Tag Archives: Emotion

The Scar

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Author(s): Charlotte MoundlicIMG_4357

Illustrator/Photographer: Olivier Tallec

Publisher and Year: Candlewick Press in 2011

Number of Pages: 31

Genre: Fiction

Analysis:

This story began with a little boy explaining that his mother had just died and left him with just his father. The boy goes through a series of emotions and feelings like being angry that his mother left him, sad that she won’t be there as he grows up, tired from trying to take care of his father, and fearful that he might forget his mother. In the end, his grandmother, his mom’s mom, reminds him that his mother is always with him in his heart.

The illustrations in the story were an important part of this text because they helped add to the overall tone of the story and they helped to depict the feelings of the characters. For example, the color red is the primary color on every page, which can represent a variety of intense emotions such as, anger, fear, love, and passion, which are all emotions felt by the main characters. In fact, the little boy is always a different shade of red depending on his current mood, the more upset or angry he is feeling, the darker the shade of red. I also noticed that the characters sometimes have a mouth on their face and at other times there is no mouth on their faces at all. I think the illustrator did this to show that sometimes the characters may seem fine on the outside, but the text explains that they are still struggling with the loss of the mother.

I believe that this story could work well as a window for children to be introduced to and help to teach the different stages of grief. This could be especially helpful for children who have not been exposed to death to help them to understand the feelings that their friends or family members may have experienced or are experiencing. This book could also function as a mirror for children who have lost a family member, because it can help them understand that having different emotions is completely normal. None of the characters in the story have names, which symbolizes that this little boy and his father can represent all people who feel these emotions, not just this one fictional family. I also believe that it is important to note that the mother is the one who dies in this story, which leaves the little boy with his father to show a different family dynamic where there is a widowed father and his son. Overall, I believe that this is a great story to read to children to help them understand that it is okay to grieve when someone important to you has died, and that there are many stages and emotions associated with grief.

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.

The Wall

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Author(s): Eve BuntingIMG_4401

Illustrator/Photographer: Ronald Himler

Publisher and Year: Clarion Books in 1990

Number of Pages: 29

Genre: Fiction

Analysis:

This story is about a little boy and his father who go to the Vietnam Veterans Memorial in order to find the name of the little boy’s grandfather, who is the father of the boy’s father. While the father is searching the wall for his father’s name, the little boy is looking around at the other visitors and describing the gifts left at the wall. In the end, the boy’s father traces over his father’s name that is on the wall and takes the paper home, and the little boy is proud that his grandfather’s name is on the wall but he wishes he were there.

            The images in this book do a great job of reinforcing the somber tone; for example, the color gray is used in every image, the details of the images look a bit blurry or smudged, and most of the images are not framed all the way which makes it seem like they are fading away. All the background characters drawn in this book are white but the main characters seem to be of Hispanic descent, however, they don’t look that different from the other white characters except for their dark brown hair. This instills the idea that many of the Vietnam veterans were white, which can give the impression that the white man is the hero in war and that other ethnicities were not as valuable in war. I also noticed that the two main characters were males and many of the other characters discussed in the book were males, and this also gives the wrong impression that men are to be associated with war which can also show that men are valued more than women in war and in society.

I originally thought that this book was intended as a way to teach young children about how to cope with the loss of a family member. But I realized that this book could also function as a window for children to learn about the effects of war on the more personal level, as well as, teaching them about the Vietnam War and how it impacted America as a whole. For children who have lost a family member, specifically to war, this story can be used to mirror their feelings to show that it is okay to grieve for a loved one. Overall, this story does a great job of explaining a deep message to young readers.

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.

The Only Child

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Author/Illustrator: Guojing

Publisher and Year: Schwartz & Wade Books, 2015

Number of Pages: 100

Genre: Fantasy/Fiction

A lonely, only child runs away from home and finds a mysterious stag that takes her to a magical world. In this world, she feels loved and eventually misses home. Guojing takes us through the young girl’s journey back home to her family.

This book could serve as a mirror for those who can identify with the young girl. Some children may feel lonely and are only children, or at least feel as such. Children often use their imagination to “run away” to a place where they feel wanted and empowered. This story could also work as a window into the Chinese culture. The author has stated that this book “…reflects very real feelings of isolation and loneliness I experienced growing up in the 1980’s under the one-child policy in China” (P. 1). The longing for attention and love that a child feels is something that a multitude of readers can relate to.

There are no words in this book, as it is a picture narrative. Structurally, the entire story is told with pictures. For majority of the pages, the images are framed. There is no apparent pattern to the unframed images, but the reader feels more connected to those pages. The images are dark, which emphasizes the sadness the girl feels. The background to the images is more of a sepia when she is home and unhappy, but it is white when she runs away. This change in background emphasizes which images are happier than others. However, this story could just be a huge fantasy. When the child goes to bed, we see that she is holding what appears to be the stag that she rode to this mysterious land. Ideologically, this story shows readers that although it is very easy to become lost, there is always a path guiding the way back home. This story also conveys the idea that running away is an acceptable solution to feeling alone or abandoned. The parents of the child search helplessly for their lost child, but the child moseys on home like nothing happened.

March: Book One

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Authors: John Lewis and Andrew Aydin

Illustrator: Nate Powell

Publisher and Year: Top Shelf Productions, 2013

Number of Pages: 121

Genre: Non-fiction

march book one page preview 1In March: Book One John Lewis tells about the struggle he has gone through and witnessed since the beginning days of segregation. He highlights the highs and lows of the Civil Rights Movement, and how much influence he had in the process.

This book works hugely as a mirror. There are so many people that can identify with this text, and it is always helpful to get history on one’s culture. This book could work as a mirror for those who can identify with it, a window for those who can’t, and a door for those could learn a lesson from it. The 1950’s-1960’s weren’t an exciting time for African Americans, and John Lewis elaborates on that. In the beginning of the graphic novel, the Whites have all of the power. As time goes on and more Black people realize how powerful a peaceful protest could be, they begin to gain power. The use of peaceful protests is something that is still prevalent and effective today. Perceptually, the pictures mirror and add to the text, and vice versa. Most of the text is dialogue, and the rest are descriptions of scenes, people, and situations.

Structurally, the novel is set up as typical graphic novel would be: pop-out speech balloons and lots of pictures. The characters continuously move to the right, which symbolizes them moving forward. The entire book is in black and white, but the reader can still feel when a scene is “darker” than others. This may also be because the book was about problems between Blacks and Whites, so it would make sense to have the book in black and white only. Some backgrounds are white with black panels, which makes us feel lighter and less tense about what is going to happen next. Other backgrounds are black with white panels or no frames at all. There is usually a life-changing moment occurring on these pages. Ideologically, this story can serve to teach readers about African American history, if nothing else. It shows that everything does not have to be solved with violence, and that peacefully hashing things out can be more beneficial. This story also teaches readers that there are perks to being the bigger person and not letting others get to you.

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.

The Day the Crayons Quit

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Author: Drew Daywalt

Illustrator: Oliver Jeffers

Publisher/Year: Philomel Books, 2013

Pages: 32

Genre: Fiction

Analysis:

In The Day the Crayons Quit, Duncan receives a stack of letters written by his twelve crayons: red, purple, beige, gray, white, black, green, yellow, orange, blue, pink, and peach. In their own letter, each crayon describes his or her unique woes, including being used too much or too little, being a “girl” color, or only being used for outlines. Duncan’s responds by using all twelve colors in his next drawing, scoring him As for creativity and coloring.

The Day the Crayons Quit acts as both a mirror and a door. Although indirectly, each crayon’s woe is not too far related to the real life struggles of young readers. The red, gray, and blue crayons describe how they often work harder than other crayons because there are so many (large) things of their color. Readers who have ever felt used, overworked, or underappreciated can personally identify with these three crayons. Likewise, just as Beige is tired of being incorrectly labeled “’light brown’” or “’dark tan,’” elementary aged students have surely dealt with threats to their individuality. Finally, Pink complains of never being used because of her association as “girl” color; this woe can speak to both girls and boys who have felt swayed to act in a certain way because of their gender. Woes a reader cannot personally identify with can help expand their world view, maybe even alerting them to the troubles their peers are experiencing. For very young readers, Daywalt’s book provides a basic understanding of the colors used to draw certain things. Duncan’s response also functions as an appropriate model of behavior, for he not only addresses the complaints of each crayon but uses their unique ability to create an interesting illustration.

Power rests with Duncan for only he can attend to the woes he unknowingly wreaked upon his crayons. Through each crayon’s letter, Daywalt creatively and humorously explores the concept of power struggles.

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Exclamations, purposeful capitalization and underlining, and humor captivate the intense desire of each crayon to have their concerns met. The signature and closing of each letter communicates very briefly the situation each crayon wants recognized and fixed (e.g. “Your very stubby friend” (p. 22)) and type that mimics a child’s handwriting helps give each crayon personality. Jeffers’ illustrations mirror the text but more symbolically and literally show the emotions felt by each crayon. For example, as Beige complains of being used only for wheat he is drawn with a sorrow expression and weak posture like that of a lonely stalk of wheat. White complains of meaning nothing without a black outline, and is thus illustrated by Jeffers without a black outline, causing White to be nearly invisible and easily overlooked by readers, myself included. The illustrations also contrast the current and ideal worlds perceived by each crayon. The placement of the majority of crayons lower on the page signifies their low spirits and power so long as Duncan does not respond as they please. Many themes in The Day the Crayons Quit deal with social justice concerns, such as challenging gender norms, oppression, and the democratic right to free speech and expression (i.e. striking). The theme of teamwork without the loss of individuality is also explored, as exemplified by Duncan equally addressing the unique needs and wants of each crayon.

 

Terrible Things: An Allegory for the Holocaust

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IMG_4274Author(s): Eve Bunting

Illustrator/Photographer: Stephen Gammell

Publisher and Year: The Jewish Publication Society in 1989

Number of Pages: 28

Genre: Fiction

Analysis:

This story begins with a scene of animals in the woods, where everything seems to be going well until the “Terrible Things” come to the woods demanding to take different animals that have a specific trait like having feathers or being able to swim. The “Terrible Things” get away with taking the different creatures because none of the animals try to help the other ones because they do not want to make the “Terrible Things” angry with them. Therefore, group after group of animals are taken away by the “Terrible Things” until all the animals in the forest are gone, except for the one little rabbit who finally decides to go warn the other animals in the forest about what had happened.

This book is intentionally written as an allegory for the Holocaust, and therefore, this book can act as a window for children to learn about this tragic event from history. I also believe it can also act as a door to encourage children to stand up for others and to also question authority. This story shows the “Terrible Things” using coercion to assist in becoming more powerful, which illustrates how the Nazis gained their power in Germany in the 1940s. I believe that this story accurately depicts how the Holocaust occurred and how the people in Germany allowed it to happen, which was out of fear of questioning their authority figures and in hoping to save themselves. When first looking at this book, I noticed that the words are seen on both the top and the bottom of the pages, the “Terrible Things” are always placed at the top of the pages, and that there was no color used throughout the story. From page to page the text seems to be in a different location and I believe that this could represent the chaos that was occurring in the forest and the fact that nobody knew what was going to happen to the animals next. The illustrations within this text are extremely powerful because they are all black and white images and this lack of color exemplifies the dark and cold tone of the story. The images of the “Terrible Things” are always at the top of the page or above the other animals to symbolize their power and high status. I believe that the story itself is deep, but these images give another dimension and seriousness to the words being spoken.

The message that this story is trying to send the reader is that authority should be questioned because sometimes the reason they are powerful is because of the power the people have given them by not questioning them. I also believe that the story was also trying to explain the importance of standing up for others, especially those that do not have a voice.

Time To Go

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IMG_4269Author(s): Beverly and David Fiday

Illustrator/Photographer: Thomas B. Allen

Publisher and Year: Gulliver Books and Harcourt Brace Jovanovich in 1990

Number of Pages: 29

Genre: Realistic fiction

Analysis:

This is a story about the day a young boy is moving out of the farm house he has lived in his whole life, and he is going around the farm remembering what everything used to be like. He talks about how the henhouse use to have chicks and now it is empty, and he talks about how he used to ride on the tractor with his father but it now sits still. In the end, the young boy promises that he will one day move back to the farm, but for the time being he has to go.

This book can act as a window for students to learn about the harsh realities of poverty, who may have never lost something due to economic hardships. For some children, this book may give them hope for better days to come, if they too have lost something due to their family’s financial state. This story is also portraying the hardships that farm owners and families have recently been experiencing due to industrialization and the poor economy. The illustrations in this book are a little blurry and have a dark color scheme, which symbolizes the disappointed and gloomy mood of the story. On each page, the illustrator uses the left side of the page as a depiction of the current, bleak, and run-down conditions of the farm and the right side shows how lively and beautiful the farm once was. The main character is a white male, but is often drawn with his back to the reader and if facing front, he has little to no details on his face, which could be the illustrator’s way of trying to make the main character seem like a relatable character. However, if this is the case, then the illustrator is reiterating that the white male is the norm for society.

When first reading and looking through the book, it seems like a sad story about a child moving but there are deeper messages that the reader can take away from this such as accepting a large change or loss. Overall, this story does a great job of explaining loss and poverty to younger kids. I also believe the message of hope and optimism is also apparent, especially at the end of the book, which shows children that they should never give up hope.

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