Fiesta Fireworks

Citation:

Ancona, George. 1998. Fiesta Fireworks. New York: Lothrop, Lee & Shepard.

ISBN 9781422362570

Summary:

Caren Reyes Urbán lives in Tultepec, Mexico which is a town well-known for fireworks. Her family is skilled in firework making (pirotécnico).  Various methods of firework construction are detailed and traditional celebrations of the area are explored as Caren and her family prepare for the fiesta honoring her town’s patron saint, San Juan de Dios.

Critical Analysis:

George Ancona’s colorful photographs and descriptive storytelling work together well to form an entertaining and informative children’s book with Fiesta Fireworks. The story follows a young girl and her family as they prepare for a celebration honoring their city’s patron saint using impressive pyrotechnics and creative paper mâché creatures. The photographs successfully document Mexican traditions and the author expertly weaves the Spanish language into the text. While some Spanish expressions are left up to the reader to make inferences based upon the reading, most terms are included in a helpful glossary at the end of the book. The author also includes an author’s note briefly explaining the history of fireworks, information concerning Tutlepec’s patron saint, San Juan de Dios, and a helpful map of Mexico pointing out the location of the celebration described in the book.   

Perhaps the most helpful aspect in adding an overwhelming sense of authenticity to the work is the photography George Ancona so skillfully integrates. Each page is full of photographs detailing Mexican dress, which some not familiar with Mexico might find surprisingly similar to their own, as well as traditional foods, including tortillas and salsas. The festival documentation is the most exciting feature of the book, displaying exquisite firework shows, traditional colorful paper mâché toritos (little bulls), and a full color photograph of the procession of a San Juan de Dios statue. Mexican traditions are richly detailed throughout Fiesta Fireworks and young readers can definitely find themselves connecting through the colorful photography and the lively story following a young girl and her excitement as she prepares for a traditional Mexican fiesta.

Review Excerpt(s):

“Readers who have little idea of life in Mexico will learn as much from the pictures as from the words, which clearly describe preparations for the festival.” ~ Booklist, April, 1998

Connections:

Flora, James. 1994. The Fabulous Firework Family. New York: M.K. McElderry.

ISBN 9780689505966

Shahan, Sherry. 2009. Fiesta!: A Celebration of Latino Festivals. Ill. by Paula Barragán. Atlanta, GA: August House LittleFolk.

ISBN 9780874838619

Classroom Activity: Make paper mâché creations just like the ones seen in Fiesta Fireworks.  Here are some helpful websites detailing paper mâché construction:

http://www.dltk-kids.com/type/how_to_paper_mache.htm

http://www.firstpalette.com/tool_box/quick_how_to/papiermacheballoon/papiermacheballoon.html

http://www.wikihow.com/Create-Papier-M%C3%A2ch%C3%A9

 

 

Yum! ¡Mmmm! ¡Qué Rico! :America's Sproutings

Citation:

Mora, Pat. 2007. Yum! Mmmm! Qué Rico!: Americas' Sproutings. Ill. by Rafael López. New York: Lee & Low.

ISBN 9781584302711

                                 Summary:                                

Foods of the early Americas are brought together with a specific food highlighted on each page. Colorful illustrations, a few brief facts, and a descriptive haiku poem are assigned to each special food. Some of the foods mentioned include blueberries, tomatoes, corn and chocolate, among many others.

Critical Analysis:

Diverse illustrations and descriptive language are woven together flawlessly to create a visual delight. Author Pat Mora utilizes the concept of interlingualism flawlessly by incorporating Spanish words into predominately English poems. The Spanish title suggests the presence of Hispanic influence, which is definitely present throughout, however the book does not exclusively feature just one culture, but rather highlights various communities and histories throughout the Americas. The descriptive language used in each Haiku poem fits each food perfectly and the factual information included for each given food is especially interesting. Readers can easily identify each food based upon the descriptions and the poems are effective in adding dramatic imagery.

Perhaps the most impressive element of this children’s book is the rich, vibrant illustrations provided by Rafael López. His lively acrylics are inviting and fun, while at the same time allow for an authentic visual representation of each culture as it relates to each food. For example, the Chile pepper can be traced to Mexico and while the illustrations for this particular food are somewhat humorous, there are aspects that lend to authenticity, including the characters’ tanned skin and the desert terrain background. Various skin colors are present throughout the book and it is interesting to see that not one culture in particular is dominant. Yum! ¡Mmmm! ¡Qué Rico! America’s Sproutings spans various histories and cultures, for example, incorporating the Japanese poetry of haiku, informing readers of the South American origin of chocolate, and including the Pueblo Indian’s use of corn. The Spanish language is present in the poetry and the vibrant colors are reminiscent of historically Hispanic artwork. These aspects are crucial in rounding out this authentic, fun, and informative multicultural work.  

Review Excerpt(s):

“The illustrations bring the kids back for a second and third look, which reinforces the facts the author shares about these diverse crops.” ~Children’s Literature, 2007

“Teachers will find this a welcome addition to their social-studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food.” ~School Library Journal

Connections:

Mora, Pat. 2009. Book Fiesta!: Celebrate Children's Day/book Day = Celebremos El Día De Los Niños/el Día De Los Libros. Ill. by Rafael López. New York, NY: Rayo.

 

Classroom Activity: Have a tasting day of all (or just a few) of the foods mentioned in the book. Consider the descriptive haiku poems and think of some new descriptive words to make some new haikus.  

Goin' Someplace Special

Citation:

McKissack, Patricia. 2001. Goin' Someplace Special. Ill. by Jerry Pinkney. New York: Atheneum for Young Readers.

ISBN 9781416927358

Summary:

Tricia Ann is a young African American girl who is excited to be able to take a trip to “someplace special” by herself for the first time. As she ventures to town she is bombarded by signs of racism and segregation that were typical of the 1950’s in the South. She becomes distressed by all she has encountered on her journey and begins to give up. She meets Blooming Mary, an elderly woman who encourages her to keep going to reach her “someplace special”: the public library.

Critical Analysis:

Goin’ Someplace Special is a touching story of an African American girl determined to reach the public library, where “All are Welcome”. Tricia Ann is an innocent character thrust into the horrible world of segregation and prejudice. In the South during the 1950’s, Tricia Ann is forced to sit at the back of the bus in the “colored section”, is told to leave a hotel lobby where African Americans are not allowed, and enter through the back door of a movie theater rather than the front. Author Patricia McKissack includes an author’s note at the end of the story detailing how the story written is fiction as far as the characters go, but the events are representative of her own childhood. The story presents the reality of segregation and racism experienced by African Americans of the time authentically and poignantly.

Jerry Pinkney’s watercolor illustrations further the impact of the story and enhance the reading experience greatly. Not only are the colors vibrant and beautiful, the facial expressions and signage are two variables that make the illustrations such a critical component in telling the story. The Jim Crow signs are recreated effectively including the signs for the bus and park bench. Tricia Ann’s Facial expressions are priceless and the reader can almost feel as she does as her emotions rise and fall. There are times when white characters seem to glare at the African American characters and Pinkney has recreated their scowls and frowns directly. Tricia Ann’s blue dress is a constant color on each page and stands bright against the muted tones of the background. Evidence of segregation is portrayed effectively and accurately as it would have been experienced during the time the story takes place.  Clothing between African Americans and Caucasian characters varies slightly, but for the most part, the clothing is typical of the 1950’s.

 

Review Excerpt(s):

“This book carries a strong message of pride and self-confidence as well as a pointed history lesson. It is also a beautiful tribute to the libraries that were ahead of their time.” ~ Booklist, Starred Review, August 2001

 

“Pinkney's luminescent watercolors evoke the '50s, from fashions to finned cars, and he captures every ounce of 'Tricia Ann's eagerness, humiliation and quiet triumph at the end.” ~ Publisher’s Weekly, September 2001

 

Connections:

Weatherford, Carole Boston. 2005. Freedom on the Menu: The Greensboro Sit-ins. Ill. by Jerome Lagarrigue New York: Dial for Young Readers. ISBN 9780142408940

Johnson, Angela. 2005. A Sweet Smell of Roses. Ill. by Eric Velasquez New York: Simon & Schuster for Young Readers. ISBN 9781416953616

 

Classroom Activity: Before reading the book aloud, discuss topics found in the book such as segregation, Jim Crow laws, and Civil Rights. Explore some informational websites before and after reading.

 

Feathers

Citation:

Woodson, Jacqueline. 2007. Feathers. New York: G.P. Putnam's Sons.

ISBN 9780142415504

Summary:

After a strange, new boy joins eleven year-old Frannie’s sixth grade class, Frannie begins to think differently about things. Not only is the new student a white boy in a predominately African American school, he also has taken the nickname “Jesus Boy” and Samantha, Frannie’s best friend, contemplates whether or not he is actually Jesus. Frannie slowly befriends the new boy despite his differences and begins to discover meaning in her own life.

Critical Analysis:

Author Jacqueline Woodson has incorporated an array of significant topics in the novel Feathers, including hope, friendship, spirituality, and racial prejudice, just to name a few. The novel is a fictional first person account of a young African American girl in the early 1970’s, a pivotal time in American history and just a few short years after the civil rights movement. Evidence of segregation and “sides” is apparent throughout the novel as there are distinct racial differences between one side of the highway and the other. “There weren’t white people on this side of the highway. You didn’t notice until one appeared. And then you saw all the brown and light brown everywhere” (p. 16).  This is additionally emphasized after “Jesus Boy” appears at Price Elementary and is seen as an outcast in the school.

Since Feathers is a story told from a young African American girl, cultural attributes are adequately included. Dialect and slang terms are present, for example the terms “jive” and “cat” are used numerous times and are synonymous with the African American community at the time. “Grandma! That’s the language! That’s what you say. It’s the seventies! That’s jive talk!” (p. 72). Hair style is also something Woodson has added in order to enhance authenticity. Cornrows and afros are worn by both the main character, her best friend Samantha, and her older brother Sean: “Sean’s hair was starting to get longer and that morning he’d picked it out into a short afro….Earlier that morning, Mama had smiled at him, saying, You look like one of the Black Panthers, and Sean had given her the Black Power sign” (p. 81).

Another topic Woodson touches upon in relation to discrimination is Frannie’s brother Sean’s hearing disability. Woodson not only incorporates the topic of racial prejudice in the novel, but also prejudice against those with disabilities. The family treats Sean as if there was no disability and uses sign language to communicate with Sean. However, the truth of discrimination as it relates to those living with a disability is depicted in a heartbreaking conversation between Sean, Frannie, and a girl interested in talking to Sean. When Sean’s disability if revealed, the interested girl becomes cruel.  “She grabbed her friend’s arm and started walking away. Dang, she said. All that fineness wasted” (p. 82).

Review Excerpt(s):

“Woodson captures perfectly the questions and yearnings of a girl perched on the edge of adolescence, a girl who readers will take into their hearts and be glad to call their friend” ~ Kirkus, February 2007

“In her loving home, filled with light, hope, and laughter, a deaf older brother has always enriched her life, but Frannie realizes that she still has bridges of prejudice to cross” ~ Booklist, November 2006

Connections:

Woodson, Jacqueline. 2003. Locomotion. New York: G.P. Putnam's Sons. ISBN 9780142415528 

Woodson, Jacqueline. 1994. I Hadn't Meant to Tell You This. New York: Delacorte. ISBN 9780142417041

Classroom Activity: Before beginning the book, have students read the Emily Dickinson poem referenced throughout the novel. Have each student write a journal entry about what they think the poem means and discuss as a class or in small groups. Once the novel is complete, write another journal entry and compare one to another to see if the entries differ after having read the novel.

http://www.poetryfoundation.org/poem/171619

Duke Ellington: The Piano Prince and His Orchestra

Citation:

Pinkney, Andrea Davis. 1998. Duke Ellington: The Piano Prince and His Orchestra. Ill. by J. Brian Pinkney. New York: Hyperion for Children.

ISBN 9780786814206

Summary:

Edward Kennedy Ellington, or Duke as he liked to be called, was not interested in playing piano as a child and decided to give up his lessons because he disliked playing the monotonous practice chords over and over. A few years later, he discovered those same dreary chords could be transformed into a fun, spirited music called ragtime. The Duke continued to master this music and put together a group of musicians dedicated to performing at various nightclubs across the country. With the help of the radio, thousands of Ellington’s records were sold and a performance at Carnegie Hall in 1943 sealed his reputation as a musical genius.

Critical Analysis:

Duke Ellington: The Piano Prince and His Orchestra pays homage to the great jazz musician, Duke Ellington, by creating an educational and engaging text accompanied by expressive, rich illustrations. The biography effectively portrays how an African American young man discovers a love of music and shapes history with his phenomenal compositions and performances. Andrea Davis Pinkney provides the reader with an accurate and imaginative account of Ellington’s life and more specifically his music using effective imagery (“He could swirl the butterscotch tones of Tricky Sam’s horn with silver notes of the alto saxophone” p. 27). The dialects and slang terms are authentic to the African American community of the time period (“cat” and “Take the floor, Daddy-O”) and Duke’s musical belief is emphasized and his definition of jazz is aptly included just how he put it: “the music of my people”. Ellington’s performance of Black, Brown, and Beige at Carnegie Hall is a major event that is appropriately included and described as being a means to sing “the glories of dark skin, the pride of African heritage, and the triumphs of black people, from the days of slavery to the years of civil rights struggle” (p. 27).  

Brian Pinkney’s illustrations are a visual delight that portray the life of Duke Ellington colorfully and depict the African American community during the time period distinctly. The illustrations are bright and provide an effective interpretation of Ellington’s music and orchestra. African Americans are mostly detailed in nightclubs and dance halls dancing and savoring the music Ellington and his orchestra provided. Skin tones are rich browns and virtually all character depictions are African American. It is often difficult to see any difference in skin tones, if they even exist in the book.  Clothing is vibrant and the instruments of each orchestra member is detailed with a particular color based on the sound. For example, James “Bubber” Miley’s trumpet conjures images of deep blues and Joe “Tricky Sam” Nanton’s trombone sound is a smooth, melodic gold color. Pinkney’s illustrations do more as a means of depicting Ellington’s music rather than representing his life in general. The final portrait of Duke Ellington is a fine illustration complete with Carnegie Hall as a backdrop and Ellington in a top hat and tuxedo serves as a proper tribute to the “piano prince”.

Review Excerpt(s):

“Text and art work in perfect harmony here, each creating additional layers of meaning that wouldn't have been possible without the presence of the other.”~ Booklist, Starred Review, June 1998

“…this loving tribute temptingly evokes the sound and spirit of a jazz pioneer.” ~ Kirkus, Starred Review, 1998

Connections:

Pinkney, Andrea Davis. 2002. Ella Fitzgerald: The Tale of a Vocal Virtuosa. Ill. by J. Brian Pinkney. New York: Jump at the Sun/Hyperion for Children. ISBN 978078680568 

Myers, Walter Dean. 2006. Jazz. Ill. by Christopher Myers New York: Holiday House. ISBN 9780823421732

Classroom Activity: Listen to some excerpts from Duke Ellington’s music.  http://www.pbs.org/jazz/biography/artist_id_ellington_duke.htm

Out of the Way! Out of the Way!

Citation:

Krishnaswami, Uma. 2012. Ill. by Uma Krishnaswamy. Out of the Way! Out of the Way! Toronto: Groundwood.

ISBN 9781554981304

Summary:

A young boy finds a small tree in the middle of a dusty path. The boy protects the tree as those passing along the path yell “Out of the way! Out of the way!” as they move around the tree. The many people passing form a curving path around the tree and the tree flourishes. As the town’s population increases the tree grows in addition to the traffic and industry.

Critical Analysis:

The story and illustrations are both cheerful and unique. Set in India, the story depicts a young boy eager to spare a small tree located on an increasingly busy path. As the boy continues to hear “Get out of the Way!” he does not budge and those who originally were saying the phrase, find themselves making way for the tree and form a new path. The tree is central to the growing population and serves as a physical representation of beauty and stability. The tree provides shelter and food to local animals and is a visual joy for those passing through.

Krishnaswany’s illustrations enrich the story and help create authenticity. The Indian culture is effectively portrayed through the characters, as well as the depicted landscape. The colors are dynamic with a mixture of both straight black lines and vivid colors throughout. The book’s title Out of the Way! Out of the Way! , is emphasized on numerous pages with large, bold letters. Indian clothing is detailed accurately with traditional saris for women and headwear for men. As the time passes, the illustrated modes of transportation change from foot, to bicycle, to ultimately motor vehicles. However, the most impressive illustrations within the book would have to be the tree as it progresses through the story. The reader is able to witness its transformation from a sapling, to a full, magnificent tree. The final page simply illustrates the tree with bright green leaves, full, red berries, and small animals scurrying among the branches.

Review Excerpt(s):

“An evocative picture of time's passage, as well as a reminder of nature's value, in our modern lives.” ~Booklist, July 2012

“The message to stop and smell the roses (or enjoy the tree) comes through effectively as spreads become more and more saturated with imagery that crowd out white space.”

~Kirkus, Starred Review, March 2012

Connections:

Krishnaswami, Uma. 2003. Ill. by Akib Jamel. Monsoon. New York: Farrar, Straus, Giroux.

ISBN 9780374350154

Makhijani, Pooja. 2007. Ill. by Elena Gomez. Mama's Saris. New York: Little, Brown.

ISBN 9780316011051 

Classroom Activity: Author website with many great activities related to Out of the Way! Out of the Way!: 

http://www.umakrishnaswami.com/sites/default/files/Out_of_the_Way_Activity_Kit.pdf

 

Koala Lou

Citation:

Fox, Mem. 1989. Koala Lou. Ill. by Pamela Lofts. San Diego: Harcourt Brace Jovanovich.

ISBN 9780152000769

Summary:

Koala Lou is loved by everyone, but it is her mother who loves her most, constantly telling her “Koala Lou, I DO love you!” Once brothers and sisters begin to crowd the family, Koala Lou’s mother has little time for her and the phrase she likes to hear most is never uttered because her mother is too busy. Koala Lou decides to train for the Bush Olympics, hoping to win the gum tree climbing event. Koala Lou is determined to win and finally hear her mother say once again, “Koala Lou, I DO love you!”

Critical Analysis:

Koala Lou is a touching story showing the universal concept of the unconditional love that a mother has for her child. Set in Australian, the story features the native Koala, as well as other Australian animals including the kookaburra, emu, and platypus. While some animals are represented in text, as well as through the illustrations, others are strictly presented through illustration. Vibrant colors and detailed illustrations represent the Australian landscape and wildlife well. Each animal is given realistic features and coloring while the backdrop elements, including the gum tree and eucalyptus, for example, are true to life.

 

Pamela Lofts’ illustrations definitely provide a visual treat accompanying Fox’s writing and attention to detail is evident. As the animals gradually begin to take on human characteristics, including wearing hats, sneakers, and using a stop watch, the illustrations still keep an authentic feel. The pictures become humorous and the story never slows. The colorful hats and streamers only heighten the reader’s senses. The ending is that much sweeter with Koala Lou and her mother embracing in the gum tree with her sneakers hanging close by.   

Review Excerpt(s):

“Lofts's colored-pencil drawings portray the Australian flora and fauna beautifully, including a few of the more exotic species.” ~Publisher’s Weekly, September, 1989

Connections:

Fox, Mem. 1983. Possum Magic. Ill. by Julia Vivas. San Diego: Harcourt Brace Jovanovich

ISBN 9781862910959

Fox, Mem. 2005. Hunwick's Egg. Ill. by Pamela Lofts. Orlando: Harcourt.

ISBN 9780152163181

Classroom Activities: Explore some of the animals mentioned in Koala Lou and learn more about Australia using some of these websites:

Australian KoalaFoundation- Koalas for Kids

Australia.com-AustralianAnimals

Fact Monster- Australia

A Time of Miracles

Citation:

Bondoux, Anne-Laure. 2010. A Time of Miracles. Trans. Y. Maudet. New York: Delacorte.

ISBN: 978-0385739221

Summary:

Blaise Fortune, or Koumaïl as some call him, believes he is a French citizen rescued as a baby from a horrific train accident in the Republic of Georgia. Gloria, the Georgian woman who saved him, becomes his guardian and as the Soviet Union falls, the two become refugees across much of Europe in order to reach France and regain their freedom. Koumaïl relies on Gloria’s determination and her ability to tell imaginative stories of a time when war and oppression were not a part of their lives. Their journey takes over five years and as they edge closer to France, Koumaïl begins to discover his own strength and eventually embarks on a new journey; one that involves uncovering his true identity.

Critical Analysis:

Anne-Laure Bondoux presents a truly touching account of a young boy maturing in a time of chaos and war. While the idea of being a refugee might be foreign to any American child or young adult reading the story, the descriptions are so honest and true; it is not hard to imagine and relate to the horrors Blaise/Koumaïl experiences. The fictional first person account is true to the setting and time and readers feel an authentic connection not only to the historical aspect, but also on a personal level as Blaise/Koumaïl matures and faces the highs and lows of growing up as a refugee.

The numerous cultures encountered and borders crossed by Koumaïl as he flees the Caucuses not only highlight the many affected by the war, but also give many of those forgotten a description. For example, the city of Sukhumi is referenced when Gloria and Koumaïl seek shelter at a bar in Sukhumi, the Matachine. Koumaïl describes being dragged down the “demolished streets, where there are mangy dogs and people pulling carts”. Gloria explains that “Sukhumi was a nice town before the war, a seaside resort where people came on vacation to soak up the sun and enjoy the beaches” (p. 70).

The varying religions of the area are another cultural topic the book wisely addresses. One example is when Koumaïl meets Fatima, a Muslim girl and instantly falls in love. He wants Fatima to come with him to France, but Fatima refuses stating “France is not a Muslim country; It’s a Christian country” (p.78).  She must go to Saudi Arabia where she is accepted. Evidence of cultural and religious intolerance is presented throughout the novel and the reader can relate to Koumaïl’s confusion and torment as he desperately searches for meaning and reasoning behind such conflict. A Time of Miracles provides young readers with a fictional, first person account of war and the debilitating effect it has on those who are innocently born to certain culture and country.

Review Excerpt(s):

“Koumail’s first-person voice shifts uneasily between a young person's naivete and an adult's acquired wisdom.” ~ Booklist, December 2010

“A beautifully cadenced tribute to maternal love and the power of stories amid contemporary political chaos.” ~ Kirkus Reviews (starred review), October 2010

Connections:

Mead, Alice. 2001. Girl of Kosovo. New York: Farrar, Straus and Giroux. ISBN 978-0374326203

Abirached, Zeina. 2012 A Game for Swallows: To Die, to Leave, to Return. Trans. Edward Gauvin. Minneapolis: Graphic Universe. ISBN 978-1575059419

Classroom Activity- Enlarge a map of Russia, similar to the one located at the beginning of the novel. Place map on a bulletin board and use markers and thumb tacks to follow Koumaïl’s journey as students read.