Tag Archives: 2-3

Whoever You Are

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Author(s): Mem FoxIMG_4398

Illustrator/Photographer: Leslie Staub

Publisher and Year: Harcourt in 1997

Number of Pages: 26

Genre: Fiction

Analysis:

This book begins with the main character telling the reader, who they assume is a “little one,” that people all over the world may have different homes, skin color, schools, and lands, but they all have a heart that is capable of all the same emotions. Then the story continues to tell the “little one” that people may be different as they get older, but again reinforces the idea that everyone is similar because everyone has the same emotions.

The illustrations in the story are very important in adding dimension to the text on the pages. The author talks about how there are many different people throughout the world, but the illustrator captures the different cultures in the images by including characters of many different ethnicities, genders, and ages. The images are all brightly colored which is inviting for children to look at, as well as creating the idea that differences make the world a more colorful place. Because of the multitude of ethnicities on each page, I would conclude that no specific race has been given power. However, I believe that some of the images portrayed women as the stereotypical gentle caregiver. For example, in the last few pages, a group of women are all holding children in dresses waving goodbye to the main character, even though there were males throughout the story. Another issue I had with some of the images was the fact that I was not sure that all the different cultures were accurately represented, because I was unsure how the illustrator went about deciding how to represent each culture.

I believe that this story is a great way to teach young children about diversity and also about how everyone is similar when it comes to emotional capabilities. I believe that this story works as a window for children to see that there are many different people and cultures throughout the world, which may be different from what they have experienced in their life. This story also works as a mirror for some children because it represents a multitude of cultures, some of which are not often shown in books. I also believe this book can work as a door for children to learn to see differences in other people but to realize that these differences make individuals special, yet all people are the same on the inside. Overall, this story would work well for teaching young children that all humans are similar in that they all have feelings, especially living in a world that tries to put other people or groups down in order to feel powerful.

All My Stripes

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Author: Shawna Rudolph and Danielle Royer

Illustrator: Jennifer Zivon

Publishing Information: Magination Press, 2015

Number of Pages: 34

Genre: Realistic Fiction

Analysis:

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            All my stripes tells the story of a zebra named Zane, and his experiences with autism in a classroom setting. Zane can tell he is different from his classmates, and begins worry as he feels that they only see his autism stripe (a red stripe on his forehead that indicates he has autism). It isn’t until his mother explains his many other wonderful stripes that Zane learns that his autism stripe is just one of many stripes, and does not define who he is.

This is quite possibly my favorite book of the ones I have analyzed, as it gives children a way to understand autism and the everyday differences and hardships of people who are effected by the condition. For example, it portrays Zane’s distress when the fire alarm sounds, whereas his classmates were able to remain calm and quiet. Also, the author creates a scene in which the classmates cannot understand why Zane wants to use a paintbrush instead of his hoof when doing a painting activity, because Zane does not like the feeling of paint. The back of the book provides an explanation of these scenes, and how they connect to the behaviors of real people with autism. Furthermore, it provides a guide for how caretakers can help to address and aid with these behaviors for their students/child. This provides an excellent door for both children and adults to respond to those with autism in a caring and understanding manner.

The illustrations are unframed, so readers are able to really put themselves in the scene with Zane. One is able to see the distressed look on his face as he shares his concerns with his mother, and is self-conscious around his classmates. I thought it was interesting as well that on the first page when Zane addresses his concerns to his mother, it is raining which can signify the sadness he feels.

Zane’s mother goes on to explain that the autism stripe is not his only stripe, and he has many other wonderful stripes; his “pilot stripe” that makes him good with directions, his “caring stripe” that reflects his concern for others, his “honesty stripe” which reflects his willingness to tell the truth, and his “curiosity stripe” that shows his eagerness to learn. This teaches children that no one aspect of their life defines them, and the value of self-acceptance. Furthermore, they are learning about autism and how to help in a way that they can better understand at a younger age.

Young Cam Jansen & the Dinosaur Game

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Author: David A. Adler

Illustrator: Susanna Natti

Publishing Information: Scholastic, 1996

Number of Pages: 32

Genre: Mystery

Analysis:

The story of Young Cam Jansen and the Dinosaur Game follows Cam and her friend David as they attend a birthday party that features a guessing game. When one of the partygoers guesses the exact number of little toy dinosaurs in the glass jar, Cam is suspicious that there was cheating involved and decides to use her detective skills to investigate. She comes to find that the boy who won the game placed a second bet after the number had already been revealed, and the mystery is solved.

The illustrations are done in fairly basic colors (blue, red, yellow, green) and are featured in rectangular frames. This gives readers a more limited glimpse at the scenarios unfolding, which is similar to that of the limited information Cam begins her investigation with. Furthermore, the rectangular frames indicated less security than that of round frames, which is fitting for the plot as there is a mystery that has presented itself and has not yet been solved. These illustrations are additive to the text, as some reveal more information and visuals that the text could not have provided alone. For example, one of the illustrations features the slip of paper that had the exact number of dinosaurs on it where one can see smudges of chocolate on the paper. This is important because the guessing game required the children at the party to place their guess before cake was served, and clearly this guess was made afterwards.

This story is broken down into five short chapters, which introduces younger readers to the breakdown of traditional chapter books. Furthermore, the story teaches children a way to engage in more critical thinking as they follow along with Cam’s thought processes as she is solving the mystery. At the end of the story, the person who had the next closest guess is awarded the jar of dinosaurs and opts to share them with everyone else at the party, including the boy who cheated to win the game. This teaches children the value of sharing, as well as not holding a grudge against someone who did not act fairly toward others.

Fancy Nancy: Spectacular Spectacles

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Author: Jane O’Connor

Illustrator: Robin Preiss Glasser and Ted Enik

Publishing Information: Harper Collins, 2010

Number of Pages: 32

Genre: Realistic Fiction

Analysis:

This book introduces readers to Fancy Nancy, and the changes that occur when Nancy’s friend is told that she must wear glasses from now on. At first her friend is less than thrilled, but comes to like her glasses when people react positively to seeing her wear them. The only trouble arises when Nancy becomes a bit jealous and wants a pair of glamorous glasses of her own as well.

The narrative includes a variety of adjectives, such as “spectacular,” “spectacles,” and “glamorous” that may be new for early readers who are more accustomed to general descriptions of things in a story. However, there is a guide in the back of the book that lists each new word, and a definition that can break it down in a way that is easier for children to understand. By doing this, the book teaches children new words in a fun and effective way to enhance their vocabulary.

The illustrations remain unframed throughout the story, and are typically painted in a bright and flamboyant way–I believe this reflects Nancy’s personality perfectly. The only page that was done a bit darker was the one in which the text is describing the jealousy that Nancy feels as she tells her mother that she also wants her won pair of glasses. The illustrations work with the text so that neither could necessarily exist alone in the book.

This book provides children with a mirror that can show them that if they have glasses, there is nothing to be ashamed of. Initially, the friend was worried that the other children would make fun of her, but instead she grows more comfortable with her glasses as people compliment her and she grows more accepting of them. This story also teaches children a bit more about the process of getting glasses, as Nancy’s mother explains that her friend needs them to see and the way it will improve her vision and make things easier for her. In the end, Nancy comes to accept that she should not be jealous that people are flattering her friend after she starts to wear glasses, as there were struggles that the friend had to face up until that point and she deserves to feel accepted and comfortable among her peers.

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The Pigeon Needs a Bath!

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Author/Illustrator: Mo Willems

Publisher and Year: Hyperion Books for Children, 2014

Number of Pages: 32

Genre: Fiction

IMG_4397This dirty pigeon uses sarcasm and reverse psychology to get out of taking a bath. When his tactics don’t work and he is forced to take a bath, he realizes that baths aren’t so bad after all.

This book could work well as a way to get young, stubborn children to bathe. For some children, bathing isn’t the highlight of their day, so seeing the Pigeon do it could make them feel better about it.  Many parents could probably relate to the Pigeon’s parent who can’t seem to convince him to take a bath. The Pigeon Needs a Bath! Is a book that has some different humor, but is ultimately just a fun read. Like a typical parent-child relationship, the man (assuming he is the parent of the Pigeon) has the power to make the Pigeon take a bath. The Pigeon may feel that it is a choice, but in the end he will take a bath. Some parents could relate to this as well; they allow children to think that they have a choice if they do something, but in reality they don’t.

Perceptually, the entire book is just a conversation the Pigeon is having with himself. He invites the reader into the conversation a few times, but he is really just convincing himself that he shouldn’t take a bath. The text adds to the images, and the images are dependent on the text. Because the illustrations are so simple, it is not clear what exactly the scenes would mean without the text. Structurally, the pigeon is having conversations with the reader as if we someone is actually responding to him. This makes the reader feel more engaged with the book. Emphasized sounds help readers get acquainted with onomatopoeia.

Flashlight

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flashlight

Author/Illustrator: Lizi Boyd

Publisher and Year: Chronicle Books, 2004

Number of Pages: 32

Genre: Fiction

IMG_2271Flashlight is about a young boy who explores the mysterious world outside of his tent. What other way to experience nature than with a flashlight? Like a flashlight, this book helps us experience the beauties of nighttime nature.

This story could work as a window into a world that a lot of children may be curious about—nature.  There are also many children who could identify with this small, curious boy. Children are known for their creativity and imagination, and this boy’s creativity is what creates this journey for him.

There are no words in this book, as it is a picture narrative. The pictures tell the story. Structurally, majority of the book in black and white to show how dark it is without the flashlight. The areas where the boy shines the flashlight are colorful and bright, but there are also two trees that always have color, even though the flashlight is not on them. This is a cut-out book, and every cut-out is a colorful spot on the next page. One of the things that the boy flashes his light on are “prayer flags”, which are common in the Tibetan culture. At one point, the small boy loses the flashlight and the animals seem to be just as curious about him as he is about them. Ideologically, this book promotes the inner creativity and curiosity in readers. Although the boy cannot see what is in the dark, as the reader, the reader can. However, the creative part comes in when the readers attempts to bring these black and white images to life, just like the young boy with the flashlight.

Leo: A Ghost Story

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IMG_9670 [2578141] 

Author: Marc Barnett

Illustrator: Christian Robinson

Publisher and Year: Chronical Books, 2015

Number of Pages: 42

Genre: Fiction/Fantasy

IMG_9671 [2578142]When an unwanted ghost boy, Leo, is “evicted” from his ghost home, he is forced to live on the streets. It isn’t until he meets a young, believing girl that he finally feels accepted and seen.

This book could work as a mirror for those who feel that they are “invisible.” Even though Leo is actually invisible because he is a ghost, some children may feel that they are just as invisible and unloved as Leo. It isn’t until Leo sees that he can use his ghostliness for good that he starts to gain power. When he realizes that he can scare the robber into captivity, Leo feels better about the way that he is.

Perceptually, the images depend on the text. Without the text, the images would not really make sense. The texts begins with letting the reader know that people cannot see Leo, but the reader can. This makes readers feel like they are in the story with Leo, or it at least builds a connection between the  reader and the text. Structurally, the images remain on the darker side because Leo is a ghost. Leo can also touch objects such as doorknobs and blankets, but people cannot touch feel his touch. The only person who can see and feel him is Jane, but just as people cannot see him, he cannot see the crown that Jane says she is wearing. This puts emphasis on the idea that the characters in this book can only see what they believe in. Ideologically, this book could teach readers that they should accept who they are, and if they can, find someone who accepts them for who they are as well.

Do Unto Otters: A Book About Manners

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IMG_9673 [2578143]

Author/Illustrator: Laurie Keller

Publisher and Year: Christy Ottaviano Books, 2007

Number of Pages: 34

Genre: Fiction/Fable

IMG_9675 [2578144]A rabbit is skeptical about what his new otter neighbors will be like. He is told to treat them as he would want them to treat him. After realizing how he’d like to be treated, he sees that maybe his new neighbors won’t be so bad after all.

This story works well as a mirror and a door. There may be some children who feel torn about how to treat someone because they are different, this book would help with that. When people see others who are different they tend to feel that maybe that person shouldn’t be treated like everyone else. There is no real power distribution in this book, as this book just really focuses on the idea that one should treat others how they’d like to be treated.

Perceptually, lots of onomatopoeia is used throughout the book, making the book easier to read and helping children with sounds. The text adds to the images and the images add to the text. There is a lot of dialogue used, as the whole book is really just the rabbit going through his thoughts. Structurally, images are bright and full of color, making the text more entertaining. Facial expressions and specific fonts help the reader understand how the text should be read. The illustrator gives examples of ways to be friendly, so there is little confusion as to what the author means (they are the same person). The illustrator also breaks down and defines certain words, such as “cooperate” for beginning readers. Ideologically, this book teaches manners such as saying please, thank you, and excuse me to others. It also teaches readers how to be polite in different languages, such as Spanish, French, German, Japanese, and Pig Latin. It emphasizes great traits such as honesty, kindness, and sharing, which are important to teach children at a young age.

Oliver

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Author: Birgita Sif

Illustrator: Birgita Sif

Publisher/Year: Candlewick Press, 2012

Pages: 29

Genre: Realistic Fiction

 Analysis:

“Oliver felt a bit different,” Sif writes (p. 2); a young, bespectacled boy dressed all in green, Oliver enjoys his solitude and imaginative play with his stuffed animal friends. Alone, Oliver can go on any imaginative adventure he pleases, but he soon discovers that his friends cannot actually listen to him play piano. Then, one day, a run-away tennis ball leads Oliver to someone new and different too: Olivia.

Introverted, imaginative, and solitude-loving readers can personally identify with Oliver’s need to freely exist in his own world. Many of these same readers can also relate to Oliver’s desire for human companions that can listen and respond, but his hesitancy, as an introvert, to reach out on his own. Oliver speaks to “all those who have ever felt a bit different,” as Sif writes in her dedication. For more extroverted and social readers, Oliver provides a window into the world of an often overlooked group: introverts. Sif portrays introverts like Oliver with both respect and a critical eye; she celebrates their contentedness with being alone but also highlights how complete solitude can even be too lonely for the introvert. For introverted readers, Oliver models how one can step out of their comfort zone and take a leap of faith into new things. Oliver encourages introverted readers to seek companionship in their human peers, and not solely with their toys.

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Power is not distributed between characters but embodied in fate—the happy coincidence that Oliver’s run-away tennis ball led him to new beginnings with a girl that is different just like him. Oliver contains a very limited view of culture, beyond that of introverts. Every character is white and able-bodied. It is possible, therefore, that Oliver could send a rather unintended message that there is only hope of new beginnings for white introverted children.

The repetition of how Oliver was “a bit different,” “but it didn’t matter,” communicates an important transformation that Oliver, and many of us, undergo in our lives. At first, Oliver believed that enjoying being different meant solitude; later, he discovers that he could befriend Olivia because they are both different and could be so together. All other text elaborates on this realization of Oliver’s and his ensuing leap of faith. Sif uses color symbolically in her illustrations. Oliver, his toys, and Olivia are all drawn with colors far more vibrant (i.e. red and green) than the dim and subdued grays, blues, and golds of the real world they live in. This color contrast symbolizes how Oliver and Olivia are different, yet perfect companions. The contrast also compares the freedom and contentedness Oliver and Olivia feel in their imagined world to the isolation they feel around others. Sif’s illustration of Oliver running to the right and through the open gate to Olivia’s yard shows Oliver’s growing acceptance that his toys might not be good enough companions for him. Overall, Oliver supports individualism and the idea that people should not have to change who they are to be friends. Although Oliver celebrates the power of human companionship, it rather idealistically shows that a perfect someone exists for everyone and fate (vs. human initiative) will bring soulmates together.

The Butter Man

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Authors: Elizabeth Alalou and Ali Alalou

Illustrator: Julie Klear Essakalli

Publisher/Year: Charlesbridge, 2008

Pages: 30

Genre: Realistic Fiction

Analysis:

One Saturday evening, Nora could not wait for Baba’s couscous and begged for a pre-dinner snack; Baba refuses and tells Nora a story of living in Morocco during a drought and famine. Baba recalls how his favorite treat—butter—quickly ran out and he had to wait patiently for the Butter Man to walk through town so he could enjoy his bread. Although the Butter Man never showed, Baba’s father’s return home triggered a wet spring season and their family could buy the cows needed to make butter.

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Young readers who have felt the gnawing pain of hunger or experienced the frustration of having to wait for everyone to come home to eat a meal, can personally identify with the difficulties Nora and her father endured. The Butter Man acts as a window to the struggles faced by people living in the small villages of the Atlas Mountains in Morocco, where families survive by farming, and food sources are limited and unpredictable. The Butter Man exposes readers to a lifestyle very different from that of many Americans—a life where needs are not immediately satisfied and the art of being patient and resourceful is key to passing time. Finally, Baba’s childhood story provides an honorable model of behavior for readers of all kinds. Baba teaches Nora and readers that good things come to those who wait patiently, and how waiting allows a person to better appreciate and enjoy the awaited thing when it is finally in their possession. After many long days of waiting and the disappointment of not seeing the Butter Man, Baba received an even greater gift: the return of his father, and in due time, butter and a revived farm.

In The Butter Man, power is not an external force, but exists within the individual; it is the ability to wait for something meaningful. Just as Baba’s mother taught him the virtue of patience, Baba hoped to do the same for his daughter Nora. The Butter Man affirms and accurately portrays Moroccan and Islamic culture. Essakalli draws the Morrocan people in authentic cultural attire, and together, the text and illustrations depict Moroccan people as hardworking and humble people. Readers can empathize with Baba and his neighbors who must look for work to support a family during famine, in villages that lack electricity, cars, and paved roads. The book also provides a fresh look on modern Moroccan-American culture, as shown by Baba’s continued tradition of cooking the couscous for Saturday dinner (while the wife works).

The importance of one’s heritage and culture is communicated through the Alalou’s inclusion of authentic Berber language (e.g. baba, bahalou, mahalou) and Moroccan traditions (e.g. Bismillah: pre-meal blessing; use of special Moroccan pot to prepare couscous). Illustrations in The Butter Man are unframed with some even spanning two pages; this encourages the reader’s involvement in the hunger and impatience felt by Baba and Nora. Folk art paintings fit with the lesson-giving nature of The Butter Man. Intense, yet subdued, colors (burnt oranges and reds) convey the intensity of the drought and famine. Likewise, the disproportionately large size of the Moroccan pot and couscous dish help portray the strength of these time-honored traditions and also remind readers of the great deal of waiting Baba and Nora had to endure before savoring the dinner. As a whole, The Butter Man challenges gender roles (Baba cooks the Saturday dinner), celebrates the symbolic connection between food and heritage, and shows patience and humility to be virtues and character-builders.