Tag Archives: Fiction

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 Five of Us

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Author: Quentin Blake

Illustrator: Quentin Blake

Publisher/Year: Tate Publishing, 2014

Pages: 27

Genre: Fiction

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Five friends are each fantastic in their own way: Angie has exceptional vision, Ollie has spectacular hearing, Simona and Mario have amazing strength, and Eric discovers the power of his voice. During a trip to the countryside, their bus driver becomes ill and faints, forcing the five friends to wander aimlessly in search of help. After Angie spots people on a cliff across the river, quiet little Eric proves to be just as amazing as his friends by using his incredibly loud voice to call for help.

The Five of Us presents a diverse group of characters that many readers can personally identify with; Angie is African American, Ollie wears glasses, Mario uses a wheelchair, Simona is overweight and Hispanic, and Ollie is shy and introverted. Each character and their personal differences are represented in a way that affirms and respects readers who also share those qualities. The five friends are unique in that their special abilities are ones that readers would least expect, though they are still possible (e.g. an overweight girl and handicapped boy having super strength; a shy boy having a loud voice). As such, Blake’s book validates readers who feel doubted or overlooked because of how they look or act. The Five of Us functions as a window by introducing readers to the feelings and experiences of individuals, such as Eric, who take a little more time in realizing their uniqueness. Eric is last to discover his amazing potential, but readers can see that without Eric’s help, the Fantastic Five would not have been rescued by the helicopter. Eric slowly but surely worked up the courage to give a loud cry for help.  Finally, The Five of Us acts as a door by encouraging readers to focus on the assets of their peers rather than their inabilities and flaws. Readers are also asked to be more empathetic and understanding towards individuals, like Eric, who develop slower.

Power is equally distributed between the five friends for each has an important power that allows for their eventual rescue. For the five friends, rescue depended on combining their individual powers for the greater good. Although the Fantastic Five represents cultural diversity in and of itself, all other characters in the story are illustrated as white, normal-looking, and able-bodied people.

Blake uses text to celebrate each friend’s individuality. The five friends are all described as “amazing” for the unique abilities they possess (p. 2-3). The text also shows the completeness of Eric’s self-discovery. For most of the story, Eric is nervous and in an effort to prepare himself to speak, all he can muster is “Erm…erm…” (p. 7, 11, 14), until he at last belches out a “HELP” so loud that the exclamation takes up half of the page (p. 20).  Blake’s illustrations are also symbolic. As the five friends explore the countryside and look for help, Eric is always drawn lagging behind (on the left in their procession) and also a bit smaller and shorter in size than his friends. Such a portrayal conveys Eric’s perceived weakness in light of his friends who have already showcased their talents. This also allows Eric to both literally and figuratively move forward (to front of group) and provide his unique contribution: a loud cry for help. The text and illustrations, both show how Eric is not to be underestimated. The main ideology presented in The Five of Us is individualism, and how it can be maintained while working as a team and is discovered by humans at different rates. Blake warns against judging people at first glance.

 

Last Stop on Market Street

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Author: Matt de la Peña

Illustrator: Christian Robinson

Publisher/Year: Penguin Group, 2015

Pages: 28

Genre: Realistic Fiction

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Analysis:

On one particularly rainy Sunday, CJ is far from excited about riding across town with his grandma to the soup kitchen where they volunteer; he questions Nana as to why they must wait for the bus, why they do not have a car like his friends do, and why they cannot just go home after church. Nana helps CJ’s imagination grow by encouraging him to look for the beauty along their journey—from the magic of music and city life, to the spirited characters of the soup kitchen.

The Last Stop on Market Street can speak to young readers, such as CJ, who feel uncomfortable living a lifestyle different from that of their peers, and needed a push from someone they love to appreciate what they have and are working for. Young readers who live with and/or spend most of their time with a grandparent or other non-parent caregiver can also relate to CJ’s experiences with Nana. Likewise, The Last Stop on Market Street functions as a window. As a narrative of a young boy living modestly in the city, Matt de la Peña’s book introduces readers to a day in the life of someone who may be less advantaged (i.e. financially) than they are. White readers of the middle class are given a chance to empathize with CJ as he realizes the cultural differences that divide he and his friends (e.g. CJ must wait in all weather for the public bus, and has to volunteer after church instead of going home to relax). Finally, The Last Stop on Market Street acts as a door through Nana’s example of respect and optimism. Specifically, Nana models for CJ how to be a “better witness for what’s beautiful” by not being narrow-minded (p. 22). For example, when CJ questions why the blind man cannot see, Nana invites CJ to consider understanding the world through one’s ears.

Symbolic power—the ability to see the beauty in even the most imperfect and overlooked aspects of life—is imparted on CJ through his Nana’s wise advice and model behavior. Both the text and illustrations accurately and respectfully represent African American culture. Many, but certainly not all, African American parents are absent in their children’s lives due to divorce or multiple jobs, as can be inferred by the intimacy between CJ and Nana. The language used by CJ and Nana is not always grammatically correct (e.g. “gotta;” “Boy” to refer to CJ) and resembles slang. Although CJ and Nana are stereotypically living and working in an urban environment, Peña and Robinson celebrate the spirit and diversity of such a place. Contrary to what one might expect, Robinson’s soup kitchen is a place where men and women of all colors work and eat.

Text, in the form of out-loud wonderings, questions, and wishes, is used to communicate CJ’s initial resentment and discontentment with his lifestyle. Nana’s wisdom and her helpful advice for CJ are also communicated through words. Illustrations in The Last Stop on Market Street embrace the theme of human diversity. Many characters are illustrated with a distinctive look (e.g. tattooed man; pregnant woman), and represent a wide range of ability (e.g. blind; physically handicapped) and race (black, white, and all colors in between). In this way, Robinson’s illustrations challenge various stereotypes, such as how soup kitchens and public transportation are not just for people of color. Late in the book, hawks flying towards the right of the page, and the use of brighter, more optimistic colors to illustrate the neighborhood slum symbolize the return of CJ’s pride for their work at the soup kitchen, and respect for the community he lives in. The Last Stop on Market Street preaches the value of humility, or the idea that having less allows a person to see more beauty in the world. Another, perhaps unintended theme is orthopraxy, explored by how CJ and Nana go to church but also do good works (volunteer work).

A Story A Story: An African Tale

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IMG_4281 Author(s): Gail E. Haley

Illustrator/Photographer: Gail E. Haley

Publisher and Year: Aladdin Paperbacks in 1970

Number of Pages: 32

Genre: Fiction, Folklore

Analysis:

In this African tale, Ananse, or the spider man, decided one day that he wanted all the stories that the Sky God had in his golden box. Ananse had to first outsmart and capture a leopard, hornets, and a fairy to give to the Sky God in order to receive these stories. But after collecting these items for the Sky God, he received the golden box of stories and brought them back down to share with the people of earth, which is why African tales are now called spider stories.

I believe that this text could function as a window for readers who are not familiar with the African culture because it describes the reason that many African stories are called “Spider Stories,” it mentions a god or religious figure, and the illustrations show traditional African clothing and face paint. I also believe this could be an opportunity to introduce more cultures to the classroom, as well as, the chance to explore more traditional folklores and fables. This story could also function as a mirror for African American children to realize and understand the importance of their culture in a Westernized society. In the text, the Sky God is the character with all the stories and, therefore, all the power. I also thought that the stories were symbolic of knowledge, and Ananse wanted more knowledge but had to prove to the Sky God he was worthy of it first. The Sky God was also illustrated as larger and dressed more colorfully than all the other characters to represent his high status and power. The illustrations throughout the text are very colorful and contain lots of different patterns which help give the story a more energetic and tribal feel to it. I also believe that the images made the story more interesting and added to the overall message of the story.

Therefore, I would say that the text did a nice job of making the reader more aware of another culture and their thoughts and beliefs about why things are the way they are today. The original intent of this story was to help explain to others why African stories are often called “Spider Stories,” but in the process it also showed that someone can be successful even if they have all odds against them.

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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Papa’s Mark

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IMG_4265Author(s): Gwendolyn Battle-Lavert

Illustrator/Photographer: Colin Bootman

Publisher and Year: Holiday House in 2004

Number of Pages: 30

Genre: Historical Fiction

Analysis:

This book is the story of how an African American boy named Simms, helped his father in becoming one of the first African Americans to vote in an election. Simms’s father does not know how to sign his name other than by just making a mark, therefore, Simms helps him learn how to write his name and encourages him and other African American men to vote in the election. In the end, Simms’s father and many other African American men vote despite any prior fears or uncertainties.

This book could serve as a window into seeing the injustice that many African Americans have faced, and still do today. This book could also function as a mirror for African American children, in which they may recognize the value of their culture and the role they play, as children, in their culture. I also believe that this story is a door for all people to really begin to recognize the racism that is still present in our world today, and encourage children to become advocates for their culture and their rights as humans. The illustrations that accompany the story portray the characters in a very accurate way, from the way they are dressed, to the expressions on their faces. The colors used throughout the book are fairly dark with a yellow and brown color scheme, which can represent the confinement felt by the African Americans in this book.

I thought that the author accurately described the challenges that faced many African Americans during the Civil Rights movement, and even after they earned the right to vote. This book does not go into much detail of what had happened in order for the African Americans to have the right to vote, but it does explain how literacy was one challenge for many African Americans and also the fear of what might happen to them if they do vote. Also, all throughout the story, Simms is always around to help his father like picking up groceries, teaching his father how to spell his name, making posters, and encouraging both his father and other African American males to vote which shows children that they are capable of helping their elders and making a difference in social justice situations. Simms can also be considered a symbol of younger generations and the huge impact they have on continuing the fight for civil rights.

Stand Tall Molly Lou Melon

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IMG_6200Title: Stand Tall Molly Lou Melon

Author:  Patty Lovell

Illustrator: Da vid Catrow

Publisher: G.P. Putnam’s Sons, 2001

Number of Pages: 32 pages

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

Genre: Realistic Fiction

Analysis: Molly Lou Melon starts in a new school where a bully picks on her for her physical characteristics. Molly Lou Melon has buck teeth, is short, clumsy, and has a squeaky voice. Despite all this, Molly’s grandmother teaches her to be proud of herself. Her grandmother’s lessons are put to the test when she moves to a new school.

Children who have been picked on can very easily relate to this book. Molly Lou Melon is bullied by a student at her new school many times. In addition, children are able to see the way in which Molly Lou Melon stands up to the bully, giving them confidence of their own. This book can also provide children an inspiration to stop the act of bullying in their schools.

In the images, Molly Lou Melon is shown to be much smaller than the furniture in her room. There is a ladder for her to climb into bed, which emphasizes how short Molly Lou Melon is. The exaggeration of her physical characteristics makes the point of which the author is trying to make. The bold text used in the parts when Ronald Durkin was making fun of her exaggerate the act of bullying taking place. The images are very colorful and detailed, drawing a reader in. The repetitive use of “so shIMG_6201e did” shows the reader that Molly Lou Melon took her grandmother’s advice to heart. The lack of frames in the illustrations allows the reader to connect to Molly Lou Melon on a personal level. Ideologically, this book has many layers. One layer shows that if people stand up to bullies, the bullying stops. Each time Ronald Durkin bullied Molly Lou Melon, she did something that all her other classmates loved. Eventually Ronald Durkin stopped bullying her. The second layer teaches children to love who they are and what they look like. Molly Lou Melon has a lot of self confidence when it comes to doing anything. Molly Lou Melon’s grandmother teaches her that she can accomplish anything if she carries herself with confidence, and that’s just what she does. This book teaches children to value self confidence and individuality.

Lon Po Po: A Red Riding Hood Story from China

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Title: Lon Po Po: A Red Riding Hood Story from China

Author: Ed YoungIMG_6193

Illustrator: Ed Young

Publisher: Philomel Books, 1989

Number of Pages: 30 pages

Tags: Award Book, Animals, Culture, Fiction, Picture Book, 2-3, 4-5, Stephanie Prentice

Genre: Myth

Analysis: This tale from Ancient China is very similar to the European version of The Little Red Riding Hood. After their mother leaves to see their grandmother, Shang, Tao, and Paotze are left home alone when they hear a knock on the door. The wolf claims to be the children’s grandmother, but they soon realize she is not. They plan on how to get rid of the wolf. This book is a Caldecott Gold Medal award winner.

Children who read this book can easily recognize the similarities and differences between this tale and the Westernized version. They can also see how the Chinese culture tells this well-known story. The authentic Chinese culture is reflected in this story, as it was translated from an ancient Chinese oral tradition that is nearly a thousand years old. Since the author of the text is part of the Chinese culture himself it is fair to say this story is an accurate representation.

The images are a combination of pastels and water color, which work very well together. The images are also framed, emphasizing the idea the story is an old tradition. In the beginning of the story, the colors are brighter but soon turn dark, signaling the danger that is soon to come. The pictures of the wolf are always created with dark colors creating a dark and dangerous feel. The emotions on the childrens’ faces are realistic and one can sense the fear they have. As the children defeat the wolf, the images become brighter once again. The main plot of the story is very similar to the western traditional story; however, it incorporates many things from the Chinese culture. For example, the children climb the gingko tree, which has gingko nuts that allow for people to live forever. The children are also seen wearing traditional Chinese clothing. The heroine in this story is a female, which is rare for fairy tales. From the beginning, the oldest daughter realizes that the wolf is playing a trick on them. This differs from the Western version where the main character falls for the wolf’s tricks. This story shows the dangers of children staying home alone. The wolf saw the mother leave and takes advantage of the situation. This story also teaches children they should obey their parents. Before the girls’ mom left, reminded them to shut and lock the door tight. When the wolf arrives at the house, the girls open the door for him. In addition, this story teaches children to keep calm while they are in danger. IMG_6194

Monday, Wednesday, and Every Other Weekend

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Title: Monday, Wednesday, and Every Other Weekend

IMG_6189Author: Karen Stanton

Illustrator: Karen Stanton

Publisher: Feiwel & Friends, 2014

Number of Pages: 40 pages

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Genre: Realistic Fiction

Analysis: In this story, Henry’s parents are divorced and he lives in two different houses. On Monday, Wednesday, and every other weekend Henry and his dog, Pomegranate, live with their mom in her apartment. On Tuesday, Thursday, and every other weekend, they live with their dad in his new house.  Pomegranate gets confused with the new changes and wants to go back to his old home.

This story serves as a mirror, allowing children with divorced parents to see their own life reflected in the story. It deals with the many changes that take place during a divorce. The images also include children of different cultures which creates diversity. In addition, the images are created using different texts from French, Italian, and other languages. Children who have not experienced this significant change in their life can grasp an idea of how other children may feel in this situation.

The images are very colorful and lively, creating a positive mood. They are made with a mixture of acrylic paint and some collage materials.  In addition, it is obvious through the illustrations that Mama’s and Papa’s house are very different places. Mama lives in an apartment while Papa has his own house down the street. In the images, the reader can see the calendars shown on the wall. In each house, the calendar on the wall shows thIMG_6192e days that Henry will spend there. The author and illustrator uses Pomegranate to display most of the emotions felt by children during times of divorce within their family. For example, Pomegranate runs away and Henry knows just where to find him. Henry runs to his old house, “the house where we all used to live together,” and finds Pomegranate there. However, she portrays the main character Henry as happy and well adjusted to his new life, but does not underplay the emotions Henry experiences. The author also portrays each parent positively, listing the perks of living in each house.  While searching for the dog, the illustrator creates a map that allows the reader to see the town in which Henry lives. The dots on the map show where Henry goes to find his dog. This book handles the feelings surrounding divorce in a positive way. This book can be used by families who are struggling to establish a new way of living after divorce. This book is relatable to a lot of children who experience this shift in family dynamics.