links to graphic organizers

       Graphic organizers are visual representations of knowledge, concepts or ideas. Teachers use them to relieve learner boredom, enhance recall, provide motivation, create interest, clarify information, assist in organizing thought processes and to promote comprehension.

      I've provided links below to online collections of graphic organizers. These options are generic and may be used by homeroom teachers as well as art teachers.

1. Graphic Organizers From edHelper
2. Graphic Organizers from Education Place
3. Graphic Organizers from TeacherVision
4. freeology has Free Graphic Organizers
5. Graphic.Org has graphic organizers
6. Enchanted Learning's graphic organizers for elementary teachers
7. Education Oasis Collection of Graphic Organizers
8. WriteDesign Online Graphic Organizers
9. teAchnology has graphic organizers
10. Holt Interactive Graphic Organizers

villains serve an important purpose in children's literature

       Sometimes teachers may avoid reading books with villainous characters in them because they are afraid of offending parents or choosing an inappropriate topic for a particular age group. These are important considerations when one's audience is a bit young.  But, when a child reaches a more mature age, it is a mistake to avoid the portrayal of villains in their literature selections. Students need to feel a sense of self empowerment when fighting an enemy. They need to be taught that with outside help from their family and community leaders, they can fight injustice and should not be afraid to do so. 

      Children should also be made aware of their own tendencies to act a villainous part towards others, so that they may learn what is proper conduct and what behaviors are unacceptable. They must be taught the difference between correct conduct and incorrect conduct. Villains inside of story books provide for the "safe" observation of normally "unsafe" circumstances. Books with villains afford parents and teachers the opportunity to teach right from wrong without putting children in actual realistic danger. Religious leaders, the government, community educators, police officers etc... are candid about who we are, where we come from and how we should behave. Below I've listed a collection of books that I've used with my own children to teach them "how" to discern evil from good and also to teach them to laugh at villains so that they can choose not to be afraid of what can be changed. 

• "Sukey and the Mermaid" by Robert D. San Souci, Illustrated by Brian Pinkney - Within the context of a fairy tale, a little girl finds courage to defeat an abusive home environment. She also discovers that she has friends who will help her defeat the villains in her environment.
• "The Little Old Lady Who Was Not Afraid of Anything" by Linda Williams, illustrated by Megan Lloyd - a wonderful book to read at Halloween time to very small children. This story teaches children to manipulate "scary things" (not evil, but scary) for a productive purpose on a very simplistic level.
• "Piggie Pie!" by Margie Palatini, illustrated by Howard Fine - One of my favorite books ever to read aloud. This story is about just "how" creative pigs can get when threatened by a silly, old witch.
• "Judy and the Volcano" by Wayne Harris - A story about how an enemy can be transformed. Judy wants to be everyone's hero, but, first she must learn how to be a friend to the girl she envies, Madeleine Corsy.
• "The Three Little Wolves and the Big Bad Pig" by Eugene Trivizas and Helen Oxenbury - Consider what you may look like to your enemies.
• "A Flower for Ambrose" by Anna and Edward Standon - When I was small, my father brought this book back to me after taking a short trip to Chicago. It is about an elephant named Ambrose who struggles to preserve a beautiful flower but he fails. (death is the villain of this story) Ambrose's many tears serve to water a dying plant and not long afterward the entire desert blooms because Ambrose has watered it with his very own tears. Little did I know as a child that this would be a story I would relive over and over throughout my entire life. But, my earthly and heavenly fathers knew it very well. The book is probably out of print. You will need to contact a book dealer to find it. (Delacorte Press, New York, 1964)

the life of a scribe or the "I Spy Literacy Center" by donna grimm

Front view of the literacy center.

Topic: The Life of a Scribe or the “I Spy Center”

Grade: k-6^th - Because I will be displaying my center in a classroom for students ranging k-6^th, I chose to cover all of those grades with literacy projects that were applicable to my classroom.

Literacy Objectives: Because I will display this center inside of an art room, I will be most interested in teaching the comprehension of ideas and professions associated with the fine arts. Literacy is a subject easily reinforced in the art classroom by including it in the methods and practices of lessons daily. However, it is not the primary goal of an art teacher to ultimately teach children “how” to read in specific. This is why my stated objectives lend themselves to broader analysis of what children will absorb from having a literacy center in the art classroom in specific.

• After reading or hearing “Marguerite Makes A Book” and/or “The Medieval Scribe” article, students will understand that scribes must interpret what they read and write in order to illustrate those ideas and stories accurately.
• After reading and looking at the books on display, students will comprehend how those skills needed in literacy activities are important to people who choose the professions associated with scribes.
• Students will learn spelling, comprehension, reading, and gaming skills needed to better achieve literacy goals, within the parameters of their own age group, after playing the games at the literacy center.

Books On Display:

• “Marguerite Makes A Book” by Bruce Robertson, Illustrated by Kathryn Hewitt (This book is published by the Paul Getty Museum in Los Angeles and is primarily written to teach children about the arts and literature during the medieval era.)
•  “I Spy A to Z” by Jean Marzollo and Walter Wick
• “A to Z of Animals” by Peter David Scott
• “ABCD3D” by Marion Bataile
• “The calligraphy bible” by David Harris
•  “Masterpieces of Illumination” by Ingo F. Walther and Norbert Wolf
• “Word Fun” by Sara Gray
• “ABC A child’s first alphabet book” by Alison Jay
• “Calligraphy Techniques” by Mary Noble
• “D is for Drinking Gourd” by Sanders and “D is for Dancing Dragon” by Crane any books published in this series will do
•  “How Many” by Ron Van Der Meer

Closer view of the literacy center with the "I Spy" cabinet
doors open.

Activity books for young students:

• “Follow the Letters” by Sandy Creek publishers
• “Colors and Shapes Discovery” by Disney publishers
•  “Write & Slide Phonics” by Hinkler Books publishers

Materials Needed: If another teacher were to create this center, these are the materials they would need.

1. One large box covered with newsprint and letters. I used Mod-Podge to put this together quickly and economically.
2. Inside of this box I hot-glued a wide variety of small toys and letters to create my “I spy” cupboard.
3.  Cut the backboard for the display from a large refrigerator box and cover this also with newsprint down one side and a more decorative paper down the opposite half. I used a medieval looking printed paper for the half of the display representing the time period of my characters in “Marguerite Makes A Book”
4.  I also used small boxes wrapped in the same papers to display may card games and vocabulary strips. After wrapping these I glued them to the backboard. This application helps teachers to use space effectively and also helps with organization.

Four Literacy Activities Are Required: Teachers may develop literacy activities for their classroom from this plan even though I would use it also to introduce art activities associated with it’s theme. Because most people who will be viewing my center are to become “homeroom” teachers, I have decided to list here the literacy activities in particular. I also have art lessons planed to use with this center but these are not included on the discussion board at this time.

1.) Read “The Medieval Scribe” and fill out the graphic organizer is an activity for 5^th and 6^th graders: This is a reading activity that helps students discern important facts about scribes from the Medieval Era.

Above are the alphabet soup bowls made from paper mache and yarn.
I also include many different letter styles, types and fonts for students
to work with.

2.)“Alphabet Soup Game” Spelling Game Activity for 1rst- 3^rd Graders: This activity can be played by many children all at once but they need the guidance of an older student, teacher, or a child who can read relatively well. The activity reinforces phonics and many other important literacy strategies depending upon the lists of words the instructor chooses to use with it. I included these lists to read from:

•  High Frequency Words like: a, about, be but, call, called, did, down, each, eat, find, for, get, good, had, how, into, it, just, know, like, made, no, of, out, people, said, then, up, us, was, water, etc...
• “Word families” lists such as: phonograms using ill – bill, chill, fill, hill, kill mill, pill, quill, spill, still, and will

The teacher or student in charge of the lists simply reads words aloud from them while students playing alphabet soup use the letters in their bowls to spell out the recited word. I’ve also included small sand timers so that the students will be limited to the amount of time they take to spell the word out correctly.

A closer look at the "I Spy" game cabinet that I made for my classroom.
This game also doubles as an interesting still life presentation for budding
young artists to draw from!

Optional “Alphabet Soup Game” Activity: Older students may also roll dice in order to make spelling games more challenging. Each player would roll the dice to discern the number of letters in a word they would be required to spell. After words have been used by one player, other students should not be allowed to repeat those same words during the same game.

3.) “I Spy Game” for emergent readers and beginning readers: This activity helps young students visually identify shapes, letters, colors, and also to solve riddles/clues associated with those objects.  Practicing these skills will help young readers to identify the visual differences in the alphabet. Students may either play this game alone or with two or three other people.  This game may also be played with a larger group. There are two sets of cards for the “I spy” cupboard. One set of flash cards has objects listed for the students to find, the other set of  cards gives students the more difficult option of solving a riddle before finding an object.

4.) Play “Medieval Trivia” for 4^th – 6^th graders: This comprehension activity helps students remember the characters and vocabulary found the book, “Marguerite Makes A Book” Students should read the book first, then partner up with one other student to play with the flash cards. (I will also read aloud this book to a younger class in cases where the students are to young to read the story on their own.)

I made this alphabet pocket chart from felt and
then trimmed it with blanket stitching.

 5.) Play with an “Alphabet Pocket Chart” for emergent and beginning readers: This activity helps early readers identify their alphabet letters and the phonemic sounds these make. Students are given pictures of objects and asked to categorize these according to the first letter used to name the object, action, or person pictured. An example of this would be:

·      If the child has a picture of an apple he or she would put this picture in the pocket labeled “a” for apple.

·      If the child has a picture of two people hugging he or she might put this picture in the “h” pocket for hugs or he may put the picture in the “p” pocket for people. Both answers would be right but, you may need to ask the child why he or she has put it in a particular pocket in order to assess his/her success at this activity.                          

Word Walls: I included two word walls and tag board vocabulary strips as well. The vocabulary of a medieval scribe is pasted on the right hand side of the display and the vocabulary of a modern scribe is pasted on the left hand side of the display. I felt the two lists would give my center greater flexibility in the future because I would be able to use it when teaching any future units on illustration/web design as well. I have yet to find a book based upon the modern subject but, I will be looking for it during the summer months. After I have purchased it, I will then develop a compare contrast activity to go with the two word walls. 

Left, is a close-up view of the modern language word wall. Vocabulary listed 

here is used in modern publishing: scene, gutter, hard copy, editing, author,

illustrator etc... Right, is a close-up view of the medieval word wall. 

Vocabulary list here is much older: manuscript, quill, scribe, gold leaf etc...

the primary elements of a standardized newsletter template

      A newsletter is a regularly distributed publication generally about one main topic that is of interest to its subscribers. Newspapers and leaflets are types of newsletters. Additionally, newsletters delivered electronically via email (e-Newsletters) have gained rapid acceptance for the same reasons email in general has gained popularity over printed correspondence. Newsletters are given out at schools, to inform parents about things that happen in that school.

      Many newsletters are published by clubs, churches, societies, associations, and businesses, especially companies, to provide information of interest to their members, customers or employees. Some newsletters are created as money-making ventures and sold directly to subscribers. Sending newsletters to customers and prospects is a common marketing strategy, which can have benefits and drawbacks. General attributes of newsletters include news and upcoming events of the related organization, as well as contact information for general inquiries.

      Newsletters can be divided into two distinct types: printed on paper and in digital formats, which are usually distributed via the Internet. The digital formats vary from the simplest format, text to highly designable formats like Portable Document Format (PDF) and HTML. The use of more formatting and web 2.0 attributes like video and sound have become a market standard all over the world. (Wikipedia)

Nameplate: This is the banner at the top of the newsletter that identifies the name of your publication.

Body: This refers to all of the text that makes up the articles in your newsletter.

Table of Contents: The listing of articles along with a page number.

Masthead: This is an attribution given to the authors , publishers, contributing photographers etc…

Titles:

• Headline – Generally headlines are the largest text elements; these describe the article content.
• Kicker – The kicker is a smaller title that identifies a regular column or section published in every newsletter. Such as an editorial, quote, readers comments etc…
• Deck – The deck refers to lines of text that further describe the headline and or topic of the article. The deck is not the article itself and it is not depicted in large font as if the headline. Sometimes the deck will be italicized or embolded.
• Subhead – A subheading is a smaller headline that appears between the article text, categorizing the sub-content areas of the article.
• Running Head – This the text that is repeated at the top of every page inside of a newsletter or newspaper that helps readers identify where a lengthy article is continued on a separate page. 
• Continuation Heads – Sometimes a writer will include the same headlines along with the longer article on each continuing page.

Page Numbers: These are included at the top or bottom of a long newsletter. Page one is seldom labeled.
End Signs: The end sign is a tiny decorative element that signifies the end of an article. These sometimes look like tiny squares, circles, stars etc…

Bylines: A byline is the copyright attribution for the article’s author. This article is by. . .

Continuation Lines:

•   Jumplines – are lines of text that read continued from page __  or these may read continued from page ___ depending upon where they appear in an article. Jumplines are often italicized.
• Continuation Heads - Sometimes a writer will include the same headlines along with the longer article on each continuing page.

Pull Quotes: The pull quotes are small, but important parts of the text that appear inside of a larger article. These are usually shown in different font styles or sizes within the context of a box, in the middle or offset from the greater text body.

Photos/Illustrations/Graphics:

• Greyscale – A greyscale graphic, photo, or illustration is depicted without color. Greyscale artworks are used often by publishers in order to save money when printing. Color ink is much more expensive to print with. 
• Mug Shots – This helps the reader identify a reference to a person mentioned within an article. These are frontal portraits, cropped from the shoulders up.
• Caption – Captions describe what a reader is seening in a graphic, photograph or illustration used in the newsletter. Captions are used typically either above or below the photograph.
• Copyrights for Artworks – Copyrights belonging to photographs or illustrations apart from the publisher are typically run along the side of their artwork in very tiny text.

Mailing Panel: Mailing panels only appear on hardcopy of newsletters. This is the address located on the backside of the newsletter. It is strategically located on one-third of the newsletter so that it may be folded and sealed with a sticky stamp instead of an envelope. Again this is done in order to save money on postage and paper.

designing brochures for student art exhibits

      Ideally, teachers should directly involve students in the design of their art show brochures, invitations, posters, etc... But there are circumstances when not enough time is left in a teacher's schedule to assign projects like these to their students. I have included in this brief article four generic "art exhibit" graphics that teachers may use freely for their own student art shows. Along with the graphics are sample layouts as well. Feel free to tack on additional, necessary content such as: specific names, dates and times in order to personalize the graphics for your own school art exhibit. 

Sample brochure that includes only three ink colors.

For those of you who prefer bold, simple graphics, read the
Terms of Use before using it folks.

This design is perfect for small, postcard type mailings.

Black and bold with bright, and colorful lettering,
this graphic is perfect for any elementary school art show.
Read the Terms of Use before using it folks.

This design is for a elaborate poster.
Include photos of student work with this design.

This sophisticated graphic would work nicely for any artist exhibit,
read the Terms of Use before using it folks.

Can't afford to print in color? Grey graphics
can still be "eye catching" if designed carefully.

What a way to save cash, use this greyscale graphic
for your next art exhibit brochures. Read
the Terms of Use before using it folks.

any suggestions for a storybook about weaving?

"The Village Basket Weaver" by London

Question: Can you think of a book that I could read aloud to my elementary students before we start a weaving project?

Answer: "The Village Basket Weaver" is an excellent introduction to weaving and island culture in the Caribbean. I've included here an introductory lesson for this storybook.

Teacher: Mrs. Grimm

Subject: Art Appreciation

Level: 4th -6^th grade

Topic: The Importance of Heritage

Standards: Show-Me Standards for Missouri Schools

Strand I: Product Performance – communicate ideas about subject matter and themes in artworks created for various purposes

·  Create an original artwork that communicates ideas about the following themes – Functions of Art in Culture and Personal Identity

Strand IV: Interdisciplinary Connections – Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies

·  Explain how artworks reflect the cultures in which they were created

Advance Organizer: A young boy approximately 10 or 11 years old who lives in the Caribbean in a small fishing village, feels that the old ways of his grandfather, a basket weaver by trade, will be forgotten.

Objectives:

·  The teacher will read aloud a story called “The Village Basket Weaver,” so that the students may draw conclusions about village life, culture and traditions of the Black Carib people living in a sea village of Central America. It is expected that 80% of students will demonstrate proficiency at the GLE level.

·   Students will distinguish the characteristics of a cassava basket and compare it’s differences and similarities to baskets they are most familiar with. It is expected that 80% of students will demonstrate proficiency at the GLE level.

Materials Needed:

• The book, “The Village Basket Weaver,” by Jonathan London
• Drawing pencils
• Every student should get a Xerox copy of the worksheet included with this lesson plan and one piece of blank white drawing paper.
• A slide show prepared ahead of time about baskets.

Phase 1: Introduction: Because we will be making sample baskets in the future, I will be reading a story today about a basket weaver and the life-style he wishes to pass on to his grandson. I am sure that most of you are familiar with different types of baskets found in American homes and how these are frequently used. This book that I’m going to read aloud describes cassava baskets used in the Caribbean by bakers. It also describes in great detail the culture of these village fishermen as well. Listen carefully to the story so that you will be prepared to describe what you hear on a worksheet you will be filling out after the story is read.

Phase 2: Show a slide presentation of baskets and review orally the questions below about the story with the students.

• What does it mean to “inherit a tradition?” The teaching of information from the older people to the younger.
• What is the Caribbean culture like in the story? Students may give a wide variety of answers concerning this content, such as: people work under thatched roofs, their bread was not purchased at a store, villagers lived by the beach, people catch fish for a living, village children want to work on farms and drive tractors, the local rooster wakes people up in the morning, Tavio lives in a one-room house, etc…
• Can you describe what a cassava basket looks like and what is used for.  A cassava basket is long and narrow and stretches while it is filled up cassava pulp so that poisonous juices will be drained out of the bottom.

Phase 3: Present learning materials: On the worksheet there are a list of questions that I want you to answer and turn in tomorrow along with a drawing of a cassava basket and another basket that you may find in your home, in a magazine, or on the internet. Take the rest of the time in class to focus on answering the questions. You may work with a partner if you prefer. Please speak softly between yourselves as you work. I’ve included with your worksheets a blank piece of write paper for your drawing assignment. 
Below are the questions about “The Village Basket Weaver” by Jonathan London.  Please fill out the worksheet with complete sentences and bring it into the next class period to share with your peers! (Teachers will need to swipe the questions and put into a Word document and add spaces.)

1. What kind of basket did Tavio help his grandfather weave and what was it used for?
2. What was the village school like compared to our school?
3. Describe the Culture of the Caribbean children in the story. 
4. What did Tavio want to inherit from his grandfather?
5. What will you hope to inherit from your parents or relatives someday?
6. Based upon the story that was read in class, what do you think our next art project will be about? 
   

Phase 4: Application: The following session the students will discuss and compare with each other the answers they gave on the worksheet. We will also tack the drawings of baskets up on the board and make comparisons between the illustrated baskets. I will then collect their work and grade it. Next, I will then introduce a new art lesson about weaving.

Written content is original to Donna Grimm copyright 2009

what are your favorite christmas stories to read aloud?

 Question: What are your favorite Christmas stories to read aloud?

Answer: We recommend the following selections of Christmas Books for parents to read aloud to their children during the holidays. Some of these are suitable for public school classrooms and some are more suitable for the home or parochial schools.

• "The Birthday of a King" by Bob Hartman Michael McGuire
• "A Taxi Dog Christmas" by Debra and Sal Barracca, Illustrated by Alan Ayers - "Maxi and Jim the taxi driver gladly interrupt their Christmas celebration to lend Santa a hand." publisher
• "Rudolf the Red-Nosed Reindeer" by Barbara Shook Hazen Adapted from story by Robert L. May, Illustrated by Richard Scarry. "Here is a delightful version of the tale of Rudolph the red-nosed reindeer--the little reindeer so well known in song and story." publisher
• "One Wintry Night" by Ruth Bell Graham, Illustrated by Richard Jesse Watson. "Ruth Bell Graham retells the Christmas story in a contemporary setting, beginning with creation and closing with Christ's resurrection." publisher
• "All Is Well" by Frank E. Peretti - Poverty stricken and low on hope. A divorced mother and her daughter prop up their sagging spirits and keep the flames of faith alive by clinging to a phrase heard on a previous Christmas, "All is well."" publisher
• "Frosty the Snowman" Adapted from the song of the same name, retold by Annie North Bedford, illustrated by Corinne Malvern. "Frosty the Snow Man was born in 1950 as the subject of a phonograph record, and soon after appeared in many different forms. He has been in numerous Thanksgiving Day and Christmas Parades. Unlike other snow men, he is at home even in the warmest parts of the United States." publisher
• "This is the Star" by Joyce Dunbar and Illustrated by Gary Blythe.
• "Mr. Willowby's Christmas Tree" by Robert Barry.
• "Christmas at Long Pond" by William T. George, paintings by Lindsay Barrett George. - "Father and son observe the plant and animal life around Long Pond before finding just the right Christmas tree." publisher
• "The Night Before Christmas" by Clement C. Moore, Illustrated by Ted Rand (our favorite version)
• "The Nightmare Before Christmas" by Tim Burton - "When the king of Halloween decides he wants a new holiday, Christmas will never be the same." publisher
• "The First Noel", Illustrated by Jody Wheeler - "Illustrated version of the well-known carol in which an angel appears to poor shepherds to announce the birth of Christ.
• "The Steadfast Tin Soldier" by Hans Christian Anderson and Illustrated by Fred Marcellino - (our favorite illustrated version)
• "The Advent Book" by Jack and Kathy Stockman - A MUST Have for Christian parents celebrating the true gift of Christmas with their small children this Christmas. (Crossway Books a division of Good News Publishers.)
• "Santa's Book of Names" by David McPhail - A young boy who has trouble reading helps Santa with his yearly rounds and receives a special Christmas present.
• "Winnie The Pooh's Stories For Christmas" by Bruce Talkington, Illustrated by John Kurtz
• "The Polar Express" by Chris Van Allsburg
• "How The Grinch Stole Christmas" by Dr. Seuss 

 More Recommended Film and Books for Children at Christmas

 

storybooks that reflect diversity

 

      Art teachers should include stories that reflect diversity among people in their art lesson plans. Children need to learn that they share a world with many people from different countries, with different skin colors, who practice different politics and religions, and that culture is unique among a wide variety of peoples. 

Storybooks for children in my collections about Native American Legends or Native American Culture:

• "Knots on a Counting Rope" by Bill Martin Jr. and John Archambault and Illustrated by Ted Rand
• "The Lost Boy and the Monster" by Craig Kee Strete, Illustrated by Steve Johnson and Lou Fancher
• "The Indians Knew" by Tillie S. Pine, illustrations by Ezra Jack Keats

Books for children on my bookshelf that are about Afro-American folklore, legends & traditions from Africa, or about African American culture:

• "The Tales of Uncle Remus, The Adventures of Brer Rabbit" by Julius Lester, Illustrated by Jerry Pinkey
• "Miz Fannie Mae's Fine New Easter Hat" by Melissa Milich, Illustrated by Yong Chen
• "Anansi and the Talking Melon" retoldby Eric A. Kimmel, illustrated by Janet Stevens - "A clever spider tricks Elephant and some other animals into thinking the melonin which he is hiding can talk." publisher
• "Aunt Flossie's Hats and Crab Cakes Later" by Elizabeth Fitzgerald Howard, Illustrations by James Ransome
• "Harriet and The Promised Land" by Jacob Lawrence
• "Chicken Sunday'' by Patricia Polacco
• "Amazing Grace" by Mary Hoffman and Caroline Binch
• "Tar Beach" by Faith Ringgold
• "Flossie & the Fox" by Patricia C. McKissack, Illustrated by Rachel Isadora
• "Flower Garden" by Eve Bunting, Illustrated by Kathryn Hewitt
• "Why Mosquitoes Buzz in People's Ears" by Verna Aardema, Illustrations by Leo and Diane Dillon
• "The Village Basket Weaver" by Jonathan London, Illustrated by George Crespo
• "The Talking Eggs" by Robert D. San Souci, illustrated by Jerry Pinkney

I also have storybooks about children who live in Japan, China and India:

• "The Crane Maiden" by Miyoko Matsutani, Illustrated by Chihiro Iwasaki
• "The Boy Who Drew Cats" by Arthur A. Levine, illustrated by Frederic Clement
• "The Sheep Of The Lal Bagh" by David Mark, Illustrated by Lionel Kalish
• "Tikki Tikki Tembo" retold by Arlene Mosel, Illustrated by Blair Lent
• "The Bicycle Man" by Allen Say

I have also begun to collect books about immigrant children from countries like Germany and Poland who have moved to the United States:

• "Up The Hill" collected short stories by Marguerite De Angeli - these chapters are about Polish immigrant children. (Doubleday, Doran & Company, 1942)
• "The Pennsylvania Dutch Craftsmen and Farmers" by Eva Deutsch Costabel