimo mother did not bother about baby clothes; for, until they were able to run about alone, the little naked babies were carried in the mother's hood next to her skin. 

       The straight Eskimo's hair was black and there was little opportunity for brilliant colors in your paper doll's costuming reflecting that era. Use gray and brown and black, for the furs. But the bead designs may be colored brightly for these historically accurate costumes.

More About Traditional Native Clothing:

• Nanook of the North - Classic Documentary - 1922
• NOVA Hunters of the Seal (1976)
• The Eskimo Family (1959)