Coretta Scott King I

Walter Dean Myers has been honored with the Coretta Scott King award five times and this is the reason I choose to read his book, Monster. Monster (2000 Author Honor Book) is the story of Steve Harmon, a young boy who is on trial for murder. Pretrial, Steve enjoyed his school film class, and he decides to record his trial in screenplay format. The screenplay format is intermixed with Steve’s thoughts (diary form) as well as frequent flashbacks. Readers watch Steve make the decisions that land him in trouble with the police and ultimately in prison.

I love the format of this novel! I can only compare the format with dialogue novels like Day of Tears by Lester. Monster’s screenplay includes stage directions and a class could easily act out the courtroom drama, Law and Order style. The book contains some adult language, appropriate for the characters and scenes, but mature for middle schoolers. It will need to be addressed by a teacher. Students will need to be guided through the text and a student led discussion would be engaging. The courtroom vocabulary will also prove challenging and should be addressed before reading.

The ideas tackled within the novel are what make it so great. Readers begin to question their own morals when considering the following issues:

-Do you support the death penalty?
-Is it ever okay to lie?
-Would you lie to save a friend?
-Can you tell your parents the truth about everything?
-What if an innocent person is punished?
-What is a guilty person is freed?
-Does our justice system work?
-Should you be punished forever for one bad decision?

These questions are debated by adults but they are very real for children as well. Steve, only 16, made a series of bad decisions, escalating in seriousness (petty crime to felonies), and was pulled into a murder. It’s scary to realize that your destiny is of your own choosing and that you can be liable for your mistakes even if you’re remorseful. Readers will find this message haunting especially when considering Steve’s quest to answer the question: Am I a Monster?

I recommend this book being read in ethic classes or during constitutional studies because Myer has successfully presented adult legal controversies as children’s literature. Books like The Cats in Krasinski Square bring forth moral issues (All are people equal? Do all people have the right to be free?) but I think Monster takes this concept to a new level. I dare anyone to read it and not think.

Myers, W. D. (2001). Monster. New York: HarperCollins.

Newbery II

Imagine a remote mountaintop community where villagers sleep in the same room as their goats to stay warm in the winter. Now, imagine that from this secluded community the kingdom’s prince must choose his wife! What is a prince to do? Create the Princess Academy, of course! The Princess Academy is a school to groom country girls into disciplined courtesans. Miri, one of the girls sent to this academy, isn’t sure if she can be the next princess but along the way she discovers her true loves—reading and possibly, a country boy named Peder.

Princess Academy, a 2006 Caldecott Honor Book, is a fairy tale of a the girl who doesn’t snatch the prince. The plot is woven together expertly and with complete characterization. Throughout the story, Hale stresses the value of a solid education and of kindness to others. The girls in princess training learn how to read and the reading opens the girls to a world of possibilities. In fact, Miri uses what she learns in books to better her village as well as open a school for the boys to learn.

While the book has a definite fairy tale feel, it is neither too cute nor too predictable. Miri does not ultimately become the princess but instead helps her awkward friend find love with the prince. Miri loves a young boy from her village and the books ends with a promise of their future romance. The romance of the novel is not the main event and much of the book is spent watching a mean girl, Katar, bully Miri. Miri grows through the bullying and in true fairy tale style, Miri and Katar become friendly and each has her own happy ending.

I am a Shannon Hale fan and enjoy her other books, especially her adult novel Austenland, but many young girls will find this novel boring. The book sets a steady pace and while there are exciting moments (the girls are held hostage by bandits) young girls will find the romance lackluster and the action too sparse. Hale’s writing holds true literary merit but fans of The Clique or Twilight will not relate to Miri’s world. Her novel is not for reluctant readers but rather the well-read needing something different, new, and fresh. Hale certainly provides a break from the OMG and IDK dialogue so popular nowadays.

Hale, S. (2005). Princess academy. New York: Bloomsbury.

Newbery I

Neil Gaiman’s latest novel, The Graveyard Book (2009 Newbery Winner), begins with a chilling sentence, “There was a hand in the darkness, and it held a knife” (N. Gaiman, 2008, 2). A toddler stumbles onto the scene and manages to evade a man named Jack who has murdered the toddler’s family. Jack pursues the toddler all the way into a graveyard but the baby is discovered by a family of ghosts and a vampire, all who hide him from Jack and call him Nobody Owens. Bod, for short.

Within the graveyard, Bod has parents in the Owens, Miss Lupescu for a teacher, and Silas as a protector. He has ghost children for friends but meets a living girl, Scarlett, who becomes a friend as well. As he grows older, Bod has many adventures such as meeting a witch and the strange, eerie Sleer. The story is about Bod’s physical growth but more so his developing ideas and attitudes about life.

Neil Gaiman is a hit or miss author. You get him or you don’t. I loved his novel, Stardust, but despised Coraline and was extremely disappointed in The Graveyard Book. Gaiman hooked me with that opening line and the brilliant illustrations by Dave McKean that appeared in each chapter. The older Bod became, the less interested I was and when the bizarre Sleer made their appearance I didn’t wish to continue reading. I trudged through to the end and found that the chapters read as individual stories connected only by the protagonist but not connected by an intricate plot.

As Bod began to long for Life (even though he was alive he lived as if he was not), he lost his ability to see the ghosts. In fact, Bod’s story seemed to be a quest for life. He toddled into the graveyard away from certain death and eventually left the graveyard to embrace Life, fully aware of his decision and the consequences. I can appreciate that this novel is Gaiman’s play on the Jungle Book but if one wants Kipling’s Jungle Book, read the original.

Watch a trailer for the book that includes the book's artwork: http://www.amazon.com/gp/mpd/permalink/m1660HKJT8UK7W

Gaiman, Neil. (2008). The graveyard book. New York: HarperCollins.

Caldecott Part V

The House in the Night is one part picture and one part poetry and wholly enchanting. This picture book is the newest Caldecott winner, 2009, and the perfect bedtime book. One can easily imagine parents reading sleepy children this peaceful storybook. The illustrations are dark with touches of golden light dotting each page and the language, while sparse, is melodious.

The story, according to the jacket is “naming nighttime things [that] are both comforting and intriguing” (S. Swanson, 2008, Jacket Cover). The story does indeed identify items like a book and a bird in the book but the naming will confuse older children. I found myself confused when the young girl reading the book was pictured flying on the bird from the book. I began to understand she was imagining being a part of the story after I reread the pages several times.

I took the time to read customer reviews of this book on Amazon.com and Barnesandnoble.com alongside editorial reviews. Readers seem to either LOVE or HATE this book, capital letters intended. I attribute the intense reactions to the poetic language used in the text. The meaning of the poem isn’t clear at first reading—there is mention of light and love throughout the book and I’m inclined to think the author intended the light to make the reader feel warm and loved but I think the language turns some readers off. Preschoolers and younger children will enjoy the pictures and flow of the words while older children, children used to specific stories like Kitten’s First Full Moon, might be confused by the plot and not like the book. The House in the Night is reminiscent of Goodnight Moon, a book that accomplishes the same goals but with a solid plot.

The intent of the author is for this book to be read at bedtime, when children are in need of soft voices and sparse, comforting, loving light. If read properly, the book should have a calming effect on young children, making way for pleasant, easy dreams. I think this could be frustrating and meaningless when read by someone who desires an obvious story. And yet, the book could be everything the author intends when read to the proper audience.

Swanson, S. (2008). The house in the night. New York: Houghton Mifflin.

Caldecott Part IV

Henke’s Kitten’s First Full Moon (2005 Winner) is exactly what comes to mind when I think of picture books: simple plot, cute pictures, and a sweet kitten. The story is easy to follow: a sweet kitten sees the full moon and mistakes it for a large bowl of milk. The kitten does all he can think of to reach the moon but fails. He returns home tired, hungry, and wet only to find a big bowl of milk awaiting him on his comfy porch. Very sweet. Sickeningly sweet.

Perhaps it’s because I’m a middle school teacher or perhaps it’s because I adore Children’s chapter books and YA literature but I didn’t like this book in the least. It fits the mold too well. Its cookie cutter. Give a cute animal a silly goal and let them find their hearts desire at home. After all, home is where the heart is, right?

Aside from my main objection of too cute, I appreciated the author’s illustrations. Although black and white, the illustrations were not as simple as the plot but rather captivating. Young readers will follow the kitten’s story quite easily with help from the drawings and might even find the kitten’s adventures comical. In one scene, the kitten notices the moon reflected in a pool of water and proceeds to leap into the water. My stomach dropped at the idea of a kitten jumping into water (what if he couldn’t swim?) but children would probably think the kitten funny or silly.

I have to concede that one of my favorite childhood books falls into the same mold, The Runaway Bunny by Margaret Wise Brown. The bunny wants to run away from home by becoming a fish or a flower but another main character, his mother, follows him on his journey becoming a fisherman or a gardener. The bunny, like the kitten, finds what he desires at home because his mother is there. My mother and I read this book together often and it usually ended with a hug and me feeling my mother’s love. Now that’s a book!

Kitten’s First Full Moon leaves young readers with images of a cute kitten but The Runaway Bunny left me feeling loved by my mother. Maybe my standards are too high, but I think Kitten’s First Full Moon falls short.

Henkes, K. (2004). Kitten’s first full moon. New York: HarperCollins.

Caldecott Part III

The term picture books brings to mind certain words and phrases—simple plots, cute pictures, and sweet kittens. This is simply not the case with the book, The Invention of Hugo Cabret (2008 Winner), a picture book that combines sketches, film, and novel elements.

Hugo Cabret, a young boy who loses both his father and uncle, must fend for himself while he cares for the train station’s clocks. Hugo is in possession of automaton, a mysterious mechanical man who can write, but the device is broken. Even Hugo’s father couldn’t fix it after analyzing the machine and keeping a notebook on his progress. Hugo has a talent for mechanics like his father but since he is only thirteen, he cannot yet make a living and is forced to steal to survive. While stealing from a toy vendor, the owner catches Hugo and claims the notebook! The man acts as if he recognizes the automaton in the drawing and keeps the notebook. Hugo desperately wants it back but in order to get the notebook, he must discover the automation’s origins.

This novel uses both words and pictures to weave a complicated plot worthy of any mystery novel. The sketches are shown in succession, usually for several pages, and provide an action view of the plot. This method of picture story-telling is particularly successful during several of the story’s chase scenes. The novel’s plot is based around the film work of George Méliès and several film screen shots enhance the novel.

Selznick’s take on the picture book turned my perception of the genre upside down. I thoroughly enjoyed reading this novel and can think of little with which to compare it except a graphic novel. I find this genre mixing completely innovative and immediately searched Amazon.com to see what else Selznick had written. Selznick has written two other novels that include his sketches and I’ve already placed them on my GoodReads.com to-read list.

Watch the author discuss this book: http://www.amazon.com/gp/mpd/permalink/m3KZSLAU46TQLF

Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic.

Caldecott Parts I & II

Knuffle Bunny: A Cautionary Tale is a simple story, a story about a little girl named Trixie and her beloved stuffed animal, Knuffle Bunny. Trixie walks with her father to the laundromat where Knuffle Bunny is accidentally mixed-in with the laundry. On the way home, Trixie realizes that Knuffle Bunny is missing but can’t verbalize her problem. She becomes frantic, trying to tell her father about her missing friend but he can’t fathom why Trixie is acting up. Trixie’s mother understands the problem immediately and the family rushes back to the Laundromat where Knuffle Bunny is safe and sound, if a little wet. Trixie, thrilled at being reunited with her beloved friend, speaks her first words, Knuffle Bunny.

The plot line is simple and sweet which will attract parents but the pictures are what will mesmerize children. The book jacket describes the images as a “melding of hand-drawn ink sketches and digital photography” (M. Willems, 2004). The background of each picture is a true black and white photograph taken of real places likes the story’s laundromat. Ink drawings are superimposed overtop of the photographs and filled with bright, attractive colors. The contrast of hard, realistic, black and white images with cartoon-ish, vibrant sketches is striking. The plot and black and white image were quite realistic but the sketches saved the story from being too harsh or too boring for young readers. In fact, I was so attracted to this Caldecott 2005 Honor book that I read its sequel, a 2008 Caldecott Honor book.

Knuffle Bunny: A Case of Mistaken Identity continues the story of Trixie who now speaks continuously and is in preschool. Trixie brings her still beloved Knuffle Bunny to school for show and tell where she discovers the existence of a second Knuffle Bunny! Sonia, a student in Trixie’s class, also owns a Knuffle Bunny (distinguishable only by inner ear color) and the two girls have their bunnies taken away by the teacher. The teacher returns the bunnies but to the wrong owners. Both girls discover the mix-up around 2:30 am, when their loving fathers traipse through the night to restore the bunnies to their rightful girls. The girls, of course, become best friends (Knuffle Bunnies excluded).

The sequel is completed in the same fashion as the first and the images are equally impressive. The storyline is more complex, due to the aging protagonist, but fans of the first book will love the second as well. I love the storyline because I can remember my own Knuffle Bunny—a white bear with a black nose named Snowball, who was purchased on a family vacation from a Cracker Barrel. I don’t remember losing Snowball as Trixie does Knuffle Bunny in the first book but I do recall showing him to friends at school just like Trixie does in the sequel.

Parents will find humor in the plight of Trixie’s father in each book while children will identify with the story of a favorite toy. The universal link of a favorite toy combined with the unique artwork make the Knuffle Bunny books must-have for children’s libraries.

Willems, M. (2004). Knuffle bunny: A cautionary tale. New York: Hyperion.
Willems, M. (2007). Knuffle bunny too: A case of mistaken identity. New York: Hyperion.

Award Winners: The Answer

Award Winners—The Answer!

Caldecott. Newbery. Coretta Scott King. Oh my! I’ve now read at least two books that have won or been nominated for each of the aforementioned awards. Are these books really better than their contemporaries? Here are my findings:

From what I’ve learned, each of these honors focus on different aspects of books/different types of literature. The Caldecott is awarded to picture books based upon their artistic quality. The pictures should reflect the plot and should be appropriate for children. The Newbery Medal is awarded to children’s books that have literary merit and clear literary elements (plot, characters, setting, etc.). The Coretta Scott King award is given to children’s literature that has literary merit and is created by African-American authors or illustrators.

I can’t claim that one award is better than another but since I work with older students, sixth grade and up, and since I have no children, I haven’t developed an affinity for picture books. However, The Lorax by Dr. Seuss is one of my favorite books and I think this is because the message is so strong—you are in charge of your own future and the world needs you to make a difference. Caldecott winners like Kitten’s First Full Moon, while sweet, don’t usually carry the same intense messages. They are meant for a very young audience and cater to them.

The Newbery Medal also awards books for a young audience but on the basis of literary merit and I can relate to this award more than the Caldecott. However, I am not a fan of Newbery books as I’ve mentioned and I did not become a fan. I found The Graveyard Book to be boring and Princess Academy, while enjoyable, not particularly engrossing. I feel that the Newbery Medal doesn’t takes actual children’s opinions into consideration when honoring novels. They award literature that adults would like for children to read while the Caldecott awards books that children will actually enjoy.

The Coretta Scott King (CSK) awards illustrators and authors, a combination of the Caldecott and Newbery awards, but the CSK only honors African-Americans. Out of the nine awarded books I read, I liked the CSK books best. I plan to use Day of Tears for a morning reading book next year at my school and want to incorporate Monster as an eighth grade class set.

I don’t think awarded literature is better than what else is “out there” but I think it can prove useful as a guide to librarians. Below are the citations for the nine awarded books I read and their respective categories. You can read my review of each book in coming blogs.

Caldecott:
Henkes, K. (2004). Kitten’s first full moon. New York: HarperCollins.
Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic.
Swanson, S. (2008). The house in the night. New York: Houghton Mifflin.
Willems, M. (2004). Knuffle bunny: A cautionary tale. New York: Hyperion.
Willems, M. (2007). Knuffle bunny too: A case of mistaken identity. New York: Hyperion.

Newbery:
Gaiman, Neil. (2008). The graveyard book. New York: HarperCollins.
Hale, Shannon. (2005). Princess academy. New York: Bloomsbury.

Coretta Scott King:
Myers, Walter Dean. (2001). Monster. New York: HarperCollins.
Lester, Julius. (2005). Day of tears: A novel in dialogue. New York: Hyperion.

Award Winners--Are these books really better?

Caldecott. Newbery. Coretta Scott King. Oh my! All of these names represent prestigious literary awards. Book covers proudly display their flashy seals. And yet, I can’t help but wonder--are award winning books really better than their cotemporaries?

As a librarian-in-training, I should be embarrassed to admit it, but, 75% of the time I dislike Newbery award winners! Your mouth is hanging open in complete disbelief, I just know it, but I’m reconsidering my opinion. My LME 518: Adv Children’s Literature course asks that I read books recognized by each of the aforementioned awards and perhaps my taste for awarded literature will change. Regardless, I’ll analyze my findings in the following posts and like my header mentions, don’t hesitate to comment on the titles or even my opinions. And now, let the quest begin!