Review of MONSTER
A. Myers, Walter Dean. MONSTER. New York: HarperCollins, 1999
B. PLOT SUMMARY: 16 year old Steve Harmon is studious and his favorite class is media and film making at his Harlem high school. He is articulate and bright and it seems also that he is at exactly the wrong place at exactly the wrong time. There is a robbery at a convenience store. Two young men are designated to rob and or shoot. Someone is to go in and case the joint first and another young man is delegated to keep people outside from coming in to apprehend the suspects. Whether Steve cased the joint ahead of time we are not quite sure. His time in jail is unbearable to him. As he tries to go to bed at night he hears other inmates being beaten, being sexually abused and crying. During the incarceration and the trial Steve keeps a journal. He decides the best way for him to deal with the stress of a possible death sentence or 25 to life is to write a screenplay of his life in jail and his time in the court room. His journal entries are more than poignant and they may well serve the current generation like the documentary “Scared Straight” served my generation.
C. CRITICAL ANALYSIS:
I have been a Walter Dean Myers fan for a very long time. I loved MOTOWN AND DEE DEE years ago and have never found a Myers book that I didn’t think was a substantial contribution to YA literature. MONSTER is a particularly moving novel of good and bad and how they too often overlap and become confused especially for young adults living in unsafe urban areas. Myers wrote urban fiction before that was a catch phrase. MONSTER is almost impossible not to read in one sitting.
I can’t imagine MONSTER not appealing to young adults. It is young adult realistic fiction at its finest! MONSTER looks to be printed in Steve’s handwriting and the movie script and commentary appear to be typed which is a very novel looking script for today’s young people. From movie script to journal entries and back again the dialog and narrative flow like a bestseller but there is more depth here than many adult novels currently on the New York Times bestseller list! Steve has never been known to be a violent or tempestuous young man. Neither has he been considered a coward.
I am not usually a bleeding heart regarding crime but I cannot understand how a young man who doesn’t shoot, rob, or kill a man during a burglary could possibly get the death penalty. His attorney is concerned as the trial goes on that Steve begins to look more and more like the young African American witnesses who have done jail time for numerous offenses and are testifying in the trial. Criminals are turning state’s evidence to help their own case which is a common occurrence and problem in our criminal justice system.
I realize that MONSTER is an eight year old but it seems to me just the book that our young African American males need to read today. Males we are loosing to the criminal justice system day after day. This is a book that famous African American men from different parts of the spectrum would applaud in my estimation. Yes, there may be things that Jesse Jackson, Al Sharpton, and Bill Cosby could agree upon.
Myers deftly builds up and fleshes out his characters. Steve and his attorney, a white female named O’Brien are written about with an eye for detail and nuance. Steve becomes very real after a few short pages. We root for him. We are scared for him. We want to cry for him and I believe many young people can relate to him. His age will appeal to young readers and the mugshot cover will as well.
Following are some of my favorite excerpts from the novel. All of these come from Steve’s diary. “They take away your shoelaces and your belt so you can’t kill yourself no matter how bad it is. I guess making you live is part of the punishment.” (Myers, page 18)
“Miss O’Brien—I didn’t see her looking at me but I knew she was. She wanted to know who I was. Who was Steve Harmon? I wanted to open my shirt and tell her to look into my heart to see who I really was, who the real Steve Harmon was.” (Myers, page 92.)
“That’s what I was thinking about, what was in and what that made me. I’m just not a bad person. I know that in my heart I am NOT a bad person.” (Myers, page 93.)
Steve is having stomach problems quite often. He just can’t get use to using the bathroom in from of everyone.
“I’ve never seen my father cry before. He wasn’t crying like I thought a man would cry. Everything was just pouring out of him and I hated to see his face. What did I do? WHAT DID I DO? Anybody can walk into a drug store and look around. Is that what I’m on trial for? I didn’t do nothing but everybody’s just messed up with the pain. I didn’t fight with Mr. Nesbitt. I didn’t take any money from him.”
D. REVIEW EXCERPTS:
Horn Book praises MONSTER: “Taylor-made for readers' theater, this book is a natural to get teens reading—and talking.
School Library Journal says, “
From School Library Journal
Grade 7 Up-Steve Harmon, 16, is accused of serving as a lookout for a robbery of a Harlem drugstore. The owner was shot and killed, and now Steve is in prison awaiting trial for murder. From there, he tells about his case and his incarceration. Many elements of this story are familiar, but Myers keeps it fresh and alive by telling it from an unusual perspective. Steve, an amateur filmmaker, recounts his experiences in the form of a movie screenplay. His striking scene-by-scene narrative of how his life has dramatically changed is riveting. Interspersed within the script are diary entries in which the teen vividly describes the nightmarish conditions of his confinement. Myers expertly presents the many facets of his protagonist's character and readers will find themselves feeling both sympathy and repugnance for him. Steve searches deep within his soul to prove to himself that he is not the "monster" the prosecutor presented him as to the jury. Ultimately, he reconnects with his humanity and regains a moral awareness that he had lost
REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780439272001&itm=2
and
http://www.amazon.com/Monster-Walter-Dean-Myers/dp/0064407314/ref=pd_bbs_2?ie=UTF8&s=books&qid=1196930323&sr=1-2
CONNECTIONS:
If students have not read other Walter Dean Myers books I would certainly encourage them to do that. I have a feeling SCORPIONS would be a good mix as Myers’ next book for YAs to read. Victoria Hamilton has many noteworthy books and characters who happen to be African American. I would like to see a field trip to a jail for any child that is grade 4 or above
Thursday, December 6, 2007
Tuesday, December 4, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of THE GIVER
A. Lowry, Lois. THE GIVER. Boston: Houghton Mifflin, 1993.
B. Plot: The main character, Jonas, grows up in a quasi utopia where no one can think for themselves and “the rules” must always be followed. There is no crime, no love or sex between spouses, no variations in weather, no hills, no mountains. But there are good manners because everyone in the community is subservient to “The Elders” While no disease, no wars, no hurricanes may sound good what the citizens of this new world order give up are emotions, trust among family members, friends, and neighbors. Everyone wears identical clothing and has identical bikes to travel the community in. “The Receiver” is the most important member of the community. The only person who retains any memories of the former world, a world like you and I inhabit now. Jonas during the “Ceremony of 12s” learns he has been chosen to be the new “Receiver” which made the current “Receiver” become the giver. In the end Jonas and a young child escape and have a chance, at least, to find their way back into the real world.
C. Critical analysis:
THE GIVER is a very readable, approachable tale of science fiction. Lowry always tells a good tale and this title is no exception. She takes us into this “safe” and unchallenging life to make us think about what life would be like if everything were grey or white in color and you never even knew that colors existed. Lowry portrays a life where euthanasia for the old and the unhealthy or troublesome young is an everyday occurrence and members of the community think being “released” is a most wonderful thing. The characters are very well developed, especially those of Jonas and The Giver. Their relationship grows in a realistic way at a realistic pace. The two of them are the only citizens allowed privacy (the intercom can be turned off in the Giver’s compound.) permission to lie, and permission to be rude. They also have total access of all community and personal information about each citizen. Most important events like group ceremonies or releases are videotaped.
The book has a very nice flow about it. We are so pleased that Jonas and the Giver have a warm and mutually rewarding relationship that is first centered around their place in society but in the end is centered around creativity over neatness, love that is deep enough to be tough and realistic and at the same time sentimental. Jonas and the giver come to master that most human of all emotions, trust, reasoned, logical trust, based on experience and emotions.
There are many reasons that children will like the adventure of THE GIVER. Jonas, the protagonist is of middle school age and futuristic fiction is often popular among young people. In my experience girls don’t care much if the main character is male or female, but after Junie B. Jones in the kindergarten and 1st grade classroom, boys want to read about boys in the leading role. This would be an excellent volume to discuss with students as you read aloud. I can see the suspense building to a tremendous level if one or two chapters were read aloud after lunch each day. I expect many would try to check it out of the library media center so they wouldn’t have to wait until the next day to see what would happen.
One of the most wonderful parts of the book is when the Receiver tells of his love for his daughter who was to be the replacement Receiver, the post that Jonas holds now. Because of her father’s love for her he could not release all the painful memories to her as soon as he should have. But even the memories and experiences he shares with her make her beg for her “release.” She gives herself the injection of death and her name, Rosemary is never to spoken in this idyllicd world ever again. The dual systems of reality in the book that most people live and know as to the “truth” the Receivers, new, and old know and understand add depth. THE GIVER is a quick and provocative read. I would recommend to 3rd-4th graders through mature adults.
D. REVIEW EXCERPTS:
Amazon espouses, “In a world with no poverty, no crime, no sickness and no unemployment, and where every family is happy, 12-year-old Jonas is chosen to be the community's Receiver of Memories. Under the tutelage of the Elders and an old man known as the Giver, he discovers the disturbing truth about his utopian world and struggles against the weight of its hypocrisy…Lowry examines the idea that people might freely choose to give up their humanity in order to create a more stable society. Gradually Jonas learns just how costly this ordered and pain-free society can be, and boldly decides he cannot pay the price.
Publisher’s Weekly pronounces, “
In the "ideal" world into which Jonas was born, everybody has sensibly agreed that well-matched married couples will raise exactly two offspring, one boy and one girl. These children's adolescent sexual impulses will be stifled with specially prescribed drugs; at age 12 they will receive an appropriate career assignment, sensibly chosen by the community's Elders. This is a world in which the old live in group homes and are "released"--to great celebration--at the proper time; the few infants who do not develop according to schedule are also "released," but with no fanfare. Lowry's development of this civilization is so deft that her readers, like the community's citizens, will be easily seduced by the chimera of this ordered, pain-free society. Until the time that Jonah begins training for his job assignment--the rigorous and prestigious position of Receiver of Memory--he, too, is a complacent model citizen. But as his near-mystical training progresses, and he is weighed down and enriched with society's collective memories of a world as stimulating as it was flawed, Jonas grows increasingly aware of the hypocrisy that rules his world. With a storyline that hints at Christian allegory and an eerie futuristic setting, this intriguing novel calls to mind John Christopher's Tripods trilogy and Hans Christian Andersen's The Little Match Girl. Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.
E. REVIEWS ACCESSED FROM:
http://www.amazon.com/Giver-Lois-Lowry/dp/0440237688/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1196833437&sr=1-1
F. CONNECTIONS: BRAVE NEW WORLD and ANIMAL FARM come instantly to mind. For younger children and looking from a different vantage point I am thinking about the relationship with Jonas and his little sister, The age and characteristics of the family make it similar in age with the hero of ZUCCINIHI by Barbara Delaney and her shy brother. Crescent Dragonwagon also has a great book about a brother and sister entitled, I HATE MY BROTHER HARRY.
A. Lowry, Lois. THE GIVER. Boston: Houghton Mifflin, 1993.
B. Plot: The main character, Jonas, grows up in a quasi utopia where no one can think for themselves and “the rules” must always be followed. There is no crime, no love or sex between spouses, no variations in weather, no hills, no mountains. But there are good manners because everyone in the community is subservient to “The Elders” While no disease, no wars, no hurricanes may sound good what the citizens of this new world order give up are emotions, trust among family members, friends, and neighbors. Everyone wears identical clothing and has identical bikes to travel the community in. “The Receiver” is the most important member of the community. The only person who retains any memories of the former world, a world like you and I inhabit now. Jonas during the “Ceremony of 12s” learns he has been chosen to be the new “Receiver” which made the current “Receiver” become the giver. In the end Jonas and a young child escape and have a chance, at least, to find their way back into the real world.
C. Critical analysis:
THE GIVER is a very readable, approachable tale of science fiction. Lowry always tells a good tale and this title is no exception. She takes us into this “safe” and unchallenging life to make us think about what life would be like if everything were grey or white in color and you never even knew that colors existed. Lowry portrays a life where euthanasia for the old and the unhealthy or troublesome young is an everyday occurrence and members of the community think being “released” is a most wonderful thing. The characters are very well developed, especially those of Jonas and The Giver. Their relationship grows in a realistic way at a realistic pace. The two of them are the only citizens allowed privacy (the intercom can be turned off in the Giver’s compound.) permission to lie, and permission to be rude. They also have total access of all community and personal information about each citizen. Most important events like group ceremonies or releases are videotaped.
The book has a very nice flow about it. We are so pleased that Jonas and the Giver have a warm and mutually rewarding relationship that is first centered around their place in society but in the end is centered around creativity over neatness, love that is deep enough to be tough and realistic and at the same time sentimental. Jonas and the giver come to master that most human of all emotions, trust, reasoned, logical trust, based on experience and emotions.
There are many reasons that children will like the adventure of THE GIVER. Jonas, the protagonist is of middle school age and futuristic fiction is often popular among young people. In my experience girls don’t care much if the main character is male or female, but after Junie B. Jones in the kindergarten and 1st grade classroom, boys want to read about boys in the leading role. This would be an excellent volume to discuss with students as you read aloud. I can see the suspense building to a tremendous level if one or two chapters were read aloud after lunch each day. I expect many would try to check it out of the library media center so they wouldn’t have to wait until the next day to see what would happen.
One of the most wonderful parts of the book is when the Receiver tells of his love for his daughter who was to be the replacement Receiver, the post that Jonas holds now. Because of her father’s love for her he could not release all the painful memories to her as soon as he should have. But even the memories and experiences he shares with her make her beg for her “release.” She gives herself the injection of death and her name, Rosemary is never to spoken in this idyllicd world ever again. The dual systems of reality in the book that most people live and know as to the “truth” the Receivers, new, and old know and understand add depth. THE GIVER is a quick and provocative read. I would recommend to 3rd-4th graders through mature adults.
D. REVIEW EXCERPTS:
Amazon espouses, “In a world with no poverty, no crime, no sickness and no unemployment, and where every family is happy, 12-year-old Jonas is chosen to be the community's Receiver of Memories. Under the tutelage of the Elders and an old man known as the Giver, he discovers the disturbing truth about his utopian world and struggles against the weight of its hypocrisy…Lowry examines the idea that people might freely choose to give up their humanity in order to create a more stable society. Gradually Jonas learns just how costly this ordered and pain-free society can be, and boldly decides he cannot pay the price.
Publisher’s Weekly pronounces, “
In the "ideal" world into which Jonas was born, everybody has sensibly agreed that well-matched married couples will raise exactly two offspring, one boy and one girl. These children's adolescent sexual impulses will be stifled with specially prescribed drugs; at age 12 they will receive an appropriate career assignment, sensibly chosen by the community's Elders. This is a world in which the old live in group homes and are "released"--to great celebration--at the proper time; the few infants who do not develop according to schedule are also "released," but with no fanfare. Lowry's development of this civilization is so deft that her readers, like the community's citizens, will be easily seduced by the chimera of this ordered, pain-free society. Until the time that Jonah begins training for his job assignment--the rigorous and prestigious position of Receiver of Memory--he, too, is a complacent model citizen. But as his near-mystical training progresses, and he is weighed down and enriched with society's collective memories of a world as stimulating as it was flawed, Jonas grows increasingly aware of the hypocrisy that rules his world. With a storyline that hints at Christian allegory and an eerie futuristic setting, this intriguing novel calls to mind John Christopher's Tripods trilogy and Hans Christian Andersen's The Little Match Girl. Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.
E. REVIEWS ACCESSED FROM:
http://www.amazon.com/Giver-Lois-Lowry/dp/0440237688/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1196833437&sr=1-1
F. CONNECTIONS: BRAVE NEW WORLD and ANIMAL FARM come instantly to mind. For younger children and looking from a different vantage point I am thinking about the relationship with Jonas and his little sister, The age and characteristics of the family make it similar in age with the hero of ZUCCINIHI by Barbara Delaney and her shy brother. Crescent Dragonwagon also has a great book about a brother and sister entitled, I HATE MY BROTHER HARRY.
Friday, November 30, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Gantos, Jack. JOEY PIGZA LOSES CONTROL. New York: Farrar, Straus and Girous, 2000.
A.
PLOT SUMMARY: It has been a very long time since Joey has spent time with his father or his paternal grandmother. Finally Joey’s mom gives permission for Joey to spend a good deal of time with him one summer when Joey is middle school aged. Joey wants to please his father but knows his mother really does know best. Joey watches his father, Carter, begin to slip into his old habit of beginning breakfast with a beer. Joey’s grandmother is not quiet with her mutterings and objections to Carter’s behavior.
Still there is much humor in the book and self knowledge that Joey has learned with the help of his mom and his meds. One of the funniest moments is when Joey’s grandmother decides she wants to practice her golfing skills in the park. Putt putt golf is the only thing besides smoking that she seems to enjoy. She has a grocery store buggy and she brings a stepladder to get into the cart and Joey helps her settle in. She wears an oxygen mask at all times, unless she takes a break to smoke. Grandmother has come up with an elaborate scheme to put the oxygen tubing under her dress, through the arm holes, inside her purse and she takes the portable oxygen and holds it in her lap. Getting out of the buggy she trips over the tubing and bloodies her nose. It is funny because she laughs at herself. That makes it better for Joey who sees what’s going to happen before it does but he can’t get there in time to prevent her from falling. Next time Joey offers to take her to the park in the grocery cart Grandma decides that since she “almost lost” her nose right off her face that she better just stick to smoking and watching TV as her hobbies. She decides she is too old for golf practice.
The relationship between Joey and his father is the cornerstone of the book and the way each has learned or not learned as the case may be how to live in a complicated world when ADHD and hypomania cause physiological and behavioral symptoms every day of their lives. Through baseball pitching and bungee jumping Joey wants to be close to his father and he wants his father to be correct that he is becoming a “real man” and has no need whatsoever for the daily patch that Joey’s mom, Joey’s doctor, and Joey himself have learned improves his quality of life day in and day out.
B. CRITICAL ANALYSIS
Gantos has told a compelling story that keeps the reader’s attention with uses of both humor and realism. I think it is critical that Gantos has shown that Joey has learned how to take care of his medical needs. He realizes that taking his meds helps him with family relations, school work, getting along with his peers.
The reader can not help but be engaged with the antics in the story. Middle schoolers are the target audience. All people, all children need to read about people like themselves in literature. For ADHD adults but especially for the statistically most prominent of ADHD suffers are boys in grade school.
The story works because it engages the reader. The plot line is believable and the story is realistic and true to life. Joey’s father, mother, and grandmother are portrayed honestly, all having good sides and human failings. The most poignant part is that Joey is more mature than his father in many ways and has to be the adult in many circumstances. A young person could see that divorce is not all bad, that Joey and his mom have done better in their day to day life with Joey’s father Carter.
One of the most common symptoms of ADHD is portrayed realistically, almost overplayed and that is the fact that Joey’s father talks non-stop and rarely listens. He talks over his child and even their first day of being reunited Joey is explaining to his father that to get to know each other they have to talk, think, then listen. Joey’s father at the nursery land park stops beside each display. He keeps trying to treat Joey like an adult. He tells him over and over things like Humpty Dumpty caused him to do a lot of thinking, a lot of thinking about how he needed to make amends to Joey as a parent who had had very little contact with his son because dad’s life was out of control. Carter constantly makes comments like, “Now listen to me son, listen to your old dad. Goldilocks really got me to thinking you know, really helped me get my life together for me and for you. When I need a pep talk I come to see old Goldie and put my life back into focus. You understand boy? Do you know what your old man is saying. When I come to Nursery Land park I remember who I’m suppose to be and how I want to act and cut out my bad habits and treat you right this time. Are you listening to me, son?” (All loosely paraphrased)
The story is believable and deals with topics young children often face today in America. Divorce, illness, not getting to see the custodial parent or their family very often, getting along in school, and learning to control your impulses are all shown realistically. But the plot line moves well, the characters are developed and it is just an interesting story to tell, very readable. Having a young character with ADHD makes the story more relevant to young readers. If Gantos had simply focused on Carter’s illness this would not have been a very big draw or palatable to the average middle schooler.
The most gut wrenching part was listening to Joey’s dad tell Joey that he needs to act like a real man, solve his own problem, and live his life anyway he sees fit. He tells Joey that his Rx patch is unnecessary and simply a crutch in life. He constantly tells Joey not to tell his mother about the drinking, the girlfriend (who is a positive role model), the bungee jumping, the crazy talks late at night, and the problems with temper and impatience that plague his father’s life. When Joey’s dad flushed all the patches Joey brought with him down the toilet despite Joey is very scared but he hopes his father is right about not needing the patch, but he knows better. He remembers life without the patch and Joey wants to take care of his health.
The book does so many things right on so many levels, and not the least of which is to catch the reader, hook the reader early on by having a hero the age of the intended reading audience. It is very clear why this title was chosen as a Newbery Honor book.
Another motif that will appeal to young adults is the struggle to love and accept your parents even when they do bad things. It is good to see that parents are not perfect and that helps kids learn that it is okay if they do not reach perfection. It is typical for a child of divorce to have torn loyalties and fantasize or worry that the parents will get back together. The family, especially his father’s appeared to be blue collar adults in the everyday world.
Joey doesn’t really remember his father well at all and doesn’t know what he will say or do. He is realistically anxious about the reunion with his dad and grandmother and fluctuates between happiness and fear about how they will all get along. Joey’s mom had told Joey that he reminded her of his father. Joey quickly learns why. Gantos writes, “He was wired. No doubt about it………..Now I knew what mom meant when she said he was like me, only bigger.”
C. REVIEW EXCERPTS:
Most of the professional reviews I found were for the book before this one. JOEY PIGZA SWALLOWED THE KEY. It was also highly acclaimed. I am going to go back and read it over the holidays. JOEY PIGZA LOSES CONTROL received a 4.5 out of 5 stars on amazon.com where 126 customers have penned a review. That number of reviewers is very uncommon, even among popular adult books.
Publishers Weekly comments, “
First introduced in Joey Pigza Swallowed the Key, Gantos's hyperactive hero Joey Pigza has not lost any of his liveliness, but after undergoing therapy and a stint in special ed., he now can exercise a reasonable amount of self-controlDprovided he takes his meds. His mother has reluctantly agreed to let him spend the summer three hours from home with his father, an alcoholic who, so he claims, has taken steps to turn his life around. Readers will sight trouble ahead long before Joey's optimistic perception of his father grows blurry.
REVIEWS ACCESSED AT :
http://www.amazon.com/Joey-Pigza-Loses-Control/dp/0374399891/ref=si3_rdr_bb_product
D. CONNECTIONS:
Though not absolutely necessary I would suggestion children read these books in order, leaving this one for the sequel. There are also “new” Joey books: I AM NOT JOEY PIGZA and WHAT WOULD JOEY DO?
A.
PLOT SUMMARY: It has been a very long time since Joey has spent time with his father or his paternal grandmother. Finally Joey’s mom gives permission for Joey to spend a good deal of time with him one summer when Joey is middle school aged. Joey wants to please his father but knows his mother really does know best. Joey watches his father, Carter, begin to slip into his old habit of beginning breakfast with a beer. Joey’s grandmother is not quiet with her mutterings and objections to Carter’s behavior.
Still there is much humor in the book and self knowledge that Joey has learned with the help of his mom and his meds. One of the funniest moments is when Joey’s grandmother decides she wants to practice her golfing skills in the park. Putt putt golf is the only thing besides smoking that she seems to enjoy. She has a grocery store buggy and she brings a stepladder to get into the cart and Joey helps her settle in. She wears an oxygen mask at all times, unless she takes a break to smoke. Grandmother has come up with an elaborate scheme to put the oxygen tubing under her dress, through the arm holes, inside her purse and she takes the portable oxygen and holds it in her lap. Getting out of the buggy she trips over the tubing and bloodies her nose. It is funny because she laughs at herself. That makes it better for Joey who sees what’s going to happen before it does but he can’t get there in time to prevent her from falling. Next time Joey offers to take her to the park in the grocery cart Grandma decides that since she “almost lost” her nose right off her face that she better just stick to smoking and watching TV as her hobbies. She decides she is too old for golf practice.
The relationship between Joey and his father is the cornerstone of the book and the way each has learned or not learned as the case may be how to live in a complicated world when ADHD and hypomania cause physiological and behavioral symptoms every day of their lives. Through baseball pitching and bungee jumping Joey wants to be close to his father and he wants his father to be correct that he is becoming a “real man” and has no need whatsoever for the daily patch that Joey’s mom, Joey’s doctor, and Joey himself have learned improves his quality of life day in and day out.
B. CRITICAL ANALYSIS
Gantos has told a compelling story that keeps the reader’s attention with uses of both humor and realism. I think it is critical that Gantos has shown that Joey has learned how to take care of his medical needs. He realizes that taking his meds helps him with family relations, school work, getting along with his peers.
The reader can not help but be engaged with the antics in the story. Middle schoolers are the target audience. All people, all children need to read about people like themselves in literature. For ADHD adults but especially for the statistically most prominent of ADHD suffers are boys in grade school.
The story works because it engages the reader. The plot line is believable and the story is realistic and true to life. Joey’s father, mother, and grandmother are portrayed honestly, all having good sides and human failings. The most poignant part is that Joey is more mature than his father in many ways and has to be the adult in many circumstances. A young person could see that divorce is not all bad, that Joey and his mom have done better in their day to day life with Joey’s father Carter.
One of the most common symptoms of ADHD is portrayed realistically, almost overplayed and that is the fact that Joey’s father talks non-stop and rarely listens. He talks over his child and even their first day of being reunited Joey is explaining to his father that to get to know each other they have to talk, think, then listen. Joey’s father at the nursery land park stops beside each display. He keeps trying to treat Joey like an adult. He tells him over and over things like Humpty Dumpty caused him to do a lot of thinking, a lot of thinking about how he needed to make amends to Joey as a parent who had had very little contact with his son because dad’s life was out of control. Carter constantly makes comments like, “Now listen to me son, listen to your old dad. Goldilocks really got me to thinking you know, really helped me get my life together for me and for you. When I need a pep talk I come to see old Goldie and put my life back into focus. You understand boy? Do you know what your old man is saying. When I come to Nursery Land park I remember who I’m suppose to be and how I want to act and cut out my bad habits and treat you right this time. Are you listening to me, son?” (All loosely paraphrased)
The story is believable and deals with topics young children often face today in America. Divorce, illness, not getting to see the custodial parent or their family very often, getting along in school, and learning to control your impulses are all shown realistically. But the plot line moves well, the characters are developed and it is just an interesting story to tell, very readable. Having a young character with ADHD makes the story more relevant to young readers. If Gantos had simply focused on Carter’s illness this would not have been a very big draw or palatable to the average middle schooler.
The most gut wrenching part was listening to Joey’s dad tell Joey that he needs to act like a real man, solve his own problem, and live his life anyway he sees fit. He tells Joey that his Rx patch is unnecessary and simply a crutch in life. He constantly tells Joey not to tell his mother about the drinking, the girlfriend (who is a positive role model), the bungee jumping, the crazy talks late at night, and the problems with temper and impatience that plague his father’s life. When Joey’s dad flushed all the patches Joey brought with him down the toilet despite Joey is very scared but he hopes his father is right about not needing the patch, but he knows better. He remembers life without the patch and Joey wants to take care of his health.
The book does so many things right on so many levels, and not the least of which is to catch the reader, hook the reader early on by having a hero the age of the intended reading audience. It is very clear why this title was chosen as a Newbery Honor book.
Another motif that will appeal to young adults is the struggle to love and accept your parents even when they do bad things. It is good to see that parents are not perfect and that helps kids learn that it is okay if they do not reach perfection. It is typical for a child of divorce to have torn loyalties and fantasize or worry that the parents will get back together. The family, especially his father’s appeared to be blue collar adults in the everyday world.
Joey doesn’t really remember his father well at all and doesn’t know what he will say or do. He is realistically anxious about the reunion with his dad and grandmother and fluctuates between happiness and fear about how they will all get along. Joey’s mom had told Joey that he reminded her of his father. Joey quickly learns why. Gantos writes, “He was wired. No doubt about it………..Now I knew what mom meant when she said he was like me, only bigger.”
C. REVIEW EXCERPTS:
Most of the professional reviews I found were for the book before this one. JOEY PIGZA SWALLOWED THE KEY. It was also highly acclaimed. I am going to go back and read it over the holidays. JOEY PIGZA LOSES CONTROL received a 4.5 out of 5 stars on amazon.com where 126 customers have penned a review. That number of reviewers is very uncommon, even among popular adult books.
Publishers Weekly comments, “
First introduced in Joey Pigza Swallowed the Key, Gantos's hyperactive hero Joey Pigza has not lost any of his liveliness, but after undergoing therapy and a stint in special ed., he now can exercise a reasonable amount of self-controlDprovided he takes his meds. His mother has reluctantly agreed to let him spend the summer three hours from home with his father, an alcoholic who, so he claims, has taken steps to turn his life around. Readers will sight trouble ahead long before Joey's optimistic perception of his father grows blurry.
REVIEWS ACCESSED AT :
http://www.amazon.com/Joey-Pigza-Loses-Control/dp/0374399891/ref=si3_rdr_bb_product
D. CONNECTIONS:
Though not absolutely necessary I would suggestion children read these books in order, leaving this one for the sequel. There are also “new” Joey books: I AM NOT JOEY PIGZA and WHAT WOULD JOEY DO?
Friday, November 9, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of TROUBLE DON’T LAST
A. Pearsall, Shelly. TROUBLE DON’T LAST. New York: Alfred A. Knopf, 2002.
B. BOOK SUMMARY: A tale of the Underground Railroad where a young slave named Samuel is forced to escape plantation life with an elderly slave named Harrison. Samuel wasn’t content in his old life, yet he was. It was all he had ever known and he is a character that would prefer the devil he knows to the devil he is unfamiliar with.
C. CRITICAL ANALYSIS:
No one seems to be able to say anything bad about Shelley Pearsall’s debut novel and there is good reason. She has an ear for dialect and the constant dialog uses vivid language which will appeal to young and old readers alike. I would recommend the volume for grades 3-9 but many high schoolers would appreciate it as well. Pearsall never talks down to her readers and gives each character an authentic voice. Throughout the story but especially in the beginning Sam tries and tries to figure what set off Old Harrison to suddenly want his freedom so desperately, after all he is 70 years old. Samuel is prone to trouble and often impulsive and lacking self control. Today he would likely be diagnosed, and probably correctly with Attention Deficit Hyperactivity Disorder. The hiding in the woods with little and no food, the howls of the slave hunter’s dogs, the daily risking of life and limb finally begin to make sense to Samuel as he unwillingly grows close to and fond of Old Harrison. Finally, with their escape into Canada they can begin a new chapter in their lives and learn how free men, both black and white live and the new customs that it affords them.
The historical references are not sugar coated here and the patterns of daily living are examined. The use of a young main character will draw in students. The details are authentic but not so numerous that the story is drowned out. Pearsall never talks down to her audience and strives with much success to have believable characters that children and young adults can empathize with and root for as they struggle to find a new life. It is very obvious why this story earned The Scott O’Dell award. It is just great literature, good plot line, dialog, and characterization. A fresh look at a not uncommon topic of historical fiction.
D, Kirkus Reviews praises the volume, “At fellow slave Harrison's insistence, young Samuel is catapulted into an escape attempt from a Kentucky plantation that has been his whole world. Troublesome Sam has been in the care of elderly Lilly and Harrison since the sale of his mother long ago. Life has been so circumscribed by his condition of slavery that it is hard for him to understand the stakes or even want to succeed. Samuel's naivete is realistic but almost irritatingly persistent as danger mounts. Old man Harrison, whose creative ethics and gritty determination guide them on their way, is increasingly revealed as a complex man, and Samuel gradually gains an understanding of himself and the world around him. The vile nature of slavery is not underplayed as the notion of owning a person clearly creates both horrendous hubris and evil in the owner as well as tremendous pain and suffering of the owned. One of the best underground railroad narratives in recent years, Pearsall's portrayal of both helping and helped are more rounded and complex than the more simplistic view often espoused. Greed, hypocrisy, and sanctimonious paternalism are clearly perceived by the fugitives dependent on these strangers who hold lives in their hands. This succeeds as a suspenseful historical adventure with survival at stake and makes clear that to succeed Harrison and Samuel, as well as others, must never give up even while combating manhunters, bloodhounds, mental illness, disease, hunger, cold, and their own despair.
School Library Journal glows,
“Strong characters and an inventive, suspenseful plot distinguish Pearsall's first novel, a story of the Underground Railroad in 1859. Samuel, the 11-year-old slave who narrates the story, is awakened by 70-year-old Harrison, who has decided to flee their tyrannical Kentucky master. Pearsall's extensive research is deftly woven into each scene, providing insight into plantation life, 19th-century social mores, religious and cultural norms, and the political turmoil in the years preceding the Civil War. Samuel's narrative preserves the dialect, the innocence, the hope, and even the superstitions of slaves like Harrison and himself, whose path to freedom is filled with kindness and compassion as well as humiliation and scorn. This is a compelling story that will expand young readers' understanding of the Underground Railroad and the individual acts of courage it embraced.”
D. REVIEWS ACCESSED FROM: http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780440418115&tabname=custreview&itm=1
E. CONNECTIONS: My favorite author of historical fiction of slave narratives is Julius Lester. Patricia McKissack has also written and illustrated many such stories with her husband.
A. Pearsall, Shelly. TROUBLE DON’T LAST. New York: Alfred A. Knopf, 2002.
B. BOOK SUMMARY: A tale of the Underground Railroad where a young slave named Samuel is forced to escape plantation life with an elderly slave named Harrison. Samuel wasn’t content in his old life, yet he was. It was all he had ever known and he is a character that would prefer the devil he knows to the devil he is unfamiliar with.
C. CRITICAL ANALYSIS:
No one seems to be able to say anything bad about Shelley Pearsall’s debut novel and there is good reason. She has an ear for dialect and the constant dialog uses vivid language which will appeal to young and old readers alike. I would recommend the volume for grades 3-9 but many high schoolers would appreciate it as well. Pearsall never talks down to her readers and gives each character an authentic voice. Throughout the story but especially in the beginning Sam tries and tries to figure what set off Old Harrison to suddenly want his freedom so desperately, after all he is 70 years old. Samuel is prone to trouble and often impulsive and lacking self control. Today he would likely be diagnosed, and probably correctly with Attention Deficit Hyperactivity Disorder. The hiding in the woods with little and no food, the howls of the slave hunter’s dogs, the daily risking of life and limb finally begin to make sense to Samuel as he unwillingly grows close to and fond of Old Harrison. Finally, with their escape into Canada they can begin a new chapter in their lives and learn how free men, both black and white live and the new customs that it affords them.
The historical references are not sugar coated here and the patterns of daily living are examined. The use of a young main character will draw in students. The details are authentic but not so numerous that the story is drowned out. Pearsall never talks down to her audience and strives with much success to have believable characters that children and young adults can empathize with and root for as they struggle to find a new life. It is very obvious why this story earned The Scott O’Dell award. It is just great literature, good plot line, dialog, and characterization. A fresh look at a not uncommon topic of historical fiction.
D, Kirkus Reviews praises the volume, “At fellow slave Harrison's insistence, young Samuel is catapulted into an escape attempt from a Kentucky plantation that has been his whole world. Troublesome Sam has been in the care of elderly Lilly and Harrison since the sale of his mother long ago. Life has been so circumscribed by his condition of slavery that it is hard for him to understand the stakes or even want to succeed. Samuel's naivete is realistic but almost irritatingly persistent as danger mounts. Old man Harrison, whose creative ethics and gritty determination guide them on their way, is increasingly revealed as a complex man, and Samuel gradually gains an understanding of himself and the world around him. The vile nature of slavery is not underplayed as the notion of owning a person clearly creates both horrendous hubris and evil in the owner as well as tremendous pain and suffering of the owned. One of the best underground railroad narratives in recent years, Pearsall's portrayal of both helping and helped are more rounded and complex than the more simplistic view often espoused. Greed, hypocrisy, and sanctimonious paternalism are clearly perceived by the fugitives dependent on these strangers who hold lives in their hands. This succeeds as a suspenseful historical adventure with survival at stake and makes clear that to succeed Harrison and Samuel, as well as others, must never give up even while combating manhunters, bloodhounds, mental illness, disease, hunger, cold, and their own despair.
School Library Journal glows,
“Strong characters and an inventive, suspenseful plot distinguish Pearsall's first novel, a story of the Underground Railroad in 1859. Samuel, the 11-year-old slave who narrates the story, is awakened by 70-year-old Harrison, who has decided to flee their tyrannical Kentucky master. Pearsall's extensive research is deftly woven into each scene, providing insight into plantation life, 19th-century social mores, religious and cultural norms, and the political turmoil in the years preceding the Civil War. Samuel's narrative preserves the dialect, the innocence, the hope, and even the superstitions of slaves like Harrison and himself, whose path to freedom is filled with kindness and compassion as well as humiliation and scorn. This is a compelling story that will expand young readers' understanding of the Underground Railroad and the individual acts of courage it embraced.”
D. REVIEWS ACCESSED FROM: http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780440418115&tabname=custreview&itm=1
E. CONNECTIONS: My favorite author of historical fiction of slave narratives is Julius Lester. Patricia McKissack has also written and illustrated many such stories with her husband.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of MATILDA BONE
A. Cushman, Karen. MATILDA BONE. New York: Clarian, 2000.
B. BOOK SUMMARY:
Orphan Matilda Bone, raised and indulged by Father Leufredus at the priory is forced to stay with Peg (the Red) bonesetter in a scrappy neighborhood without any of the amenities that she is use to or the holy ways. Matilda sought the life of a mystic, spoke in Latin more often than English, and was exceptionally learned for a young girl during the Middle Ages. She expects Father Leufredus to return for her after completing his travels in London. He however never returns and Matilda must adjust to being a servant girl to a bonesetter in an unsavory part of town, learning a trade that she had no desire to learn serving a mistress she first learns to tolerate and later to love as she grows up into a wiser young girl with more street smarts and compassion than she had before.
C. CRITICAL ANALYSIS:
The book is a pleasure, really a joy to read. There is much dialog. This would be a great volume for Reader’s Theater with its large sprinkling of humor and internal and external character monologues.
The language is rich but not overwhelming. A volume that is authentic and historically accurate, Cushman does not make the mistake of too much minutiae of the past but concentrates on characterization and dialog. The absolutely best part of the book is the detailed characterization of Matilda, Red Peg, their patients and the people of the village. Matilda springs to life from page one and readers in grades 3-9 will fall in love with her………..over and over again. She is both saucy in her outlook on life but trained for higher learning, keeping the books, studying scripture, praying, and reading about and calling on the Saints each day. This leaves her unexposed to the temporal world she has come to join as a servant girl to a bonesetting female physician with sensuous tastes, words, and habits.
Students will enjoy learning about childhood during the Middle Ages and many will be inspired by the intelligent young girl who unwillingly leaves the life of the cloisters for an earthy existence as a physician’s servant.
Cushman does a praiseworthy job of showing Matilda learning the vernacular of her new surroundings without loosing her spirit. Her lust of the spiritual life becomes lust for life in general and her troubles in the early days of her new life prepare her well to be an independent and educated young woman tolerant of the differences among people, social classes, and philosophies and life’s work. Do not expect preachiness or didacticism. Cushman is way too talented and subtle to do that to her young readers.
One of my favorite passages comes from the introduction of Matilda to Peg. Peg laments Matilda’s thinness and Matilda laments that fact that Red Peg the Bonesetter has no idea that her thinness comes from fasting and having so much to eat one can become particular about what to eat.
“Great gallstones,” Peg said, “God would never have created plump and meaty if He wanted us scrawny. Here, fatten up on some of these goose-liver sausages. Best that can be bought in the market, special for your coming.” As Peg eagerly sliced up the sausages, her hair popped from beneath the kerchief and frizzled about her face, but a bit of sausage grease served to hold it down once again. She licked her sticky fingers and handed a slice os sausage to Matilda. Hungry as she was, Matilda backed away, “I cannot eat sausages.” “Whyever not?” Peg asked. “Father Leufredus says sausages are where the butcher hides his mistakes.”
A passage that describes Matilda’s comparison of her old life with her new follows. The detailed descriptions will help students understand and empathize with Matilda and the counting of the demons may make a few howl with laughter during a read-aloud.
“She treats me like a kitchen maid, though Matilda, As if I am fit for nothing but measuring and brewing. Why, I know Latin and French and some Greek, as well as reading and writing and figuring. I can name the three wise men, the seven deadly sins, and a great many of the 133,306,668 devils of Hell: Abaddon, Abduscius, Abigor……”
“Peg continued to talk, describing Blood and Bone Alley, where ordinary people came to be bled, dosed, and bandaged, with it’s barber-surgeons down this way and leeches down that.”
D. Review Excerpts:
VOYA proclaims,” No one has a better grasp of the flavor of the Middle Ages than Cushman, author of The Midwife's Apprentice (Clarion, 1995/VOYA August 1995). The sights, sounds, and smells of her fourteenth-century town of Chipping Bagthorpe creep into pores and hone senses. The plight of thirteen-year-old Matilda will capture readers' imaginations and hearts…. Slowly, Matilda begins to see that her former sheltered life was lacking the vitality and love that she now has all around her and comes to appreciate that she truly has found a home. Students studying the Middle Ages will find this novel a delightful way to learn about fourteenth-century English town life, and those who enjoy historical fiction will treasure the independent spirit of young Matilda Bone.”
Alan Review states, “Set in a 14th century English medical community, Matilda Bone is a Cushman's latest novel about a young woman finding her way in a harsh world. Matilda is left at Peg the Bonesetter's by Father Leufredus, the priest who has raised her. She is disgusted and horrified by the unholy attitudes and actions of the unlearned practitioners with whom she now lives. Determined to seek higher things, Matilda concentrates on the lives of the saints and both neglects her work and looks down on the warm, cheerful women who have taken her in. Matilda Bone is an interesting glimpse into a world seldom seen. The reader learns as much about the 14th Century medicine as notions of piety and the Catholic church—none of which fare too positively. This book, with its delightfully gory descriptions of "prescriptions," leeches, medical treatments and beliefs, would make a wonderful choice to read aloud to a class.”
E. REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780440418221&tabname=custreview&itm=1
F. CONNECTIONS:
Cushman is well known for her previous works, CATHERINE CALLED BIRDY and THE MIDWIFE’S APPRENTICE. By all means recommend these to your students or patrons if they have not read and enjoyed these before.
Another award winning book set in a similar place and time is CRISPIN: THE CROSS OF LEAD and its sequel, CRISPIN: AT THE EDGE OF THE WORLD. Crispin’s unexpected and unwanted change of life following the minstrel and huckster Bear is a bit similar to Matilda’s unexpected change to a physician’s servant girl to Peg the Bonesetter.
A. Cushman, Karen. MATILDA BONE. New York: Clarian, 2000.
B. BOOK SUMMARY:
Orphan Matilda Bone, raised and indulged by Father Leufredus at the priory is forced to stay with Peg (the Red) bonesetter in a scrappy neighborhood without any of the amenities that she is use to or the holy ways. Matilda sought the life of a mystic, spoke in Latin more often than English, and was exceptionally learned for a young girl during the Middle Ages. She expects Father Leufredus to return for her after completing his travels in London. He however never returns and Matilda must adjust to being a servant girl to a bonesetter in an unsavory part of town, learning a trade that she had no desire to learn serving a mistress she first learns to tolerate and later to love as she grows up into a wiser young girl with more street smarts and compassion than she had before.
C. CRITICAL ANALYSIS:
The book is a pleasure, really a joy to read. There is much dialog. This would be a great volume for Reader’s Theater with its large sprinkling of humor and internal and external character monologues.
The language is rich but not overwhelming. A volume that is authentic and historically accurate, Cushman does not make the mistake of too much minutiae of the past but concentrates on characterization and dialog. The absolutely best part of the book is the detailed characterization of Matilda, Red Peg, their patients and the people of the village. Matilda springs to life from page one and readers in grades 3-9 will fall in love with her………..over and over again. She is both saucy in her outlook on life but trained for higher learning, keeping the books, studying scripture, praying, and reading about and calling on the Saints each day. This leaves her unexposed to the temporal world she has come to join as a servant girl to a bonesetting female physician with sensuous tastes, words, and habits.
Students will enjoy learning about childhood during the Middle Ages and many will be inspired by the intelligent young girl who unwillingly leaves the life of the cloisters for an earthy existence as a physician’s servant.
Cushman does a praiseworthy job of showing Matilda learning the vernacular of her new surroundings without loosing her spirit. Her lust of the spiritual life becomes lust for life in general and her troubles in the early days of her new life prepare her well to be an independent and educated young woman tolerant of the differences among people, social classes, and philosophies and life’s work. Do not expect preachiness or didacticism. Cushman is way too talented and subtle to do that to her young readers.
One of my favorite passages comes from the introduction of Matilda to Peg. Peg laments Matilda’s thinness and Matilda laments that fact that Red Peg the Bonesetter has no idea that her thinness comes from fasting and having so much to eat one can become particular about what to eat.
“Great gallstones,” Peg said, “God would never have created plump and meaty if He wanted us scrawny. Here, fatten up on some of these goose-liver sausages. Best that can be bought in the market, special for your coming.” As Peg eagerly sliced up the sausages, her hair popped from beneath the kerchief and frizzled about her face, but a bit of sausage grease served to hold it down once again. She licked her sticky fingers and handed a slice os sausage to Matilda. Hungry as she was, Matilda backed away, “I cannot eat sausages.” “Whyever not?” Peg asked. “Father Leufredus says sausages are where the butcher hides his mistakes.”
A passage that describes Matilda’s comparison of her old life with her new follows. The detailed descriptions will help students understand and empathize with Matilda and the counting of the demons may make a few howl with laughter during a read-aloud.
“She treats me like a kitchen maid, though Matilda, As if I am fit for nothing but measuring and brewing. Why, I know Latin and French and some Greek, as well as reading and writing and figuring. I can name the three wise men, the seven deadly sins, and a great many of the 133,306,668 devils of Hell: Abaddon, Abduscius, Abigor……”
“Peg continued to talk, describing Blood and Bone Alley, where ordinary people came to be bled, dosed, and bandaged, with it’s barber-surgeons down this way and leeches down that.”
D. Review Excerpts:
VOYA proclaims,” No one has a better grasp of the flavor of the Middle Ages than Cushman, author of The Midwife's Apprentice (Clarion, 1995/VOYA August 1995). The sights, sounds, and smells of her fourteenth-century town of Chipping Bagthorpe creep into pores and hone senses. The plight of thirteen-year-old Matilda will capture readers' imaginations and hearts…. Slowly, Matilda begins to see that her former sheltered life was lacking the vitality and love that she now has all around her and comes to appreciate that she truly has found a home. Students studying the Middle Ages will find this novel a delightful way to learn about fourteenth-century English town life, and those who enjoy historical fiction will treasure the independent spirit of young Matilda Bone.”
Alan Review states, “Set in a 14th century English medical community, Matilda Bone is a Cushman's latest novel about a young woman finding her way in a harsh world. Matilda is left at Peg the Bonesetter's by Father Leufredus, the priest who has raised her. She is disgusted and horrified by the unholy attitudes and actions of the unlearned practitioners with whom she now lives. Determined to seek higher things, Matilda concentrates on the lives of the saints and both neglects her work and looks down on the warm, cheerful women who have taken her in. Matilda Bone is an interesting glimpse into a world seldom seen. The reader learns as much about the 14th Century medicine as notions of piety and the Catholic church—none of which fare too positively. This book, with its delightfully gory descriptions of "prescriptions," leeches, medical treatments and beliefs, would make a wonderful choice to read aloud to a class.”
E. REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780440418221&tabname=custreview&itm=1
F. CONNECTIONS:
Cushman is well known for her previous works, CATHERINE CALLED BIRDY and THE MIDWIFE’S APPRENTICE. By all means recommend these to your students or patrons if they have not read and enjoyed these before.
Another award winning book set in a similar place and time is CRISPIN: THE CROSS OF LEAD and its sequel, CRISPIN: AT THE EDGE OF THE WORLD. Crispin’s unexpected and unwanted change of life following the minstrel and huckster Bear is a bit similar to Matilda’s unexpected change to a physician’s servant girl to Peg the Bonesetter.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of CONFUCIUS: THE GOLDEN RULE
A. Freedman, Russell. CONFUCIOUS: THE GOLDEN RULE. Frederic Clement, Illustrator. New York: Arthur A. Levine Books/Scholastic, 2002.
B. BOOK SUMMARY:
Freedman shines with some of his very best work in a complete birth to death biography for 4th through 8th grades of the iconic figure of Confucius. He writes of the early years of Confucius and aims to separate the myth from the mortal man of ancient China. There is coverage of his famous sayings, a great depth of knowledge of his students including his least and most favorite. An excellent profile of the well known but little understood Chinese hero, Freedman gives us a highly readable and engaging text containing poignant information about the scattering of his pupils after Confucius’ death and a thorough and modern compilation of his famous sayings.
C. CRITICAL ANALYSIS:
The book is very readable. It has all the elements that make a literary work standout. The writing flow is fluid and thoughtful and the facts are very detailed. The book does a good job of telling the monumental things that Confucius did and said that he is remembered for. It also mentions his human frailty.
Near the beginning of the story we encounter a passage that illustrates a human foible: “He (Confucius) was no saint, however. Once, a character name Ru Bei sent a messenger to Confucius’s home, asking for a meeting. Confucius disapproved of Ru Bei and wanted him to know it. He declined the meeting on the ground that he was ill. Then, as the messenger was going out the door, the wily philosopher took up his lute and began to sing loudly, making sure that he was heard.” The author relates another incidence of Confucius being all too human. A young person was being disrespectful and Confucius “blessed him out” as we say in the Southeastern United States. The young man is believed to have ignored Confucius’ requests for him to behave. He final got the pupil’s attention by cracking the student’s shins with his walking stick.
Another unflattering quality that is well documented is Confucius’ physical characteristics. Freedman relates that he was physically very strong and a large sized gentleman. He goes on to say that Confucius has been portrayed as a “homely giant with warts on his nose, two long front teeth that protruded over his lower lip, and a wispy beard.” Clement’s illustrations are reason enough to pick up this volume. The cover indeed pictures Confucius with the long teeth just over his bottom lip. Not buck teeth, but flat straight teeth that appear longer than is normal with a considerable space between the two front teeth. Clement uses mixed media to illustrate the 14 book plates. Each illustration looks as if it is made on a golden papyrus or flattened tree bark. Many multiple lines frame each illustrated page and a bit of realia are laid across the outer edges of the work of art such as flower petals, seeds, beans, stones, red and orange peppers, small circles of jade. I am not a fan of Asian art but each panel, each page is a museum quality work of art which works seamlessly with the story. Each picture has a sentence under the work of art that is a line from the adjoining page which is ice for adults but absolutely a great thing for a young student to have an important point reiterated and drawn physically from what they have just read.
Freedman is careful to let the reader know that parts of the story can not be verified completely and he separates the conjecture from the facts. He laments the fact that like Jesus, Buddha, and Socrates, Confucius left us no verifiable written records, but “taught by means of dialogue and example.” As the great prophets and philosophers mentioned above, Confucius’ words were compiled by his disciples after his death. The writings today know as the “Analects” or “Sayings of Confucius” were written by his disciples and the disciples of the disciples. Freedman says that there is research to suggest that the writing and editing process may have been a work in progress for 2 to 3 centuries.
One story that is heard over and over again in the Orient and written in a large number of accounts is the presence of a unicorn associated with the homely philosopher. It is said that his father was a seventy year old former soldier and his mother a young peasant girl. Coming home from laboring in the fields, the legend has it that his mother saw a unicorn come from the woods and approach their home. She immediately identified the visit as a positive and powerful omen went up to the unicorn and tied a bright ribbon around its horn. Two days later it is believed she went atop a nearby mountain to ask the spirits for a son. On her way home she went into labor with Confucius and stopped in a cave to give birth to the baby boy that looked just like his father.
At the end of Confucius’ years of happiness and good health a creature was killed in his home province of Lu and no one could identify the animal. The dead creature was transported to Confucius for identification and counsel. The happy round philosopher instantly identified it as a unicorn. One thing made his identification absolute in his mind, a small bit of tattered ribbon that he believed his mother had tied on the horn of the creature. The great master was overcome with feelings of dread and a few hours later he lapsed into unconsciousness. Confucius did recover and regain much of his vigor. He taught once again and attracted more pupils than ever before.
Not long after the visit of the dead unicorn Confucius, it is told, walked around his courtyard and proclaimed, “I wish to speak no more.” Then he went into his bedroom, lay down upon the couch and stayed there until dying on the 7th day of his self imposed exile to his bedroom. His students had kept a vigil and dressed in mourning clothes and as he lay silent they had lit aromatic leaves near him in the belief that this would dispel any evil spirits that were nearby. Freedman goes on to say, “His disciples buried him on the river bank, just north of Qufu, in a grave that has since been visited by countless emperors, officials, and ordinary citizens, and is still attracting visitors today.”
The author relates several well agreed on actual sayings of Confucius. As a teenager he realized he had the makings of a scholar and says, “At fifteen, I set my heart on learning.” He is often quoted as saying “Study as if you’ll never know enough, as if you’re afraid of losing what you’ve already gained.”
The author’s zeal for the Chinese philosopher is evident throughout the book. His notes are 7 pages long and include a 3 page spread entitled, “In Search of Confusius: A Note on Sources and Suggestions for Further Reading.” Showing his intense love of accuracy and detail Freedman sources each quotation to the numerical chapter and verse of “The Analects of Confucius.”
Freedman documents his extensive research and might inspire others to travel to the places he visited for his studies. Every year on the 28th of September the birth of Confucius is celebrated in his birthplace of Qufu. Freedman and a friend that spoke Mandarin attended such a celebration on the 2,551st birthday of the great philosopher. To say the author’s notes are extremely detailed and inspiring to readers of all ages is an understatement.
This supposedly well read and studied librarian is embarrassed to recollect that in her mind Confucius and Buddha were somehow cleft together and confused. We are fortunate today to know much of Eastern cultures but this is in part a relatively new bit of knowledge to the Western world. I knew of the Golden Rule authorship but not this important fact. Confucius was appalled that during his early lifetime ministers and government officials were selected solely on their pedigree whether they were intellectually inclined or dull. Confucius spent much of his life trying to change that and he did! The ruling class became much more inclusive as the first civil service exams in written history were begun to place governing officials based on their intelligence and scholarly achievements. This is of course still practiced today centuries later from across the globe.
D. Review Excerpts:
Publishers Weekly announces, “Newbery Medal winner Freedman (Lincoln: A Photobiography) delves deep into Chinese history in his intelligent, comprehensive biography of the 5th-century B.C. philosopher Confucius, whose teachings have influenced the development of modern government and education in both China and the West.
School Library Journal comments, “Gr 4-8-In writing this biography, Freedman faced two obstacles: a distorted popular idea of Confucius, and a paucity of data about the real man. He directly addresses the first, and his engaging book beautifully compensates for the second. He sets his subject in the context of strife-torn China, since Confucius was a radical reformer whose ideas had political applications. Politics, education, spirituality: the philosopher has something to say in all these areas, and Freedman compellingly conveys the profundity of his thoughts.”
E. REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780439139571&tabname=custreview&itm=1#TABS
F. CONNECTIONS:
Freedman himself recommends, CONFUCIUS LIVES NEXT DOOR: WHAT LIVING IN THE EAST TEACHES US ABOUT LIVING IN THE WEST by T.R. Reid and CONFUCIUS SPEAKS: WORDS TO LIVE BY. Adapted by the Chinese cartoonist Tsai Chili Chung and told in the form of a cartoon strip.
I feel that I would be remiss in not recommending the obvious…….Freedman’s numerous award winning biographies of great Americans. LINCOLN: A PHOTOBIOGRAPHY should certainly be read by all Americans and perhaps by all students of Western civilization.
A. Freedman, Russell. CONFUCIOUS: THE GOLDEN RULE. Frederic Clement, Illustrator. New York: Arthur A. Levine Books/Scholastic, 2002.
B. BOOK SUMMARY:
Freedman shines with some of his very best work in a complete birth to death biography for 4th through 8th grades of the iconic figure of Confucius. He writes of the early years of Confucius and aims to separate the myth from the mortal man of ancient China. There is coverage of his famous sayings, a great depth of knowledge of his students including his least and most favorite. An excellent profile of the well known but little understood Chinese hero, Freedman gives us a highly readable and engaging text containing poignant information about the scattering of his pupils after Confucius’ death and a thorough and modern compilation of his famous sayings.
C. CRITICAL ANALYSIS:
The book is very readable. It has all the elements that make a literary work standout. The writing flow is fluid and thoughtful and the facts are very detailed. The book does a good job of telling the monumental things that Confucius did and said that he is remembered for. It also mentions his human frailty.
Near the beginning of the story we encounter a passage that illustrates a human foible: “He (Confucius) was no saint, however. Once, a character name Ru Bei sent a messenger to Confucius’s home, asking for a meeting. Confucius disapproved of Ru Bei and wanted him to know it. He declined the meeting on the ground that he was ill. Then, as the messenger was going out the door, the wily philosopher took up his lute and began to sing loudly, making sure that he was heard.” The author relates another incidence of Confucius being all too human. A young person was being disrespectful and Confucius “blessed him out” as we say in the Southeastern United States. The young man is believed to have ignored Confucius’ requests for him to behave. He final got the pupil’s attention by cracking the student’s shins with his walking stick.
Another unflattering quality that is well documented is Confucius’ physical characteristics. Freedman relates that he was physically very strong and a large sized gentleman. He goes on to say that Confucius has been portrayed as a “homely giant with warts on his nose, two long front teeth that protruded over his lower lip, and a wispy beard.” Clement’s illustrations are reason enough to pick up this volume. The cover indeed pictures Confucius with the long teeth just over his bottom lip. Not buck teeth, but flat straight teeth that appear longer than is normal with a considerable space between the two front teeth. Clement uses mixed media to illustrate the 14 book plates. Each illustration looks as if it is made on a golden papyrus or flattened tree bark. Many multiple lines frame each illustrated page and a bit of realia are laid across the outer edges of the work of art such as flower petals, seeds, beans, stones, red and orange peppers, small circles of jade. I am not a fan of Asian art but each panel, each page is a museum quality work of art which works seamlessly with the story. Each picture has a sentence under the work of art that is a line from the adjoining page which is ice for adults but absolutely a great thing for a young student to have an important point reiterated and drawn physically from what they have just read.
Freedman is careful to let the reader know that parts of the story can not be verified completely and he separates the conjecture from the facts. He laments the fact that like Jesus, Buddha, and Socrates, Confucius left us no verifiable written records, but “taught by means of dialogue and example.” As the great prophets and philosophers mentioned above, Confucius’ words were compiled by his disciples after his death. The writings today know as the “Analects” or “Sayings of Confucius” were written by his disciples and the disciples of the disciples. Freedman says that there is research to suggest that the writing and editing process may have been a work in progress for 2 to 3 centuries.
One story that is heard over and over again in the Orient and written in a large number of accounts is the presence of a unicorn associated with the homely philosopher. It is said that his father was a seventy year old former soldier and his mother a young peasant girl. Coming home from laboring in the fields, the legend has it that his mother saw a unicorn come from the woods and approach their home. She immediately identified the visit as a positive and powerful omen went up to the unicorn and tied a bright ribbon around its horn. Two days later it is believed she went atop a nearby mountain to ask the spirits for a son. On her way home she went into labor with Confucius and stopped in a cave to give birth to the baby boy that looked just like his father.
At the end of Confucius’ years of happiness and good health a creature was killed in his home province of Lu and no one could identify the animal. The dead creature was transported to Confucius for identification and counsel. The happy round philosopher instantly identified it as a unicorn. One thing made his identification absolute in his mind, a small bit of tattered ribbon that he believed his mother had tied on the horn of the creature. The great master was overcome with feelings of dread and a few hours later he lapsed into unconsciousness. Confucius did recover and regain much of his vigor. He taught once again and attracted more pupils than ever before.
Not long after the visit of the dead unicorn Confucius, it is told, walked around his courtyard and proclaimed, “I wish to speak no more.” Then he went into his bedroom, lay down upon the couch and stayed there until dying on the 7th day of his self imposed exile to his bedroom. His students had kept a vigil and dressed in mourning clothes and as he lay silent they had lit aromatic leaves near him in the belief that this would dispel any evil spirits that were nearby. Freedman goes on to say, “His disciples buried him on the river bank, just north of Qufu, in a grave that has since been visited by countless emperors, officials, and ordinary citizens, and is still attracting visitors today.”
The author relates several well agreed on actual sayings of Confucius. As a teenager he realized he had the makings of a scholar and says, “At fifteen, I set my heart on learning.” He is often quoted as saying “Study as if you’ll never know enough, as if you’re afraid of losing what you’ve already gained.”
The author’s zeal for the Chinese philosopher is evident throughout the book. His notes are 7 pages long and include a 3 page spread entitled, “In Search of Confusius: A Note on Sources and Suggestions for Further Reading.” Showing his intense love of accuracy and detail Freedman sources each quotation to the numerical chapter and verse of “The Analects of Confucius.”
Freedman documents his extensive research and might inspire others to travel to the places he visited for his studies. Every year on the 28th of September the birth of Confucius is celebrated in his birthplace of Qufu. Freedman and a friend that spoke Mandarin attended such a celebration on the 2,551st birthday of the great philosopher. To say the author’s notes are extremely detailed and inspiring to readers of all ages is an understatement.
This supposedly well read and studied librarian is embarrassed to recollect that in her mind Confucius and Buddha were somehow cleft together and confused. We are fortunate today to know much of Eastern cultures but this is in part a relatively new bit of knowledge to the Western world. I knew of the Golden Rule authorship but not this important fact. Confucius was appalled that during his early lifetime ministers and government officials were selected solely on their pedigree whether they were intellectually inclined or dull. Confucius spent much of his life trying to change that and he did! The ruling class became much more inclusive as the first civil service exams in written history were begun to place governing officials based on their intelligence and scholarly achievements. This is of course still practiced today centuries later from across the globe.
D. Review Excerpts:
Publishers Weekly announces, “Newbery Medal winner Freedman (Lincoln: A Photobiography) delves deep into Chinese history in his intelligent, comprehensive biography of the 5th-century B.C. philosopher Confucius, whose teachings have influenced the development of modern government and education in both China and the West.
School Library Journal comments, “Gr 4-8-In writing this biography, Freedman faced two obstacles: a distorted popular idea of Confucius, and a paucity of data about the real man. He directly addresses the first, and his engaging book beautifully compensates for the second. He sets his subject in the context of strife-torn China, since Confucius was a radical reformer whose ideas had political applications. Politics, education, spirituality: the philosopher has something to say in all these areas, and Freedman compellingly conveys the profundity of his thoughts.”
E. REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780439139571&tabname=custreview&itm=1#TABS
F. CONNECTIONS:
Freedman himself recommends, CONFUCIUS LIVES NEXT DOOR: WHAT LIVING IN THE EAST TEACHES US ABOUT LIVING IN THE WEST by T.R. Reid and CONFUCIUS SPEAKS: WORDS TO LIVE BY. Adapted by the Chinese cartoonist Tsai Chili Chung and told in the form of a cartoon strip.
I feel that I would be remiss in not recommending the obvious…….Freedman’s numerous award winning biographies of great Americans. LINCOLN: A PHOTOBIOGRAPHY should certainly be read by all Americans and perhaps by all students of Western civilization.
Friday, October 26, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
A. Montgomery, Sy. THE TARANTULA SCIENTIST. Photographs by Nic Bishop. Boston: Houghton Mifflin, 2004.
B. SUMMARY: Montgomery chronicles the study and travel of scientist Sam Marshall and his love of the many types of tarantulas and their environs.
C. CRITICAL ANALYSIS:
80 Pages of WOW! TARANTUAL SCIENTIST is one of those kinds of books. The kind of book that you might find a 2nd, 3rd, 4th, 5th, 6th, 7th, or 8th grader fighting for the last copy on the shelf. And the fight would be over who could get their hands on the book first for a pleasure read. Though a great aid for a school report on spiders, tarantulas, French Guiana, rain forests, or modern scientists this book will circulate mainly for its extraordinary high definition colors and details in photo and in text. Nic Bishop has outdone himself with these photographs!
The format of the book is unique and is very well organized. My only complaint is that there is no table of contents in a book of many chapters. The book begins with a double page spread of Central America with a focus on locating French Guiana. From there we have intriguing writing in each cleverly named chapter: Queen of the Jungle, When is a Tarantula a Tarantula?, Science and Spiders, Secrets of the Burrow, Arachnids All Around, Expedition to Les Grottes, Got Silk?, Hairy Mats and Hissing Fits, Tarantula Frontiers, Elle Est Belle, le Monstre.
Many things work together to make this volume special. Sometimes little things really mean a lot and that is certainly the case here. So many little things go together to make a very good book an extraordinary one. Dark rust orange is used as the background for each titled section. White letters are used over the orange color. Each picture description uses the same dark rust orange lettering. It would have been so easy to use black but the book producers wanted the photo captions to stand out from the normal text.
The text is written in a fluid narrative. It teaches more than a textbook could and the language skills of the author prove that writing is truly an art form. Montgomery helps us understand things we may never see; taste, or touch, maybe even things we never knew existed such as the pet spider of Dr. Sam Marshall, Clarabelle. Montgomery’s luminous style is showcased will on page 42, “Meet Clarabelle. She’s a black haired beauty who looks as if she’s just had a French pedicure. At the ends of her long legs her toes are tipped in pink…………one of the very first tarantulas (pinktoes) described by Western scientists. The gentle pinktoes were originally tree dwelling forest tarantulas, but these days they’re happy to build their silky retreats in the eves of houses, in shrubs, and in the tube-like curves of pineapple leaves on plantations, too. Clarabelle lives in the curled leaves of a potted plant that sits on the veranda.”
An other worldly picture of Scientist Sam in the middle of the rain forest looking upwards in contemplation is truly worth a thousand words. Simply the act of teaching a student how much one man loves his job is worth everything, whatever the job. The caption Montgomery writes to the Sam in the rain forest picture, “The diversity of life in the rainforest gives Sam pause to wonder. A huge and ancient tree like the one he is resting on may harbor more types of ants, beetles, spiders, and other small creatures than the whole 260 acres of forest at the Barrow Field Station that Sam looks after in Ohio.”
The writing is certainly clear and lively and Montgomery never talks down to his audience but treats them with respect. From a page full of molted tarantula skins to the selenocosmia tarantula using silk to make a waterproof, tough case for her new eggs to the Avicularia. “When a tree-dwelling Avicularia tarantula molts, it fist opens a large silken hammock, suspended inside its retreat. Then it lies back in comfort to shed its old skin. The spider’s fangs are as white as walrus tusks after molting, but they soon darken like those on the old skin.”
It is easy to see why this title was a Robert F. Siebert honor book. I’m going to look up the winner!
D. REVIEW EXCERPTS:
School Library Journal suggests:
“Grade 5-10-Superb color photos abound in this spectacular series addition. Readers follow the career of Sam Marshall, tarantula scientist extraordinaire, from his "Spider Lab" at Hiram College in Ohio to the rain forests of French Guiana as he hunts for, finds, and studies the creatures he loves so well. The conversational text contains as much spider lore as scientific investigation and provides a cheerful look at a dedicated scientist. (The fact that he did not do well in school may encourage those late bloomers who have not yet found their passion in life or believe it to be far beyond their academic grasp.) Informative, yes, but even more important, this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
Booklist opines,
“Gr. 4-7. Montgomery and Bishop, who worked together on Snake Scientist (1999), team up once again to deliver another fascinating slice of the natural world. This time they venture to the French Guiana rain forest, where they follow arachnologist Sam Marshall on his quest for his favorite quarry: tarantulas. Enthusiasm for the subject and respect for both Marshall and his eight-legged subjects come through on every page of the clear, informative, and even occasionally humorous text. Bishop's full-color photos, which concentrate on detail, not scale, are amazing--Marshall coaxing an elusive tarantula into the open or bringing readers literally face-to-face with a hairy spider. The section on students' research seems tacked on, but it adds an interesting sidelight to the book, which is longer and richer in both text and illustrations than others in the Scientists in the Field series. Readers will come away armed with facts about spiders in general and tarantulas in particular, but even more important, they'll have a clear understanding of how the answers derived from research become the roots of new, intriguing questions.”
Reviews taken from:
http://www.amazon.com/TARANTULA-SCIENTIST-Scientists-Field/dp/061891577X/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1193460175&sr=1-1
E. CONNECTIONS:
The most obvious choice would be to read the next Montgomery and Bishop duet in the SCIENTIST IN THE FIELD SERIES entitled THE SNAKE SCIENTIST. Donna M. Jackson has written a similar book called THE BUG SCIENTIST.
B. SUMMARY: Montgomery chronicles the study and travel of scientist Sam Marshall and his love of the many types of tarantulas and their environs.
C. CRITICAL ANALYSIS:
80 Pages of WOW! TARANTUAL SCIENTIST is one of those kinds of books. The kind of book that you might find a 2nd, 3rd, 4th, 5th, 6th, 7th, or 8th grader fighting for the last copy on the shelf. And the fight would be over who could get their hands on the book first for a pleasure read. Though a great aid for a school report on spiders, tarantulas, French Guiana, rain forests, or modern scientists this book will circulate mainly for its extraordinary high definition colors and details in photo and in text. Nic Bishop has outdone himself with these photographs!
The format of the book is unique and is very well organized. My only complaint is that there is no table of contents in a book of many chapters. The book begins with a double page spread of Central America with a focus on locating French Guiana. From there we have intriguing writing in each cleverly named chapter: Queen of the Jungle, When is a Tarantula a Tarantula?, Science and Spiders, Secrets of the Burrow, Arachnids All Around, Expedition to Les Grottes, Got Silk?, Hairy Mats and Hissing Fits, Tarantula Frontiers, Elle Est Belle, le Monstre.
Many things work together to make this volume special. Sometimes little things really mean a lot and that is certainly the case here. So many little things go together to make a very good book an extraordinary one. Dark rust orange is used as the background for each titled section. White letters are used over the orange color. Each picture description uses the same dark rust orange lettering. It would have been so easy to use black but the book producers wanted the photo captions to stand out from the normal text.
The text is written in a fluid narrative. It teaches more than a textbook could and the language skills of the author prove that writing is truly an art form. Montgomery helps us understand things we may never see; taste, or touch, maybe even things we never knew existed such as the pet spider of Dr. Sam Marshall, Clarabelle. Montgomery’s luminous style is showcased will on page 42, “Meet Clarabelle. She’s a black haired beauty who looks as if she’s just had a French pedicure. At the ends of her long legs her toes are tipped in pink…………one of the very first tarantulas (pinktoes) described by Western scientists. The gentle pinktoes were originally tree dwelling forest tarantulas, but these days they’re happy to build their silky retreats in the eves of houses, in shrubs, and in the tube-like curves of pineapple leaves on plantations, too. Clarabelle lives in the curled leaves of a potted plant that sits on the veranda.”
An other worldly picture of Scientist Sam in the middle of the rain forest looking upwards in contemplation is truly worth a thousand words. Simply the act of teaching a student how much one man loves his job is worth everything, whatever the job. The caption Montgomery writes to the Sam in the rain forest picture, “The diversity of life in the rainforest gives Sam pause to wonder. A huge and ancient tree like the one he is resting on may harbor more types of ants, beetles, spiders, and other small creatures than the whole 260 acres of forest at the Barrow Field Station that Sam looks after in Ohio.”
The writing is certainly clear and lively and Montgomery never talks down to his audience but treats them with respect. From a page full of molted tarantula skins to the selenocosmia tarantula using silk to make a waterproof, tough case for her new eggs to the Avicularia. “When a tree-dwelling Avicularia tarantula molts, it fist opens a large silken hammock, suspended inside its retreat. Then it lies back in comfort to shed its old skin. The spider’s fangs are as white as walrus tusks after molting, but they soon darken like those on the old skin.”
It is easy to see why this title was a Robert F. Siebert honor book. I’m going to look up the winner!
D. REVIEW EXCERPTS:
School Library Journal suggests:
“Grade 5-10-Superb color photos abound in this spectacular series addition. Readers follow the career of Sam Marshall, tarantula scientist extraordinaire, from his "Spider Lab" at Hiram College in Ohio to the rain forests of French Guiana as he hunts for, finds, and studies the creatures he loves so well. The conversational text contains as much spider lore as scientific investigation and provides a cheerful look at a dedicated scientist. (The fact that he did not do well in school may encourage those late bloomers who have not yet found their passion in life or believe it to be far beyond their academic grasp.) Informative, yes, but even more important, this is a vivid look at an enthusiastic scientist energetically and happily at work, both in the field and in the lab, questioning, examining, testing, and making connections. A treat, even for arachnophobes.”
Booklist opines,
“Gr. 4-7. Montgomery and Bishop, who worked together on Snake Scientist (1999), team up once again to deliver another fascinating slice of the natural world. This time they venture to the French Guiana rain forest, where they follow arachnologist Sam Marshall on his quest for his favorite quarry: tarantulas. Enthusiasm for the subject and respect for both Marshall and his eight-legged subjects come through on every page of the clear, informative, and even occasionally humorous text. Bishop's full-color photos, which concentrate on detail, not scale, are amazing--Marshall coaxing an elusive tarantula into the open or bringing readers literally face-to-face with a hairy spider. The section on students' research seems tacked on, but it adds an interesting sidelight to the book, which is longer and richer in both text and illustrations than others in the Scientists in the Field series. Readers will come away armed with facts about spiders in general and tarantulas in particular, but even more important, they'll have a clear understanding of how the answers derived from research become the roots of new, intriguing questions.”
Reviews taken from:
http://www.amazon.com/TARANTULA-SCIENTIST-Scientists-Field/dp/061891577X/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1193460175&sr=1-1
E. CONNECTIONS:
The most obvious choice would be to read the next Montgomery and Bishop duet in the SCIENTIST IN THE FIELD SERIES entitled THE SNAKE SCIENTIST. Donna M. Jackson has written a similar book called THE BUG SCIENTIST.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
REVIEW OF CATS
A. Simon, Seymour. CATS. New York: HarperCollins, 2004.
B. SUMMARY: Simon gives us another high caliber Informational Picture Book. Included are 36 show stopping photographs one of which is Simon’s own house cat, Mittens, one of two feral cats he has adopted and lovingly spoiled. The volume is not a how to book for pet care but a story of cats. While the focus is on pet cats a short history of cats is included as well.
C. CRITICAL ANALYSIS:
As a lover of cats and cat picture books for as long as I can remember I have never seen one with more intriguing photographs or better text for elementary school children. Many middle school children would enjoy this as well.
Simon begins with the compare and contrast technique by talking about cats and feline behavior and contrasting that with the family dog. A bit of cat history from Egypt to Siam, to Europe in the Middle Ages and the introduction of cats in the New World by American colonists in the 1600s.
The writing style is crisp and approachable. The design of the book is eye catching and the pictures play an equal part to the text. A full spread page is devoted to cat jumping, climbing, landing on all fours, and flexibility. One side features a tuxedo cat who literally looks as if she is taking the plunge from a high dive at the pool. The opposite page with text has a clever vertical picture of the same cat in 5 different frames from the first jump, midair, flipping, and landing.
Simon debunks the myth that cats can see as well in the dark as the light and mentions curious facts that youngsters will enjoy such as the function of kitty whiskers, whether dogs or cats are the most finicky eaters. The pages describing the cat’s sensory powers and their uses is very well done.
A book like this can not be complete with out photos about Mama cats and baby cats, of nursing kittens and birth. Three oversized pictures will make this an especially favorite part of the book. The orange tabby nursing 5 kittens of which only one is orange and that orange baby has his arms around a black tabby as he tries to protect his place at the teat. This is a question I will write the author about. I have heard all my life that all orange tabbies are female and I’ve had several orange boys as well as following Garfield. This picture puts stands that myth on it’s head. The classic silver tabby on the following page nursing a brood of solid black kitties is charming. Another photo on that spread shows the Mama cat caring for one the individual kittens at the moment of birth. The text is just as well done as those photos and children will take note of the language, “A kitten is born in a cloudy white sac filled with fluid. The mother licks each newborn kitten, breaks the sac, and removes the fluid from its face. Licking makes the kitten start to breathe.” The story gets a bit more scientific which will delight many children…….”The mother also bites through the umbilicus (the cord that carried food to the fetus and took away its waste while it was inside the mother.) Even a first time mother cat seems to know exactly what to do. Right away, the newborn kittens suckle milk from their mother. She purrs and nuzzles them as they feed.”
This volume would be a good read aloud for storytime in the media center. I would sit children in a circle with teacher or media specialist also on the perimeter of the circle in a rocking chair. When showing pictures to kids to your left, then center then back around to the right be sure to go very slowly for there is much to see, interpret, and enjoy. The shared experience would lend itself to a discussion afterwards of which part of the book they enjoyed the best, what one new fact did they learn from the reading, which breed of cat had they heard of previously, etc.
The language of the book is age appropriate and the style of writing is smoothly flowing and engaging.
The facts in the book are accurate and can easily be checked in similar books in the 636 section of the library or media center. Mr. Simon does a good job of showing the similarities and differences of wild and pet cats.
The pet cat coverage is made more comprehensive as Simon discusses many different breeds such as: British Shorthair, Siamese, Persian, Angora, Balinese, mixed breeds and feral. He again uses the contrast and compare technique quite successfully with purebred and mixed breed cats and also longhaired and shorthaired cats.
D. Review Excerpts:
Booklist critique: “ Gr. 2-3, younger for reading aloud. There are other books about these popular pets, but most are for older children. Here, Simon writes crisply for a young audience, who will eagerly turn the pages to see the next endearing color photograph… Simon's always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction. “
REVIEW TAKEN FROM:
http://www.amazon.com/gp/product/product-description/0060289406/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books
E. CONNECTIONS:
Most children will enjoy other books in this Seymour Simon series such as DOGS, HORSES, and WILD BABIES. I also very much enjoyed the WILD BEARS book from the author’s See More Readers series.
A. Simon, Seymour. CATS. New York: HarperCollins, 2004.
B. SUMMARY: Simon gives us another high caliber Informational Picture Book. Included are 36 show stopping photographs one of which is Simon’s own house cat, Mittens, one of two feral cats he has adopted and lovingly spoiled. The volume is not a how to book for pet care but a story of cats. While the focus is on pet cats a short history of cats is included as well.
C. CRITICAL ANALYSIS:
As a lover of cats and cat picture books for as long as I can remember I have never seen one with more intriguing photographs or better text for elementary school children. Many middle school children would enjoy this as well.
Simon begins with the compare and contrast technique by talking about cats and feline behavior and contrasting that with the family dog. A bit of cat history from Egypt to Siam, to Europe in the Middle Ages and the introduction of cats in the New World by American colonists in the 1600s.
The writing style is crisp and approachable. The design of the book is eye catching and the pictures play an equal part to the text. A full spread page is devoted to cat jumping, climbing, landing on all fours, and flexibility. One side features a tuxedo cat who literally looks as if she is taking the plunge from a high dive at the pool. The opposite page with text has a clever vertical picture of the same cat in 5 different frames from the first jump, midair, flipping, and landing.
Simon debunks the myth that cats can see as well in the dark as the light and mentions curious facts that youngsters will enjoy such as the function of kitty whiskers, whether dogs or cats are the most finicky eaters. The pages describing the cat’s sensory powers and their uses is very well done.
A book like this can not be complete with out photos about Mama cats and baby cats, of nursing kittens and birth. Three oversized pictures will make this an especially favorite part of the book. The orange tabby nursing 5 kittens of which only one is orange and that orange baby has his arms around a black tabby as he tries to protect his place at the teat. This is a question I will write the author about. I have heard all my life that all orange tabbies are female and I’ve had several orange boys as well as following Garfield. This picture puts stands that myth on it’s head. The classic silver tabby on the following page nursing a brood of solid black kitties is charming. Another photo on that spread shows the Mama cat caring for one the individual kittens at the moment of birth. The text is just as well done as those photos and children will take note of the language, “A kitten is born in a cloudy white sac filled with fluid. The mother licks each newborn kitten, breaks the sac, and removes the fluid from its face. Licking makes the kitten start to breathe.” The story gets a bit more scientific which will delight many children…….”The mother also bites through the umbilicus (the cord that carried food to the fetus and took away its waste while it was inside the mother.) Even a first time mother cat seems to know exactly what to do. Right away, the newborn kittens suckle milk from their mother. She purrs and nuzzles them as they feed.”
This volume would be a good read aloud for storytime in the media center. I would sit children in a circle with teacher or media specialist also on the perimeter of the circle in a rocking chair. When showing pictures to kids to your left, then center then back around to the right be sure to go very slowly for there is much to see, interpret, and enjoy. The shared experience would lend itself to a discussion afterwards of which part of the book they enjoyed the best, what one new fact did they learn from the reading, which breed of cat had they heard of previously, etc.
The language of the book is age appropriate and the style of writing is smoothly flowing and engaging.
The facts in the book are accurate and can easily be checked in similar books in the 636 section of the library or media center. Mr. Simon does a good job of showing the similarities and differences of wild and pet cats.
The pet cat coverage is made more comprehensive as Simon discusses many different breeds such as: British Shorthair, Siamese, Persian, Angora, Balinese, mixed breeds and feral. He again uses the contrast and compare technique quite successfully with purebred and mixed breed cats and also longhaired and shorthaired cats.
D. Review Excerpts:
Booklist critique: “ Gr. 2-3, younger for reading aloud. There are other books about these popular pets, but most are for older children. Here, Simon writes crisply for a young audience, who will eagerly turn the pages to see the next endearing color photograph… Simon's always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction. “
REVIEW TAKEN FROM:
http://www.amazon.com/gp/product/product-description/0060289406/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books
E. CONNECTIONS:
Most children will enjoy other books in this Seymour Simon series such as DOGS, HORSES, and WILD BABIES. I also very much enjoyed the WILD BEARS book from the author’s See More Readers series.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
REVIEW OF HITLER YOUTH: GROWING UP IN HITLER'S SHADOW
A. Bartoletti, Susan Campbell. HITLER YOUTH: GROWING UP IN HITLER'S SHADOW. New York: Scholastic, 2005.
B. PLOT SUMMARY: By intermingling the coming of age stories of twelve young people and ten families with the condition of Germany and the first rumblings of Adolf Hitler in 1926 through the take over by the National Socialist (Nazi) Party in 1933 and the years of the Third Reich through the Holocaust 1935 and liberation in 1945 Bartoletti writes a compelling story that no one from grade 3 to adult should be allowed to miss.
I mention the names of the twelve young people because they are worthy of merit and note and should not be forgotten no matter their role in the now infamous period of history:
Alfons Heck, Helmuth Hubener, Dagabert (Bert) Lewyn, Karl-Heinz Schnibbe, Elisabeth Yetter, Rudolf (Rudi) Wobbe, Melita Maschmann, Henry Metelmann, Herbert Norkus, Inge, Hans, and Sophie Scholl.
C. CRITICAL ANALYSIS AND REVIEW: This oversized book could actually be called a photo essay. The pictures and text are inseparable. Informational books are chiefly used to teach and while this is an educational volume the mesmerizing style of writing is more compelling than most volumes of fiction. The subject matter is provocative and the details are highly developed to catch the reader’s interest. If the subject matter and photographs are not enough to catch the rare dullard’s interest the writing style, heavy with personal vignettes of young people will do the trick in a matter of a few pages.
The design is attractive and engaging. The photos of the 12 young people featured in the book are displayed in the front with photos that look the exact size of a school photo that would fill up a yearbook or a wallet. Little details such as these are a special draw to young people because the format is recognizable. As an adult the sense of design is equally compelling. The first photograph that I still find unfathomable is a page sized photo on page 41 of 5, 6, and 7 year old girls in white dresses bordered by their young female teachers in white dresses as they mouth the words “Heil, Hitler” and deliver the Nazi salute in an open cobblestone square. That pure evil could confuse and corrupt children this small, this tender and young is made more believable by the photo. The caption under this surreal photograph details that Hitler asked the youth to “use his name in their prayers.”
The front cover is certainly effective and compelling with a nose down photo of Adolf Hitler with his arm around what appears to be an early middle school student in full dress uniform. The back cover however draws me in more through words than pictures with the quote: “I begin with the young. We older ones are used up….But my magnificent youngsters! Look at these men and boys! What material! With them, I can create a new world.” And he almost did. This must certainly count as one of the most documented cases of exploitation in world history.
The compelling details continue page after page, chapter after chapter. One of the most poignant parts of the story tells of the bravery of the White Rose resistance movement. Started by teens Hans and Sophie Scholl and Christoph Probst they are caught, tried, and condemned to die. That the guillotine was still used was an unknown fact to this adult reader. I associated the guillotine with an earlier and more primitive time in history picturing King Louie XVI and the French Revolution.
The personalized accounts add much to the book and the fascinating and rather macabre comparison of the typical German student to the three beheaded students was used most effectively.
The book’s dates and historical occurrences can be corroborated in other books about the same era in history, and from primary sources. The wealth of pictures used in the book were taken from credible sources such as The United States Holocaust Memorial Museum, The National Archives, the online photographic collection of The Library of Congress and Berlin’s Bildarchiv Preussischer Kulturbesitz. The author is careful to give a photographer credit for each photograph that can be documented.
I see the book as a hybrid being at once a book of “Journals and Interviews”, “Traditional Chapter Book Format”, and “Informational Picture Books.” Such a superb book can only rarely fit into stereotypical pigeon holes.
The three young adults were beheaded by the guillotine as noted in the following text, “Immediately after the trial, Hans and Sophie Scholl and Christoph Probst were led to the execution room in Stadelheim prison and beheaded. The prison warden reported that the three young people bore themselves with marvelous bravery. “They were led off, the girl first,” said the warden. “She want without the flicker of an eyelash. None of us understood how this could be possible. The executioner said he had never seen anyone meet his end as she did,” I immediately began to think of the beheading of Mary, Queen of Scots ordered by Elizabeth the first. Surely Sophie was equally brave.
The text continues, “Just before Hans placed his head on the guillotine block, he shouted out, “Long live freedom!” The words rang throughout the huge prison.” Upon reading this I could only think of William Wallace as portrayed in the movie “Braveheart.” We hear as we finish reading the chapter that less than 2 hours after the “White Rose” beheadings that students from the University of Munich led a pro-Nazi demonstration condemning the students. Sophie had hoped and believed the students would be stirred to action against the Nazis.
Intriguing details appear throughout the text. A fact that was very eye opening to me and I imagine would very much intrigue a young boy is how the very young males were 9/10ths of the Nazi military force. A great example is how a cadre of 14 and 15 year old boys worked day and night to dig a type of ditch or trench around Berlin that was 18 feet wide and 15 feet deep. Their hard work and sleepless nights kept out all enemy tanks and machinery.
D. Review Excerpts:
School Library Journal notes, (Starred Review) Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich.
Booklist states,
*Starred Review* Gr. 7-10. “What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like…..the stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative. “
Reviews from:
http://www.amazon.com/gp/product/product-description/0439353793/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books
Connections:
A book about one of the teens mentioned in the above is SOPHIE SCHOLL AND THE WHITE ROSE RESISTANCE by Jud Newborn and Annette Dumbach.
Another book for young people about Hitler’s Germany is Eleanor Ayer’s PARALLEL JOURNEY.
For a student that likes informational history volumes in general I would heartily recommend the Newbery winner by the same author: BLACK POTATOES: THE STORY OF THE GREAT IRISH FAMINE, 1845-1850.
A. Bartoletti, Susan Campbell. HITLER YOUTH: GROWING UP IN HITLER'S SHADOW. New York: Scholastic, 2005.
B. PLOT SUMMARY: By intermingling the coming of age stories of twelve young people and ten families with the condition of Germany and the first rumblings of Adolf Hitler in 1926 through the take over by the National Socialist (Nazi) Party in 1933 and the years of the Third Reich through the Holocaust 1935 and liberation in 1945 Bartoletti writes a compelling story that no one from grade 3 to adult should be allowed to miss.
I mention the names of the twelve young people because they are worthy of merit and note and should not be forgotten no matter their role in the now infamous period of history:
Alfons Heck, Helmuth Hubener, Dagabert (Bert) Lewyn, Karl-Heinz Schnibbe, Elisabeth Yetter, Rudolf (Rudi) Wobbe, Melita Maschmann, Henry Metelmann, Herbert Norkus, Inge, Hans, and Sophie Scholl.
C. CRITICAL ANALYSIS AND REVIEW: This oversized book could actually be called a photo essay. The pictures and text are inseparable. Informational books are chiefly used to teach and while this is an educational volume the mesmerizing style of writing is more compelling than most volumes of fiction. The subject matter is provocative and the details are highly developed to catch the reader’s interest. If the subject matter and photographs are not enough to catch the rare dullard’s interest the writing style, heavy with personal vignettes of young people will do the trick in a matter of a few pages.
The design is attractive and engaging. The photos of the 12 young people featured in the book are displayed in the front with photos that look the exact size of a school photo that would fill up a yearbook or a wallet. Little details such as these are a special draw to young people because the format is recognizable. As an adult the sense of design is equally compelling. The first photograph that I still find unfathomable is a page sized photo on page 41 of 5, 6, and 7 year old girls in white dresses bordered by their young female teachers in white dresses as they mouth the words “Heil, Hitler” and deliver the Nazi salute in an open cobblestone square. That pure evil could confuse and corrupt children this small, this tender and young is made more believable by the photo. The caption under this surreal photograph details that Hitler asked the youth to “use his name in their prayers.”
The front cover is certainly effective and compelling with a nose down photo of Adolf Hitler with his arm around what appears to be an early middle school student in full dress uniform. The back cover however draws me in more through words than pictures with the quote: “I begin with the young. We older ones are used up….But my magnificent youngsters! Look at these men and boys! What material! With them, I can create a new world.” And he almost did. This must certainly count as one of the most documented cases of exploitation in world history.
The compelling details continue page after page, chapter after chapter. One of the most poignant parts of the story tells of the bravery of the White Rose resistance movement. Started by teens Hans and Sophie Scholl and Christoph Probst they are caught, tried, and condemned to die. That the guillotine was still used was an unknown fact to this adult reader. I associated the guillotine with an earlier and more primitive time in history picturing King Louie XVI and the French Revolution.
The personalized accounts add much to the book and the fascinating and rather macabre comparison of the typical German student to the three beheaded students was used most effectively.
The book’s dates and historical occurrences can be corroborated in other books about the same era in history, and from primary sources. The wealth of pictures used in the book were taken from credible sources such as The United States Holocaust Memorial Museum, The National Archives, the online photographic collection of The Library of Congress and Berlin’s Bildarchiv Preussischer Kulturbesitz. The author is careful to give a photographer credit for each photograph that can be documented.
I see the book as a hybrid being at once a book of “Journals and Interviews”, “Traditional Chapter Book Format”, and “Informational Picture Books.” Such a superb book can only rarely fit into stereotypical pigeon holes.
The three young adults were beheaded by the guillotine as noted in the following text, “Immediately after the trial, Hans and Sophie Scholl and Christoph Probst were led to the execution room in Stadelheim prison and beheaded. The prison warden reported that the three young people bore themselves with marvelous bravery. “They were led off, the girl first,” said the warden. “She want without the flicker of an eyelash. None of us understood how this could be possible. The executioner said he had never seen anyone meet his end as she did,” I immediately began to think of the beheading of Mary, Queen of Scots ordered by Elizabeth the first. Surely Sophie was equally brave.
The text continues, “Just before Hans placed his head on the guillotine block, he shouted out, “Long live freedom!” The words rang throughout the huge prison.” Upon reading this I could only think of William Wallace as portrayed in the movie “Braveheart.” We hear as we finish reading the chapter that less than 2 hours after the “White Rose” beheadings that students from the University of Munich led a pro-Nazi demonstration condemning the students. Sophie had hoped and believed the students would be stirred to action against the Nazis.
Intriguing details appear throughout the text. A fact that was very eye opening to me and I imagine would very much intrigue a young boy is how the very young males were 9/10ths of the Nazi military force. A great example is how a cadre of 14 and 15 year old boys worked day and night to dig a type of ditch or trench around Berlin that was 18 feet wide and 15 feet deep. Their hard work and sleepless nights kept out all enemy tanks and machinery.
D. Review Excerpts:
School Library Journal notes, (Starred Review) Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich.
Booklist states,
*Starred Review* Gr. 7-10. “What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like…..the stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative. “
Reviews from:
http://www.amazon.com/gp/product/product-description/0439353793/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books
Connections:
A book about one of the teens mentioned in the above is SOPHIE SCHOLL AND THE WHITE ROSE RESISTANCE by Jud Newborn and Annette Dumbach.
Another book for young people about Hitler’s Germany is Eleanor Ayer’s PARALLEL JOURNEY.
For a student that likes informational history volumes in general I would heartily recommend the Newbery winner by the same author: BLACK POTATOES: THE STORY OF THE GREAT IRISH FAMINE, 1845-1850.
Friday, October 12, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of WITNESS:
A. Hesse, Karen. WITNESS. New York: Scholastic, 2001.
B. PLOT SUMMARY: Newbery Award winner Hesse explores small town life in a Vermont village in 1924. The tale is based on a true story and contains old black and white photos of all twelve characters. Hesse explores the day to day and the terrifying. She writes of the bond between an African American girl, Leanora Sutter age 12 and Esther Hirsch, a Jewish girl of 6 who have both lost their mothers early in life. From moonshine to the Ku Klux Klan Hesse does a notable job in bringing this painfully realistic story to life.
C. LITERARY MERIT AND CULTURAL MARKERS:
The story is related through a five act play written in verse. The typesetting is small, sparse and only printed in lower case letters. The poetry is a narrative told back and forth between members of the rural community. Poem pages have one to five verses on each page and resonate like natural speech. The book is the winner of a Christopher Award. The tale is both compelling and sickening but something that adults and children must investigate to help keep similar atrocities from happening again. Hesse’s stepbrother was a parent at my elementary media center so I know she is a Jewish American. She strives to tell the tale, however, in a dispassionate voice without sentimentality or judgement of the situation, leaving the reader to access and follow the situation in their own way. This adds much credibility to the story and illustrates the innate dignity that Hesse believes is everyone’s due in fiction and in real life. The book is a grand accomplishment on a multitude of levels. Many people today, even in the rural south and probably in rural Vermont too have had no first hand experience of burning crosses and the KKK. Told in a low key, droll manner it makes the text even more effective. Very unusual. Very moving. Very insightful peck into human nature with no characters portrayed as 100% good or 100% evil.
This is a book I will read more than once.
D. REVIEW EXCERPTS:
VOYA weighs in:
Using poetic form with no capitalization allows Hesse to crystallize the voices of her eleven characters. Each speaks from his or her personal experiences of fears and prejudices. This lyric work is another fine achievement from one of young adult literature's best authors. VOYA CODES: 5Q 4P M J (Hard to imagine it being any better written; Broad general YA appeal
PUBLISHER WEEKLY suggests:
"Hesse weaves together 11 distinct narrative voices to create a moving account of the Ku Klux Klan's encroachment on a small Vermont town in 1924. Told completely in verse, her quietly powerful novel addresses the inevitable loss of innocence that accompanies the fight for social justice." Ages 9-12.
SCHOOL LIBRARY JOURNAL comments:
The presentation concludes with a fascinating interview between historian and critic Leonard Marcus and Karen Hesse in which she discusses her work and how she came to write her latest novel in verse
REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780439272001&itm=2
CONNECTIONS:
There has never been a better Karen Hesse book to me than LETTER’S FROM RIVKA which also explorers the theme of being Jewish and becoming a Jewish American citizen. The book is also reminiscent of SPOON RIVER ANTHOLOGY. Elie Weisel’s historical fiction would be a very good follow up as well as a Mildred Taylor selection.
A. Hesse, Karen. WITNESS. New York: Scholastic, 2001.
B. PLOT SUMMARY: Newbery Award winner Hesse explores small town life in a Vermont village in 1924. The tale is based on a true story and contains old black and white photos of all twelve characters. Hesse explores the day to day and the terrifying. She writes of the bond between an African American girl, Leanora Sutter age 12 and Esther Hirsch, a Jewish girl of 6 who have both lost their mothers early in life. From moonshine to the Ku Klux Klan Hesse does a notable job in bringing this painfully realistic story to life.
C. LITERARY MERIT AND CULTURAL MARKERS:
The story is related through a five act play written in verse. The typesetting is small, sparse and only printed in lower case letters. The poetry is a narrative told back and forth between members of the rural community. Poem pages have one to five verses on each page and resonate like natural speech. The book is the winner of a Christopher Award. The tale is both compelling and sickening but something that adults and children must investigate to help keep similar atrocities from happening again. Hesse’s stepbrother was a parent at my elementary media center so I know she is a Jewish American. She strives to tell the tale, however, in a dispassionate voice without sentimentality or judgement of the situation, leaving the reader to access and follow the situation in their own way. This adds much credibility to the story and illustrates the innate dignity that Hesse believes is everyone’s due in fiction and in real life. The book is a grand accomplishment on a multitude of levels. Many people today, even in the rural south and probably in rural Vermont too have had no first hand experience of burning crosses and the KKK. Told in a low key, droll manner it makes the text even more effective. Very unusual. Very moving. Very insightful peck into human nature with no characters portrayed as 100% good or 100% evil.
This is a book I will read more than once.
D. REVIEW EXCERPTS:
VOYA weighs in:
Using poetic form with no capitalization allows Hesse to crystallize the voices of her eleven characters. Each speaks from his or her personal experiences of fears and prejudices. This lyric work is another fine achievement from one of young adult literature's best authors. VOYA CODES: 5Q 4P M J (Hard to imagine it being any better written; Broad general YA appeal
PUBLISHER WEEKLY suggests:
"Hesse weaves together 11 distinct narrative voices to create a moving account of the Ku Klux Klan's encroachment on a small Vermont town in 1924. Told completely in verse, her quietly powerful novel addresses the inevitable loss of innocence that accompanies the fight for social justice." Ages 9-12.
SCHOOL LIBRARY JOURNAL comments:
The presentation concludes with a fascinating interview between historian and critic Leonard Marcus and Karen Hesse in which she discusses her work and how she came to write her latest novel in verse
REVIEWS ACCESSED FROM:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780439272001&itm=2
CONNECTIONS:
There has never been a better Karen Hesse book to me than LETTER’S FROM RIVKA which also explorers the theme of being Jewish and becoming a Jewish American citizen. The book is also reminiscent of SPOON RIVER ANTHOLOGY. Elie Weisel’s historical fiction would be a very good follow up as well as a Mildred Taylor selection.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of WHAT IS GOODBYE?
A. Grimes, Nikki. WHAT IS GOODBYE? Illustrated by Raul Colon. New York: Hyperion, 2004.
B. Summary and Impressions. Plot is really not applicable to much poetry but it is the centerpiece of this novella in verse. Each page has one poem and they all have their own title but the volume is totally built around one truth. Jaron is dead and he has left a younger brother and sister and two wounded parents behind. The book takes the reader through the first year of family life without Jaron
C. Literary Merit:
This is a strong and powerful book about people who have become so weak their knees want to buckle. Grimes writes with such insight and detail that one is not surprised to find in her introduction and author’s note that she lost her own father at the tender age of fifteen.
Grimes has done a big service to children who have lost someone in their household at a very early age and also the parents, teachers, counselors and clergymen that aim to help these young and impressionable children to heal and move forward.
The artwork appears surreal and sepia colored. Colon chooses almost exclusively blues, greens, and golds. For a young person the pictures are very helpful and add much. Most of the illustrations show the facial expressions of Jesse and Jerilyn as they pass through many different stages of grief. The book would work as well for adults with or without the pictures in my view. The cover however is extreme in it’s beauty with blue teal and aged tomato red backgrounds and the troubled faces of a young boy and girl the size of three postage stamps in the top middle third of the book. In the right corner of the picture of the children is a black bird faced diagonally forward. Whether the bird is a crow or raven the symbolism of death will be familiar to many with previous exposure to myths, legends of many cultures.
The book can be seen as a poetic version of the groundbreaking ON DEATH AND DYING by Elisabeth Kubler Ross. The stages are laid out and as is common and very realistic the siblings move back and forth between the stages. They dream of Jaron. They don’t know how to make their Dad smile or their Mom stop crying and hold their hands. From disbelief, to anger, and acceptance this volume gives anyone much to think about but would certainly be a superior addition to bibliotherapy tools, especially for younger readers. Middle school and high school students would not protest about the simplicity of the book because it resonates deeply early on. There are both rhyming stanzas and free verse in this moving volume. Should be in every grade school library or media center collection as well as neighborhood public libraries.
One of the more poignant lines in the volume for me is this:
“What is goodbye?
Where is the good in it?
One leaves
and many hearts
are broken.
There must be
a better arithmetic
somewhere.”
The book is certainly worthy of a medal or high honor both for its quality and subject matter.
REVIEW EXCERPTS:
BOOKLIST opines: Grimes often chooses rhymed couplets for Jesse's voice, and the singsong sounds and tight rhythm create a young tone that's indicative of Jesse's age but, nonetheless, feels distractingly at odds with the somber subject and raw emotions--feelings that Grimes gets just right. Moving and wise, these are poems that beautifully capture a family's heartache as well as the bewildering questions that death brings, and they reinforce the message in Grimes' warm author's note: "There's no right or wrong way to feel when someone close to you dies." Recommended for Grades 4-8.
SCHOOL LIBRARY JOURNAL comments: Grade 3-8–Grimes's novella in verse is a prime example of how poetry and story can be combined to extend one another. When their brother dies, Jerilyn and Jesse cope with the anger, confusion, and the silence that grief brings to their family. Jesse's rhyming verse faces his older sister's free-verse comments on her experiences. When Jesse hits a home run in a league game soon after his brother's death, he glows, "I took off around the field,/legs pumping like lightning!/I slid into home plate clean./Man, I'm so cool,/I'm frightening!/...What am I supposed to do,/spend each minute crying?/I wish I could please you, Mom,/but I'm sick of trying." Jerilyn muses, "It's his right to smile,/isn't it?/To be delirious?/So what if I don't understand?/This ghost town,/draped in shadow,/is desperate for/a few more watts of light." Grimes handles these two voices fluently and lucidly, shaping her characters through her form. Colón's paintings in muted colors combine imagism with realism to create an emotional dreamscape on nearly every page. The clean design combined with the book's short, easy pace and small size give readers a comfortable place from which to listen to the characters as they make their way from "Getting the News" to "Anniversary," and finally to "Ordinary Days." The book closes with a poem in two voices, and Jesse and Jerilyn come together for a new family photograph. "Smile!"–and readers will. Fans of Vera B. Williams's Amber Was Brave, Essie Was Smart (Greenwillow, 2001) will appreciate this powerful title.–
REVIEWS ACCESSED FROM:
http://www.amazon.com/What-Goodbye-Nikki-Grimes/dp/0786807784/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1192246866&sr=8-1
CONNECTIONS:
The book that immediately comes to mind is Charlotte Zolotow’s MY GRANDSON LEW. Not many books could ever top that one for any age as mother and child grieve for the loss of a father and grandfather.
A. Grimes, Nikki. WHAT IS GOODBYE? Illustrated by Raul Colon. New York: Hyperion, 2004.
B. Summary and Impressions. Plot is really not applicable to much poetry but it is the centerpiece of this novella in verse. Each page has one poem and they all have their own title but the volume is totally built around one truth. Jaron is dead and he has left a younger brother and sister and two wounded parents behind. The book takes the reader through the first year of family life without Jaron
C. Literary Merit:
This is a strong and powerful book about people who have become so weak their knees want to buckle. Grimes writes with such insight and detail that one is not surprised to find in her introduction and author’s note that she lost her own father at the tender age of fifteen.
Grimes has done a big service to children who have lost someone in their household at a very early age and also the parents, teachers, counselors and clergymen that aim to help these young and impressionable children to heal and move forward.
The artwork appears surreal and sepia colored. Colon chooses almost exclusively blues, greens, and golds. For a young person the pictures are very helpful and add much. Most of the illustrations show the facial expressions of Jesse and Jerilyn as they pass through many different stages of grief. The book would work as well for adults with or without the pictures in my view. The cover however is extreme in it’s beauty with blue teal and aged tomato red backgrounds and the troubled faces of a young boy and girl the size of three postage stamps in the top middle third of the book. In the right corner of the picture of the children is a black bird faced diagonally forward. Whether the bird is a crow or raven the symbolism of death will be familiar to many with previous exposure to myths, legends of many cultures.
The book can be seen as a poetic version of the groundbreaking ON DEATH AND DYING by Elisabeth Kubler Ross. The stages are laid out and as is common and very realistic the siblings move back and forth between the stages. They dream of Jaron. They don’t know how to make their Dad smile or their Mom stop crying and hold their hands. From disbelief, to anger, and acceptance this volume gives anyone much to think about but would certainly be a superior addition to bibliotherapy tools, especially for younger readers. Middle school and high school students would not protest about the simplicity of the book because it resonates deeply early on. There are both rhyming stanzas and free verse in this moving volume. Should be in every grade school library or media center collection as well as neighborhood public libraries.
One of the more poignant lines in the volume for me is this:
“What is goodbye?
Where is the good in it?
One leaves
and many hearts
are broken.
There must be
a better arithmetic
somewhere.”
The book is certainly worthy of a medal or high honor both for its quality and subject matter.
REVIEW EXCERPTS:
BOOKLIST opines: Grimes often chooses rhymed couplets for Jesse's voice, and the singsong sounds and tight rhythm create a young tone that's indicative of Jesse's age but, nonetheless, feels distractingly at odds with the somber subject and raw emotions--feelings that Grimes gets just right. Moving and wise, these are poems that beautifully capture a family's heartache as well as the bewildering questions that death brings, and they reinforce the message in Grimes' warm author's note: "There's no right or wrong way to feel when someone close to you dies." Recommended for Grades 4-8.
SCHOOL LIBRARY JOURNAL comments: Grade 3-8–Grimes's novella in verse is a prime example of how poetry and story can be combined to extend one another. When their brother dies, Jerilyn and Jesse cope with the anger, confusion, and the silence that grief brings to their family. Jesse's rhyming verse faces his older sister's free-verse comments on her experiences. When Jesse hits a home run in a league game soon after his brother's death, he glows, "I took off around the field,/legs pumping like lightning!/I slid into home plate clean./Man, I'm so cool,/I'm frightening!/...What am I supposed to do,/spend each minute crying?/I wish I could please you, Mom,/but I'm sick of trying." Jerilyn muses, "It's his right to smile,/isn't it?/To be delirious?/So what if I don't understand?/This ghost town,/draped in shadow,/is desperate for/a few more watts of light." Grimes handles these two voices fluently and lucidly, shaping her characters through her form. Colón's paintings in muted colors combine imagism with realism to create an emotional dreamscape on nearly every page. The clean design combined with the book's short, easy pace and small size give readers a comfortable place from which to listen to the characters as they make their way from "Getting the News" to "Anniversary," and finally to "Ordinary Days." The book closes with a poem in two voices, and Jesse and Jerilyn come together for a new family photograph. "Smile!"–and readers will. Fans of Vera B. Williams's Amber Was Brave, Essie Was Smart (Greenwillow, 2001) will appreciate this powerful title.–
REVIEWS ACCESSED FROM:
http://www.amazon.com/What-Goodbye-Nikki-Grimes/dp/0786807784/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1192246866&sr=8-1
CONNECTIONS:
The book that immediately comes to mind is Charlotte Zolotow’s MY GRANDSON LEW. Not many books could ever top that one for any age as mother and child grieve for the loss of a father and grandfather.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of AUTUMNBLINGS:
A. Florian, Douglas. AUTUMNBLINGS. New York: Greenwillow/HarperCollins, 2003.
B. Summary and Impressions (Plot is really not applicable to poetry)
This wonderful and silly book of poetry for youngsters contains 29 individual poems. There is a table of contents and the poems, although not labeled as such, are in chronological order as the season opens and closes. Apple picking and leaves of changing color come before poems of pumpkins, thanksgiving, and the first frosty freeze of the season.. Florian is as gifted at illustrating as in writing poetry and the book is a balanced and harmonious blend of the two.
C. Literary Merit:
The book is immediately attractive and approachable. The illustrations look very much as if they were made by elementary school children. The artwork is vital to the text and only 1 or the 29 poems is on a blank white page and that is at the very end of the book. The look and feel of the volume is a small, almost square picture story book.
Most children will enjoy this book of poems for several reasons:
1. The meter and rhythm is very predictable.
2. Each poem contains rhyming words
3. Children will enjoy the made up words and the sometimes humorous and un-lifelike pictures.
Only four of the poems display sophisticated illustrations that would be difficult for a child younger than 4th grade to emulate. These 4 illustrations convey texture upon texture and stylized drawings. It is not at all that they do not go along with the rest of the illustrations. These four paintings could stand on their own and the other illustrations look more as if a child was coloring along while the teacher was reading a poem or story and asking them to illustration the story or the feelings the story gave them. I do not find a reason that these more complex drawings are found sequentially from page 18 through 23. The poems with the most depth of illustration are: UP AND DOWN, AUTUMN QUESTIONS, AWE-TUMN, and GEESE PIECE.
I do realize however that for an accomplished painter and illustrator it may be just as hard or harder to paint an apple that is a mixture of purple and maroon pigments, one huge apple on a yellow square with one messy bite taken out of it and one little brown stem. A picture that would be typical of the first graders I taught long ago.
Many of the poems are lined up in typical verse style but a few of them have shapes like the e.e.cummings poems I grew up with. I think the variety of fall topics and diversity of artwork from realistic, to simplistic, and just downright silly will appeal to a large variety of students. I very much liked the simple self portrait of Mr. Florian on the back book flap in the “something about the author” place.
REVIEW EXCERPTS:
SCHOOL LIBRARY JOURNAL recommends the volume for grades 2-5 and has this to say:
“The childlike style of the various-sized watercolor and colored-pencil paintings (in fall colors, of course) mirrors the creative style of the age group most inclined to read the poetry. A natural for use in classrooms and library programs, and accessible to newly independent readers, these poems will delight youngsters.”
BOOKLIST recommends the book for a different age group than SLJ. They see it best suited for preschool to grade 2 and make these comments:
“Florian presents a winsome series of poems about fall, with the punning theme of the title carried throughout. Using rhyme, meter, and those puns to good effect, as well as changes in fonts and type, he adds to the sense of movement and joy in the poetry. School, holidays, playtime, and observation all figure here.”
REVIEWS ACCESSED FROM:
http://www.amazon.com/Autumnblings-Douglas-Florian/dp/0060092785/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1192244255&sr=1-1
CONNECTIONS:
Florian has done to other seasonal poetry books, WINTER EYES and SUMMERSAULTS. Fans of one book would be expected to enjoy all three.
A. Florian, Douglas. AUTUMNBLINGS. New York: Greenwillow/HarperCollins, 2003.
B. Summary and Impressions (Plot is really not applicable to poetry)
This wonderful and silly book of poetry for youngsters contains 29 individual poems. There is a table of contents and the poems, although not labeled as such, are in chronological order as the season opens and closes. Apple picking and leaves of changing color come before poems of pumpkins, thanksgiving, and the first frosty freeze of the season.. Florian is as gifted at illustrating as in writing poetry and the book is a balanced and harmonious blend of the two.
C. Literary Merit:
The book is immediately attractive and approachable. The illustrations look very much as if they were made by elementary school children. The artwork is vital to the text and only 1 or the 29 poems is on a blank white page and that is at the very end of the book. The look and feel of the volume is a small, almost square picture story book.
Most children will enjoy this book of poems for several reasons:
1. The meter and rhythm is very predictable.
2. Each poem contains rhyming words
3. Children will enjoy the made up words and the sometimes humorous and un-lifelike pictures.
Only four of the poems display sophisticated illustrations that would be difficult for a child younger than 4th grade to emulate. These 4 illustrations convey texture upon texture and stylized drawings. It is not at all that they do not go along with the rest of the illustrations. These four paintings could stand on their own and the other illustrations look more as if a child was coloring along while the teacher was reading a poem or story and asking them to illustration the story or the feelings the story gave them. I do not find a reason that these more complex drawings are found sequentially from page 18 through 23. The poems with the most depth of illustration are: UP AND DOWN, AUTUMN QUESTIONS, AWE-TUMN, and GEESE PIECE.
I do realize however that for an accomplished painter and illustrator it may be just as hard or harder to paint an apple that is a mixture of purple and maroon pigments, one huge apple on a yellow square with one messy bite taken out of it and one little brown stem. A picture that would be typical of the first graders I taught long ago.
Many of the poems are lined up in typical verse style but a few of them have shapes like the e.e.cummings poems I grew up with. I think the variety of fall topics and diversity of artwork from realistic, to simplistic, and just downright silly will appeal to a large variety of students. I very much liked the simple self portrait of Mr. Florian on the back book flap in the “something about the author” place.
REVIEW EXCERPTS:
SCHOOL LIBRARY JOURNAL recommends the volume for grades 2-5 and has this to say:
“The childlike style of the various-sized watercolor and colored-pencil paintings (in fall colors, of course) mirrors the creative style of the age group most inclined to read the poetry. A natural for use in classrooms and library programs, and accessible to newly independent readers, these poems will delight youngsters.”
BOOKLIST recommends the book for a different age group than SLJ. They see it best suited for preschool to grade 2 and make these comments:
“Florian presents a winsome series of poems about fall, with the punning theme of the title carried throughout. Using rhyme, meter, and those puns to good effect, as well as changes in fonts and type, he adds to the sense of movement and joy in the poetry. School, holidays, playtime, and observation all figure here.”
REVIEWS ACCESSED FROM:
http://www.amazon.com/Autumnblings-Douglas-Florian/dp/0060092785/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1192244255&sr=1-1
CONNECTIONS:
Florian has done to other seasonal poetry books, WINTER EYES and SUMMERSAULTS. Fans of one book would be expected to enjoy all three.
Friday, September 28, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS
A. Bibliographic Information:
McKissack, Patricia C. PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS
B. Plot Summary:
McKissack introduces her story collection with “Whippoorwills, lightning bugs, and homemade peach ice cream trigger memories of my childhood summers………..Skipping up five steps placed me in my favorite spot—the porch swing. There I could read for hours or listen to someone tell a story about sneaky foxes or things that went bump in the night.”
There are ghost stories, family stories, and lots and lots of neighborhood tall tales. McKissack does an excellent job of giving friends, neighbors, and family members credit for their help with the stories origin and recollection. Most of the stories are set in place and time near the author’s grandparents’ home in Nashville.
C. Critical analysis including cultural markers and standards of literary merit.
I was so excited about reading this book because of the intro of the peach ice cream and porch swing of my grandparents South but I was very disappointed. The type set used in part of the book is reminiscent of old PICA typewriting but students will not know how to place that in a cultural perspective because they don’t even remember typewriters!
The story I liked best was, “By the Weight of a Feather” It talks of a young boy being mentored and unofficially adopted by and older man in the neighborhood who teaches him how to be the quintessentially untrustworthy used car salesman. Aunt Gran and the Outlaws is pretty good as well.
I did like the use of authentic jargon and colloquialisms such as “aine” rather than “ain’t” which is exactly how we spoke in small town West GA.
I am a big fan of McKissacks’ THE DARK THIRTY and Virginia Hamilton’s THE PEOPLE COULD FLY: AMERICAN BLACK FOLKTALES. I did not think this volume was nearly as good as the two mentioned above but 4 customers on Amazon.com all gave it a 5 star review. Even the artwork left me put off because it wasn’t appealing to me and I thought would only be that much more unappealing to a child without a long historical background of experience.
It wasn't a horrible book at all but I found it blase and I had been expecting so much more.
D. Review Excerpts:
School Library Journal comments, “The tales are variously narrated by boys and girls, even though the authors preface seems to set readers up for a single, female narrator in the persona of McKissack herself. They contain the essence of truth but are fiction from beginning to end, an amalgam of old stories, characters, jokes, setups, and motifs. As such, they have no provenance. Still, it would have helped readers unfamiliar with African-American history to have an authors note helping separate the truth of these lies that allude to Depression-era African-American and Southern traditions. That aside, theyre great fun to read aloud and the tricksters, sharpies, slicksters, and outlaws wink knowingly at the child narrators, and at us foolish humans
Booklist opines, “Without using dialect, her intimate folk idiom celebrates the storytelling among friends, neighbors, and family as much as the stories themselves. "Some folk believe the story; some don't. You decide for yourself." Is the weaselly gravedigger going to steal a corpse's jewelry, or does he know the woman is really still alive? Can bespectacled Aunt Gran outwit the notorious outlaw Jesse James? In black and white, Carrilho's full-page illustrations--part cartoon, part portrait in silhouette.”
E. Reviews accessed from:
http://www.amazon.com/Porch-Lies-Slicksters-Tricksters-Characters/dp/0375836195/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191040420&sr=1-1
F. Connections:
As mentioned above I preferred Virginia Hamilton’s THE PEOPLE COULD FLY: AMERICAN BLACK FOLKTALES or McKissack’s DARK THIRTY. McKissack’s own FLOSSIE AND THE FOX is an excellent traditional tale with a great African American main character.
A. Bibliographic Information:
McKissack, Patricia C. PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS
B. Plot Summary:
McKissack introduces her story collection with “Whippoorwills, lightning bugs, and homemade peach ice cream trigger memories of my childhood summers………..Skipping up five steps placed me in my favorite spot—the porch swing. There I could read for hours or listen to someone tell a story about sneaky foxes or things that went bump in the night.”
There are ghost stories, family stories, and lots and lots of neighborhood tall tales. McKissack does an excellent job of giving friends, neighbors, and family members credit for their help with the stories origin and recollection. Most of the stories are set in place and time near the author’s grandparents’ home in Nashville.
C. Critical analysis including cultural markers and standards of literary merit.
I was so excited about reading this book because of the intro of the peach ice cream and porch swing of my grandparents South but I was very disappointed. The type set used in part of the book is reminiscent of old PICA typewriting but students will not know how to place that in a cultural perspective because they don’t even remember typewriters!
The story I liked best was, “By the Weight of a Feather” It talks of a young boy being mentored and unofficially adopted by and older man in the neighborhood who teaches him how to be the quintessentially untrustworthy used car salesman. Aunt Gran and the Outlaws is pretty good as well.
I did like the use of authentic jargon and colloquialisms such as “aine” rather than “ain’t” which is exactly how we spoke in small town West GA.
I am a big fan of McKissacks’ THE DARK THIRTY and Virginia Hamilton’s THE PEOPLE COULD FLY: AMERICAN BLACK FOLKTALES. I did not think this volume was nearly as good as the two mentioned above but 4 customers on Amazon.com all gave it a 5 star review. Even the artwork left me put off because it wasn’t appealing to me and I thought would only be that much more unappealing to a child without a long historical background of experience.
It wasn't a horrible book at all but I found it blase and I had been expecting so much more.
D. Review Excerpts:
School Library Journal comments, “The tales are variously narrated by boys and girls, even though the authors preface seems to set readers up for a single, female narrator in the persona of McKissack herself. They contain the essence of truth but are fiction from beginning to end, an amalgam of old stories, characters, jokes, setups, and motifs. As such, they have no provenance. Still, it would have helped readers unfamiliar with African-American history to have an authors note helping separate the truth of these lies that allude to Depression-era African-American and Southern traditions. That aside, theyre great fun to read aloud and the tricksters, sharpies, slicksters, and outlaws wink knowingly at the child narrators, and at us foolish humans
Booklist opines, “Without using dialect, her intimate folk idiom celebrates the storytelling among friends, neighbors, and family as much as the stories themselves. "Some folk believe the story; some don't. You decide for yourself." Is the weaselly gravedigger going to steal a corpse's jewelry, or does he know the woman is really still alive? Can bespectacled Aunt Gran outwit the notorious outlaw Jesse James? In black and white, Carrilho's full-page illustrations--part cartoon, part portrait in silhouette.”
E. Reviews accessed from:
http://www.amazon.com/Porch-Lies-Slicksters-Tricksters-Characters/dp/0375836195/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191040420&sr=1-1
F. Connections:
As mentioned above I preferred Virginia Hamilton’s THE PEOPLE COULD FLY: AMERICAN BLACK FOLKTALES or McKissack’s DARK THIRTY. McKissack’s own FLOSSIE AND THE FOX is an excellent traditional tale with a great African American main character.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of CINDERLILY
A. Bibliographic Information:
Tagg, Christine. CINDERLILY: A FLORAL FAIRY TALE IN THREE ACTS. David Ellwand, illustrator. Cambridge, Mass: Candlewick Press, 2003.
B. Plot Summary
This is almost a typical Cinderella as far as storyline and action. It is presented as a play in three acts. From the billing on the pumpkin orange stage curtain we begin to see how the layout and form are going to be used in this modern edition to the Cinderella International gathering!
Small differences such as rather than a Prince we are told “The Sultan” is giving a dance to find a bride. Cinderlily’s two sisters are made of pansies and cockscomb and sure enough they are the mean and bossy types, “Then she (Cinderlily) hears her sisters calling: “You must help us look our best. Then surely at the Sultan’s Ball, we’ll stand out from the rest.”
Act II opens and we realize that these are really verses with a rhyming meter rather than paragraphs of prose. “Suddenly a light appears—a fairy hovers near. “Cinderlilly don’t despair” she cries, “now that I am here. My magic will transform you-- with the Sultan you shall dance. But mind, be back by MIDNIGHT, or that’s the end of the romance.”
In Act III the missing flower petal matches Cinderlily and sure enough it is happily ever after.
C. Critical analysis including cultural markers and standards of literary merit.
CINDERLILY is an interesting book to look at! The fairy Godmother is a Stargazer Lily and the Sultan is a Dutch Iris flower. The concept was an interesting one and from the very 1st page we see interesting things.
Almost the entire book is illustrated like a play bill. The type style is unusual and someone has placed the word
If I were asked if I would suggest purchasing a copy of this title for a public library or public library media center I would predicate my decision based on how many Cinderella variants you already had in your collection.
The artwork is unusual with flower photos on each page. There is one double page spread that is far better than any other to me. Cinderlily’s coach arrives. It is a homegrown bright orange pumpkin which is rather short and broad. Three windows have been cut out of the pumpkin carriage and a dutch iris of purple and yellow form the curtain. A tiny, tiny, daisy wildflower is put in all 4 corners of each window. The wheels look very oversized for the size of the pumpkin carriage but the wheels are large, voluptuous yellow Gerbera daisies. The adjoining page has moths and butterflies pulling Cinderlily’s coach by string. There is a monarch butterfly, a swallowtail butterfly I believe it is. Three of the strings are being pulled by the most unusual type of butterfly. These three have iridescent shaded aqua blue wings and fuchsia bodies.
Overall I think the strength is the novel artwork but it sacrifices an easy to follow and smooth story for some nice photos. I feel this is a experimental book that will not stand the test of time despite the timeless story.
D. Review Excerpts:
School Library Journal opines, “In this visually intriguing twist on the traditional tale, Ellwand has replaced the human protagonists with flowers. Using Adobe Photoshop, he has arranged lilies, pansies, tulips, roses, and other petals in graceful poses against stark black backgrounds. While the pictures are technically well executed, it is unlikely they will engender other than a passing interest in children. Tagg's text, written in reasonably well-rhymed couplets, is thin on plot, character development, and imagery. In addition, the alterations she makes in the original tale are incongruous. The prince has become a Sultan, but nonetheless the "band strikes up a waltz" at his Royal Autumn Ball. The fonts, which change frequently in an apparent attempt to match the action of the story, are often hard to read, particularly when placed against those black backgrounds.”
Amazon dot com announces, “With singular vision, humor, and a touch of computer magic, David Ellwand directs a delightfully expressive cast of flowers in a breathtaking production sure to enchant lovers of fairy tales - and lovers of flowers, too.
E. Reviews accessed from:
http://www.amazon.com/Cinderlily-Floral-Fairy-David-Ellwand/dp/0763623288/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191039170&sr=1-1
F. Connections:
For a well done story using fruits and vegetables as characters I prefer Saxton Freymann and Joost Elffer's How Are You Peeling? Foods with Moods. A fairy tale whose action and artwork has a bit of the same whimsy as CINDERLILY try PEEPING BEAUTY by Mary Jane Auch.
A. Bibliographic Information:
Tagg, Christine. CINDERLILY: A FLORAL FAIRY TALE IN THREE ACTS. David Ellwand, illustrator. Cambridge, Mass: Candlewick Press, 2003.
B. Plot Summary
This is almost a typical Cinderella as far as storyline and action. It is presented as a play in three acts. From the billing on the pumpkin orange stage curtain we begin to see how the layout and form are going to be used in this modern edition to the Cinderella International gathering!
Small differences such as rather than a Prince we are told “The Sultan” is giving a dance to find a bride. Cinderlily’s two sisters are made of pansies and cockscomb and sure enough they are the mean and bossy types, “Then she (Cinderlily) hears her sisters calling: “You must help us look our best. Then surely at the Sultan’s Ball, we’ll stand out from the rest.”
Act II opens and we realize that these are really verses with a rhyming meter rather than paragraphs of prose. “Suddenly a light appears—a fairy hovers near. “Cinderlilly don’t despair” she cries, “now that I am here. My magic will transform you-- with the Sultan you shall dance. But mind, be back by MIDNIGHT, or that’s the end of the romance.”
In Act III the missing flower petal matches Cinderlily and sure enough it is happily ever after.
C. Critical analysis including cultural markers and standards of literary merit.
CINDERLILY is an interesting book to look at! The fairy Godmother is a Stargazer Lily and the Sultan is a Dutch Iris flower. The concept was an interesting one and from the very 1st page we see interesting things.
Almost the entire book is illustrated like a play bill. The type style is unusual and someone has placed the word
If I were asked if I would suggest purchasing a copy of this title for a public library or public library media center I would predicate my decision based on how many Cinderella variants you already had in your collection.
The artwork is unusual with flower photos on each page. There is one double page spread that is far better than any other to me. Cinderlily’s coach arrives. It is a homegrown bright orange pumpkin which is rather short and broad. Three windows have been cut out of the pumpkin carriage and a dutch iris of purple and yellow form the curtain. A tiny, tiny, daisy wildflower is put in all 4 corners of each window. The wheels look very oversized for the size of the pumpkin carriage but the wheels are large, voluptuous yellow Gerbera daisies. The adjoining page has moths and butterflies pulling Cinderlily’s coach by string. There is a monarch butterfly, a swallowtail butterfly I believe it is. Three of the strings are being pulled by the most unusual type of butterfly. These three have iridescent shaded aqua blue wings and fuchsia bodies.
Overall I think the strength is the novel artwork but it sacrifices an easy to follow and smooth story for some nice photos. I feel this is a experimental book that will not stand the test of time despite the timeless story.
D. Review Excerpts:
School Library Journal opines, “In this visually intriguing twist on the traditional tale, Ellwand has replaced the human protagonists with flowers. Using Adobe Photoshop, he has arranged lilies, pansies, tulips, roses, and other petals in graceful poses against stark black backgrounds. While the pictures are technically well executed, it is unlikely they will engender other than a passing interest in children. Tagg's text, written in reasonably well-rhymed couplets, is thin on plot, character development, and imagery. In addition, the alterations she makes in the original tale are incongruous. The prince has become a Sultan, but nonetheless the "band strikes up a waltz" at his Royal Autumn Ball. The fonts, which change frequently in an apparent attempt to match the action of the story, are often hard to read, particularly when placed against those black backgrounds.”
Amazon dot com announces, “With singular vision, humor, and a touch of computer magic, David Ellwand directs a delightfully expressive cast of flowers in a breathtaking production sure to enchant lovers of fairy tales - and lovers of flowers, too.
E. Reviews accessed from:
http://www.amazon.com/Cinderlily-Floral-Fairy-David-Ellwand/dp/0763623288/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191039170&sr=1-1
F. Connections:
For a well done story using fruits and vegetables as characters I prefer Saxton Freymann and Joost Elffer's How Are You Peeling? Foods with Moods. A fairy tale whose action and artwork has a bit of the same whimsy as CINDERLILY try PEEPING BEAUTY by Mary Jane Auch.
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS
Review of Days of the Blackbird
A. Bibliographic Information:
dePaola, Tomie. DAYS OF THE BLACKBIRD: A TALE OF NORTHERN
ITALY. New York: Putnam, 1997.
B. Plot Summary: The Duke of Gennaro and his daughter, Gemma, lived alone in a grand home in the center of the town. The Duke was good and kind and always tried to keep the city’s inhabitants in good favor with each other. The favorite pastime of The “Duca” and Gemma was listening to birds sing in their courtyard each afternoon. It was a very special time of day for them. Gemma had finished her schoolwork and is ready to relax with her father at the end of the afternoon. The Duke has settled disputes of neighbors and spread good will holding court in the Great Hall all day and he is ready to relax with his daughter while he listens to the sweet music of the birds. The birds of Gennaro were of all colors, shapes, and sizes, but the bird whose song they loved the most was La Columba who was pure white. After Gemma’s father becomes very ill she opens the windows of his bedroom and parlor so he can hear the birds singing. Gennaro was in the Northern mountainside of Italy and as the cold approached the bird’s flew south. Gemma begs La Columba to stay and help sooth and heal the Duke with its pure sweet songs. La Columba stays until she almost freezes but she is loyal to Gemma and the Duca and keeps her promise. On the night of January 29th Gemma finds the nest of wool Gemma left to keep her warm does not even take the edge off the frigid weather. There was only one way La Columba could stay warm enough and that was to settle into the top of the chimney. That left La Columba’s coat black with soot. Gemma and her father are surprised to hear bright and cheerful singing the next day but they are surprised that it would come from a blackbird and not their beloved La Columba. As the song of La Columba continues the bird’s singing becomes more and more beautiful until father and daughter discern La Columba’s identity. La Columba’s songs are the one thing able to cheer the Duke and bring him back to good health. The legend of the “Days of the Blackbird” states that La Columba never again returned to her coat full of white feathers and that from thenceforth she would be called La Merla, the blackbird. The Duke in thanksgiving for his restoration to health christened the last 3 days of January as Le Giornate della Melra; The Days of the Blackbird which were the coldest days of the year
C. Critical analysis including cultural markers and standards of literary merit.
With a volatile home life with his Italian father and Irish mother Tomie learned the literature of myth, legend, and folly and is able to strike a note of authenticity to the story. This work like most of his other Italian tales fare far better with his illustration and tone than do his stories of Irish folklore.
Drawings are very rich and vivid in true Tomie fashion. Lines are rounded and the detail of the human faces, the multidimensional flowers are beyond beautiful. Especially effective are the closeups of Gemma’s curly hair and scenes where Gemma’s arms are held out to the birds. dePaola manages to make his characters and their gestures look almost 3 dimensional. The bright carefully shaded color of each bird adds much to the effectiveness of the pictures.
In true picture book fashion these illustrations are just as important in the telling of the tale as the text. dePaola, we all know from previous experience is a winner at both the story and illustration of many different types of picture books. I believe the pictures alone could tell much of the story. The health or lack thereof regarding the Duke are apparent without the text and the mood of Gemma as well. Going from solid white to solid black might be the only part that could be missed without the accompanying text. The bird is symbolic of loyalty and commitment both as a white bird and later a black one. Any morals or lessons are stated quietly and unobtrusively and are never didactic. Some of the themes of the story are that love and sacrifice make a difference in the world, that families take turns nurturing and caring for each other and that nature is a gift to be treasured daily.
The artwork is notable because of the bright, rich hues used and the many curved lines. The curving lines of the character’s gowns, the wooden relief on the bench that is a pew, Duke’s broaches and caps are splendid artwork as well as bonnets and headbands of Gemma.
You almost miss artistic symbolism in the story because it is done so subtly. In just one picture we see three pears in different states of wholeness and three candles in the room. There are three apples in a bowl on another page and three apples on the tree. Another page has 3 pots of purple petunias hanging on the outside stucco walls of the main characters’ home. The story is a blended hybrid. Tunnell and James have told us often that the line blurs in much of these childhood tales and certainly it does here. The symbolic use of 3 is the stuff of fairy tales and traditional literature. This story is both legend and folklore. We don’t know who wrote it, it has no single author or known date of when it came into being but seems to be a tale passed down through the generations.
The setting is identified and fully fleshed out with words and pictures. The words and character’s dialog flow smoothly. My only complaint about the illustrations maybe should not even be mentioned. After reading, buying and processing Tomie dePaola’s books for over twenty years they all look almost alike to me at this point. His stylized drawings are so predictable that I wish the artist would do some more exploratory and inventive techniques and designs. I guess that would be asking too much because masters of many different art forms are often predictable as well. Ralph Lauren clothes are always classic and in good taste, nothing frew frew. Versace is always loud and gaudy.
One can always recognize the artwork of Maurice Sendak but it is sometimes in colors muted, sometimes in pencil only, sometimes in pencil and one color on the page, many times the color is yellow. These small things make an audience more attentive. dePaola has been in his comfort zone for a long time and I guess that’s what jumps out at me.
One of the big pluses of the book is the many Italian words it sneaks in slowly, one every page or two. Most of the word meanings can be figured out in context.
For example, “il concerto”, “cara”, “la primavera”, “panettone”, “Epifania”.
The last page of the book, the author’s note is very significant. Just as the Grimm Brothers collected “household” tales so this story is a household one with no known author. dePaola gives credit to the owner of a Northern Italian restaurant near his New Hampshire home for telling him the story of the day of the blackbirds. Tomie documents the village and provence where this branch of the restarauter’s family were located in Italy so a setting is given for historical and pragmatic purposes. Tomie invites his reader’s to travel to Perio’s homeplace with details of the area in Italy and also tells the audience the specific U.S. locale of the restaurant and home of it’s owner.
D. Review Excerpts:
School Library Journal comments, “The moving story is elegantly, yet simply, told. The artist combines his recognizable style with visual elements reminiscent of Italian frescoes. Watercolor background washes create a marbleized effect. Color choices portray the warmth and serenity the story suggests. A successful and satisfying union of narration and illustration.”
Publishers Weekly announces, “DePaola spins the tale with panache, imbuing it with a folktale-like timelessness, and artistically it's clear he was delighted to return once again to his beloved Italy for visual cues. The pages radiate warmth, from the picturesque late medieval setting and the terra cotta or blue-green houses with their tiled roofs, to the jewel-colored birds and flowers of the duke's garden. A sprinkling of Italian words and phrases adds an authentic flavor.”
E. Reviews accessed from:
http://www.amazon.com/Days-Blackbird-Tomie-dePaola/dp/0142402710/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191034087&sr=1-1
F. Connections:
The most similar in theme and nuance would be Aliki’s THE TWO OF THEM another great picture book where the young granddaughter, like the daughter in DAYS OF THE BLACKBIRD cares for an ill and aging parent. Aliki’s offering is much more realistic however and the elderly grandparent does not return to good health. dePaola’s many other Italian folktales featuring Strega Nona, Old Beefana seem an obviously good choice.
A. Bibliographic Information:
dePaola, Tomie. DAYS OF THE BLACKBIRD: A TALE OF NORTHERN
ITALY. New York: Putnam, 1997.
B. Plot Summary: The Duke of Gennaro and his daughter, Gemma, lived alone in a grand home in the center of the town. The Duke was good and kind and always tried to keep the city’s inhabitants in good favor with each other. The favorite pastime of The “Duca” and Gemma was listening to birds sing in their courtyard each afternoon. It was a very special time of day for them. Gemma had finished her schoolwork and is ready to relax with her father at the end of the afternoon. The Duke has settled disputes of neighbors and spread good will holding court in the Great Hall all day and he is ready to relax with his daughter while he listens to the sweet music of the birds. The birds of Gennaro were of all colors, shapes, and sizes, but the bird whose song they loved the most was La Columba who was pure white. After Gemma’s father becomes very ill she opens the windows of his bedroom and parlor so he can hear the birds singing. Gennaro was in the Northern mountainside of Italy and as the cold approached the bird’s flew south. Gemma begs La Columba to stay and help sooth and heal the Duke with its pure sweet songs. La Columba stays until she almost freezes but she is loyal to Gemma and the Duca and keeps her promise. On the night of January 29th Gemma finds the nest of wool Gemma left to keep her warm does not even take the edge off the frigid weather. There was only one way La Columba could stay warm enough and that was to settle into the top of the chimney. That left La Columba’s coat black with soot. Gemma and her father are surprised to hear bright and cheerful singing the next day but they are surprised that it would come from a blackbird and not their beloved La Columba. As the song of La Columba continues the bird’s singing becomes more and more beautiful until father and daughter discern La Columba’s identity. La Columba’s songs are the one thing able to cheer the Duke and bring him back to good health. The legend of the “Days of the Blackbird” states that La Columba never again returned to her coat full of white feathers and that from thenceforth she would be called La Merla, the blackbird. The Duke in thanksgiving for his restoration to health christened the last 3 days of January as Le Giornate della Melra; The Days of the Blackbird which were the coldest days of the year
C. Critical analysis including cultural markers and standards of literary merit.
With a volatile home life with his Italian father and Irish mother Tomie learned the literature of myth, legend, and folly and is able to strike a note of authenticity to the story. This work like most of his other Italian tales fare far better with his illustration and tone than do his stories of Irish folklore.
Drawings are very rich and vivid in true Tomie fashion. Lines are rounded and the detail of the human faces, the multidimensional flowers are beyond beautiful. Especially effective are the closeups of Gemma’s curly hair and scenes where Gemma’s arms are held out to the birds. dePaola manages to make his characters and their gestures look almost 3 dimensional. The bright carefully shaded color of each bird adds much to the effectiveness of the pictures.
In true picture book fashion these illustrations are just as important in the telling of the tale as the text. dePaola, we all know from previous experience is a winner at both the story and illustration of many different types of picture books. I believe the pictures alone could tell much of the story. The health or lack thereof regarding the Duke are apparent without the text and the mood of Gemma as well. Going from solid white to solid black might be the only part that could be missed without the accompanying text. The bird is symbolic of loyalty and commitment both as a white bird and later a black one. Any morals or lessons are stated quietly and unobtrusively and are never didactic. Some of the themes of the story are that love and sacrifice make a difference in the world, that families take turns nurturing and caring for each other and that nature is a gift to be treasured daily.
The artwork is notable because of the bright, rich hues used and the many curved lines. The curving lines of the character’s gowns, the wooden relief on the bench that is a pew, Duke’s broaches and caps are splendid artwork as well as bonnets and headbands of Gemma.
You almost miss artistic symbolism in the story because it is done so subtly. In just one picture we see three pears in different states of wholeness and three candles in the room. There are three apples in a bowl on another page and three apples on the tree. Another page has 3 pots of purple petunias hanging on the outside stucco walls of the main characters’ home. The story is a blended hybrid. Tunnell and James have told us often that the line blurs in much of these childhood tales and certainly it does here. The symbolic use of 3 is the stuff of fairy tales and traditional literature. This story is both legend and folklore. We don’t know who wrote it, it has no single author or known date of when it came into being but seems to be a tale passed down through the generations.
The setting is identified and fully fleshed out with words and pictures. The words and character’s dialog flow smoothly. My only complaint about the illustrations maybe should not even be mentioned. After reading, buying and processing Tomie dePaola’s books for over twenty years they all look almost alike to me at this point. His stylized drawings are so predictable that I wish the artist would do some more exploratory and inventive techniques and designs. I guess that would be asking too much because masters of many different art forms are often predictable as well. Ralph Lauren clothes are always classic and in good taste, nothing frew frew. Versace is always loud and gaudy.
One can always recognize the artwork of Maurice Sendak but it is sometimes in colors muted, sometimes in pencil only, sometimes in pencil and one color on the page, many times the color is yellow. These small things make an audience more attentive. dePaola has been in his comfort zone for a long time and I guess that’s what jumps out at me.
One of the big pluses of the book is the many Italian words it sneaks in slowly, one every page or two. Most of the word meanings can be figured out in context.
For example, “il concerto”, “cara”, “la primavera”, “panettone”, “Epifania”.
The last page of the book, the author’s note is very significant. Just as the Grimm Brothers collected “household” tales so this story is a household one with no known author. dePaola gives credit to the owner of a Northern Italian restaurant near his New Hampshire home for telling him the story of the day of the blackbirds. Tomie documents the village and provence where this branch of the restarauter’s family were located in Italy so a setting is given for historical and pragmatic purposes. Tomie invites his reader’s to travel to Perio’s homeplace with details of the area in Italy and also tells the audience the specific U.S. locale of the restaurant and home of it’s owner.
D. Review Excerpts:
School Library Journal comments, “The moving story is elegantly, yet simply, told. The artist combines his recognizable style with visual elements reminiscent of Italian frescoes. Watercolor background washes create a marbleized effect. Color choices portray the warmth and serenity the story suggests. A successful and satisfying union of narration and illustration.”
Publishers Weekly announces, “DePaola spins the tale with panache, imbuing it with a folktale-like timelessness, and artistically it's clear he was delighted to return once again to his beloved Italy for visual cues. The pages radiate warmth, from the picturesque late medieval setting and the terra cotta or blue-green houses with their tiled roofs, to the jewel-colored birds and flowers of the duke's garden. A sprinkling of Italian words and phrases adds an authentic flavor.”
E. Reviews accessed from:
http://www.amazon.com/Days-Blackbird-Tomie-dePaola/dp/0142402710/ref=pd_bbs_sr_1/103-7575722-4136600?ie=UTF8&s=books&qid=1191034087&sr=1-1
F. Connections:
The most similar in theme and nuance would be Aliki’s THE TWO OF THEM another great picture book where the young granddaughter, like the daughter in DAYS OF THE BLACKBIRD cares for an ill and aging parent. Aliki’s offering is much more realistic however and the elderly grandparent does not return to good health. dePaola’s many other Italian folktales featuring Strega Nona, Old Beefana seem an obviously good choice.
Friday, September 14, 2007
LS 5603 LITERATURE FOR CHILDREN AND YOUNG ADULTS: Review of ELLINGTON WAS NOT A STREET
A. Bibliographic Information:
Shange, Ntozake. ELLINGTON WAS NOT A STREET. Kadir Nelson, illustrator.
New York: Simon & Schuster
B. Plot Summary:
A young African American girl reminesces about her childhood with her father who routinely had many male friends visiting their home who became movers and shakers in turn of the century America. The entire narration and diaglog comes from a poem by the author which appears as the last page in the book. The poem entitled, "Mood Indigo" on the most rich oversized sheet of shiny blue indiglo paper you can imagine is a very effective ending to this satisfying picturebook that is in actuality historical fiction.
C. CRITICAL ANALYSIS with Cultural Markers and Established Standards of Excellence
ELLINGTON WAS NOT A STREET makes me sing more than any children's book I've become acquainted with in a long time and I see, shelve, recommend, and touch picturebooks on a daily basis. Even though caucasian I am a lover and student of "Black" art since I was a young child.
The book to me was like opening a door to The Harlem Renassaince. We meet W.E.B. duBois, Paul Robeson, Dizzy Gillespie, Duke Ellington, Ghana's Prime Minister Dr. Kwame Nkrumah, and four other cultural figures of the time period. The book is very subtle about introducing these men to the audience of readers. Nicknames are often used.
The art work is extremely important and well done in this volume. The dark muted yet rich colors of a Victorian home are used. Antique settees, brownstone walkups, men always in hats and with silk ties speak to a bygone era. From the arrangement of magnolias and gardenias in a vase, to the staircase, and Grandfather clock these rich pictures come alive! The purples, the greens, the blues, the pin striped suits, the little girl's young brother in a bowtie. This is a time capsule of love, warmth, and especially dignity.
The words of the poem that has been dissected stanza by stanza on a word and picture double spread has a slow and earnest quality but also a joyous one. The recognition that the girl and her family were important people entertaining important people is done in matter of fact way, never haughtily. The words flow naturally from the lips and slide off the pages effortlessly. One of my favorite stanzas is, "politics as necessary as collards, music even in our dreams." Another page goes on to say, "our doors opened like our daddy's arms held us safe & loved." The look on the father's face and the arms around them, well this picture does speak is thousands of words. The audience is never talked down to, the mood is never too serious or somber. I would love to have a class of students think up a retelling of this story in a post modern setting.....Maya Angelou, Bill Cosby, Barack Obama, Oprah, Eloise Greenfield, Nikki Giovanni, Mildred Taylor, Morgan Freeman. This would be a satisfying project of art and words just like our book.
This little girl in the story grew up to know from early childhood that ideas are important and need to be talked and puzzled out frequently, that African American people are a vital part of the American tableau. At the end of the volume the 9 men are pictured in a postage stamp sized double spread with important information about their life and it's impact. That page is entitled, "More about a few of the men........who changed the world." Happiness, warmth, security were a daily part of the young girls life. What a thing to celebrate, life, comraderie, debates, sharing music, playing cards, singing dancing. The book is many things but understated is an important part of it's charm. The book also begs, in fact, crys out to be read aloud! The illustrations are mind blowing with their depth, detail, and quite seriousness. The cover with our narrator holding a RCA Victor record album is a wonderful introduction to this title.
D. Review Excerpts:
School Library Journal reflects:
Grade 3-8-Nelson illustrates the noted poet's "Mood Indigo," from her collection entitled A Daughter's Geography. The book begins with the opening lines of the poem set against a pale gray page: "it hasn't always been this way/ellington was not a street." Opposite, a full-page painting shows several people walking beneath a green sign that reads Ellington St.......Done in oils, the skillfully rendered portraits emphasize facial expressions, clothing, and physical positioning on the page, and provide unmistakable insight into the persona of each individual. Although presented in picture-book format, the poem is sophisticated, and therefore it may need to be read aloud and explained to younger readers. A biographical sketch of each man appears at the end, along with the poem reprinted on a single page.
Booklist concurs:
Gr. 3-5. The text of this picture book for older children is a paean to Shange's family home and the exciting men who gathered there, everyone from W. E. B. DuBois and Paul Robeson to Dizzy Gillispie and Duke Ellington. Taken from Shange's 1983 poem "Mood Indigo," the words here recall, from a child's perspective, what it was like to listen "in the company of men / politics as necessary as collards / music even in our dreams." The evocative words are more than matched by Nelson's thrilling, oversize oil paintings, a cross between family photo album and stage set, featuring this group of extraordinary men interacting--playing cards, singing, discussing. The girl who is always watching them is, unfortunately, portrayed as very young, perhaps three or four, although she appears somewhat older on the beguiling jacket art. Preschoolers are not the audience for this, and despite the helpful notes that introduce the men mentioned in the poem, even older children will need further explanations (e.g., where are the famous women?). Depicting the narrator as a child closer in age to the target audience would have helped bridge the gap between a poem written for adults and a book for children. Still, with words and pictures that are so enticing, this will be embraced by many.
Reviews accessed at:
http://www.amazon.com/gp/product/product-description/0689828845/sr=1-1/qid=1189829459/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books&qid=1189829459&sr=1-1
E. CONNECTIONS:
Picturebook biographies of these and other famous African American leaders and other African American poets would be an excellent bridge. HARLEM by Walter Dean Myers and Christopher Myers or LANGSTON HUGHES: AMERICAN POET by Alice Walker would be a great starting point. Langston is one of my loves since early childhood. The picture of Duke Ellington in the back of this book could have just as easily been Lang. I always taught my kindergarteners to memorize the Hughes poem that begins, "Hold fast to dreams........."
Shange, Ntozake. ELLINGTON WAS NOT A STREET. Kadir Nelson, illustrator.
New York: Simon & Schuster
B. Plot Summary:
A young African American girl reminesces about her childhood with her father who routinely had many male friends visiting their home who became movers and shakers in turn of the century America. The entire narration and diaglog comes from a poem by the author which appears as the last page in the book. The poem entitled, "Mood Indigo" on the most rich oversized sheet of shiny blue indiglo paper you can imagine is a very effective ending to this satisfying picturebook that is in actuality historical fiction.
C. CRITICAL ANALYSIS with Cultural Markers and Established Standards of Excellence
ELLINGTON WAS NOT A STREET makes me sing more than any children's book I've become acquainted with in a long time and I see, shelve, recommend, and touch picturebooks on a daily basis. Even though caucasian I am a lover and student of "Black" art since I was a young child.
The book to me was like opening a door to The Harlem Renassaince. We meet W.E.B. duBois, Paul Robeson, Dizzy Gillespie, Duke Ellington, Ghana's Prime Minister Dr. Kwame Nkrumah, and four other cultural figures of the time period. The book is very subtle about introducing these men to the audience of readers. Nicknames are often used.
The art work is extremely important and well done in this volume. The dark muted yet rich colors of a Victorian home are used. Antique settees, brownstone walkups, men always in hats and with silk ties speak to a bygone era. From the arrangement of magnolias and gardenias in a vase, to the staircase, and Grandfather clock these rich pictures come alive! The purples, the greens, the blues, the pin striped suits, the little girl's young brother in a bowtie. This is a time capsule of love, warmth, and especially dignity.
The words of the poem that has been dissected stanza by stanza on a word and picture double spread has a slow and earnest quality but also a joyous one. The recognition that the girl and her family were important people entertaining important people is done in matter of fact way, never haughtily. The words flow naturally from the lips and slide off the pages effortlessly. One of my favorite stanzas is, "politics as necessary as collards, music even in our dreams." Another page goes on to say, "our doors opened like our daddy's arms held us safe & loved." The look on the father's face and the arms around them, well this picture does speak is thousands of words. The audience is never talked down to, the mood is never too serious or somber. I would love to have a class of students think up a retelling of this story in a post modern setting.....Maya Angelou, Bill Cosby, Barack Obama, Oprah, Eloise Greenfield, Nikki Giovanni, Mildred Taylor, Morgan Freeman. This would be a satisfying project of art and words just like our book.
This little girl in the story grew up to know from early childhood that ideas are important and need to be talked and puzzled out frequently, that African American people are a vital part of the American tableau. At the end of the volume the 9 men are pictured in a postage stamp sized double spread with important information about their life and it's impact. That page is entitled, "More about a few of the men........who changed the world." Happiness, warmth, security were a daily part of the young girls life. What a thing to celebrate, life, comraderie, debates, sharing music, playing cards, singing dancing. The book is many things but understated is an important part of it's charm. The book also begs, in fact, crys out to be read aloud! The illustrations are mind blowing with their depth, detail, and quite seriousness. The cover with our narrator holding a RCA Victor record album is a wonderful introduction to this title.
D. Review Excerpts:
School Library Journal reflects:
Grade 3-8-Nelson illustrates the noted poet's "Mood Indigo," from her collection entitled A Daughter's Geography. The book begins with the opening lines of the poem set against a pale gray page: "it hasn't always been this way/ellington was not a street." Opposite, a full-page painting shows several people walking beneath a green sign that reads Ellington St.......Done in oils, the skillfully rendered portraits emphasize facial expressions, clothing, and physical positioning on the page, and provide unmistakable insight into the persona of each individual. Although presented in picture-book format, the poem is sophisticated, and therefore it may need to be read aloud and explained to younger readers. A biographical sketch of each man appears at the end, along with the poem reprinted on a single page.
Booklist concurs:
Gr. 3-5. The text of this picture book for older children is a paean to Shange's family home and the exciting men who gathered there, everyone from W. E. B. DuBois and Paul Robeson to Dizzy Gillispie and Duke Ellington. Taken from Shange's 1983 poem "Mood Indigo," the words here recall, from a child's perspective, what it was like to listen "in the company of men / politics as necessary as collards / music even in our dreams." The evocative words are more than matched by Nelson's thrilling, oversize oil paintings, a cross between family photo album and stage set, featuring this group of extraordinary men interacting--playing cards, singing, discussing. The girl who is always watching them is, unfortunately, portrayed as very young, perhaps three or four, although she appears somewhat older on the beguiling jacket art. Preschoolers are not the audience for this, and despite the helpful notes that introduce the men mentioned in the poem, even older children will need further explanations (e.g., where are the famous women?). Depicting the narrator as a child closer in age to the target audience would have helped bridge the gap between a poem written for adults and a book for children. Still, with words and pictures that are so enticing, this will be embraced by many.
Reviews accessed at:
http://www.amazon.com/gp/product/product-description/0689828845/sr=1-1/qid=1189829459/ref=dp_proddesc_0/103-7575722-4136600?ie=UTF8&n=283155&s=books&qid=1189829459&sr=1-1
E. CONNECTIONS:
Picturebook biographies of these and other famous African American leaders and other African American poets would be an excellent bridge. HARLEM by Walter Dean Myers and Christopher Myers or LANGSTON HUGHES: AMERICAN POET by Alice Walker would be a great starting point. Langston is one of my loves since early childhood. The picture of Duke Ellington in the back of this book could have just as easily been Lang. I always taught my kindergarteners to memorize the Hughes poem that begins, "Hold fast to dreams........."
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