Happy in Our Skin

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Title: Happy in Our SkinIMG_5977

Author: Fran Manushkin

Illustrator: Lauren Tobia

Publisher: Candlewick Press 2015

Number of pages: 32 pages

Tags: Diversity, Culture, Picture Book, K-1, Stephanie Prentice

Genre: Realistic Fiction

Analysis

Happy in Our Skin is a book that discusses the many differences that children have, while showing that we should be proud of our differences. It shows a family of mixed ethnicities going to the park, the pool, and a block party.

In all these scenes, the author shows how everybody is the same regardless of what they look like. The similarities and differences discussed in this book aim to show that even though someone’s skin may look different, it is the same in reality. For example, the author discusses the function of skin as “keeping the outsides out and the insides in” (Manushkin, p. 8). Serving as a window, the diversity in this book allows children of many different ethnicities to relate. It also allows children to reflect on their own personal attributes and find similarities and differences that make them unique. The illustrator incorporates children of many different ethnicities and cultures to emphasize the author’s main idea that each child has the same skin regardless of it’s color or other features. They also include illustrations of children in wheelchairs.

Structurally the book includes a slight rhyming scheme that allows for fluent reading. The text is important, but the location of the words on the page is not relevant. The images are very vibrantIMG_5978 and bright. The images often reinforce the ideas presented in the text, and sometimes act as an enhancement. They show the diversity in skin color and features as well as the physical abilities that are discussed in the text. This book allows for children to see that each person has the same physical feature, skin. It teaches them the importance of skin and how it helps our body. This allows for an easy opportunity for educators or parents to have discussions about race. It teaches the importance of tolerance and acceptance of others who may look different.  The illustrations radiate the idea of acceptance, as we see children of all ethnicities and cultures interacting in public places.

 

Not Afraid of Dogs

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IMG_5979Title: Not Afraid of Dogs

Author: Susanna Pitzer

 Illustrator: Larry Day

Publisher: Walker Publisher Company, Inc. 2006

Number of pages: 32 Pages

Tags: Animals, Family, Fiction, K-1, Stephanie Prentice

Genre: Realistic Fiction

Analysis

In this story, Daniel explains that he is a very brave boy and is not afraid of many things such as spiders and thunderstorms. He even claims that he is not afraid of dogs, rather he just simply does not like them. When he realizes that his family has to watch their aunt’s dog, he goes to extreme measures to avoid interacting with the dog. After he finds the dog is scared of thunderstorms in the middle of the night, Daniel comforts the dog and realizes that he is not afraid of dogs after all.

Daniel’s compassion for helping others allows him to overcome his fear of dogs. The story line allows children to see that being afraid of things, IMG_5980such as dogs, is normal and even common. The images, a Society of Children’s Book Writers and Illustrators’ Golden Kite Award for Illustrations winner, capture the emotions a child might have while facing their fears for the first time. For example, the cover picture shows Daniel climbing up a lamp post in the city when a group of dogs walk past him. Taking a first glance, the reader can easily tell the child is nervous and unfamiliar with dogs. The boy is usually placed on the opposite side of the dog, most of the time looking back to make sure he was safe from the dog. This is an accurate depiction of many other children who are afraid of or unsure of many animals. The text placement is not important in the story, however the author’s decision to emphasize Bandit’s howls in a different text size and alignment allows the reader to imagine the sound in their mind.

Overall, the pictures and text work together to tell the story. This book is a great way to show children that fears are rational and common. Daniel’s courage in overcoming his fear can encourage others to overcome their own fears. Daniel’s interaction with Bandit can prove helpful in showing children how to interact with unfamiliar dogs as well. In addition, it shows the common dynamic in the relationship between siblings when Daniel’s sister is often seen taunting Daniel about his fear of dogs. The story line allows many children who have siblings and a fear of dogs or animals to relate to the story.

Brave Girl: Clara and the Shirtwaist Makers’ Strike of 1909

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Title: Brave Girl: Clara and the Shirtwaist Makers’ Strike of 1909

IMG_5975Author: Michelle Markel

Illustrator: Melissa Sweet

Publisher: HarperCollins Publishers, 2013

Number of pages: 32 pages

Tags: Culture, Emotion, Non-Fiction, Picture Book, 2-3, Stephanie Prentice

Genre: Biography

Analysis

Clara Lemlich was an immigrant that came to America in hopes of a better life. She was unaware that immigrant women were hired into garment workshops to make blouses and other articles of clothing. After realizing that the conditions in which she and millions of other women worked, she lead many revolts and strikes to change the conditions of their work.

This children’s book allows students to see the struggles of the immigrants in the 1900’s first hand, especially those of women. The culture of America is represented in this story, focusing on the industrial movement during this time period. Students are able to grasp the values of the United States through the pictures as well as the text. Readers can see the value of mass production in the illustrator’s depiction of the workshops. The distribution of power in this story shifts from the owners of the garment shops to those who work are employed in these shops. Before Clara leads the revolts, the garment shop owners are in complete control of the conditions and hours the immigrant women were to work. After the story, we see the power shift to the immigrant workers as they battled for their rights.

Looking at the pictures closely, students can get a feel for the conditions many immigrants faced. FoIMG_5976r example, when Clara arrives in America on the boat, the illustrator included an image of the long line of people waiting on the boat for their new life in America. The text is displayed on a stitched piece of fabric that connects to the main theme of the story very well. The pictures are often sewn into the text, making them resemble a quilt. Clara is often found looking or moving to the right of the page, signifying the change that is going to happen. The author uses many adjectives that emphasize the struggles Clara and her colleagues faced. For example, when Clara first arrives, the author introduces her as dirt poor and five feet tall. Ideologically, this story has many things that children can take away after reading. First and foremost, this book gives the students a historical look into the life of immigrants, especially those of women. This book focuses on the hardships and challenges that Clara faced with work and learning to speak English. Secondly, it shows students how important it is to stand up for what they know is right. If Clara were not to stand up for what she believed was right, many workers would have suffered for a longer period of time. Even after Clara faced many arrests, beatings, and threats to be fired, she kept the fight for her rights alive. It proves that determination and perseverance can lead to change for what is right.  At the end of the book, readers are introduced to more information about the garment industry that can further their understanding on the topic.

The New Girl… And Me

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Title: The New Girl… And Me

Author: Jacqui RobbinsIMG_5971

Illustrations: Matt Phelan

Publisher: Anthenum Books for Young Readers, 2006

Number of pages: 32 pages

Tags: Diversity, Emotion, Fiction, Friendship, Picture Book, K-5, Stephanie Prentice

Genre: Realistic Fiction

Analysis

When a new girl, Shakeeta, comes to school most of the girls are excited to show her around except for Mia. Mia remains reserved and watches the interactions between Shakeeta and the rest of her classmates. When Shakeeta is deliberately excluded from the game of soccer by a boy named DJ, Mia strikes up a conversation with Shakeeta as they are sitting together on the bench. The girls soon become good friends.

While the message of the story is positive, some events in the story can be taken in a negative view. For example, when DJ bullies Shakeeta at recess, the rest of the class follows his lead, laughing at his mean comments. This can lead children to believe that it is okay to bully people. In addition, Mia is originally scared of Shakeeta when she first arrives. Lastly, Shakeeta threatens to punch DJ when he makes fun of her name. This can teach children to believe that violence is the answer if they are being bullied. Lastly, Mia is originally scared of Shakeeta when she arrives in the classroom. This can be seen as stereotyping and profiling.

The illustrator does a good job of capturing the true emotions of children with their facial expressions and body language. The pale colors of the pictures and white backgrounds allow for readers to focus on the facial expressions and body language in different situations. Before Mia and Shakeeta have their first interaction with each other, they are deliberately placed on the opposite sides of the double page picture. This deliberate placement symbolizes the idea that they are not yet friends. On the next page, Mia asks Shakeeta about her iguana and they begin a lively conversation. As the girls dive deeper into their conversation, they move closer to each other on the bench, symbolizing their growing friendship. Mia’s first attempts to start a conversation, asking about Shakeeta’s iguana, can give students who are shy like Mia ideas on how to start a conversation with a new classmate. In addition, the illustrations bring in anelement of multiculturism without it being the main focus. This allows a diverse population of students see themselves in the story. The interracial friendship also adds an example of tolerance and acceptance.

This book can be used if a teacher is expecting a new student. It can open discussions of how to make a new student feel welcomed, but it is important to remember how the book can be viewed in a negative way while having discussions about this book. IMG_5973

What James Said

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Title: What James Said

Author: Liz RosenburgIMG_5967

Illustrators: Matt Myers

Publisher: Roaring Book Press, 2015

Number of pages: 32 Pages

Tags: Diversity, Emotion, Fiction, Friendship, Picture Book, K-5, Stephanie Prentice

Genre: Realistic Fiction

Analysis

A little girl believes that her best friend, James, is saying mean things behind her back. Therefore, she gives him the silent treatment during school to get her revenge. As the school day goes on, James comes up with ways that become more tempting for the little girl to talk to him. In the end, they realize their friendship is worth too much to fight.

The two main characters include a boy and a girl, which goes above the common belief that friendships should only be made within the same gender. In addition, the friendship between an African American boy and a Caucasian female shows tolerance and acceptance. The images of the other students of the class also include diversity, representing a wide array of ethnicities. This allows children to see themselves in the story, as well as see other ethnicities in addition to their own.

IMG_5968Perceptually, the images are very bright and enticing for the children. The use of faded watercolor pictures, such as in the picture below, allows the focus to remain on the narrator and James. The use of large text in certain areas allows the reader to recognize which points should be emphasized while reading the story aloud. Some of the illustrations resemble the ones that children would draw, making it very relatable for the readers. The layout of the text in relation to the pictures also allows the readers to follow the sequence very well, especially when the author is describing how each classmate heard the rumor about the narrator. Ideologically, this book shows the dangers of gossip and rumors and the effects they have on friendships. The misunderstanding during the “game of telephone” leads to the narrator’s feelings getting hurt by her best friend. Children who read this book are able to see the damage done by gossip and rumors. The ending of the book allows readers to see some things can be misunderstood and taken out of proportion. It also emphasizes the idea of friendship and its importance. The two sided story, the narrator and James’ actions, also show the different emotions when two friends are fighting. This book also gives an example of how children can solve problems with their friends. However, the way in which the narrator reacts is not recommended for children.

Mufaro’s Beautiful Daughters: An African Tale

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mufaro 2

Author/Illustrator: John Steptoe

Publisher and Year: Puffin Books, 1987

Number of Pages: 29

Genre: Folktalemufaro

Analysis: In “Mufaro’s Beautiful Daughters: An African Tale,” Mufaro has two beautiful daughters: Nyasha, who is kind and considerate, and Manyara, who is rude and selfish. Manyara learns a valuable lesson when she uses sneaky tactics to become the queen. This book would work well as a mirror for the intended audience. Firstly, young, African American girls should know that they are beautiful. Secondly, it teaches children that kindness and generosity will prevail over spitefulness and rudeness. There is a King who is searching for a wife to make the queen. Together, these two have all of the power over the people. This story is an African tale, so the African culture is represented and it is evident in the clothing and accessories that the people wear. It is also evident in the marrying off of daughters to the King. From my understanding, the outfits, traditions, and names align well with the African culture.

In this book, the text (mostly dialog) tells the story and explains the images. The text is off to the side of pictures, although the text does play a major part in the understanding of the book.

Nyasha is often in a darker light when she is being made fun of by her sister. When Nyasha is not being insulted by her sister, she looks majestic and a light shines on her, while Manyara always has her hands on her hips and a disapproving look on her face. Nyasha appears much bigger than Manyara when she is crowned queen.

Manyara teaches us to always be kind to others. Do to others as you would have them do to you.

 

The Three Pigs

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IMG_9614 [405971]

Author/Illustrator: David Wiesner

Publisher and Year: Clarion Books, 2001

Number of Pages: 38

Genre: Fantasy/Fiction

IMG_9615 [405972]

Analysis: “The Three Pigs” is a book where Wiesner puts a weird but interesting twist on the typical “The Three Little Pigs” story by not only allowing the pigs to stand strong, but to move on into a whole different story. From there, they escape the big bad wolf along with a new friend. This book could function as a door into the imaginative world of the three pigs. An old tale that many of us grew up on now has a huge twist on it, opening up our eyes to the many possibilities. In the typical beginning of the story, the wolf has all of the power. Then, the pigs become powerful and essentially “create their own ending” to the story. The images align with my understanding of culture by allowing the pigs to go in and out of reality. They are also allowed to dip into another story and experience something from that and (literally) take something from it.

Perceptually, the words in this book sometimes contradict the images, but it works. The words are typical “The Three Little Pigs,” and dialog is used often.

Structurally, the pigs “come out” of story and “go into” another. They look realistic when they’re not in their story, and the pictures are framed when their classic story is being told. The pigs move in the right direction into the new story.

Similar to the original story, “The Three Pigs” shows us that bullies never prevail.

 

Elmer

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IMG_9616 [405973]

Author/Illustrator: David McKee

Publisher and Year: McGraw-Hill, 1968

Number of Pages: 30

Genre: Fable/Fiction

IMG_9617 [405974]

Analysis: Elmer the elephant is beautifully different, but he doesn’t see it that way. He goes through some extreme measures to be “normal” until he realizes that it’s good to be different. This book can work as a mirror for children who feel that they are different in some way. Often times in society, being outside of the “norm” is frowned upon, and it shouldn’t be. People should feel comfortable with their differences because those are what make them unique. The jungle life is prevalent in this book, and even the non-elephants accept Elmer for who he is. Rarely did the animals express a face of disgust for Elmer’s appearance. As long as he plays his part in society, he is okay in their eyes.

Perceptually, this book has very plain text, and it clearly explains pictures and stays off to the side.

Structurally, Elmer walks to the right until he is like the rest of the elephants, which is when he feels normal. All of the animals appear to be the same size as Elmer, even though elephants are clearly bigger than pigs. There appears to be many bright colors at the end when Elmer feels free.

“Elmer” teaches that people should accept who they are because it is not the outside that matters.

The Red Tree

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IMG_9618 [405975]

Author/Illustrator: Shaun Tan

Publisher and Year: Simply Read Books, 2001

Number of Pages: 24

Genre: Fable/Dystopia

IMG_9619 [405976]Analysis: “The Red Tree” is about a young girl who feels trapped in a world of—what seems to be—never-ending sadness. It is not until she realizes that she has to take the good with the bad that her “red tree” grows. This book works well as a mirror for a lot of young girls who feel that they are trapped in a bubble of sadness or sorrow. In the beginning, the young girl feels helpless and almost like she has no power over her life. By the end of the book, she is rejuvenated and hopeful. The images of darkness and confusion seem to be an accurate representation of what sadness would look like if it was tangible.

Perceptually, this book has very few, spaced words. Some images are framed for a limited view, and the images are dark until the girl “reaches the light.” Her name is never given, perhaps because this could be anyone’s story.

Structurally, she walks to the right until she sees her tree-which is when she walks left, to her happy place. The word “wait” shrinks with each page to show a time lapse. She is trapped in a bottle because she feels isolated, and everyone around her is dark and gloomy.

Ideologically, this book teaches that there is always a light at the end of the tunnel.

Flotsam

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IMG_9620 [405977]

Author/Illustrator: David Wiesner

Publisher and Year: Clarion Books, 2006

Number of Pages: 36

Genre: Realistic Fiction

IMG_9621 [405978]

Analysis: “Flotsam” is about a boy who goes on a casual trip to the beach with his family. On the trip, he finds a camera with a long-lasting tradition attached to it. This book could work as a window to perhaps view another culture through this little boy’s adventures. There is a sample of each child’s culture through their picture, and although every person’s culture may differ, they are all still brought together with the camera. This may even work as a mirror for those who could see themselves as the young boy who finds the camera. The images provided portray each child in a different light, and we can see it in the way that they dress and their background.

Perceptually, this book has no words, it is a picture narrative.

Structurally, some pictures are framed with a limited view, and the entire story is “told” through expressions and pictures.

Ideologically, this book teaches the importance of tradition, and that the curiosity and imagination of child could go a long way.