Ruth ThomsonBesprekingen

KDQBZ6WL

features photographs of people, places, events, and animals from the late 1800s to today. Readers are encouraged to critically examine the photos and discuss the photographers’ intentions and artistic view of the subjects. Glossary.

This is the story of Terezín, a town in Czecho - slovakia, which the Nazis turned into a ghetto and then a camp where they imprisoned Jews during World War II. A moving and pow - erful story, told through the diary entries and artwork of those who were imprisoned.

I read this book when i was young. Stories like this makes us want to be a kid again. It gives us a nostalgia kind feeling about our childhood

Gentle plant-eating dinosaurs live by the river. Find out what happens when a fierce meat-eater approaches! DK level 1 beginning to read

Great photos and questions to consider about them.

Indeholder "About this book", "A word from Disney", "Meeting Pictures", "1. Why do People want Pictures?", " Mickey discovers cave paintings", "2. Size", "3. Shape", " Quiz: What do you remember?", " Mickey buys a dutch picture", "4. Colour", "5. Light and Dark", " Quiz: How sharp are your eyes?", " Mickey helps an impressionist", "6. Where are You?", "7. A Hole in the Wall", " Quiz: What's the answer?", " Mickey and the secret of the Mona Lisa's smile", "8. Speedy and Still", "9. Noisy and Quiet", " Quiz: True of false", " Mickey and Titian's noisy picture", "10. Materials", " Mickey and Duccio's artistic omelette", "Looking at Paintings", "Art Words", " Picture list", " ".

Sød lille introduktion til malerier med assistance fra Mickey Mouse og Fedtmule.

This tells a unique perspective of the people of Terezin. I love the break down of information and how easily it can be relayed to young students beginning to do research projects. I appreciated the extensive bibliography and sources that Thomson used.½

The stories behind twenty-seven iconic photographs with brief discussions of their artistic and/or historic relevance. Thomson groups the photos into the four thematic sections of portraits, nature, documentary, and art. I particularly like the questions Thomson poses to readers challenging them to consider such concepts as aesthetics, composition, perspective, and intentions of the photographer.

“Photographs can be beautiful or harrowing, honest or manipulative, dramatic or comforting.”

Ruth Thomson’s "Photos Framed: A Fresh Look at the World’s Most Memorable Photographs" is a nonfiction survey book about the evolution of photography from 1844 to 2011 that simultaneously showcases 27 of some of the most memorable and famous photographs from those years. Thomson instructs, “For each of these twenty-seven images, zoom in on photographic elements, blow up details of the subject matter, think about the big picture, and pan out on the photographer,” and if you do this, “Photos Framed will open your eyes to the medium of photography and its power to tell a story,”.

"Photos Framed" is a survey book in that it provides an overview along with specific information about a topic, which in this case is an overview of photography combined with famous photographs, but does not necessarily elaborate or cover every single aspect of the information. The book is also well-illustrated (i.e. the photographs), appeals to a broad age range of readers, and provides a brief introduction to the topic as a whole and within each different section/classification of photography. Within the introduction, Thomson describes the book, stating, “Divided by themes, this book tells the stories behind some memorable photographs spanning the history of photography, chosen for the vividness or importance of their subject matter, their pioneering photographic technique, or their historic significance,” in which she also reveals the criteria she used to select the photographs (2). The introductory pages also contain a section off to the side called “Photo Thoughts” which asks thought provoking questions, such as “What is the main focus of each photograph?”, “What might have been left out of the image?”, and “Which of the photos makes the greatest impression on you? Can you think why?” Thomson includes a “Photo Thoughts” section for each individual photograph throughout the book, asking the reader to think further, make inferences, and develop feelings towards each picture. The “Photo Thoughts” serve somewhat as a guide to how each photograph and its accompanying text should be read and considered.
As a survey book, the content covers a fairly broad range of types of photography along with pictures from the years 1844-2011. The book is divided into four major sections: Portrait, Nature, Art, and Documentary. Within each of these sections are famous photographs that showcase the highlighted subject, such as Sunflower No. 4 by Thomas Struth under the “Nature photography section or Andy Warhol’s Marilyn Diptych under “Photography as Art”. The introduction spans each section, giving a brief overview of each, citing specific pages and images that display the different types of photography shots she will later elaborate more on, and gives historical background, past and present. For example, under the section “Documentary photography” Thomson details the types of photographs this classification of photography contains: “Images that provide visual evidence of particular cultural, political, or environmental situations or events are called documentary photographs. Many documentary photographers work on long-term stories about specific groups of people, including refugees, remote communities, tourists (p. 57), workers (pp. 39 and 53), the rural poor (p. 41) and those in wartime (p. 43). Their images are often shocking, attracting public attention and empathy,” (3). The depth of each section is displayed over the variety of photographs, shown in landscape or portrait orientation. Each section focuses and elaborates upon how each photograph conveys certain information about a specified time period, situation, or event.

Ruth Thomson’s qualifications contribute to the overall accuracy of "Photos Framed". Known as “an award-winning author editor of educational books on art and history,” the book also tells us that Thomson has an MA (Master of Arts) in museum and gallery education. The accuracy of the book is almost unquestionable, with sources cited at the very beginning and the photographs being famous and information being readily available about them.

Style in "Photos Framed" is seen in the level of clarity Thomson uses in her concise, clear language in the descriptions of the photographers and information about the photographs. Thomson’s sentence structure and vocabulary are somewhat complex, but they build upon one another to enhance understanding, as opposed to making it too wordy or complex to understand how the two correlate. The tone is informative throughout.

In terms of organization, "Photos Framed" is enumerative in structure. The sections, or subtopics, are pertinent to the main topic and logically placed to explore the different facets of each through the showcased photographs. Thomson gives very thorough clarification for why each photograph is placed in a particular section and consistently conveys meaning for all photographs. For example, as Thomson explains in the introduction, one of the elements of documentary photography is photographs taken during wartime, which we see on page 42 in Cecil Beaton’s Air-Raid Victim, London Blitz. The photograph shows a little girl with a bandaged head clinging to a doll, which Thomson tells us is, “Three-year-old Eileen Dunne, one of the injured,” who, “was photographed in her hospital bed by Cecil Beaton. Featured on the cover of Life magazine, simply captioned ‘Air-Raid Victim’ this poignant image of a suffering innocent summed up the random violence of war. It brought home to Americans the reality of the Blitz and the need to help Britain in its fight against Nazism,”. Through this background historical information, it is evident that this photograph is logically placed within “Documentary photography” for its wartime nature.

"Photos Framed" is also very well-organized and easily navigated by its access features, featuring a Contents Table with clearly labeled page numbers for the introduction, sections of photography, each individual photograph, a glossary, and an index. In particular, the 32 word glossary is extremely helpful and relevant to the book as it contains mostly photography specific vocabulary in order to further clarify words used in the book. For example, a word defined in the glossary is “futurism”, which the book defines as, “an artistic movement that started in Italy in about 1910. Its artists were inspired by, and tried to express, the dynamism of contemporary life and the speed and force of modern machinery,” (Thomson, 58). Futurism is mentioned under “Photography as art” in reference to Io + Gatto (I + Cat) by Wanda Wulz whose photography was a part of the futurist movement.

The format of each section and photograph is consistent throughout the book, as seen when each photograph is displayed on the second page, in either landscape or portrait form, and the first page following a specific format. For example, on page 6, the first thing read on the page is the title of the photograph, which in this case is Pablo Picasso which is then followed by the year it was photographed. Immediately under the title, is the name of the photographer, with their heritage and date of birth and death, if applicable: Gjon Mili (Albanian-American, 1904-1984). Located under the title and photographer name, is the subtitle in bold and larger text called “The photograph”, where Thomson explains how the photograph came to be taken or what historical context surrounds it and the technique the photographer used to capture or develop it. For example, “Mili was given an assignment by Life magazine to visit Picasso, the famous Spanish artist, in the South of France. He showed Picasso his photos of ice skaters leaping in the dark with minute lights fixed to their skates. These gave Picasso an idea. Using a small electric light in a darkened room, the artist quickly drew the swirling outline of a Minotaur—half bull, half man—in the air. Of course, this fleeting work of art disappeared almost as soon as it was made, but Mili captured it on film for posterity. He was able to capture the entire movement of Picasso’s light drawing by using a very slow shutter speed (the time that the shutter remains open),” (Thomson, 6). Next, in the same format, is the subtitle “The photographer”, in which Thomson describes what techniques they were known to use or specialized in or various other information. For example, “Originally trained as an electrical engineer, Mili was a self-taught photographer. Renowned for his innovations with strobe lighting and long exposures, he specialized in capturing a sequence of actions in a single photo, making time appear frozen. He used this technique to make studies of moving dancers, athletes, musicians, and skaters,” (Thomson, 6). At the very bottom of each page is the subtitle “Photo thoughts”, where Thomson asks thought provoking questions meant to guide the reader and lead to further understanding of the photograph. Located on the side are two boxes, one titled “Blow Up” and the other “Zoom In”, which include different facts or questions about the photograph. An example of a “Blow Up” box is where Thomson asks, “Picasso drew the Minotaur with a single unbroken line. How did he draw its eyes?” This is accompanied by a zoomed-in shot of the face of the Minotaur (6). The “Zoom In” box usually states a fact that requires looking at a close detail of the photograph, then learning something about it, such as, “The plates and dishes on the shelves and the jugs on the floor were all painted by Picasso. He created a huge number of ceramics while living in the pottery town of Vallauris between 1948 and 1955,” (Thomson, 6). On the following page, the photograph is shown and takes up most of the page, followed by a quote underneath it.

After reviewing "Photos Framed" and noting UNO’s lack of books on this particular topic, I absolutely recommend that this nonfiction historical photography survey book be added to the collection. When searching Destiny for books on photography, I noticed that most of them are not about photography over time, only one or two specified topics, with the exception of one, which is Black Artists in Photography 1840-1940 by George Sullivan. For example, some of the books currently in the collection are Pictures, 1918 by Jeanette Ingold, Lincoln through the Lens by Martin W. Sandler, and Snapshot by Kenneth P. Czech, which all focus on one short time span. Not only do I recommend this book be added as an expansion of UNO’s books on photography, it is an excellent book that eloquently showcases famous photographs concurrently with history and photography.

As far as incorporation into my classroom, which will ideally be high school, grades 11-12 English Language Arts, I am not sure how I would be able to use this book. However, I see great value in its use in the history classroom. "Photos Framed" is largely based around the specific history of each photograph, such as The Royal Wedding by Hugo Burnand—“an official photograph of the wedding of England’s Prince William and Kate Middleton,”—or Meily Mendoza Singing to Her Doll by Cristina Garcia Rodero, whose photographs “commemorate the five hundredth anniversary of Baracoa, Cuba’s oldest colonial settlement, founded by Spanish conquistadors in 1511,” (pp. 12-15). History and Social Studies could use these photographs and information about the time to further engage students with the visual representations and help them make connections with the history, instead of simply lecturing or telling them about it. I believe this book would be appropriate for any children ages 5 and up, depending on how it is used.

walks through the life of a chick from egg till adult

This book is perfect for a class learning about world war 2. It has true stories and pictures from Holocaust survivors included. It teaches children all about the poverty, hardships, and tragedy suffered from those who were about to hide out and survive.½

"Terezin: Voices From The Holocaust" is an incredible collage of primary source documents that tells the story of a Czechoslovakian city that was transformed into a Jewish ghetto and transit camp. While I would not probably not use it as an anchor text (given its format), the book could certainly be used as a value-adding support text for any unit on WWII, the Holocaust, identity, marginalization, poverty, or power. Virtually the entire narrative is made up of firsthand accounts, photos, drawings, journal entries, poetry, and documents that depict the atrocious conditions of the camp, and the events that took place within.

Over the course of the semester, several of my classmates have discussed teaching units on "Night," or other books related to the Holocaust. A book like "Terezin" could really help to create a multisensory experience for the students. When you flip through the pages, read the journals, and look at the images, it is impossible not have some type of reaction. There is great power in being exposed to primary sources, or “firsthand information” -- it makes events, people and voices feel so much more authentic and real. In fact, while reading "Terezin" I needed to take several breaks due to authenticity of the accounts -- a couple of the documents shook me to the core.

A good work of nonfiction is a condensed blast of information that can stimulate learning in multiple directions and open the door for interdisciplinary connections. While reading, I had this amazing vision of a class reading a book like "Terezin," and then simultaneously jumping into an ELA unit on "Night" and a history unit on WWII. Informational texts can help to create these connection points between subjects that allow teachers to weave their curriculums together to create a richer experience for the students. While logistically this may require more work and coordination, it seems like the end result of synchronizing curriculums would be well worth it for everyone involved.

informational book assignment

this book is about how bees live

Between 1941 and 1945, Nazi Germany turned the small town of Terezín, Czechoslovakia, into a ghetto, and then into a transit camp for thousands of Jewish people. It was a "show" camp, where inmates were forced to use their artistic talents to fool the world about the truth of gas chambers and horrific living conditions for imprisoned Jews. Secretly, these artists also created images of what they observed, from the overcrowding to the deplorable, unsanitary living conditions to the plight of he elderly and infirm. Here, in a meticulously researched book, is their story told through the inmates’secret diary entries, artwork, and excerpts from memoirs.

The story of the Nazi's "model concentration camp" told through quotes from people imprisoned their and many visual artifacts (reproduced in color), including art work created by prisoners. An excellent textual and visual documentary, and an important addition to Holocaust literarture for young people.

Using present-day and archival photographs, pictures of daily life created by internees, and artifacts, a chronological history of the infamous concentration camp captures both the eye and the reader’s interest.

A look into one of the small towns in Germany that was turned into a "show" camp during the Nazi invasion between 1941 and 1945. This book compiles memoir entries, artwork, diary entries, and more from those who were kept in the camp. Often times they are showing the true nature of the camp when usually they were forced to only show the "good parts" of camp, making it seem as if they were not that bad. This book lets you into the lives of those that were there mixed with factual information about the camp and what really happened during the Holocaust.

This book details the living conditions and daily life in the Terezin ghetto. Terezin was once a fortress, but when the Nazi's invaded Prague, they made it a place to house Jews until they were shipped off into concentration camps. This book includes photos, artwork, and blurbs from people who lived in and saw the horror of Terezin. This book is extremely educational, there were things that were completely new for me, but certainly for the upper elementary and middle school set.

This educational book allows children a look into the life of a Victorian childhood. It covers how the rich and poor lived - including how they dressed, worked, bathed, and much more. This book is ideal for children in 1st through 4th grade.

This sobering book is organized chronologically and starts with the contributions of Jews in Germany in the 1930s and then describes how Jews were rounded up and imprisoned at Terezin. Terezin was a transit point before transporting Jews to death camps elsewhere. It was a unique concept in the Nazi camps, in which the Nazis "encouraged" inmates to work in the arts - visual and musical. Inmates crated paintings and decorations for Nazi homes and buildings, and in their spare time, drew pictures of the reality of their dismal living conditions. There were also musical groups, including a jazz band and a chorus. Nazis filmed Terezin and its arts activities and distributed it to show others how humane this camp was. However, Jews were continually transported away to their deaths.
The book includes beautiful artwork by Terezin inmates, as well as photography of the camp.

This story documents man’s inhumanity to man. I dare anyone to read it and remain dry-eyed. This first account telling documents the concentration camp of Terezin, Czechoslovakia from 1941-1944, through excerpts of diaries, artwork, and excerpts of memoirs of survivors and victims’ alike. It gives the reader a limited perspective of the condition of the camp and the inhuman treatment of the Jewish prisoners who were sent there. Some of the stories were horrific and some were surprising. One of the stories that made a big impression was the lengths to which the Germans would go to hide the atrocities behind fake facades for the Red Cross visit. Throughout the book there are color blocked sections which contain pictures of the camp back then and today, maps, color or black and white illustrations and even primary documents. This book contains a Table of Contents, Timeline, Glossary and a Source list which documents the writer’s research. I’m not sure for what age I would recommend this book, perhaps 6th grade on up. It would easily fit in a social studies or language arts class. Teaching ideas include: the Holocaust, World War II, concentration camps, atrocities of war, or use as examples of primary documents.

This book discusses everything that happened during the Holocaust. The children will enjoy looking at the pictures in this book and reading all the things they probably did not know. This would be a great book to introduce to your class when you are talking about the Holocaust. I think this book should be read as a class and discussed as a group.

This informational text is truly incredible. It depicts the story of the town of Terezin and the role it played during the holocaust in the Czech Republic. I was overtaken by the Nazis and used to house thousands upon thousands of Jews during the war. This is a riveting tale with pictures and journal entries by people that lived through it. A great book to pair with others as you are teaching or learning about the holocaust. I would highly recommend this book to any age.