And Tango Makes Three by Justin Richardson and Peter Parnell

Richardson, J., Parnell, P., & Cole, H. (2005). And Tango makes three. New York, NY: Simon & Schuster Books for Young Readers. ISBN: 978-0-689-87845-9.

Brief plot summary:

And Tango Makes Three is a picture book telling the true story of a penguin family in the Central Park Zoo. Roy and Silo, two male chinstrap penguins, are noticed by the penguin zookeeper because, although they’re both boys, they act like all of the other penguin couples. They do everything together, have a nest together, and even try to hatch a rock because everyone else has an egg. The zookeeper notices this and manages to give them an egg that needs a family. After much care, Silo and Roy have a new baby girl, Tango.  

Critical analyses:

Overall impression: Beautifully told story of a family. A family that might be seen as strange, but should be seen as the same as everyone else.

And Tango Makes Three, a true story about a penguin family, may not have multicultural aspects or markers but it does share an important message about equality and the idea of family. Cole’s beautiful, detailed illustrations combined with Richardson’s and Parnell’s narrative create a wonderful, sensitively told story. The words are written in such a way that begs for read alouds and the images are eye-catching, colorful, and complement the narrative perfectly. The authors present the story by telling the reader about families and how animals have families just like humans do. The setting is in the Central Park Zoo in New York City where there are many animals like “red panda bear families,” “monkey[s],” and “toucan families.” The focus however is on the chinstrap penguins where “every year at the very same time, the girl penguins start noticing the boy penguins. And the boy penguins start noticing the girls.” However, there were two boy penguins, Silo and Roy, that noticed each other and “did everything together” even built a nest like the other couples. Even though they tried (by using a rock) to build a family, they were not able, so the zookeeper found an egg that needed caring for and eventually Tango was born. She “was the very first penguin in the zoo to have two daddies.” The presentation of this story was done in a way that children can understand that families come in many different forms, but they all have their similarities and should not be looked down upon because of their differences.    

Review excerpts:

“Those who share this with children will find themselves returning to it again and again”

--Booklist, 2005

“Readers may find its theme of acceptance even more convincing for being delivered in such a matter of fact, non-preachy way.”

--Kirkus, 2005

Connections (related books, activities, children’s responses, etc.):

Librarians and educators can use this story to discuss the difficult, often uncomfortable topic of same sex marriage or anything similar that may come up. The author emphasizes the point that this family/couple may be different than most, but it should be treated equally. Regardless of the librarians or teacher’s opinions on this matter, this book and others like it should be available to all children, whether it’s for empathy or for similarity. A similar discussion topic could be single parent families, children living with their grandparents or aunt/uncle, foster families, and/or adoptive families. A discussion of just families in general would allow children to relate to each other regardless of their situation because all families have similarities.  

On a side note, this book MAY bring up questions that are difficult to answer (because let’s face it, kids have no filter). So be prepared.

Ask Me No Questions by Marina Budhos

Budhos, M. T. (2006). Ask me no questions. New York, NY: Atheneum. ISBN: 978-1-416-90351-2.

Brief plot summary:

Ask Me No Questions is a short novel about a Bangladeshi family who immigrated to the United States. They overstayed their visa knowingly thinking they were safe to stay, but the events on 9/11 created a sudden problem for them. Instead of being able to quietly live their lives despite expired visas, they are now seen as threats to Americans. The family, consisting of a mother, father, and two teenage daughters (14 and 17), attempt to seek asylum in Canada unsuccessfully. Instead, the father is taken into custody, the mother stays close to him in a Salvation Army, and the girls go back to New York to live with their aunt and uncle. For the remainder of the story, the girls attempt to rescue their father and convince the authorities that they are indeed NOT a threat to the United States.  

Critical analyses:

Overall impression: Simple, yet powerful story that will give insight on Muslim families, their beliefs, and their struggles.

Ask Me No Questions is a novel that represents the life of a Muslim family living in the United States post 9/11. The main characters are from Bangladesh and live in New York City in a community of a mostly similar culture. The school the girls attend has many illegals (“A lot of the kids here were born elsewhere-- Korea, China, India, the Dominican Republic” page 29). The community, despite being mostly Muslim, contains many kinds of people and families. Stereotypes have no place. The main characters are not strict in their faith (“Abba and Ma, they do some of the holidays, like they fast for Ramadan, but it’s been a long time since I’ve seen Abba pull out the prayer rug” page 32). The father (“Abba”) pushes his daughters to do well in school and do more than what is typically expected of women in their culture. Aisha is a skinny, school-smart, 17 year old girl and Nadira is a chubby, 14 year old, average girl. Their uncle’s family is the opposite, however. He hates that his wife has a job, claiming that he didn’t come to America so his wife could work and has a very outspoken daughter who rebels in many forms. The other minor characters all vary as well. There is a young man who is known for breaking the law and helping people obtain illegal documents in order to stay in the United States, a quiet man who runs a magazine shop, and the other students at school who are everything from stuck up Indians to reserved Asians with broken families.

In addition to the multicultural aspects of the community and characters, the author incorporates the beliefs and practices of Muslims. One man “has a beard and prays 5 times a day” (page 32), some holidays are mentioned like Ramadan (page 32), some foods and drinks are said in languages other than English (doodh-cha, page 10), and the clothes the characters wear are specific to their culture (saris and kameezes, page 10). Some characters are strict in their religious beliefs while others are not. Regardless of their religion though, their appearance is the main cause of the events in this story. Because these characters look similar to the terrorists who caused the disasters on 9/11, they are unfairly treated by the government. Although this novel is fictional, it is based on true events that happened to Americans and immigrants who were Muslim, Middle Eastern looking, Arab, or a combination of the three. Youth reading this novel can better understand the struggles that these people faced immediately following the attacks and that some are still facing today. If librarians and educators use strategies to emphasize and discuss important issues, kids might be able to empathize with the characters and real people dealing with this every day and, in turn, be kind to everyone regardless of their appearance, religion, or nationality.     

Review excerpts:

“Readers will feel the heartbreak, prejudice, kindness, and fear.”

--Booklist, 2005

“A perspective peek into the lives of foreigners on the fringe.”

--Kirkus, 2005

Connections (related books, activities, children’s responses, etc.):

The topic of 9/11 for children today will be seen as history, rather than a current event. It’s even becoming distant for me as a 22 year old. However, the prejudice is still very real for Muslims and Middle Eastern looking people, despite their actual beliefs. When reading this novel (or other literature of this topic) librarians and educators can discuss with children the important issues of prejudice, religious persecution, and immigration/asylum/refugees. Educators should emphasize empathy and kindness when it comes to these issues.

A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant

Bryant, J., & Sweet, M. (2013). A splash of red: The life and art of Horace Pippin. New York, NY: Knopf. ISBN: 978-0-375-96712-2.

Brief plot summary:

A Splash of Red is a picture book about the artist Horace Pippin. He loved to draw from a young age, using whatever he could find to create pictures. As he entered his teens, his father left and he had to quit school to work but he still found time to draw. Then World War I came along and Pippin decided to enlist and fight for the U.S.A. While in the trenches, he was shot and his drawing arm was injured. As life went on, he found the courage to try drawing again despite his disability. He overcame his injury and became a successful artist.

Critical analyses:

Overall impression: Great story about a little-known artist who overcame his struggles to pursue his passion.

A Splash of Red does not fit into a particular culture but instead represents life as a person with a disability. Horace Pippin, an African American man living in in the late 1800s and early 1900s, had a typical life helping his family as a young boy, joining the military as a young man, and starting a family afterward. Unfortunately, he was shot in the shoulder of his dominant arm. This affected his life negatively by preventing him from finding quality work and from doing what he loved most- drawing.

This book is classified as a biography and is appropriately consistent with the historical time period in which Horace lived. He was born in 1888 and his “[g]randma’s hands were...rough and scarred from her slave days in Virginia.” He quit school during eighth grade to go to work to help his family which was common in the early 1900s. Also, World War I happens during his time as a young adult and he joined the army and went to France to fight.   

The illustrations are especially important to this book and story. The illustrator states in her note that “[t]he illustrations for this book were rendered in watercolor, gouache, and collage, inspired by Pippin’s deep, rich colors.” She also incorporates Pippin’s own words from his notebooks throughout the book. “Lettering Pippin’s quotes within the illustrations gave [Sweet] a way to illuminate his simple and heartfelt approach to making art.” Sweet also re-creates Pippin’s own paintings in miniature on one page of the book.

The most important aspect of this story is Pippin’s inspiring way of life. He is a hard worker, has a good heart, is talented, but he still ends up having a negative experience happen to him. Some people might be bitter about becoming disabled, but Pippin pushes through and eventually even overcomes his injury and becomes a successful artist as an adult. His story can inspire all kids, regardless of their situation, to overcome what life throws at them and to not be discouraged. Everyone faces challenges in life, some are harder to deal with than others, but they can all be overcome with a positive attitude.  

Review excerpts:

“In a well-structured narrative with recurring themes and a highly accessible style, Bryant writes short sentences full of memorable details”

--Booklist starred review, 2012

“A splash of vibrancy about a self-taught master.”

--Kirkus, 2012

Connections (related books, activities, children’s responses, etc.):

This book allows discussion on multiple topics including World War I, slavery, child labor, art, and most importantly, overcoming obstacles. Librarians and educators can use this story to bring up these topics and elaborate on them. Also, it would be great for allowing kids to create their own art and they can view Pippin’s paintings. The author includes many sources for further learning (websites, books, a film, and all the places that people can see Pippin’s art).

Where the Mountain Meets the Moon by Grace Lin

Lin, Grace. (2009). Where the Mountain Meets the Moon. New York: Little, Brown. ISBN: 978-0329-776237.

Brief plot summary:

Where the Mountain Meets the Moon is a fantasy novel about a young girl, Minli. She lives with her parents near Fruitless Mountain, in a poor village. Her father, full of stories, and her mother, full of bitterness, inadvertently give Minli the idea to search for the Old Man of the Moon to ask how to change her family’s fortune. During her search, she meets many people (and creatures) and learns a few invaluable lessons.   

Critical analyses:

*Newbery Honor*

Overall impression: A great adventure, beautifully woven with ancient Chinese folktales.

Where the Mountain Meets the Moon is rich with Chinese culture and values. It is full of fantastic and mythical creatures from ancient Chinese tales, making it categorized as a fantasy novel, but like most fiction stories, there is quite a bit of truth in it as well. Before choosing this book to read and review, I read a few reviews on it and noticed that the reviews kept mentioning the use of Chinese folktales throughout the story. I was not fully sure what this meant until reading the book myself, so I’ll try to explain. The story, written in third person, begins with introducing Minli, her family, and the setting in which they all live (“The villagers called it Fruitless Mountain because nothing grew on it and birds and animals did not rest there”). Lin states that Minli’s father (Ba) enjoys telling stories and then suddenly Minli is begging him to tell the story of Fruitless Mountain. The page then shows a title, in this case “The Story of Fruitless Mountain” in a beautiful colored font, two small picture icons on each side of the title, and then the story is told in a fancy (er) font. (I hope all that made sense, but you should read the book and find out for yourself anyway!). Moving on now.

The beginning of each chapter features a small image of an event or character that will be in that chapter, in various colors of ink (chapter one is red, chapter two is purple, etc.). Also throughout the novel are full page images depicting scenes from the story. The beautifully crafted illustrations portray the characters and the setting in a realistic, non stereotypical way. Each character is unique and is drawn (or painted? I’m not sure) with careful details. It is implied that the setting takes place in the past (pre-1900s), so the physical traits are accurately representative of Chinese individuals, their clothing, and styles during this time period.

The story, as mentioned above, is a mixture of regular narrative and Chinese folktales. The format is unique and flows well, neither disrupting nor distracting to the reader, and it shows readers the importance of folktales in the Chinese culture. The themes from both the tales and Minli’s personal story include love, good and evil, friendship, courage, perseverance, happiness/acceptance, and fate (to name a few) all of which are culturally pluralistic. “The traditional cultural values... of the Chinese people are harmony, benevolence, righteousness, courtesy, wisdom, honesty, loyalty, and filial piety” (Lihua, 2013). Lin incorporates some of these values through the many characters, but the story as a whole is relatable to everyone, Chinese descendant or not.     

Review excerpts:

“Stories, drawn from a rich history of Chinese folktales, weave throughout her narrative, deepening the sense of both the characters and the setting and smoothly furthering the plot.”

--Booklist (Starred Review), 2009

“Lin deftly incorporates elements from Chinese folk- and fairy tales to create stories within the main story and provide context for Minli’s quest.”

--Kirkus, 2009

“Song carries the listener to a mystical land where listeners will cheer Minli on her quest and root for her to be reunited with her parents.”

--Audiofile, 2010

Connections (related books, activities, children’s responses, etc.):

Related readings: all of the ancient Chinese folktale books Lin lists in the back of the book

Activities: discuss folktales and how they differ from culture to culture, also could discuss importance of knowing one’s culture- Lin talks about her childhood and how she didn’t want to know about her Chinese heritage but it is extremely important to her now as an adult

Also Grace Lin’s website has great info about the book: http://gracelin.com/content.php?page=wherethemountainmeetsthemoon&display=behind_the_story

References:

Lihua, Z. (2013, November 21). China's Traditional Cultural Values and National Identity. Retrieved November 12, 2015, from http://carnegietsinghua.org/publications/?fa=53613

The Firekeeper's Son by Linda Sue Park

Park, Linda Sue, & Downing, Julie. (2004). The Firekeeper’s Son. New York: Clarion Books. ISBN: 978-0618-133376.

Brief plot summary:

This picture book is set in Korea in the early 1800s and is about a young boy, Sang-hee. Each village in Korea has a hill or mountain and they each line up with the king’s palace. Sang-hee’s village is the furthest away from the palace, next to the sea. Every night it is Sang-hee’s father’s responsibility to light a fire at the top of their “hump.” After he does so, the same happens in the other villages until it reaches the king. When all the fires are lit, the king knows that all is well in the villages. If the fires are not lit, soldiers are sent to fight the enemy. One night, Sang-hee’s father stumbles and injures himself and it becomes Sang-hee’s responsibility to light the village’s fire. Will he light the fire or give into his desire to meet the soldiers?

Critical analyses:

Overall impression: Good story for helping kids understand that some responsibilities are more important than our own (selfish) desires.

The Firekeeper’s Son contains both flowing text and vibrant illustrations that complement the cultural markers throughout. The first two pages feature a stretch of land touching the sea with a humble-looking village. Downing uses a watercolor and pastel mixture (Publisher’s Weekly, 2004) which gives the setting a soft, earthy feel. Following this is a scene featuring the main character, Sang-hee, his father, and his surrounding village (other people, chickens, cows, a pet dog, “huts made of wood and mud,” etc.). The characters are wearing traditional Korean garb appropriate for rural farm work. Many aspects of Korean culture are incorporated throughout the book, including an appropriate Korean name (Sang-hee), the mention of the mythical dragon (“Our part of Korea is like a dragon with many humps”), and the use of clay toys/figurines. Most importantly, the bonfire signal system is a historically accurate concept. In her author’s note, Park explains that, although simplified for the story, Korea did use bonfires for communication between the villages and the king. By incorporating this form of communication used in Korea in the 1800s, Park is able to give readers a history lesson as well as a quality story of a young boy doing what is best for his country and family. Through her excellent storytelling, Park creates empathy for Sang-hee in his internal conflict (“I could say I dropped the pot. And spilled all the coals. That is was an accident.”). Readers will relate to his struggle to give into his personal wants and will root for him to do the right thing.

Review excerpts:

“Add this to those lighthouse stories about the brave child who must take over for adults.”

--Booklist, 2004

“A lovely telling that will bring readers back to read or hear this story one more time.”

--Kirkus, 2004

“Lee is a steady and even reader who’s careful and emotionally circumspect-- he conveys much through simple changes in tone and pace.”

--Audiofile, 2005

Connections (related books, activities, children’s responses, etc.):

Kids might be interested in learning more about the bonfire signal system. They could discuss the influence of technology on our world and think of other ways that people had to communicate before certain technologies were invented. Librarians or educators could teach them how to write a letter using snail mail and could actually send it (either to a far away relative/friend or to another children’s group or classroom that agreed to do so).  

References:

Publisher's Weekly. (2004, March). The Firekeeper's Son. Retrieved November 11, 2015, from http://www.publishersweekly.com/978-0-618-13337-6

Grandfather's Journey by Allen Say

Say, Allen. (1993). Grandfather’s Journey. Boston, MA: Houghton Mifflin. ISBN: 978-0395-570357.

Brief plot summary:

This picture book, although considered fiction, describes Allen Say’s own personal experience as a Japanese-American. The story is told in first person narrative and begins with the life of Say’s grandfather. He grew up in Japan but moved to America as a young adult. He created a life in California, but after nearly two decades he began to grow homesick and moved back to Japan where his own daughter married and had a son (the narrator). The boy grew up in Japan but as a teenager decided to see the California that his grandfather was always talking about. He ended up moving there and having a family of his own, but “The funny thing is, the moment [he is] in one country, [he is] homesick for the other.”

Critical analyses:

Overall impression: Wonderful depiction of what it is like for those belonging to two places, whether it’s countries, cultures, or families.

*Caldecott Medal Winner*

Grandfather’s Journey is an authentic telling of what it is like to belong to both Japan and the United States. It won the 1994 Caldecott Medal for its outstanding illustrations. I could not do the pictures justice with my own words, so here are some borrowed words from Publisher’s Weekly: “Elegantly honed text accompanies large, formally composed paintings to convey Say's family history; the sepia tones and delicately faded colors of the art suggest a much-cherished and carefully preserved family album” (Publisher’s Weekly, 1993). Allen Say created the detailed illustrations as well as the text, making the story even more personal. The realistic aspect of these illustrations will help kids realize the truth in Say’s story and give them a good idea of what life was like during this time period.

The story begins with Say’s grandfather, as a young man, leaving Japan to explore the United States. He is first pictured wearing the proper Japanese attire for the time period (Kids Web Japan, n.d.) and then pictured wearing “European clothes” of the time period (Watson Library). His physical characteristics are also true to that of most Japanese men and the illustrator (obviously) avoids stereotypical “yellow” skin by giving his grandfather differing shades of light colored skin. As he is exploring the U.S. he “met many people along the way...black men and white men… yellow men and red men” (all of which are represented fairly through the corresponding painting). When he returns to Japan to marry his sweetheart, they are pictured wearing clothing more similar to the European style of the time, which is correct for this time period. Around this time, Japan began moving toward this style and away from their traditional clothes (Kids Web Japan). The remainder of the story reflects the same, accurate portrayals of each culture and the customs of each. Most importantly, however, is the meaning behind these back and forth styles. Along with Say’s description of his grandfather’s life journey, the images allow readers to visually understand the feeling of loving and belonging to more than one place and to more than one lifestyle. Although the story mostly takes place pre-WWII and is focused on the grandfather’s life, connections can be made to modern times and kids living now.

Review excerpts:

“Lovely, quiet-- with a tenderness and warmth new to this fine illustrator’s work.”

-- Kirkus, 1993

“Experience the celebration of two cultures as Allen Say lovingly recounts the life of his grandfather.”

--BookHive

“Wong’s gentle voice settles into the background, letting the family portraits and landscapes speak to the push and pull of life in Japan and America and to the similarities between generations.”

--Audiofile

Connections (related books, activities, children’s responses, etc.):

Most kids will be able to relate to this story and they could discuss how so. For example, some kids are from other places (whether it’s a whole other country or just another city), some have divorced parents which can create this split/homesick feeling, and some come from families with differing cultures.

I also stumbled upon this site that has some great connections: http://eduscapes.com/library/g/grandfathers_journey.htm

References:

Kids Web Japan. (n.d.). History of Kimonos. Retrieved November 11, 2015, from http://web-japan.org/kidsweb/virtual/kimono/kimono01.html

Publisher's Weekly. (1993, October). Grandfather's Journey. Retrieved November 11, 2015, from http://www.publishersweekly.com/978-0-395-57035-7

Thomas J. Watson Library, The Metropolitan Museum of Art. (n.d.). Costume Institute Fashion Plates. Retrieved November 11, 2015, from http://libmma.contentdm.oclc.org/cdm/search/collection/p15324coll12/searchterm/187*/field/title/mode/all/conn/and/order/nosort/page/1