Tra-La-La!

Module 10
Pilkey, D. (2000). Captain Underpants and Perilous Plot of Professor Poopypants. New York: Scholastic.

Poor, poor Professor Poopypants. He has been saddled with a terrible name. Even though he is very smart, no one takes him seriously. Will innocent children treat him with more kindness? You’ve got to be kidding! When he becomes a science teacher, the children’s taunts drive him to the brink of madness, then push him over the edge. This is a job for . . . Captain Underpants!

My View:
Say this three times fast: Pippy Peepee Poopypants, Pippy Peepee Poopypants, Pippy Peepee Poopypants. Now, wasn’t that fun? Hey, you can stop now!

I think that any parents who refuse to let their children’s innocent minds be exposed to Captain Underpants should be made to sit for an hour or so on a hot day in an unventilated room that has a poopy diaper in the garbage can. What’s not to like? There’s a refreshingly irreverent look at a stuffy principal, hilarious silliness, boys who might be incorrigible but are good at heart, and a Superhero! The Harry Potter books have similar mischief makers in Fred and George Weasley. Who else would come up with: “Forget You-Know-Who—get You-No-Poo, our exclusive constipation candy!” Such things bring needed comic relief to terrible ordeals, and for some kids, school itself is as hideous as a face-to-face encounter with Voldy. Why not let them fantasize about their own troubles disappearing with the snap of the fingers? It sure beats putting squishies on real toilet seats, or effectively blowing up property. Let the kids read!

“With its bathroom humor, madcap pranks, gross adventures, mini-comic strips, and flip-book pages, this rollicking laugh-out-loud cartoon story is certain to be a hit, especially with reluctant readers.”
McNeil, S. (2000). Captain Underpants and the Perilous Plot of Professor Poopypants (Book Review). School Library Journal 46(5), 151.

Ideas for the library: Howell Library had a Captain Underpants day. Why not do something similar. Judy sent me the clipping about it: there was a beanbag toss through a toilet seat, a diaper race, a mad lib with potty words. Ugh, but I know lots of boys who would really groove on the idea. I don’t know if I could do the mad lib unless I had a bowl of adjectives, a cup of nouns, etc. that the kids would draw from. What about treats? Ketchup packets? No! How about No-Bake Cookies—yeah— petrified throw-up, perfect!

Life Goes On

Module 10
Smith, J. (2005). Bone: Out from Boneville. New York: Graphix/Scholastic.

Fone Bone and his cousins, Phoney and Smiley have been run out of town. They are lost in the desert and become separated by a storm of locusts. Fone Bone eventually meets and falls in love with the beautiful Thorn. His feelings are not reciprocated, but he stays happily with Thorn until rat creatures and fears for his cousins drive him to the town where he meets up with them again. Complex plot twists foretell many additions to the series.

My View:
Bone has been part of our lives for several years now. Even before Will had learned to read beyond his Title 1 books, he enjoyed poring over Bone. As each new book came out, he would save his money to buy it, and now, at nine years old, he is a Bone aficionado. Tom, too.

What makes Bone so appealing? Maybe it is the sense that these little folk are involved in something larger than life. They don’t know how things will turn out, but they (especially Granny Ben, Fone Bone, Lucius, and Thorn) are going to try their darndest to make sure their loved ones are protected. I love how even in the middle of the rat creatures incidents or the incursion of the “invisible” dragons, life goes on. That is a good lesson.


“A whimsical journey, cunningly told. It combines fable with American legend in a tale of greed, friendship, and struggle. . . . The story is well paced with smooth transitions. It is dark, witty, mysterious, and exciting. The full-color art reflects that of classic comic books . . . . However, the animation and fresh story line put Smith in a league of his own.”
La Counte, S.; Jones, T. E.; Toth, L.; Charnizon, M.; Grabarek, D.; Raben, D. (2005). Out from Boneville. School Library Journal 51(5), 164.

Ideas for the library: I think one of the best things I can do to promote this book is order multiple copies often. Jamie’s book group was going to read this, so I supplemented our three copies with four more, and now I just looked in the catalog and all but one is checked out!

Everything Is Stitched with Its Color

Module 9
Howe, J. (2001). The Color of Absence. New York: Atheneum Books for Young Readers.

The introductory quote is a line from a poem by W. S. Merwin about grief drawing the color of absence through everything as a needle draws thread. Everything takes on the tinge of what is missing. These stories range from a vampire tale to realistic stories of love and life and death. Some end with utter tragedy, others have a hint of hope.

My View:
Here is the poem by W. S. Merwin:

Separation

Your absence has gone through me  
Like thread through a needle.
Everything I do is stitched with its color.

In the past, regime changes or dynastic evolutions have been the stimulus for the renumbering of the year. How the ancient Sumerians numbered the years I don’t know, but I do know that after historically important events, there have been civilizations that have said, in essence, “Life is completely different now than it was. Here, then, begins a new numbering system.” I have a big thick binder filled with heavy, creamy blank paper. For several years now I have been listing in order all the books I read, along with the bibliographic information and a brief impression of the story. In a way, those entries are rather like this blog, though these blog entries are far more extensive. I write just enough in that binder to trigger memories and put down certain crucial information. It is a completely private thing, and my cryptic notes probably wouldn’t mean much to anyone but my own self.

But because it is so personal, when Roger died I turned to my binder and saw how the pages were filled with books we had shared, journeys he and I took together or separately but that followed a similar contour to shape our lives. For years I would keep track of how many books I had read over the course of the year by beginning again at One every January. But last September I drew a thick line across the page and started my numbering all over again. This renumbering acknowledges in a very small way how his absence has colored every aspect of my life.

“Young adult readers will appreciate that while some of the stories end with the bleakness of loss, others end with the suggestion that healing is possible, offering a sense of hope and renewal.”
McCaffrey, B. (2001). The Color of Absence. Horn Book Magazine 77(5), 586.



Ideas for the library: The first story in here is a vampire tale. That alone should help this book find a ready audience. But of course not everyone would persevere through the other stories. I think instead of taking the easy way—the vampire way, I will talk about this book to teens after a breakup, after a loss, at a time of grief. Better yet, I’ll share this book with Kath Ann, who has a great rapport with the teens and can approach them more easily. Actually, they come to her with their troubles, and this could be a bandage for some. Yes, she should know about this. It’s not bibliotherapy so much as a careful look at what absence is, or is not.

Double Gift

Module 9
Sidman, J. (2007). This Is Just to Say. New York: Houghton Mifflin Company.

There are many ways to say “I’m sorry” and also many ways to forgive. A fictional class writes poems to apologize and then responses in forgiveness to a whole range of situations. Some are very touching, others hilarious.

My View: Several years ago I made two tiny books filled with 40 haiku each. I gave one to Keith for his birthday and our anniversary, the other to Kathy for her birthday and to celebrate our friendship. In a way, the gifts made my own awareness of our relationships ever so much deeper. I realized then that part of the gift was really to my own self. These dear folk could respond with thanks, or not, but it wouldn’t change the inner good that putting things down in words did for me. Then after reading this book I started thinking about different apologies I have made over the course of my life. Most of those have been after days or nights of a troubled conscience or other stark realization of my error. Never have I thought to write a poem! Maybe that option never crossed my mind because the strain and stress of a shredded conscience doesn’t feel like poetry to me. Also, maybe I don’t know if the person I offend would appreciate the gesture. Well, there is one lady at work whom I have both offended and who is a poet herself. Maybe a carefully worded poem would heal something there. Now I have to examine my conscience and see if I am actually sorry for my stubborn ways. Or, maybe that stubbornness itself can be the topic of the poem. In any case, I have a chance now to put Joyce Sidman’s example to the test. Wish me luck.

“The author . . . uses a variety of poetic forms, including haiku, pantoums. and concrete poetry, to say ‘sorry’ and then ‘I forgive you.’. . . Inspired by a ‘sorry’ poem she wrote and sent to her own mother. Sidman's collection could help young poets both express themselves and learn from their mistakes.”
Tillotson, L. (2008). This Is Just to Say: Poems of apology and forgiveness. Book Links 17(3), 22.


Ideas for the library: We haven’t done much poetry in Write On! This is a sad lack on my part, and I will remedy the situation as quickly as I can. After we publish the upcoming chapbook, I’d like to turn to poetry, and this book is a wonderful example of ways to make common, everyday situations into a forum for poetry. I don’t want to force my own ideas onto the kids, so this will be a way that they can think of a situation and make something poetic from it. Their poetry can take the form of concrete poems, haiku, or anything. This book shows so many different forms. Oh, just for laughs I think I’ll bring in Math Curse as well. It’s okay to be irreverent as well as earnest.

Hints from the Universe

Module 8
Balliett, B. (2004). Chasing Vermeer. New York: Scholastic.


Sixth graders Petra and Calder find themselves drawn together by several factors: a love of art, blue m&ms, and the terrible disappearance of a painting by Vermeer. They explore clues together, decipher messages using the cryptic coincidence of Calder’s pentominoes, and meet amazing and strange people as they try to figure out the thief’s hiding place and save the painting.

My View:
Two things: Vermeer and Perception. I remember running to the university library from the Orson Spencer Hall to look up then pore over large tomes of Vermeer’s paintings. How had I lived 23 years without an awareness of Art? Maybe one of the reasons for my friendship with Paul was to awaken my mind to an appreciation of art. I certainly didn’t seem to be getting there on my own. (And now, what about music?) I think it’s interesting that Vermeer was the first artist I studied to any extent, and he is the one more children know than maybe any other—due to Blue Balliet’s book. Yes, Vermeer is an entry point to art, but he isn’t a namby-pamby blue and pink flowers kind of artist to appeal to the home decor, eucalyptus, frosted mirror crowd. His excellence has lasted for a reason.

Now perception. When Calder would reach into his bag of pentominoes, how would he figure out the hidden meaning behind whatever letter emerged? It’s that kind of perception that so easily can be blocked by cynicism or over rationalization. How do I read an I Ching throw, for example, or how did Lyra know what the Aelethiometer was saying? Maybe it is the suspension of rational thought and going with the first impression. I think these types of intuitive guesses are a way to tap into hints from the Universe.

“A fast-paced, exciting mystery with a host of quirky characters, puzzles, and plot twists.”
— (2005). Chasing Vermeer. School Library Journal 51(Supplement), 54.

Ideas for the library: Art, of course! We’re approaching the end of our weekly Summer Art Institute activities, and I know we’ll do more next summer. One thing we haven’t done so far is introduce different styles of classical art like Dawn does with her kindergarteners. In fact, next year maybe we can follow her curriculum and actually make a Jackson Pollack and a Georgia O’Keefe and others. For Vermeer, we could have the kids draw interior scenes of their own homes. Of course I will promote this book at the same time, and maybe even bring out our Pentominoes as a prop.

Tikkun Olam

Module 8
Greene, J. D. (2009). Changes for Rebecca. Middleton, Wisconsin: American Girl Publishing.

Rebecca is a budding actress who is appalled at the terrible treatment of workers in the textile industry. She speaks out at a rally and tries to help her cousin. In this simplistic story, all the problems are solved and there is a happy ending for everyone.

My View:
After recommending these books, to many girls, I figured I ought to read one of the series. I probably discovered these 38 years too late. But the faults I find now are nothing I would have grasped back then. As Joan Aiken said, books written for children should be even more carefully wrought because children have read so many fewer books than adults. These are good springboards into more detailed stories, and I know they add a dimension of awareness these young gals who throng my library would not have otherwise. About Rebecca in particular: she is a typical ten year old, the center of her own universe. I think her conscience and disobedience are both true to her age. But WHY are all the loose ends tied up so neatly? That is the source of my underlying sense of irritation with the whole series, I think. It is earnestness winning over realism, and maybe I am so bothered by it because that has been my approach for far too long. Well, I’ll try to heal the world in a slightly different way.


“American Girl often tackles difficult topics from history, attempting to make them more accessible for children. While labor issues are a dark historical truth, this issue is an important one and is presented in an age-appropriate way, though some children may be frightened by some of the events. This is the most educational title in Rebecca's series, placing Rebecca right in the middle of history and showing her hoping to help shape it.”
Honeybee, S. (2009) Labor issues and working for change. Amazon reviews. URL: http://www.amazon.com/Changes-Rebecca-American-Girls-Collection/product-reviews/1593695306/ref=cm_cr_dp_all_summary?ie=UTF8&showViewpoints=1&sortBy=bySubmissionDateDescending


Ideas for the library: It’s been four years since our last American Girl tea. I can hardly believe how quickly time flies. Well it is high time for another! Girls (and of course boys, too, but I doubt any will come) will come in period clothes, chosen for whichever girl is their favorite. I’m sure Grace will wear her pioneer dress for Kirsten. For me, a party like this is a chance for a new costume. Last time I wore Nineties (1890s) clothing, maybe this time I can make a Depression-era housedress or wear a lovely wool suit and fedora for the 40s. I had better start walking more so I will fit it well and not look like a waddling librarian. I think spring would be a good time for this tea. April, maybe.

Imagine

Module 7
Partridge, E. (2005). John Lennon: All I want is the truth. New York: Viking.

A carefully documented biography of John Lennon with photographs throughout. Elizabeth Partridge portrays Lennon as the complex human being he was, including the hard facts about some of his choices and the way his life and then death impacted so many millions of people. The book discusses the relationship with Yoko Ono and the powerful effect each had on the other. Most of the information was taken from John’s own writings and interviews, so much of the speculation and false rumors were put to rest. The photos add a dimension of reality and depth.

My View:
At the bakery we played a LOT of Beatles. I kneaded bread to the strains of the White Album, scooped scones to Abbey Road, and cut off slabs of warm slices while bouncing to Yellow Submarine. So in my mind, the atmosphere that is set as soon as I hear those familiar voices includes the hint of yeast in the air and a sense of both gemutlichkeit and a bit of tension. The bakery was difficult but good, and it was the entity around which our lives revolved for some years. Similarly, the Beatles’ history was patchy in places, especially John Lennon’s life and role, but the group was at the center of many people’s lives for many years. They set the tone for an entire generation. I liked learning more of John’s story so I could see motivations that seemed irrational or at least confusing at the time. Maybe knowing that there were reasons behind those actions gives hope that there were also reasons behind some of the choices WE made. Life is always getting better, so much better all the time.


“There are many Beatle books on the market, but this photographic biography by Elizabeth Partridge is one of the best for pleasure reading and research reports. . . . The quantity of large black and white pictures of the Beatles make this book a collector’s item.”
Johnson, S. S. (2008) John Lennon: All I want is the truth. Florida Media Quarterly 33(4), 19.



Ideas for the library: We’re more than ready for another Music in the Library event. This time, why not highlight the Beatles! We have many books and other library materials about the Beatles, so I’ll have a display right by the circulation desk with these enticingly arranged for folks to take. And of course, there must be music! I’d like it right INSIDE the library like we do for classical concerts, but if the staff is worried, we can easily move it outside to Library Park or beside the Peace Statue. Hmmm. Wouldn’t September in the Rain be a nice time for an indoor concert?