Flotsam is a wordless, colorful book by David Wiesner that tells a fascinating and engaging story about a boy who discovers a camera on the beach. Flotsam is definitely one of the most unique yet unusual books I have come across in a long time.
After several previews of the book, I noticed that the young boy is a true explorer or perhaps a scientist because he is at the beach with his parents but on his blanket he has a small microscope and a magnifying glass. I wonder if those two objects are making an inference to something scientific about the boy. Since the illustrations tell the story I found it incredible how the author uses them to transport the character into a secondary world using a camera washed up on a beach as a portal. I found the plot and character to be well developed in terms of being credible and relatable to readers of all ages who have ever explored the beach. One of my favorite pages is the photo of aliens that landed underwater and one alien is riding a fish while seahorses are looking on in confusion. My other favorite is the photo of the blowfish that is a hot-air balloon carrying fish around in the air. While "reading" I wondered if the photos are being snapped of all the fantastic, magical creatures that the camera goes past on its journey to the next recipient. Wiener's imagination is truly amazing! I noticed that each of the children in the photos look like they are from a variety of cultures around the world. Each time the camera is thrown back into the sea, it must travel very far. You can see the pelican carrying it to Antarctica with penguins and ice ledges, and then on the next page it looks like the camera has found its way into the hands of a little girl on a tropical locale.
Moses- When Harriet Tubman Led Her People to Freedom
The first thing I noticed about his book is the religious aspect to it and how a teacher would present it as a read aloud without teaching the background (Moses title) or Christianity. I love the dialogue that she has with God along her journey. The dialogue flows like the path that Harriet Tubman is journeying along. Did you also find that to be an issue? I have discussed with my first graders the various holidays that are celebrated during December so this would be perfect to follow up with how people rely on certain aspects of their faith during struggles in their lives. I would love to include character development in this read aloud and discuss how courageous Harriet Tubman was to 'stand up' for something she believed in, all the while risking her own life and freedom. I thought this would be a great addition to the other books I use during February for Black History Month. The illustrations are so rich and almost make the reader feel the struggles that Harriet encountered through her body posture and the expression on her face. The figurative language lends itself to amazing envisioning by the reader:
“In the Promised Land, Philadelphia, The sun shines gold in the trees, And Harriet feels light as a cloud.”
How would you use this book in your class in first grade?
I am truly amazed at the fact that I spend the most time “reading” and responding to the wordless picture books! I had to “read” this book multiple times; each time gaining more insight into the story and noticing new details. This is actually a perfect book to “blog” to because I enjoy hearing the interpretations of others, thus allowing me to expand upon and shape my own impressions.
My first reading was merely a picture walk…I wanted to get an overall feel for the book. The second and third viewings were more careful inspections of the illustrations. For example, after viewing the story, I noticed that the cover provides subtle foreshadowing with the fish’s eye doubling as a submarine portal. It suggests an element of fantasy which is seemingly out of context with the first realistic images of the book.
The endpapers, although plain, convey the image and rough texture of sand; a perfectly suitable backdrop for this fantastic tale. The initial images of the beach instantaneously activated my senses, allowing me to forge personal connections to my love of the beach.
Kim, I too noted the microscope and enjoyed your point about it alluding to the boy’s scientific nature. The elements of fantasy in this story do not surface until practically the middle of the book. I enjoyed that surprising quality which made me refer back to the first page on which the hermit crab’s eyes and expression contain a slight indication of possible personification. Did you note that as well?
In my classroom, I thought this book would be a fantastic tool to have students write a story that could go along with the pictures, a free-write type of lesson that could prompt students to tell the story as they see it happening. I know my students would really enjoy the freedom in this assignment. In the older grades, teachers could use this as a follow-up to Herman Melville's Moby Dick. What had me think of this is the close up picture of the camera where it reads Melville underwater camera. I thought it was an interesting reference, and could lead nicely into an assignment that has students explore fantasy by creating their own wordless book about life under the sea as their camera sees it. How would you adapt it to your classroom? Jen, I too read the endpapers and found a little poem that explains what Flotsam means. Flotsam: Something that floats It then continues with words that invite the reader to share in the discovery of things that wash up on the beach. I felt these notes are helpful to the reader before and after they experience the book.
I feel that character development is huge in "Moses." Not only do the words depict the courageous Harriet, but the illustrations provide an extra "fleshing out" of her, as described in chapter four of our text, Children's Literature Briefly. The reader can actually see Harriet's earlier indecision and hesitancy in her face and body language as depicted in the rich rendered illustrations by Kadir Nelson. There realistic illustrations depict her facial expressions and her metamorphosis into a strong, confident leader of her people. In addition, I thought the illustrations help to create the historical setting of the South in the 1850's. The towns, the countryside and the dress worn by the characters is shown through the faithful reproduction of nature and people. The cultural setting is brought to life through the illustrations, as the spiritual journey of Harriet Tubman is depicted through the author's words. The realistic, moving illustrations serve to reinforce the textual message of hope, courage and freedom. Additionally they help to establish the mood. The somber, darkly-hued tones in some of the drawings help establish a feeling of danger and uncertainty. The lighter, sun-filled drawings of Harriet as she reaches freedom establish a lighter, almost jubilant mood.
This traditional fantasy picture book definitely had an unusual story line to match the different almost creepy illustrations. The story is about a farmer who has three sons but only one out of the three who will be able to get his farm. The sons are set on missions to prove their worthy for the farm. During the quests, one son finds a "castle of the cats" where he continues to return bringing the Queen Cat gifts and receiving the supplies he needs. This story definitely fits right into the traditional fantasy category and meets all of the necessary story elements for that genre. For example, the cats are illustrated to look almost like real people, wearing clothes, wigs, shoes, etc. When one of the sons goes to the castle, the cats dance and talk to him. At the end of the story, the Queen Cat turns into a beautiful princess and lives happily ever after with the son. Portions of the story remind me of a fairy tale, yet I was left with a lot of unanswered questions even after several reads. My personal opinion is that I would not use this in my classroom because I did not agree with some of the language and illustrations. I would not want my students to hear the words, “the cats danced until their buttons popped open so their clothes all came off and their wigs popped off.” I think I can find another traditional fantasy story that is a little more tasteful. How did you feel about the overall language and text the author used?
Jen,I think I posted this in the wrong column! Oops! I put it here instead!
When searching for reviews I found one that states, "Kimmel has a true storyteller's voice and keeps the action moving at an energetic pace without sacrificing images or details. Krenina's watercolor and mixed-media paintings match the text's energy, and her palette of pinks and jewel-bright rubies add elegance." When I read it I had to disagree then thought about how I typically would not choose a traditional fantasy as my genre of choice. I continued on searching for other reviews. The next review I found states, "The unusual artwork is the attention getter here: batik-swirled backgrounds, courtly attire created from fabric, and textile-patterned details. At times, the overall effect is surreal. Both Kimmel and Krenina have ties to the Ukraine, and they have infused the story with Eastern European accents." This made me think that this text also has multicultural ties because of the Ukrainian connection of the author and illustrator. The reviews are interesting to read and research even if I do not always have the same philosophy.
"Old Bear" is the story of a bear hibernating in the winter and dreaming that he is a cub again. Old Bear explores all four seasons while he is asleep, hibernating during the long winter. He dreams of sleeping in a giant crocus, clouds raining blueberries, and all of the leaves being butterflies.
Kevin Henkes is the author and illustrator of this creative, entertaining, kid-friendly book. I feel this story encourages children to think outside of the box when it comes to language development in the text. The illustrations in the book play an important role in complementing the storyline. This picture book is an exciting, fun read for primary elementary students especially because the students participate in Old Bear’s dream sequence. Kevin Henkes does a fabulous job presenting such a simple idea of introducing the change in the seasons over the course of the book. My students could imagine being there with OLD BEAR as he slept and dreamed. Through this story the reader catches a glimpse of what is truly special and important in Old Bear’s life.
I love the color choices Henkes used to catch the reader’s eye and help explain the change in the world around the bear when each season occurs. In contrast to Kitten’s First Full Moon, Henkes used colors appropriate for this story to show the vibrant, beautiful colors during springtime and the dull, cold, dark colors during the winter. It was amazing to me that he can take on the role of illustrator and write for two different types of stories, still keeping in mind his target audience.
When researching information on Old Bear, I found several reviews created by students PK-1 describing their thoughts on the magnificent picture book. Cayden states: “He woke up now and winter is done. He is hibernating because it is winter and that is what bears do when it snows. I like that picture the best!” The review was extremely innocent and simple yet showed me what a child’s perspective is when reading the story. I also noticed that on the Kevin Henkes website he recommends the book should be geared for students ages 2-7. In my classroom, I would integrate this story into the curriculum in a number of ways. First I thought I could use it to go along with my science unit on seasons as a fictional and non-fictional representation of what the world looks like during each seasonal change. I also brainstormed using this book during writing where my students would have to think of things they would dream about when they were sleeping. I could extend it by having my students write a different thing for each season, just like "Old Bear." I might also compare Kitten's First Full Moon and Old Bear with my students in terms of language, illustrations and color choice. I stated a few ways I would use it next year which I am excited about; How would you use it in your classroom? I really enjoyed this text, as I do all of Kevin Henkes other picture books so I am really looking forward to using it next school year with my first graders.
Kim, I thoroughly enjoyed your ideas for using this book in the classroom. It will be yet another to add to my constantly expanding repertoire of picture books! If I were to incorporate this story into my lessons, I might encourage students to look carefully at the final illustration and either draw or write a sequel to this story. I figure this might appeal to multiple intelligences and work for students of varying abilities. This is especially important in first grade as we have such a vast spectrum of readers and writers.
I had also wanted to mention the use of black and white images in this story. Since this book contains no words, it makes the illustrations that much more crucial in creating an engaging piece of literature. The black and white images successfully portray the effect of age, allowing the readers to create logical inferences. This book is wordless, but the numbers denoting 10x, 25x, 40x, etc. urge the reader to assume that this must be the number of years ago that the picture was taken. So as to enhance credibility, the author added intricate details relevant to the time period at which the photo was taken. For example, the clothing, hairstyles, and accessories distinctly allude to the intended era.
I, too noticed the vast representation of cultures amongst the images. This not only explains the great distances this camera must have traveled, but I would predict that it would add an element of appeal to readers of diverse backgrounds.
In terms of genre, I would consider this book to be fantasy. It definitely contains elements of magic, but also includes real world elements. I’m not sure about the “good versus evil” component, but the main character definitely embarks upon a journey brought forth by the magical camera. The fish and sea animals are also personified in many of the photographs.
Kim, I definitely agree with your interpretation and viewpoint relative to this tale. Even after multiple readings of this story, I did not find the message appropriate for children nor was it easy to suspend disbelief. I found the book creepy and unsuitable for use in the classroom.
In terms of genre, it certainly fits traditional literature, particularly that of a fairy tale. Our text provides the following definition: “Of all the folktales, the fairy tale, or wonder tale, is the most magical. In fairy tales we see enchantments that go beyond talking animals to fairy godmothers, wicked witches, magical objects…” (p. 106). This book contains a number of the previously stated elements. I believe that the “wicked” element might be Ivan’s brothers, although they were not truly evil, just competitive. The fairy godmother component was satisfied by the Cat Queen who ended up also serving as the beautiful princess.
Unfortunately, despite the corresponding technical aspects, this book did not strike me as a story I would want to share and discuss.
Kim, after your post, I decided to seek out some reviews as well. I was unable to find too many. I am wondering if this is due to the fact that others share our feelings about this book? Amazon has NO customer reviews listed. I was actually quite interested about how it might be received by “regular people” as opposed to publishers.
Creepiness aside, the illustrations are colorful and I definitely noticed the swirling effects Krenina employed. The cats are certainly drawn to look like people. For example, the Cat Queen on the cover looks eerily similar to a woman (take away the pointy ears and snout). Perhaps the illustrator was foreshadowing a magical element of this tale?
I agreed with the multicultural connection to this book. This book is originally an Eastern European tale subsequently retold by Kimmel. Do you suppose the essence of the story has been lost in translation?
The moral of this story, as disclosed in the endpapers is: Things are seldom what they seem and rewards are found where they are least expected. I definitely feel as if this lesson is powerful and important to be discussed with children. However, this story was bizarre and uncomfortable and could be expressed under different circumstances.
After reading this book for the first time, I was truly blown away! This story was an overwhelmingly powerful interpretation of Harriet Tubman’s journey as a leader of the Underground Railroad. I was first taken by the vivid, authoritative illustrations. Harriet Tubman appears almost angelic on the cover. Throughout the book, Kadir Nelson, the gifted illustrator, pays attention to even the smallest of details. The emotion captured on her face is profound and intricately depicted. The use of dark and light hues to denote emotion was particularly successful in my opinion. On the last page of this book, Harriet Tubman is depicted as a true leader and beacon of hope and freedom.
In terms of its credibility as multicultural literature, this book certainly portrays accuracy and authenticity of characters by way of physical characteristics, intellectual abilities, leadership and social and economic status. The text is rich in cultural details and provides a comprehensive and realistic treatment of relevant issues. Although this book did not go into great detail regarding Tubman’s interaction across cultural groups, her interaction with God certainly provides an interesting and necessary perspective.
Kim, I actually did question the religious element of this story and how it might be received by families if this story were to be read in class. I think it would be extremely important to provide students with background information regarding slavery and the Underground Railroad, making sure to discuss the idea that religion is a personal choice and people are free to practice their beliefs. It might be a difficult concept for first graders, but upper elementary students are certainly capable of grasping the idea.
I loved your idea about utilizing this book as tool for teaching character development. Harriet Tubman possessed such strong and evident characteristics. I am definitely interested to try it out. I am thinking this book would be wonderfully paired with Rosa and Henry’s Freedom Box, providing students with different accounts of the struggles for equality. It would be important to explain the differences of setting and time in the books, but would provide wonderful background knowledge and hopefully initiate valid discussion. Again, I think these activities might be better for older students, but our little friends could certainly grasp some of the more concrete concepts.
I am an avid fan of Kevin Henkes and this book certainly did not disappoint! The cover alone is friendly and inviting, especially to a child. I read this book for the first time with my students. As we do with most books, we conducted a brief picture walk so as to predict the genre. My students noted that it was difficult to determine the genre as Old Bear looks like he could “act like a person” in some of the pages. During the images of his dream sequences, it was difficult to determine whether or not this book contained elements of fantasy. I always discuss the importance of reading the words before officially settling upon a genre. This is the perfect example to support that!
My students were clearly engaged with both the text and the illustrations. There is so much to take in on every page and I think they enjoyed that. They instantly observed that the book examines each of the seasons. I asked them what they noticed about the illustrations and they were quick to acknowledge the fact that Kevin Henkes used bright colors for the fall, spring and summer and darker colors to denote winter.
I found the text and illustrations to complement each other nicely. Henkes provided wonderful examples of “juicy” description providing an appropriate model for emerging writers. Similar to Kitten’s First Full Moon, the bold, font provides a childlike feel. In this book, however, Henkes chose different colors indicative of the seasons for the text. The thick lines of the illustrations also added emphasis on the main character and highlighted important surroundings.
The endpapers reflect the story, denoting fall and spring on the front and back respectively. The front and back covers mirror the endpapers accordingly.
Kim—I checked out the reviews to which you referred in a previous post. I loved reading the preschooler’s view of the story. It is so important when evaluating children’s literature to actually understand the perspective of the intended audience. Upon reading some of the other reviews, it becomes clear that Kevin Henkes is well-respected in his field and rightfully so!
Upon searching for customer reviews of this book, it was hard to ignore that it received five stars on Amazon. The majority of the reviews I read not only spoke positively about this book, but expressed true love of the story and illustrations. I definitely agree!
The text in this story was so uniquely displayed. The variation of font size, boldness, italics, really adds to the poignant writing. I loved how God’s words were bold, capitalized and free flowing. They almost served as illustrations leading the eyes to various aspects of the pictures. This is particularly true on the very first page. God’s words lead the eye to a somber looking yet hopeful Tubman.
Weatherford also does a wonderful job in the Author’s Note providing the reader with pertinent background information. Additionally, I would read the Foreward whereby she provides a perfectly understandable definition of slavery. If I were to read nothing else to my students, I would read this so as to engage them in a discussion of slavery.
Upon examining the physical book, I noticed that the “About the Author” section discusses how she “has roots in the same Maryland county where Harriet Tubman was born”, thus enhancing her credibility.
Jen, taking a third look at Moses I wanted to discuss the cover page because I think it was pertinent to the overall story. On the front Harriet looks so peaceful with her eyes closed hands face up and open to the sky, glowing with light. In my eyes, she is representing a symbol of freedom in this picture. I tend to have my students study the cover prior to opening the text to get their interpretation, so I feel this is an important aspect of the story. I then turned the book over and noticed on the back cover a blue sky with clouds resembling a sense of peace, serenity and freedom. I think the author added this to show the feelings Harriet had when the struggle was over. When I researched reviews, I too found nothing but positive comments. I also found a Question and Answer site with the author Carole Weatherford that describes what drew her to the topic of Harriet Tubman. Weatherford states, "Since my childhood, she’s been one of my heroes. Harriet Tubman is the most legendary of all Underground Railroad conductors. I identify with her because I have roots in Dorchester County, Maryland, where Harriet was born a slave and from which she eventually fled.” Similar to the information you found, I would also share this entire Q&A with my students. The website is http://www.caroleweatherford.com/moses.htm, if you are interested.
I am excited to have found such a powerful multicultural story that could I could tie along with Henry’s Freedom Box, Rosa or another heartwarming text already in my classroom.
Out of all the categories of “picture books”, this book most closely fits that of a “picture storybook”. Our text defines this type of book as “the foundation of our literacy training. Children typically learn their favorite books by heart, thus beginning a process that eventually becomes full-fledged reading. The rich vocabulary and sparkling illustrations help broaden language horizons and develop taste in art” (p. 67).
I believe this book is the perfect example of the latter. The vivid illustrations only enhance and deepen the details and description brought forth through the text. This is a book I will not only add to my classroom library, but I believe my 2 year old son would very much enjoy it as well. Consequently, I will be adding it to his personal collection of books which already contain several Kevin Henkes books! Kim, you had mentioned this in a previous post, and I know we discussed this with Kitten’s First Full Moon, but it is important to note how Henkes amazingly reinvents himself with his books. The two books mentioned above are both fantastic stories, but contain stark differences. Similarly, books like Owen, Lilly’s Purple Plastic Purse, and Chrysanthemum are yet another reinvention of Henkes’ talents. They are so very different, but all entertaining and engaging in their own rights.
I decided to research more of Henkes’ books. I found out some very interesting things. For example, he has written a couple of young adult chapter books. Additionally, there is another book he wrote in 2007, The Good Day, which looks similar to Old Bear. Birds, his most recent picture book came out in 2009. This, too, looks similar to Old Bear. I would be very eager to know more about his chapter books and fully plan on browsing through his books on my next trip to the book store!
Kim, thank you for conducting research and finding the interview with Weatherford. I checked out the site and found that it only enhanced her already solid credibility. It is apparent that she really conducted in depth research for this book. Perhaps my favorite part of the interview was when Weatherford discusses the intended lessons for her book. She states the following:
Q: What message does Moses impart?
Three values lessons can be gleaned from the book. Freedom is a God-given right. God is always with us. And we should always be free to dream.
Harriet Tubman’s role in the freedom struggle can give readers a sense of their own potential and power. "Every great dream begins with a dreamer," said Tubman. "Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world."
I certainly think she was successful in portraying these messages!
Flotsam-
ReplyDeleteFlotsam is a wordless, colorful book by David Wiesner that tells a fascinating and engaging story about a boy who discovers a camera on the beach.
Flotsam is definitely one of the most unique yet unusual books I have come across in a long time.
After several previews of the book, I noticed that the young boy is a true explorer or perhaps a scientist because he is at the beach with his parents but on his blanket he has a small microscope and a magnifying glass. I wonder if those two objects are making an inference to something scientific about the boy.
Since the illustrations tell the story I found it incredible how the author uses them to transport the character into a secondary world using a camera washed up on a beach as a portal. I found the plot and character to be well developed in terms of being credible and relatable to readers of all ages who have ever explored the beach.
One of my favorite pages is the photo of aliens that landed underwater and one alien is riding a fish while seahorses are looking on in confusion. My other favorite is the photo of the blowfish that is a hot-air balloon carrying fish around in the air. While "reading" I wondered if the photos are being snapped of all the fantastic, magical creatures that the camera goes past on its journey to the next recipient. Wiener's imagination is truly amazing!
I noticed that each of the children in the photos look like they are from a variety of cultures around the world. Each time the camera is thrown back into the sea, it must travel very far. You can see the pelican carrying it to Antarctica with penguins and ice ledges, and then on the next page it looks like the camera has found its way into the hands of a little girl on a tropical locale.
Moses- When Harriet Tubman Led Her People to Freedom
ReplyDeleteThe first thing I noticed about his book is the religious aspect to it and how a teacher would present it as a read aloud without teaching the background (Moses title) or Christianity. I love the dialogue that she has with God along her journey. The dialogue flows like the path that Harriet Tubman is journeying along. Did you also find that to be an issue?
I have discussed with my first graders the various holidays that are celebrated during December so this would be perfect to follow up with how people rely on certain aspects of their faith during struggles in their lives. I would love to include character development in this read aloud and discuss how courageous Harriet Tubman was to 'stand up' for something she believed in, all the while risking her own life and freedom. I thought this would be a great addition to the other books I use during February for Black History Month.
The illustrations are so rich and almost make the reader feel the struggles that Harriet encountered through her body posture and the expression on her face. The figurative language lends itself to amazing envisioning by the reader:
“In the Promised Land, Philadelphia,
The sun shines gold in the trees,
And Harriet feels light as a cloud.”
How would you use this book in your class in first grade?
Flotsam-
ReplyDeleteI am truly amazed at the fact that I spend the most time “reading” and responding to the wordless picture books! I had to “read” this book multiple times; each time gaining more insight into the story and noticing new details. This is actually a perfect book to “blog” to because I enjoy hearing the interpretations of others, thus allowing me to expand upon and shape my own impressions.
My first reading was merely a picture walk…I wanted to get an overall feel for the book. The second and third viewings were more careful inspections of the illustrations. For example, after viewing the story, I noticed that the cover provides subtle foreshadowing with the fish’s eye doubling as a submarine portal. It suggests an element of fantasy which is seemingly out of context with the first realistic images of the book.
The endpapers, although plain, convey the image and rough texture of sand; a perfectly suitable backdrop for this fantastic tale. The initial images of the beach instantaneously activated my senses, allowing me to forge personal connections to my love of the beach.
Kim, I too noted the microscope and enjoyed your point about it alluding to the boy’s scientific nature. The elements of fantasy in this story do not surface until practically the middle of the book. I enjoyed that surprising quality which made me refer back to the first page on which the hermit crab’s eyes and expression contain a slight indication of possible personification. Did you note that as well?
In my classroom, I thought this book would be a fantastic tool to have students write a story that could go along with the pictures, a free-write type of lesson that could prompt students to tell the story as they see it happening. I know my students would really enjoy the freedom in this assignment. In the older grades, teachers could use this as a follow-up to Herman Melville's Moby Dick. What had me think of this is the close up picture of the camera where it reads Melville underwater camera. I thought it was an interesting reference, and could lead nicely into an assignment that has students explore fantasy by creating their own wordless book about life under the sea as their camera sees it. How would you adapt it to your classroom?
ReplyDeleteJen, I too read the endpapers and found a little poem that explains what Flotsam means.
Flotsam: Something that floats
It then continues with words that invite the reader to share in the discovery of things that wash up on the beach.
I felt these notes are helpful to the reader before and after they experience the book.
Jen, my last post was for Flotsam if you did not know by reading the information!I forgot to write the title on the top!
ReplyDeleteMoses-
ReplyDeleteI feel that character development is huge in "Moses." Not only do the words depict the courageous Harriet, but the illustrations provide an extra "fleshing out" of her, as described in chapter four of our text, Children's Literature Briefly. The reader can actually see Harriet's earlier indecision and hesitancy in her face and body language as depicted in the rich rendered illustrations by Kadir Nelson. There realistic illustrations depict her facial expressions and her metamorphosis into a strong, confident leader of her people.
In addition, I thought the illustrations help to create the historical setting of the South in the 1850's. The towns, the countryside and the dress worn by the characters is shown through the faithful reproduction of nature and people. The cultural setting is brought to life through the illustrations, as the spiritual journey of Harriet Tubman is depicted through the author's words. The realistic, moving illustrations serve to reinforce the textual message of hope, courage and freedom. Additionally they help to establish the mood. The somber, darkly-hued tones in some of the drawings help establish a feeling of danger and uncertainty. The lighter, sun-filled drawings of Harriet as she reaches freedom establish a lighter, almost jubilant mood.
The Castle of the Cats-
ReplyDeleteThis traditional fantasy picture book definitely had an unusual story line to match the different almost creepy illustrations. The story is about a farmer who has three sons but only one out of the three who will be able to get his farm. The sons are set on missions to prove their worthy for the farm. During the quests, one son finds a "castle of the cats" where he continues to return bringing the Queen Cat gifts and receiving the supplies he needs.
This story definitely fits right into the traditional fantasy category and meets all of the necessary story elements for that genre. For example, the cats are illustrated to look almost like real people, wearing clothes, wigs, shoes, etc. When one of the sons goes to the castle, the cats dance and talk to him. At the end of the story, the Queen Cat turns into a beautiful princess and lives happily ever after with the son. Portions of the story remind me of a fairy tale, yet I was left with a lot of unanswered questions even after several reads. My personal opinion is that I would not use this in my classroom because I did not agree with some of the language and illustrations. I would not want my students to hear the words, “the cats danced until their buttons popped open so their clothes all came off and their wigs popped off.” I think I can find another traditional fantasy story that is a little more tasteful.
How did you feel about the overall language and text the author used?
Jen,I think I posted this in the wrong column! Oops! I put it here instead!
The Castle of the Cats-
ReplyDeleteWhen searching for reviews I found one that states, "Kimmel has a true storyteller's voice and keeps the action moving at an energetic pace without sacrificing images or details. Krenina's watercolor and mixed-media paintings match the text's energy, and her palette of pinks and jewel-bright rubies add elegance." When I read it I had to disagree then thought about how I typically would not choose a traditional fantasy as my genre of choice. I continued on searching for other reviews. The next review I found states, "The unusual artwork is the attention getter here: batik-swirled backgrounds, courtly attire created from fabric, and textile-patterned details. At times, the overall effect is surreal. Both Kimmel and Krenina have ties to the Ukraine, and they have infused the story with Eastern European accents." This made me think that this text also has multicultural ties because of the Ukrainian connection of the author and illustrator. The reviews are interesting to read and research even if I do not always have the same philosophy.
Old Bear-
ReplyDelete"Old Bear" is the story of a bear hibernating in the winter and dreaming that he is a cub again. Old Bear explores all four seasons while he is asleep, hibernating during the long winter. He dreams of sleeping in a giant crocus, clouds raining blueberries, and all of the leaves being butterflies.
Kevin Henkes is the author and illustrator of this creative, entertaining, kid-friendly book. I feel this story encourages children to think outside of the box when it comes to language development in the text. The illustrations in the book play an important role in complementing the storyline. This picture book is an exciting, fun read for primary elementary students especially because the students participate in Old Bear’s dream sequence. Kevin Henkes does a fabulous job presenting such a simple idea of introducing the change in the seasons over the course of the book. My students could imagine being there with OLD BEAR as he slept and dreamed. Through this story the reader catches a glimpse of what is truly special and important in Old Bear’s life.
I love the color choices Henkes used to catch the reader’s eye and help explain the change in the world around the bear when each season occurs. In contrast to Kitten’s First Full Moon, Henkes used colors appropriate for this story to show the vibrant, beautiful colors during springtime and the dull, cold, dark colors during the winter. It was amazing to me that he can take on the role of illustrator and write for two different types of stories, still keeping in mind his target audience.
Old Bear-
ReplyDeleteWhen researching information on Old Bear, I found several reviews created by students PK-1 describing their thoughts on the magnificent picture book. Cayden states: “He woke up now and winter is done. He is hibernating because it is winter and that is what bears do when it snows. I like that picture the best!” The review was extremely innocent and simple yet showed me what a child’s perspective is when reading the story.
I also noticed that on the Kevin Henkes website he recommends the book should be geared for students ages 2-7.
In my classroom, I would integrate this story into the curriculum in a number of ways. First I thought I could use it to go along with my science unit on seasons as a fictional and non-fictional representation of what the world looks like during each seasonal change.
I also brainstormed using this book during writing where my students would have to think of things they would dream about when they were sleeping. I could extend it by having my students write a different thing for each season, just like "Old Bear."
I might also compare Kitten's First Full Moon and Old Bear with my students in terms of language, illustrations and color choice.
I stated a few ways I would use it next year which I am excited about; How would you use it in your classroom?
I really enjoyed this text, as I do all of Kevin Henkes other picture books so I am really looking forward to using it next school year with my first graders.
Flotsam-
ReplyDeleteKim, I thoroughly enjoyed your ideas for using this book in the classroom. It will be yet another to add to my constantly expanding repertoire of picture books! If I were to incorporate this story into my lessons, I might encourage students to look carefully at the final illustration and either draw or write a sequel to this story. I figure this might appeal to multiple intelligences and work for students of varying abilities. This is especially important in first grade as we have such a vast spectrum of readers and writers.
I had also wanted to mention the use of black and white images in this story. Since this book contains no words, it makes the illustrations that much more crucial in creating an engaging piece of literature. The black and white images successfully portray the effect of age, allowing the readers to create logical inferences. This book is wordless, but the numbers denoting 10x, 25x, 40x, etc. urge the reader to assume that this must be the number of years ago that the picture was taken. So as to enhance credibility, the author added intricate details relevant to the time period at which the photo was taken. For example, the clothing, hairstyles, and accessories distinctly allude to the intended era.
I, too noticed the vast representation of cultures amongst the images. This not only explains the great distances this camera must have traveled, but I would predict that it would add an element of appeal to readers of diverse backgrounds.
In terms of genre, I would consider this book to be fantasy. It definitely contains elements of magic, but also includes real world elements. I’m not sure about the “good versus evil” component, but the main character definitely embarks upon a journey brought forth by the magical camera. The fish and sea animals are also personified in many of the photographs.
I really cannot wait to use this book next year!
The Castle of Cats-
ReplyDeleteKim, I definitely agree with your interpretation and viewpoint relative to this tale. Even after multiple readings of this story, I did not find the message appropriate for children nor was it easy to suspend disbelief. I found the book creepy and unsuitable for use in the classroom.
In terms of genre, it certainly fits traditional literature, particularly that of a fairy tale. Our text provides the following definition: “Of all the folktales, the fairy tale, or wonder tale, is the most magical. In fairy tales we see enchantments that go beyond talking animals to fairy godmothers, wicked witches, magical objects…” (p. 106). This book contains a number of the previously stated elements. I believe that the “wicked” element might be Ivan’s brothers, although they were not truly evil, just competitive. The fairy godmother component was satisfied by the Cat Queen who ended up also serving as the beautiful princess.
Unfortunately, despite the corresponding technical aspects, this book did not strike me as a story I would want to share and discuss.
The Castle of the Cats-
ReplyDeleteKim, after your post, I decided to seek out some reviews as well. I was unable to find too many. I am wondering if this is due to the fact that others share our feelings about this book? Amazon has NO customer reviews listed. I was actually quite interested about how it might be received by “regular people” as opposed to publishers.
Creepiness aside, the illustrations are colorful and I definitely noticed the swirling effects Krenina employed. The cats are certainly drawn to look like people. For example, the Cat Queen on the cover looks eerily similar to a woman (take away the pointy ears and snout). Perhaps the illustrator was foreshadowing a magical element of this tale?
I agreed with the multicultural connection to this book. This book is originally an Eastern European tale subsequently retold by Kimmel. Do you suppose the essence of the story has been lost in translation?
The moral of this story, as disclosed in the endpapers is: Things are seldom what they seem and rewards are found where they are least expected. I definitely feel as if this lesson is powerful and important to be discussed with children. However, this story was bizarre and uncomfortable and could be expressed under different circumstances.
Moses-
ReplyDeleteAfter reading this book for the first time, I was truly blown away! This story was an overwhelmingly powerful interpretation of Harriet Tubman’s journey as a leader of the Underground Railroad. I was first taken by the vivid, authoritative illustrations. Harriet Tubman appears almost angelic on the cover. Throughout the book, Kadir Nelson, the gifted illustrator, pays attention to even the smallest of details. The emotion captured on her face is profound and intricately depicted. The use of dark and light hues to denote emotion was particularly successful in my opinion. On the last page of this book, Harriet Tubman is depicted as a true leader and beacon of hope and freedom.
In terms of its credibility as multicultural literature, this book certainly portrays accuracy and authenticity of characters by way of physical characteristics, intellectual abilities, leadership and social and economic status. The text is rich in cultural details and provides a comprehensive and realistic treatment of relevant issues. Although this book did not go into great detail regarding Tubman’s interaction across cultural groups, her interaction with God certainly provides an interesting and necessary perspective.
Kim, I actually did question the religious element of this story and how it might be received by families if this story were to be read in class. I think it would be extremely important to provide students with background information regarding slavery and the Underground Railroad, making sure to discuss the idea that religion is a personal choice and people are free to practice their beliefs. It might be a difficult concept for first graders, but upper elementary students are certainly capable of grasping the idea.
I loved your idea about utilizing this book as tool for teaching character development. Harriet Tubman possessed such strong and evident characteristics. I am definitely interested to try it out. I am thinking this book would be wonderfully paired with Rosa and Henry’s Freedom Box, providing students with different accounts of the struggles for equality. It would be important to explain the differences of setting and time in the books, but would provide wonderful background knowledge and hopefully initiate valid discussion. Again, I think these activities might be better for older students, but our little friends could certainly grasp some of the more concrete concepts.
Old Bear-
ReplyDeleteI am an avid fan of Kevin Henkes and this book certainly did not disappoint! The cover alone is friendly and inviting, especially to a child. I read this book for the first time with my students. As we do with most books, we conducted a brief picture walk so as to predict the genre. My students noted that it was difficult to determine the genre as Old Bear looks like he could “act like a person” in some of the pages. During the images of his dream sequences, it was difficult to determine whether or not this book contained elements of fantasy. I always discuss the importance of reading the words before officially settling upon a genre. This is the perfect example to support that!
My students were clearly engaged with both the text and the illustrations. There is so much to take in on every page and I think they enjoyed that. They instantly observed that the book examines each of the seasons. I asked them what they noticed about the illustrations and they were quick to acknowledge the fact that Kevin Henkes used bright colors for the fall, spring and summer and darker colors to denote winter.
I found the text and illustrations to complement each other nicely. Henkes provided wonderful examples of “juicy” description providing an appropriate model for emerging writers. Similar to Kitten’s First Full Moon, the bold, font provides a childlike feel. In this book, however, Henkes chose different colors indicative of the seasons for the text. The thick lines of the illustrations also added emphasis on the main character and highlighted important surroundings.
The endpapers reflect the story, denoting fall and spring on the front and back respectively. The front and back covers mirror the endpapers accordingly.
Kim—I checked out the reviews to which you referred in a previous post. I loved reading the preschooler’s view of the story. It is so important when evaluating children’s literature to actually understand the perspective of the intended audience. Upon reading some of the other reviews, it becomes clear that Kevin Henkes is well-respected in his field and rightfully so!
Moses-
ReplyDeleteUpon searching for customer reviews of this book, it was hard to ignore that it received five stars on Amazon. The majority of the reviews I read not only spoke positively about this book, but expressed true love of the story and illustrations. I definitely agree!
The text in this story was so uniquely displayed. The variation of font size, boldness, italics, really adds to the poignant writing. I loved how God’s words were bold, capitalized and free flowing. They almost served as illustrations leading the eyes to various aspects of the pictures. This is particularly true on the very first page. God’s words lead the eye to a somber looking yet hopeful Tubman.
Weatherford also does a wonderful job in the Author’s Note providing the reader with pertinent background information. Additionally, I would read the Foreward whereby she provides a perfectly understandable definition of slavery. If I were to read nothing else to my students, I would read this so as to engage them in a discussion of slavery.
Upon examining the physical book, I noticed that the “About the Author” section discusses how she “has roots in the same Maryland county where Harriet Tubman was born”, thus enhancing her credibility.
Overall, I loved this story!
Moses-
ReplyDeleteJen, taking a third look at Moses I wanted to discuss the cover page because I think it was pertinent to the overall story. On the front Harriet looks so peaceful with her eyes closed hands face up and open to the sky, glowing with light. In my eyes, she is representing a symbol of freedom in this picture. I tend to have my students study the cover prior to opening the text to get their interpretation, so I feel this is an important aspect of the story. I then turned the book over and noticed on the back cover a blue sky with clouds resembling a sense of peace, serenity and freedom. I think the author added this to show the feelings Harriet had when the struggle was over.
When I researched reviews, I too found nothing but positive comments. I also found a Question and Answer site with the author Carole Weatherford that describes what drew her to the topic of Harriet Tubman. Weatherford states, "Since my childhood, she’s been one of my heroes. Harriet Tubman is the most legendary of all Underground Railroad conductors. I identify with her because I have roots in Dorchester County, Maryland, where Harriet was born a slave and from which she eventually fled.” Similar to the information you found, I would also share this entire Q&A with my students. The website is http://www.caroleweatherford.com/moses.htm, if you are interested.
I am excited to have found such a powerful multicultural story that could I could tie along with Henry’s Freedom Box, Rosa or another heartwarming text already in my classroom.
Old Bear-
ReplyDeleteOut of all the categories of “picture books”, this book most closely fits that of a “picture storybook”. Our text defines this type of book as “the foundation of our literacy training. Children typically learn their favorite books by heart, thus beginning a process that eventually becomes full-fledged reading. The rich vocabulary and sparkling illustrations help broaden language horizons and develop taste in art” (p. 67).
I believe this book is the perfect example of the latter. The vivid illustrations only enhance and deepen the details and description brought forth through the text. This is a book I will not only add to my classroom library, but I believe my 2 year old son would very much enjoy it as well. Consequently, I will be adding it to his personal collection of books which already contain several Kevin Henkes books!
Kim, you had mentioned this in a previous post, and I know we discussed this with Kitten’s First Full Moon, but it is important to note how Henkes amazingly reinvents himself with his books. The two books mentioned above are both fantastic stories, but contain stark differences. Similarly, books like Owen, Lilly’s Purple Plastic Purse, and Chrysanthemum are yet another reinvention of Henkes’ talents. They are so very different, but all entertaining and engaging in their own rights.
I decided to research more of Henkes’ books. I found out some very interesting things. For example, he has written a couple of young adult chapter books. Additionally, there is another book he wrote in 2007, The Good Day, which looks similar to Old Bear. Birds, his most recent picture book came out in 2009. This, too, looks similar to Old Bear. I would be very eager to know more about his chapter books and fully plan on browsing through his books on my next trip to the book store!
Moses-
ReplyDeleteKim, thank you for conducting research and finding the interview with Weatherford. I checked out the site and found that it only enhanced her already solid credibility. It is apparent that she really conducted in depth research for this book. Perhaps my favorite part of the interview was when Weatherford discusses the intended lessons for her book. She states the following:
Q: What message does Moses impart?
Three values lessons can be gleaned from the book. Freedom is a God-given right. God is always with us. And we should always be free to dream.
Harriet Tubman’s role in the freedom struggle can give readers a sense of their own potential and power. "Every great dream begins with a dreamer," said Tubman. "Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world."
I certainly think she was successful in portraying these messages!