Module/Genre 2 Traditional Literature
CINDERELLA
1. BIBLIOGRAPHY
Knight, Hilary. 1978. CINDERELLA. New York, NY: Random House Inc. ISBN 039483760
2. PLOT SUMMARY
Hilary Knight tells the traditional tale of Cinderella with a whimsical look, setting it apart from the popular Walt Disney version. This is the story of a young girl who’s mother passes away and who’s father searches for a new wife. He soon remarries and with the addition of a new wife, so too come two step sisters that are not fond of Cinderella. Overcome with jealousy the mother and her daughters make Cinderella’s life rough. When an invitation arrives for a ball, the sisters fuss about what to wear, knowing that Cinderella has nothing wear and will not be in attendance. Alone and crying, Cinderella’s luck is about to change with the help of a fairy godmother, who drapes her in a beautiful gown and glass slippers. There is one stipulation; she must return home by midnight. Cinderella is the highlight of the ball only to have her evening end abruptly at midnight, and leaving a slipper behind for her prince to eventually find her.
3. CRITICAL ANALYSIS
Knight tells this classic story with very little derailment from other popular versions. At first glance the paragraphs may look a bit daunting, but the story is quick with the text moving the reader right along. Very quickly the fairy godmother will take the reader and listener to a magical place as she casts spells of, “Mixing berries and sassafras, and dress you in gossamer with slippers of glass.”
What really sets this book apart from others are the illustrations. Knight’s impressionist’s style is achieved with watercolor and ink. The pastel hues give each page an old Victorian look. Readers and little girls especially are sure to appreciate the detail of each dress along with the silly jealous faces, belonging to the step-sisters. Children will also enjoy the hidden details in each page, from a spider to a carriage passing by the window.
This edition does lack the details that go into the making of the magical carriage, that are familiar to this generation’s Walt Disney viewers. Also readers will be left waiting if they are looking for the memorable saying bibbidi-bobbidi- boo, but children will still be satisfied. Readers will still be able to identify with Cinderella’s underdog character that is typical of traditional fantasy.
4. REVIEW EXCERPTS
Publishers Weekly - 09-03-2001
Hilary Knight remains true to the original in his retelling of Cinderella. First published in 1978, his subdued hues and robust, stylized drawings create a once-upon-a-time enchantment.
School Library Journal™ - 09-01-2001
The pen-and-watercolor pictures show the gravestone of Cinderella's mother by the front doorway and the unpleasant stepsisters constantly bickering. Cinderella looks like a sweet `60s model as she goes about her work, and the prince seems like a pudgy fop. The story ends with the stepsisters forgiven and, if the pictures are any indication, happy to wait hand and foot on the newlyweds.
5. CONNECTIONS
*Compare this version of Cinderella to a more familiar version.
*Make students a booklet with the text of Cinderella and let them do their own illustrations.
*Make a carriage out of a balloon and paper mache.
*Find other familiar stories that have been retold and let students compare the different versions. Have the class make a list of similarities and differences.
TONY’S BREAD
1. BIBLIOGRAPHY
DePaola, Tomie. 1989. TONY’S BREAD. Hong Kong, China: South China Printing Company. ISBN 0399216936
2. PLOT SUMMARY
DePaola’s Italian folktale is the story of a baker, his daughter, and a dream. Tony is baker of simple breads from a small town outside of Milano, where he lives with his beautiful daughter Serafina. Tony has been reluctant to let anyone marry Serafina, for no one is good enough. Angelo, a wealthy nobleman strolls the streets of Milano and, upon seeing Serafina he immediately wants to marry her, but first he must devise a plan that will entice the baker to grant his approval, so he may have the hand of Serafina. With the help of the aunties delivering letters, it is not long before Tony meets with Angelo to bring his bakery to Milano, so long as the Serafina can be his bride. Arriving in Milano, Tony is overwhelmed with all the goods, and fearing that his simple bread is not good enough, he creates a new recipe that is even better!
3. CRITICAL ANALYSIS
DePaola begins his story with a note, about the story, to the reader giving simple history to the folktale and the creation of the Italian bread Panettone. DePaola explains that there are several stories of how the bread was created, but this one in particular just captured his imagination. This story offers the reader much more than a classic folktale, with its simple Italian words strategically placed in the text. The words are placed in such a way that the reader will know what the term is referring to.
The illustrations in this story are much like other books illustrated by DePaola with black outlines and one-dimensional pictures. Pages are dominated by bold color choices, although there is a little use of pastel shading in some of the background scenes. The books characters are simple with round faces and minimal expressions, but, none the less, convey the emoting that Tomie is writing about.
DePoala’s story has captured Lloyd Alexander’s value of hope in traditional fantasy perfectly, with the reader walking away a bit more encouraged in their own dreams. Tony’s mistaken bread pan, and the flower pot loaf success, shows young readers that things do not always have to be perfect, and that sometimes things that we thought were mistakes can turn out to be our biggest achievements.
4. REVIEW EXCERPTS
Publishers Weekly
The tale is a typically charming DePaolian effort, and the illustrations abound with his trademark coziness. Another nice touch: like Tony's currant-filled buns, the story is sprinkled with Italian words and phrases, translations of which are cleverly woven into the text.
Children's Literature
After Tony becomes famous for his loaves of bread baked in flowerpots, he and Serafina move to Milano, where she marries Angelo and the three live happily ever after. Bravo to dePaola for creating this humorous and wonderfully illustrated original Italian folktale!
5. CONNECTIONS
*Read this tale at Christmas for an untraditional story time; after reading prepare a quick bread recipe, and send each participant home with the recipe for panettone. Give each child a color sheet, with Italy on it and show them the actual location of Milano. On the backside prepare a simple vocabulary sheet of Italian words that were throughout the story.
*Other crafts to pair with this story are:
* Have each child make there own Italian pastry shop, out of shoeboxes, and line them up together like an actual village.
* Have children paint flower pots as a gift. Inside the flower pot place a sealed bag of flour, and other dry ingredients, and then tie a ribbon to it with the recipe and a small card.
*Read other titles by Tomie DePaola and compare the illustrations in each.
* Other Italian folk tales to pair with this:
Calvino, Italo. ITALIAN FOLK TALES. ISBN 0460051008
DePaola, Tomie. THE LEGEND OF OLD BEFANA. ISBN 152438173
DePaola, Tomie. STREGA NONA. ISBN 8424133498
DePaola, Tomie. MERRY CHRISTMAS STREGA NONA. ISBN 015253184X
PIO PEEP TRADITIONAL SPANISH NURSERY RHYMES
1. BIBLIOGRAPHY
Selected by: Ada, A.F. Campoy, Isabel F. English Adaptations: Schertle, Alice. 2003. PIO PEEP TRADITIONAL SPANISH NURSERY RHYMES. Illustrated by Escirva, Vivi. China: Harper Collins Publishers. ISBN 0688160190
2. PLOT SUMMARY
This title collects twenty-seven traditional nursery rhymes that are fun, brief, and can be enjoyed by all ages. Pages are filled with original Spanish folklore that are mirrored with English re-creations. “De Colores” is the perfect place to start if the reader plans on reading aloud both versions. Listeners will easily pick up on one familiar word with the repetition of De Colores, De Colores. The poems reflect the doings of all things from animals to angels, all with quick versed stanzas that keep the reading short and sweet for the even the youngest listener.
3. CRITICAL ANALYSIS
Even without the poems, the culturally specific illustrations in this book stand alone. Vivi Escriva captured more than just the text. With her use of bright colors encompassing the entire page, she reflected the importance of color in Hispanic culture. Women are dressed in traditional Spanish garb, while little girls dance on the pages with full floral skirts. One of best displays of color is in the piece titled Los Pollitos Dicen, where yellow baby chicks just pop from the page. Even with the dominant colors on the pages, Escriva uses white space and pastels to frame the text, so it is easy for the reader to read.
Another great quality about this book is its ability to tie in familiar games and songs, and put a spin on them. Children will be amused with the poem Sea Serpent, and soon will be playing the game that accompanies the song. With the use of song and game, children may be more receptive to learning the Spanish language since it doesn’t feel like work. The only problem I see with the book is the lack of a pronunciation guide. Readers will be frustrated with the double “L” that is found throughout the Spanish language.
The book also provides an introduction to the reader to explain the history of Spanish folklore and where some of the specific pieces come from Mexico, Puerto Rico, the Dominican Republic, and Central America. The authors also make a note to the reader that the English translations are not exactly the same as the Spanish originals, in hopes of keeping the poetry fluid for the reader. Closing pages of the book give brief introductions to the authors, adapter, and illustrator.
4. REVIEW EXCERPTS
School Library Journal
Deeply rhythmic verses, compelling rhyme schemes, and words that "play trippingly on the tongue" characterize every verse. Schertle's excellent English adaptations are not literal translations but poetic re-creations. They retain the rhythm, meter, and general meaning of the originals, making the rhymes as memorable and memorizable in English as they are in Spanish.
Booklist
They are presented both in Spanish and in English, although "to preserve the charm of the original rhymes," the English versions are not translations but "poetic recreations." Even adult readers with a rudimentary knowledge of Spanish will see some of the differences, but both versions have a sweet, rhythmic simplicity that will get children singing, clapping, and perhaps making some forays into a new language.
Kirkus - 04-15-2003
A few of the rhymes are associated with children's games, such as "El patio de mi casa" and children can get the sense of the game from the words, but there are few notes accompanying the individual rhymes.
Criticas- 05-01-2003
Perfect for beginning the year with the very youngest; the rhymes sing off the page and are excellent for filling those transitional moments with language-rich activity. In either tongue, love of language and poetic expression find an outlet here
5. CONNECTIONS
*Make children a color sheet with simple animals and objects from the poems with the Spanish word next to them, so that children will have a guide to their new vocabulary guides.
* Read other traditional nursery rhymes, and convert the main characters name in Spanish.
* Read the poem Piñata on page 45; give children a brief history of what it is and why they are used. Other activities to consider would be making a piñata or breaking one.
* After reading Tortillas for Mommy, have a simple snack with the traditional Mexican flat bread.
*Other titles to pair with this:
Elya, Susan Middleton, and Lopez, Loretta. SAY HOLA TO SPANISH. ISBN 1880000644
Elya, Susan Middleton, and Lopez, Loretta. SAY HOLA TO SPANISH OTRA VEZ. ISBN 1880000830
Elya, Susan Middleton. BEBE GOES SHOPPING. ISBN 015205426X
Friday, September 21, 2007
Module/Genre 2 Traditional Literature
Tuesday, September 4, 2007
Module 1 Picture Books
Module/Genre 1 Picture Books
1. BIBLIOGRAPHY
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. Ill. by Simms Taback. New York, NY: Viking. ISBN 0670878553
2. PLOT SUMMARY
Simms Taback writes a simple but playful story of a man named Joseph and the many becomings of his overcoat. Each page depicts how the overcoat changes and becomes something different, but remains very useful to Joseph. Each time the overcoat takes on a new task, so too does Joseph, from the fair to a wedding to singing in the chorus. The fabric gets smaller each time and eventually becoming a button that gets lost. The book concludes with the message you can always make something out of nothing.
3. CRITICAL ANALYSIS
A note to the reader in the end explains how and why Taback came up with this story from his childhood love of the folk song, “I had a Little Overcoat.” Eventually taking on the song with his name and writing a children’s book. I think that this book can send various messages to children, from recycling and not being wasteful to taking something and making it their own.
Simms Taback also did the illustrations in this engineered picture book. His choice of bright colors gives the story a visual punch as the reader flows through the text. Bold colors and die cut illustrations keep the reader interested and keep the children guessing what Joseph will come up with next for the old overcoat. Each page has a black outline where the text lies, and it makes it easy for the eye to follow through the vibrant pages. Not only is this a good book for sharing aloud to a group, but it also would work well as a one on one read because of the details in the background illustrations. Small details and patterns fill the background pages and will keep any reader interested. Young audiences will enjoy the repetitive text and eventually be saying…. “So he made a…” along with the reader.
Taback’s messages are universal in this picture book for young and old alike.
4. REVIEW EXCERPTS
Booklist- 01-01-2000
“This newly illustrated version of a book Taback first published in 1977 is a true example of accomplished bookmaking--from the typography and the endpapers to the bar code, set in what appears to be a patch of fabric. Taback's mixed-media and collage illustrations are alive with warmth, humor, and humanity.”
School Library Journal – 01-01-2000 Starred Review
The rhythm and repetition make it a perfect story time read-aloud.-Linda Ludke, London Public Library, Ontario, Canada
Publishers Weekly - 11-01-1999
Taback works into his folk art a menagerie of wide-eyed animals witnessing the overcoat's transformation, miniature photographs superimposed on paintings and some clever asides reproduced in small print (a wall hanging declares, "Better to have an ugly patch than a beautiful hole"; a newspaper headline announces, "Fiddler on Roof Falls off Roof").
Randolph Caldecott Medal: 2000
ALA Notable Children's Books: 2000
5. CONNECTIONS
*Talk to children about not being wasteful and encourage them to think of things around their house that they could save instead of throwing away. Ask children to make suggestions about what else Joseph could have made or what they would like to tray making on their own.
*Teach children about making something their own by singing a song and incorporating their own name into it. An example would Old McDonald, children could take turns singing and placing their own name in front of “Mc” and stating an animal of their choice.
* Other recycling books:
Green, Jen. WHY SHOULD I RECYCLE? ISBN 0764131559
Lamerand, Violaine. CRAFTS FROM JUNK. (Step By Step)
ISBN 0736814795
Duck for President
1. BIBLIOGRAPHY
Cronin, Doreen. 2004. DUCK FOR PRESIDENT. Ill by Betsey Lewin. New York, NY: Simon & Schuster Children’s Publishing Division. ISBN 0689863772
2. PLOT SUMMARY
Doreen Cronin writes a humorous story of a duck and his current unhappy living conditions on the farm of Farmer Brown. After the chore list is posted, Duck decides his sick of hard work and being covered in dirt, so he springs into action organizing an election of who should be in charge of the farm. The ballot consists of only two nominees: Duck and Farmer Brown, and to no surprise Duck sweeps his competition to take over the farm. Duck’s run of the farm is not what he had expected, at the end of the day he still covered in dirt and tired. Upon Duck’s satisfaction of farm work he eventually runs for governor and president only to be dissatisfied by those too. Duck eventually leaves behind the White House to go back working for Farmer Brown and penning his autobiography.
3. CRITICAL ANALYSIS
This book is a quick fun read sending the message to children that being in charge is not always what they may think and that the grass is not always greener on the other side... The language in the text will evoke youngsters to question several words such as election, protested, and campaign. Children will follow duck through 2 elections as he makes campaign stops at parades, town meetings and late-night television…only to find that he was better off where he had originally started, reaffirming again to kids that they should be grateful for what and where they already are.
Storytimes have revealed one weakness of this book; the adult humor incorporated in the background paintings. Most children will not understand the political humor, but it does keep the adults interested. Other times I have been frustrated reading this title aloud only to be interrupted constantly by inquiring minds who want to know the meaning of the political jargon that is found throughout the story. Precise vocabulary may be the explanation for the author’s word choices, assuming that different words would expand the reader and listeners semantic development.
Betsey Lewin illustrates this book with watercolor and harsh black outlines. The drawings are simple, and highlighted with potent splashes of watercolor. Color-rich drawings of red, black and yellow make each page pop on a back drop that mainly consisting of white. On some pages text placement should have been reconsidered because of the dark hues that lay in the background. There are also various pages where the text will begin at the top of one page only to jump down to the bottom on the very next. I find books like this very hard to read aloud unless I am very familiar with them. Often times I find myself getting caught up in the story and audience and forget to read a sentence that lies at the bottom on the corner of the page.
Overall, I always enjoy reading this book and I will continue to use it as a story time staple on President’s Day. I have found that this is one title that I can take into the schools and the kids will pay attention to it, contrary to other nonfiction easy books addressing the subject that I have tried in the past.
4. REVIEW EXCERPTS
Publishers Weekly - 02-16-2004
The focus on Duck's dissatisfaction and loneliness at the top makes the story line perhaps better suited to adults, even as Lewin's chunky-outlined watercolors continue to cater to the younger crowd with her usual dashes of humor and daffy sweetness.
School Library Journal - 03-01-2004 Starred Review
This award-winning team returns with a third story of farm animals with ambition. Duck is tired of doing his chores (mowing the lawn and grinding the coffee beans), and decides to hold an election to replace Farmer Brown
5. CONNECTIONS
*This title is perfect to introduce the very young to the election process and can also
be used as an introduction to President’s Day.
*This title could be used to set the stage for a simple unit exploring the various levels of government. Students could eventually hold a mock election, and tally up votes.
Crafts could include campaign signs, buttons, and patriotic decorations.
*Have students select a job they think they would like to have, and have them do an interview or research to find out what that job actually entails.
* Other titles to pair this book with:
Krosoczka, Jarret J. MAX FOR PRESIDENT. ISBN 0375824286
Christelow, Eileen. VOTE! ISBN: 0618486062
Granfield, Linda. AMERICA VOTES: HOW OUR PRESIDENT IS ELECTED. ISBN1553379896
Barnes, Peter W. WOODROW FOR PRESIDENT: A TAIL OF VOTING, CAMPAIGNS AND ELECTIONS. ISBN 1893622010
Talking with Artists
1. BIBLIOGRAPHY
Cummings, Pat. TALKING WITH ARTISTS. New York, NY: Simon & Schuster Children’s Publishing Division. ISBN 0027242455
2. PLOT SUMMARY
Talking With Artists, compiled by Pat Cummings, gives readers a glimpse into the lives of 14 artists from where they started to their present careers in illustrating. Each illustrator opens with “My Story,” a brief history and overview of their childhood and love of drawing. Following, each artist is asked a series of eight questions, ranging from a typical days work to their very first book deal. Past and present photographs of each illustrator fill the pages along with their professional and amateur artwork. This book and its personal story will give promise to all children whatever there dream may be.
3. CRITICAL ANALYSIS
The book opens with an endearing letter to the reader, reminding them if they too want to become artists they need to not be afraid of working for what they want to achieve. Cummings reminds the reader to, “Not be afraid of the “work” in “artwork”. Keep drawing. That’s all we did. We just kept drawing.” I think that this message applies to more than just artwork but life and general. Children and adults alike need to be reminded that anything in life that seems worthwhile is going to take work. Cumming’s message is again reiterated by illustrator, Victoria Chess who states, “If you want to be an illustrator, do it all the time and practice, practice, practice.”
The parts of the book that I really enjoyed were the illustrations of when the subjects were younger. It is obvious in some of the amateurs work how much talent they had even as children. At age nine, Diane Dillon, drew a parrot that was more than a traditional depiction. Her use of color and shape gives the animal a surrealist look. I think that Cumming’s could have included more illustration samples to help break up all the pages of text.
The interview questions hold some of the more interesting detail throughout the book. They give readers insider secrets to how some of the artist’s drawings are achieved with the help of special tools and ink, like that of the Hippopotamus, by J. Patrick Lewis. The last point I found most interesting is how each illustrator became a professional in the publishing world. It seemed that most either fell into it by chance or by knowing someone that knew someone, who knew someone else. None of the illustrators filled a wanted add or posted a resume. From this I have learned that being an artist is more a way of life, than it is making a living.
The book concludes with a glossary and list of books by the artists that would be more suited for the aspiring illustrator, rather than the average reader. Overall, Cumming’s collection is brief, and knowledgeable.
4. REVIEW EXCERPTS
Horn Book Award for Nonfiction 1992
Booklist - 05-01-1992 Starred Review
Cummings attends further to children's insatiable curiosity by including a recent photo of each artist, a sampling of his or her work, and the artist's signature. But what kids will love best is the picture of each artist as a child and the sampling of childhood artwork.
Publishers Weekly- 03-16-1992
Some interview topics--how to get that first book contract, for example--seem less suited to children than to parents, who might be reassured to learn that making art can be financially as well as personally rewarding.
School Library Journal - 05-01-1992 Starred Review
Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived, this book will be welcomed in all those classrooms in which children's literature has become central to the curriculum
5. CONNECTIONS
*Provide students with the exact same storyline and have them each come up with their own illustrations. Let students compare there depictions with one another to see how differently they each perceived the story.
*Offer programming for an entire month, based on art. Each class could offer students a different type of medium to work with. At the very last class offer several of the mediums to work with to create a piece composed of different elements.
*Other books in addition to this title:
Christelow, Eileen. WHAT DO AUTHORS DO? ISBN 0395866219
Preller, James. THE BIG BOOK OF PICTURE_BOOK AUTHORS AND ILLUSTRATORS. ISBN 0439201543
K. Backus, L. Evans, M. Thompson. 25 TERRIFIC ART PROJECTS BASED ON FAVORITE PICTURE BOOKS. ISBN 043922263X
Joseph Had a Little Overcoat
1. BIBLIOGRAPHY
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. Ill. by Simms Taback. New York, NY: Viking. ISBN 0670878553
2. PLOT SUMMARY
Simms Taback writes a simple but playful story of a man named Joseph and the many becomings of his overcoat. Each page depicts how the overcoat changes and becomes something different, but remains very useful to Joseph. Each time the overcoat takes on a new task, so too does Joseph, from the fair to a wedding to singing in the chorus. The fabric gets smaller each time and eventually becoming a button that gets lost. The book concludes with the message you can always make something out of nothing.
3. CRITICAL ANALYSIS
A note to the reader in the end explains how and why Taback came up with this story from his childhood love of the folk song, “I had a Little Overcoat.” Eventually taking on the song with his name and writing a children’s book. I think that this book can send various messages to children, from recycling and not being wasteful to taking something and making it their own.
Simms Taback also did the illustrations in this engineered picture book. His choice of bright colors gives the story a visual punch as the reader flows through the text. Bold colors and die cut illustrations keep the reader interested and keep the children guessing what Joseph will come up with next for the old overcoat. Each page has a black outline where the text lies, and it makes it easy for the eye to follow through the vibrant pages. Not only is this a good book for sharing aloud to a group, but it also would work well as a one on one read because of the details in the background illustrations. Small details and patterns fill the background pages and will keep any reader interested. Young audiences will enjoy the repetitive text and eventually be saying…. “So he made a…” along with the reader.
Taback’s messages are universal in this picture book for young and old alike.
4. REVIEW EXCERPTS
Booklist- 01-01-2000
“This newly illustrated version of a book Taback first published in 1977 is a true example of accomplished bookmaking--from the typography and the endpapers to the bar code, set in what appears to be a patch of fabric. Taback's mixed-media and collage illustrations are alive with warmth, humor, and humanity.”
School Library Journal – 01-01-2000 Starred Review
The rhythm and repetition make it a perfect story time read-aloud.-Linda Ludke, London Public Library, Ontario, Canada
Publishers Weekly - 11-01-1999
Taback works into his folk art a menagerie of wide-eyed animals witnessing the overcoat's transformation, miniature photographs superimposed on paintings and some clever asides reproduced in small print (a wall hanging declares, "Better to have an ugly patch than a beautiful hole"; a newspaper headline announces, "Fiddler on Roof Falls off Roof").
Randolph Caldecott Medal: 2000
ALA Notable Children's Books: 2000
5. CONNECTIONS
*Talk to children about not being wasteful and encourage them to think of things around their house that they could save instead of throwing away. Ask children to make suggestions about what else Joseph could have made or what they would like to tray making on their own.
*Teach children about making something their own by singing a song and incorporating their own name into it. An example would Old McDonald, children could take turns singing and placing their own name in front of “Mc” and stating an animal of their choice.
* Other recycling books:
Green, Jen. WHY SHOULD I RECYCLE? ISBN 0764131559
Lamerand, Violaine. CRAFTS FROM JUNK. (Step By Step)
ISBN 0736814795
Duck for President
1. BIBLIOGRAPHY
Cronin, Doreen. 2004. DUCK FOR PRESIDENT. Ill by Betsey Lewin. New York, NY: Simon & Schuster Children’s Publishing Division. ISBN 0689863772
2. PLOT SUMMARY
Doreen Cronin writes a humorous story of a duck and his current unhappy living conditions on the farm of Farmer Brown. After the chore list is posted, Duck decides his sick of hard work and being covered in dirt, so he springs into action organizing an election of who should be in charge of the farm. The ballot consists of only two nominees: Duck and Farmer Brown, and to no surprise Duck sweeps his competition to take over the farm. Duck’s run of the farm is not what he had expected, at the end of the day he still covered in dirt and tired. Upon Duck’s satisfaction of farm work he eventually runs for governor and president only to be dissatisfied by those too. Duck eventually leaves behind the White House to go back working for Farmer Brown and penning his autobiography.
3. CRITICAL ANALYSIS
This book is a quick fun read sending the message to children that being in charge is not always what they may think and that the grass is not always greener on the other side... The language in the text will evoke youngsters to question several words such as election, protested, and campaign. Children will follow duck through 2 elections as he makes campaign stops at parades, town meetings and late-night television…only to find that he was better off where he had originally started, reaffirming again to kids that they should be grateful for what and where they already are.
Storytimes have revealed one weakness of this book; the adult humor incorporated in the background paintings. Most children will not understand the political humor, but it does keep the adults interested. Other times I have been frustrated reading this title aloud only to be interrupted constantly by inquiring minds who want to know the meaning of the political jargon that is found throughout the story. Precise vocabulary may be the explanation for the author’s word choices, assuming that different words would expand the reader and listeners semantic development.
Betsey Lewin illustrates this book with watercolor and harsh black outlines. The drawings are simple, and highlighted with potent splashes of watercolor. Color-rich drawings of red, black and yellow make each page pop on a back drop that mainly consisting of white. On some pages text placement should have been reconsidered because of the dark hues that lay in the background. There are also various pages where the text will begin at the top of one page only to jump down to the bottom on the very next. I find books like this very hard to read aloud unless I am very familiar with them. Often times I find myself getting caught up in the story and audience and forget to read a sentence that lies at the bottom on the corner of the page.
Overall, I always enjoy reading this book and I will continue to use it as a story time staple on President’s Day. I have found that this is one title that I can take into the schools and the kids will pay attention to it, contrary to other nonfiction easy books addressing the subject that I have tried in the past.
4. REVIEW EXCERPTS
Publishers Weekly - 02-16-2004
The focus on Duck's dissatisfaction and loneliness at the top makes the story line perhaps better suited to adults, even as Lewin's chunky-outlined watercolors continue to cater to the younger crowd with her usual dashes of humor and daffy sweetness.
School Library Journal - 03-01-2004 Starred Review
This award-winning team returns with a third story of farm animals with ambition. Duck is tired of doing his chores (mowing the lawn and grinding the coffee beans), and decides to hold an election to replace Farmer Brown
5. CONNECTIONS
*This title is perfect to introduce the very young to the election process and can also
be used as an introduction to President’s Day.
*This title could be used to set the stage for a simple unit exploring the various levels of government. Students could eventually hold a mock election, and tally up votes.
Crafts could include campaign signs, buttons, and patriotic decorations.
*Have students select a job they think they would like to have, and have them do an interview or research to find out what that job actually entails.
* Other titles to pair this book with:
Krosoczka, Jarret J. MAX FOR PRESIDENT. ISBN 0375824286
Christelow, Eileen. VOTE! ISBN: 0618486062
Granfield, Linda. AMERICA VOTES: HOW OUR PRESIDENT IS ELECTED. ISBN1553379896
Barnes, Peter W. WOODROW FOR PRESIDENT: A TAIL OF VOTING, CAMPAIGNS AND ELECTIONS. ISBN 1893622010
Talking with Artists
1. BIBLIOGRAPHY
Cummings, Pat. TALKING WITH ARTISTS. New York, NY: Simon & Schuster Children’s Publishing Division. ISBN 0027242455
2. PLOT SUMMARY
Talking With Artists, compiled by Pat Cummings, gives readers a glimpse into the lives of 14 artists from where they started to their present careers in illustrating. Each illustrator opens with “My Story,” a brief history and overview of their childhood and love of drawing. Following, each artist is asked a series of eight questions, ranging from a typical days work to their very first book deal. Past and present photographs of each illustrator fill the pages along with their professional and amateur artwork. This book and its personal story will give promise to all children whatever there dream may be.
3. CRITICAL ANALYSIS
The book opens with an endearing letter to the reader, reminding them if they too want to become artists they need to not be afraid of working for what they want to achieve. Cummings reminds the reader to, “Not be afraid of the “work” in “artwork”. Keep drawing. That’s all we did. We just kept drawing.” I think that this message applies to more than just artwork but life and general. Children and adults alike need to be reminded that anything in life that seems worthwhile is going to take work. Cumming’s message is again reiterated by illustrator, Victoria Chess who states, “If you want to be an illustrator, do it all the time and practice, practice, practice.”
The parts of the book that I really enjoyed were the illustrations of when the subjects were younger. It is obvious in some of the amateurs work how much talent they had even as children. At age nine, Diane Dillon, drew a parrot that was more than a traditional depiction. Her use of color and shape gives the animal a surrealist look. I think that Cumming’s could have included more illustration samples to help break up all the pages of text.
The interview questions hold some of the more interesting detail throughout the book. They give readers insider secrets to how some of the artist’s drawings are achieved with the help of special tools and ink, like that of the Hippopotamus, by J. Patrick Lewis. The last point I found most interesting is how each illustrator became a professional in the publishing world. It seemed that most either fell into it by chance or by knowing someone that knew someone, who knew someone else. None of the illustrators filled a wanted add or posted a resume. From this I have learned that being an artist is more a way of life, than it is making a living.
The book concludes with a glossary and list of books by the artists that would be more suited for the aspiring illustrator, rather than the average reader. Overall, Cumming’s collection is brief, and knowledgeable.
4. REVIEW EXCERPTS
Horn Book Award for Nonfiction 1992
Booklist - 05-01-1992 Starred Review
Cummings attends further to children's insatiable curiosity by including a recent photo of each artist, a sampling of his or her work, and the artist's signature. But what kids will love best is the picture of each artist as a child and the sampling of childhood artwork.
Publishers Weekly- 03-16-1992
Some interview topics--how to get that first book contract, for example--seem less suited to children than to parents, who might be reassured to learn that making art can be financially as well as personally rewarding.
School Library Journal - 05-01-1992 Starred Review
Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived, this book will be welcomed in all those classrooms in which children's literature has become central to the curriculum
5. CONNECTIONS
*Provide students with the exact same storyline and have them each come up with their own illustrations. Let students compare there depictions with one another to see how differently they each perceived the story.
*Offer programming for an entire month, based on art. Each class could offer students a different type of medium to work with. At the very last class offer several of the mediums to work with to create a piece composed of different elements.
*Other books in addition to this title:
Christelow, Eileen. WHAT DO AUTHORS DO? ISBN 0395866219
Preller, James. THE BIG BOOK OF PICTURE_BOOK AUTHORS AND ILLUSTRATORS. ISBN 0439201543
K. Backus, L. Evans, M. Thompson. 25 TERRIFIC ART PROJECTS BASED ON FAVORITE PICTURE BOOKS. ISBN 043922263X
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