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BJU Press Writer

Through the Eyes of an Illustrator

June 25, 2014 by BJU Press Writer

If I’ve learned anything through the years about homeschooling families, I’ve learned that they love books. When they hear that quote by Erasmus about not buying food and clothes until after he bought books, they laugh with everyone else, but they have to think about it first.

One weekend I was privileged to spend time with two homeschooling families. The conversation was frequently punctuated with trips to the bookcase. By the end of the evening, it was hard to find a place on the coffee table to set my teacup. These parents expressed regard for books on multiple levels. The quality of thought was important but so was a book’s spiritual trajectory. They even talked about the covers, the illustrations, and the paper. For them, books were to be received as rational, ethical, and sensory objects. In other words, their view of books reflected their view of man—a view that considers people as receptacles for the classical triad: Truth, Goodness, and Beauty. Put another way, we are most human when our thoughts (truth), actions (goodness), and feelings (beauty) speak with one voice.

We often divorce our thinking from our doing and feeling. Secularism tends to pit one against the other. Rationalism, Moralism, and Romanticism all battle with each other like gladiators in an arena. But this is not the Christian view, and it isn’t our view at BJU Press.

 

As an illustrator, I have a professional interest in our continued use of illustration. But let’s be honest: Illustrations are expensive to produce. They drive up printing costs. They delay the production of books. They take up real estate on the page that could be used for textual information. To compound the problem, many who crusade for illustration in education do it in a way that’s embarrassing. “Text is old-fashioned!” they say. “Images are the wave of the future.” These arguments are cringe-worthy and false.  I prefer a more balanced approach, in between the Rationalists and the Romantics, that clarifies why illustration is so important.

Let me explain with a story. When I was in elementary school, my family had an illustrated book about Vikings that included a panoramic illustration of a berserker with an enormous axe charging a group of men with spears. The drama of this image moved me. I looked at it over and over again. The berserker appeared fearless, but the crowd with spears seemed to be very afraid.

I think about this image because I experienced it isolated from the text. At the time I knew nothing about the unsavory motives of Vikings. I only experienced the emotional tingle from the depiction of the energy of a man who loved his cause more than he loved himself. When I later read about men like William Wilberforce, who fought the evils of slavery despite overwhelming odds and constant defeat, I pictured this Viking. When on the news I heard about Christians fighting for virtue despite the general consensus, I pictured this Viking. When I read about people who fought for what was right rather than for what was safe, I thought of this Viking. This image and thousands of others plowed furrows in my brain so that when rational arguments were sown, they had a place to take root and grow.

We want our books to reflect the student’s humanity. Because the student has a mind, our books are written by experts in their fields. Because the student has a conscience, our textbooks integrate a biblical worldview. Because the student has an imagination, we illustrate and design our books to appeal to the senses. Like the homeschooling parents we serve, we at BJU Press aim to do the good work of telling the truth beautifully. This is a worthy goal and one that makes it easy for me to come to work in the morning.

• • • • •

Zach is an illustrator who lives with his wife and daughters in Greenville, South Carolina. In addition to painting illustrations for BJU Press textbooks (such as English 1, Heritage 6, and Reading 5), Zach has done work for the Weekly Standard, Crossway, Disney-Hyperion, Harper Collins, Simon and Schuster, and Marvel. He also teaches classes in digital illustration at Furman University.

Filed Under: Simplified Homeschool Tagged With: art, illustration, philosophy

Travel Notebooks (Part 2)

June 24, 2014 by BJU Press Writer

This post is the second in a two-part series on making travel notebooks. The first post explained the structure of the notebook and its first two sections.

 

The first two sections of the notebook helped the girls stay occupied while riding in the car. These next two sections have more to do with recording the activities of the trip.

The Things We Did

The third section was simply fifteen to twenty pages of lined notebook paper on which the girls were to list the various places we stopped and to write journal-type entries expressing their thoughts and feelings and recording activities in which they engaged during the trip. One daughter, for example, made the following entries on the first day:

Dec. 17—Saw a skunk at North Carolina welcome center. It walked right in front of the car!
Saw Spanish moss growing on trees along highway in South Carolina.
Saw Atlantic Ocean for the first time at 3:25 p.m.

My wife and I made no attempt to dictate what types of things the girls should include in their journals. They wrote what was of interest to them. Some of them even drew pictures of things they saw.

The Trip in Pictures

The last section of the notebook was titled “The Trip in Pictures.” Along the way, we were alert to good subjects to photograph. When the trip was over, the girls gathered around excitedly as we went through the myriad photos from our trip.

“Oh, I remember that!”

“Hey, do you remember what happened when we . . .”

“I want to use that one of me digging in the sand.”

We had taken more than enough shots of everything, so there was no bickering over who got to use which photos. The problem was narrowing the number to what would best fit into their notebooks.

As we traveled, the girls also gathered an impressive collection of pamphlets, postcards, and informational material about the geography and history of various sites. They organized those and inserted them into the front and back pockets of the notebooks.

The notebook idea was without question the most effective tool we’ve found to ease tensions on long trips and teach geography at the same time. A few years later, when we were preparing for another long trip, the girls were sorely disappointed to learn that I thought they were too old for travel notebooks. Popular demand, however, forced me to make four copies of “Summer in Pennsylvania and New York: The Peterson Family Vacation.” Even now, years after that trip, the girls pull out their notebooks, look at the pictures, and talk about what they learned. It might work for your children too.

Make Your Own

Here are a few suggestions for making your own travel notebooks.

  1. Involve your children in planning and making the notebooks.
  2. Preview each section with the children after the notebook is assembled so they’ll know what they are to do.
  3. Set a good example by completing your own notebook as they do theirs.
  4. Call attention to sights along the way.
  5. Encourage neatness and pride in accomplishment.
  6. Provide sufficient time for them to complete their work in the notebooks.
  7. Take a lot of photos from which they can choose the most meaningful to include in their notebooks.
  8. Praise their work in the presence of others.

Our travel notebooks made our trip one of the most memorable we’ve taken. Even if the children do forget some aspects of the trip over time, they can always refresh their memories by digging out their notebooks and perusing them again.

• • • • •

Dennis was a writer of secondary heritage studies materials at BJU Press for a number of years. Before that, he taught history in Christian schools and homeschooled his four daughters along with his wife.

How does your family remember trips?

Filed Under: Successful Learning Tagged With: geography, notebooks, travel

Travel Notebooks

June 17, 2014 by BJU Press Writer

 

“Are we there yet, Daddy?”

“How much longer, Mommy?”

“I’m bored. There’s nothing to do but sit here.”

Sound familiar? Making long trips by car can be nerve-wracking for adults, especially if they’re traveling with children. Sometimes by the time you reach your destination, you’re ready to pull out your hair.

My wife and I discovered a way to retain our sanity and to keep our daughters constructively occupied as they learned valuable geography lessons. We invented travel notebooks.

 

Because the outward appearance of the notebook can send a message to the child about its importance (or lack thereof!), we decided to make our notebooks look very attractive and formal. We purchased for each child a 9.5 x 11 inch, two-pocket, three-ring notebook (with a capacity of thirty to thirty-five pages). Each child chose her own unique notebook color to aid in rapid identification.

Next, I used my computer to create an attractive title page. Because our trip was to Florida to celebrate the Christmas holidays with my wife’s parents, I titled each notebook “Christmas in Florida: The Florida Vacation of the Peterson Family.” Beneath the title were the words as recorded by followed by the child’s name and the dates of the trip.

The “meat” of the notebook was a series of sections, shown in a table of contents.

The Route We Took

The first section was a regional map of the southeastern United States titled “The Route We Took.” It included state boundaries, major cities, and the highway routes on which we would travel. The children were to track our route in red as we progressed from point to point. Because they had the map in front of them and could tell by road signs where we were, we eliminated the inevitable questions: “Are we there yet?” “How much farther?”

The License Plates We Saw

Next we included a national map with state boundaries shown as dashed lines. Using this map, the children were to identify the home states of passing cars and then color each state according to a color-coded key that corresponded to ten geographic regions of the United States and Canada. We gave each child her own box of crayons for coloring.

This section proved to be the most enjoyable for the girls as they competed to see which of them would be the first to completely color each region. During the course of the four-day trip, they saw cars from all but six of the states. They also saw cars from Mexico and even South Korea. (I had failed to entertain the possibility of seeing cars from outside the United States.)

Next week, I’ll share the last two sections in the notebook. You might also be interested in finding out what the girls requested the next time we planned a family vacation.

• • • • •

Dennis was a writer of secondary heritage studies materials at BJU Press for a number of years. Before that, he taught history in Christian schools and homeschooled his four daughters along with his wife.

What sections would you include in a travel notebook for kids?

Filed Under: Successful Learning Tagged With: geography, notebooks, travel

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