Interview with Nathan Hale

Better late than never!  Below, you'll find the questions I'd sent to illustrator Nathan Hale.

He most recently illustrated Calamity Jack.  But you can also stay up to date with his work by checking out his blog.  He posts almost daily!

My Questions are in purple.

And Nathan's replies are in bold black.

1.  On the book jacket of Rapunzel's Revenge, it said you listened to 68 audio books while creating the illustrations for the graphic novel (and I'm guessing you've listened to a couple more while working on Calamity Jack).  Did any on those books stand out in your memory or help you to work more quickly on your art?  What are some of your favorite books to listen to or read?

Hmmm. Let me get out my “Book Book,” I keep a journal of what I’ve read, just for kicks. I don’t read exclusively in one genre or age group. I basically take what I can find (selection is limited on audio books.) Let’s take a look back at the Rapunzel period…I listened to the Bartemaeus trilogy, I really liked that. The reader was fantastic! Fire on the Mountain by Edward Abbey, Split Images by Elmore Leonard, The Reverse of the Medal by Patrick O’Brian (I only have four books left in the 21 book Aubrey-Maturin series, I’m going to be so sad when they are over.) Some of the George R. R. Martin series, some of the Stephen King Dark Tower series.  Tortilla Flat by John Steinbeck (everyone assumes Steinbeck = heavy. But a few of his books, this one, Cannery Row, for example, are pure party-hard good times.) This Gun for Hire by Graham Green—lots of books. Some I may go back and relisten to…it’s been four years now. Wow!

2.  In terms of creating the illustrations for Rapunzel's Revenge and Calamity Jack, to what degree were you allowed to choose the actions and the ways that the characters were depicted?  (I ask because I really liked some on the repeated imagery.  For example, when Rapunzel falls into a pond at the Gothel's villa than when she falls into the water after escaping her tower four years later in Rapunzel's Revenge.)

Thanks! Some of it was written out in detail by Shannon and Dean, but a lot of it was my own—the scene you mentioned, with the tree climbing was mine. Our process was pretty organic. A lot of things were formed in the collaboration, I can’t quite remember who came up with what.

3.  Did you have to do research to capture the settings, animals and costumes in the graphic novels?  Do you have any stories about your research or illustrating process?  Did you learn anything new about yourself or the subject matter?

I do a lot of research—too much in fact, especially on JACK. I had stacks of costumes and buildings I never got to use on JACK. I’m very interested in historical dress and detail, it’s fascinating stuff, and  I’m constantly getting hung up on weird stories and details that pop up. Like, for some reason, when looking at old west costumes, I came across a paragraph on Lon Cheney (Sr. not Jr.) He was raised in Colorado, both parents were deaf and mute. So his childhood was totally silent. That’s why he was such a wiz at pantomime. Cool huh?

4.  You also make webcomics on your blog, spacestationnathan.blogspot.com.  What is your inspiration? Do you ever have trouble thinking of ideas?

The blog is my idea generator. Since starting it, I have more ideas than I have blog space for. When you have to post every weekday, which I do. You have to always be thinking ahead, planning stories. I love doing it. I usually cram two, maybe three stories into each month. Come visit, it’s a pretty small blog, not a lot of followers, I comment on everyones’ comments. Come check it out!

5.  On your blog, you said that you drew all the time as a child.  Did you ever get in trouble for drawing with your parents and teachers or were they always encouraging?

Yeah, they just left me alone. I think I had one teacher who told me to knock it off and pay attention, that was Drivers’ Ed.

6.  Here's a strange question for you.  Do you think or dream in illustrations?

I never thought of that. But I guess I do, because if I want to explain something, the first thing I do is map it out on paper.  And I can’t drive very well, because I’m always staring at the scenery—my wife drives the car, so I can look out the window.

7.  Do you show your children your illustrations as you work?  Do you share the final products with them? Has either of them expressed interest in following in your footsteps?  What are some ways you can recommend for teachers or parents to encourage students to appreciate or create art?

My kids (8 and 4) aren’t that interested in what I do. I think they assume every kid’s dad draws pictures for a living. They live with it, to them it’s more exciting when I’m NOT drawing.

To encourage drawing? Boredom. If a kid is bored enough they will eventually start drawing. You just have to really bore them. And give them some paper.

Boredom, eh?  I'll have to keep that in mind when I'm teaching....

Thanks, Nathan, for the wonderful interview!

REVIEW: Read It, Don't Eat It!

Schoenherr, I.  (2009).  Read It, Don't Eat It!    Greenwillow Books.

9780061780349


Appetizer:  This picturebook shares some rules on how to respect books.

I like the way this picturebook is structured.  Each two-page spread shows an illustration of an anthropomorphized animal with a book on one side and, in large text, a rule of how to treat a book with a solid colored background.

Having said that though, I'm not actually fond of the illustrations.  I've run into this problem before.  I don't think I like anthropomorphized animals to look too realistic as they parade around a room in clothes.  I like the animals to be more cutesy.  I did like that the animals were often relevant to the rule about how to treat books.  (For example, on the page about not dog-earing a book, a very (cute!) shocked dog is caught in the act of folding down the corner of a page.)

While I do think this book has some wonderful lessons for new library lenders, I personally do feel there are occasions when it's okay to write in a book.  It's this event, called grad school....

But seriously, This would be a good book to contrast with The Book Eating Boy or the Chester books.



For middle grade and young adult students that still need to learn some of the same lessons, I recommend the heading that introduces the fifth chapter of Ink Heart:

"For him that stealeth, or borroweth and returneth not, this book from its owner, let it change into a serpent in his hand and rend him.
Let him be struck with palsy, and all his members blasted.
Let him languish in pain, crying aloud for mercy, and let there be no surcease to this agony till he sing in dissolution.
Let bookworms gnaw his entrails...and when at last he goeth to his last punishment, let the flames of hell consume him for ever.
          Curse on book thieves,
from the monastery of San Pedro, Barcelona, Spain" (p. 45).

Loves it!  I wish I'd shared that with the student who pilferred four of my picturebooks last quarter.  I really need to memorize this quote for future recitation.  It's begging to be said aloud.  With a nice cackle at the end.  At the very least, I should engrave this on my office wall.  (I doubt the university or future occupants of the office will mind too much, right?  How could you not agree with that sentiment?)

Dinner Conversation:

"Read it, don't eat it."

"No dog-ears, please."

"Borrow, don't steal!"


To Go with the Meal:

Although it probably won't do much good, a teacher could try to show this book to teething wee little ones.  I use the term "show" very intentionally.  Do not hand a picturebook with rip-able, easily dampen-able paper to a wee little babe.  Hold those books at a distance.  Give the kid a fabric or board book.  Those are good for drool.

With a slightly older set, the books could be used before going on a trip to the library.  But since, in essence, Read It, Don't Eat It! is a list of rules, it's kinda stuck being an educational text for wee babes.  But, when finishing, a teacher could still give the kids options to come up with a rule or two of their own to help them feel welcomed and powerful.


Tasty Rating:  !!!

REVIEW: Little Oink

Rosenthal, A.K.  (2009).  Little Oink.  San Francisco:  Chronicle Books.

9780811866552


Appetizer:  Little Oink is a happy little pig, but there's one part of his day that he doesn't like.  He hates having to make a mess.  While all the other animals spend a portion of their day cleaning,  Oink wishes to join them.

Rosenthal has an amazing ability to play with expectation and perspective.  In this picturebook, making a mess is not fun and cleaning is.  What more could a preschool teacher/babysitter/parent want to share with kids?

*Spoiler for the ending* I especially liked that Little Oink if finally able to clean as he likes when he plays house.  Not only does it show that Oink can still realize his dream, but also, it challenges the gender stereotype that the girl is supposed to be the one to clean.  Yayz!  Challenge away, Amy Krouse Rosenthal.  Challenge away!


Dinner Conversation:

"And now comes the story of Little Oink.
Little Oink was a neat little pig.  He liked a lot of things."

"But there was one thing Little Oink did not like:  Mess up time.  Because that's what you have to do when you're a pig."

"All my friends get to clean their rooms.  Why can't I? asked Little Oink?"


To Go with the Meal:

A fun read aloud, I'd probably share this book from time to time at the end of the day when it comes time to clean the classroom before going home.

Another option is to use this at home.  When Little Oink goes through the process of un-cleaning his room (unmaking his bed, unfolding clothes, throwing his towel on the floor, etc.), a young reader can clean all the places and things Little Oink can only dream of cleaning.

There is also a page where Little Oink must take his toys out of his toy box.  The page counts all of his toys, but does so out of order.  A teacher could discuss how numbers can be spelled out (ten instead of 10) and have a wee little child count the toys for themselves.


Tasty Rating:  !!!!

REVIEW: The Sleepy Little Alphabet

Sierra, J.  (2009).  The Sleepy Little Alphabet.  New York:  Alfred A. Knopf.

9780375940026


Appetizer:  When it comes time to sleep in Alphabet Town, is seems many of the little letters aren't quite ready for bed.

Making use of some alliteration and the occasional rhyme, The Sleepy Little Alphabet shares the alphabet in order, usually (but not always!) reinforcing the sound of each letter with an adjective or verb that incorporates that letter.

The text also makes specific use of a parent being the one to put the wee little letters to bed.  So, another teacher-type (babysitter, grandparent, what have you) may want to pause and ad-lib a little to make space for themselves and the child in the story.

I thought the illustrations were so-so.  They were child-like and often humorous, but I thought it would have been nice that if as the text slowly calms toward the end the pictures did as well.  Or at least used more muted colors.  But, because the illustrations were still so bright, I think kids might miss out on the relaxing get-ready-to-sleep-now-please!!!! sensation.

On the more positive side, I did like that many books were shown throughout the illustrations (including a little little alphabet book).


Dinner Conversation:

"It's sleepytime in Alphabet Town.  As moms and dads run round and round, the little letters skitter-scatter, helter skelter--what's the matter?"

"Uh-oh! a is wide awake."

"g has got the googly giggles."

"i and j jump on the bed."


To Go with the Meal:

As you can probably guess by the title, dear readers, this is a good alphabet book for bedtime or nap time.

As a young-one and teacher go through the book, a teacher could encourage the student to trace the letters.  When the book talks about taking a bath and other bedtime routines, the teacher could pause and check to make sure the young reader had done the same bedtime tasks.


Tasty Rating:  !!!

The Anne Frank Case

Goldman Rubin, S. (2009).  The Anne Frank Case:  Simon Wiesenthal's Search for the Truth.  New York:  Holiday House.

0823421090


Appetizer:  Set in Linz, Austria, a Nazi hunter named Simon  Wiesenthal seeks to prove that Anne Frank really existed and that her diary was not a forgery by finding the Gestapo officer who arrested her.  As Sion commits to his search, the narrative shares his own background as he eluded death during the Holocaust.

Let me be honest here.  This is an important story to share.  VERY IMPORTANT!  And while the the writing is well done, and the paintings are very beautiful and realistic.  This picturebook is also VERY text heavy and serious.  The illustrations don't incorporate a lot of action.  That pretty much eliminates the idea of trying to get kids to think of this book as being anything but educational.  Ever.  Also, the fact that there are some huge amounts of historical information piled on to the reader as backstory can be a little daunting.

Having said that though, as far as historical biographical sketches go, this one is tops.  It incorporates a lot of quotes that flow easily and naturally.


Dinner Conversation:

"One night in October 1958 at nine thirty, the phone rang in Simon Wiesenthal's apartment in Linz, Austria.
"Can you come at once to the Landes Theater?" asked a friend, who sounded upset.
Simon's friend told him that he was attending a performance of The Diary of Anne Frank.  But it had been disrupted."

"After the war ex=Nazis had returned to their teaching jobs in Austria and Germany.  some remained silent about their past.  Others boasted.  Many ex-Nazis and Nazi sympathizers taught that the Holocaust had either never happened or that it had been greatly exaggerated.  The adults were passing along a heritage of bigotry and ignorance to their children."

"If we could prove to you that Anne Frank existed, would you accept the diary as genuine?"

"At that very moment Simon took on a new case.  "I had to find the man who had arrested Anne Frank fourteen years before."


To Go with the Meal:

The Anne Frank Case would be an excellent book to share with middle grade or young adult students who grew up in a culture or family who denied the Holocaust occurred. The book could be used to extend a history lesson on the Holocaust and the Nazi invasion of Poland

The picturebook would also be a good introduction to learning about Anne Frank before reading her diary.

To try to increase student interest in the book, a teacher could present it as a detective or investigative story.

Tasty Rating:  !!!

REVIEW: Dear Mrs. LaRue: Letters from obedience school

Teague, M.  (2002).  Dear Mrs. LaRue:  Letters from Obedience School.  New York:  Scholastic Press.

0439206634


Appetizer:  Ike LaRue, a dog, has been sentenced to go to obedience school for two months after proving to be a bit of a trouble maker at home.  Ike shares his worst daydreams about what is happening at the Igor Brotweiler Canine Academy to Mrs. LaRue through the letters he writes home.  Growing frustrated with his situation and Mrs. LaRue's refusal to help, Ike decides to attempt a daring escape.

To balance and contrast Ike's letters, excerpts from newspapers are also included reporting on why Ike was imprisoned.  This also draws out more parallels to positioning Ike as a criminal.

Ike's imaginings of being taken to a scary school building, dragged off by prison guards, etc. are all shown in black and white and include humorous touches to prevent the imagery from becoming too upsetting or scary.  Also, preventing the imagined events from being upsetting is the fact that the readers are shown--in bright colors--what Ike's real school experiences are like (let's just say pats on the head and doggie treats are not denied).  Readers will like how imaginative Ike is.

It's also worth noting that there are some difficult vocabulary words throughout the text--they're not only difficult for first and second graders, but for fourth and fifth graders as well.  Terms like "melodramatic" and "hypochondriac" are included, which could become brief teaching moments.  A teacher, on the second or third time sharing the book with students, could also explain the historical significance of "I like Ike."


Dinner Conversation:

"Dear Mrs. LaRue,

How could you do this to me?  This is a PRISON, not a school!  You should see the other dogs.  They are BAD DOGS, Mrs. LaRue!  I do not fit in."

"Day after day I'm forced to perform the most meaningless tasks.  Today it was "sit" and "roll over," all day long."

"Finally, I had to be taken to the vet.  Dr. Wilfrey claims that he can't find anything wrong with me, but I am certain I have an awful disease.  I must come home at once.
Honestly yours,
Ike"

"By the time you read this I will be gone.  I have decided to attempt a daring escape.  I'm sorry it has come to this, since I am really a very good dog, but frankly you left me no choice."

"So I have decided to return home.  You may try to lock me up again, but that is a risk I must take.  And frankly, even more than myself, I worry about you.  You may not know it, Mrs. LaRue, but you need a dog!"


To Go with the Meal:

This picturebook could also be used in a lesson on letter (or email!) writing.  A teacher could go into how to open and close a letter.  Plus, since there's a huge difference between Ike's black and white imaginings of what the obedience school is like and the sunny reality, a teacher could discuss the books in terms of it having an unreliable narrator.  With younger students this will almost certainly turn to a discussion of trust and how wrong lying is.

This would also be a great read for students nervous to go off to school or summer camp for the first time.  And the idea of using Dear Mrs. LaRue for that purpose has special meaning for me.  My first letters home to my parents from a girl scouts summer camp when I was 7 said something to the effect of "I hate it here.  Come and get me now!!!!!!!"  Clearly, I found Ike's experiences and voice to be relatable.

I also like this picturebook because the story begins with a newspaper article about Ike's sentencing.  From the wording and incidents described, the reader may conclude that Ike is a bad dog.  But as the letters are being written, the reader is shown Ike's reasonings for his past and current actions.

In terms of this book being about the experience of going to school, it shows the real teachers as supportive and encouraging even during assignments that Ike doesn't see the purpose of completing.  But a student will understand why it's good for a dog to be able to sit.  So, by extension, this can be a lesson on why it's still important for kids to do their lessons, even when they don't always immediately see the point.


Tasty Rating:  !!!!

Literary Feast Discussion: Boneshaker (Finale!)

Well friends, this is it -- we have finally reached the conclusion of Boneshaker, and of our most recent Literary Feast. We're going to hash out our final thoughts -- feel free to join on in, and let us know what you thought of the book!

Shel: Finally! Zeke isn't annoying me. *glances at the few pages remaining* Took him long enough.

Monica: Meh. Still not my favorite. Although really, I did start to warm up to him right around the time when he stood up to Dr. Crazy Face. I think what it honestly boils down to is that while Zeke would be a perfectly fine character in most books, here there were SO MANY great people to choose from that he just doesn’t make the cut. Perhaps it’s the way he’s lacking a zeppelin. Or a suit made of machinery. Or, you know, a knife and an overdeveloped sense of vengeance. (Shout out to S. Morgenstern, whoo!)

Shel: I like that, Dr. Crazy Face. I have a professor right now that I think I may give that nickname to. His assignments are almost as torturous as the original Dr. Crazy Face's treatment of Lucy.

Monica: So Shel, what are your thoughts on the whole showdown between Briar and Dr. Crazy Face and then Dr. Crazy Face and his truly angry mother-in-law? I could not get over the descriptions of the attack – the rotters have *nothing* on the Princess, am I right?

Shel: You are right. And I liked that he had a connection to another character. But I was a little angry that there was no way for the reader to guess who he was in advance. I do love me my guessing.

Monica: And we guessed wrong, that's the saddest part. He wasn't Levi after all....

Shel: This is going back a section, but I do wish Zeke had shown a more emotional reaction when he learned that his mom had gone through so much to search for him. I wanted that Finding Nemo moment. Where someone would be all, "and your Mom skipped work, flew into a walled city, battled zombies and faced an evil criminal mastermind to find you. Kay? Show her love!"

Monica: But there was a little love, at least. I mean, they sort of had that moment where he looked at her and was all, “Aw, Mom, you’ve suffered a closed head injury, but don’t worry, I’m here for you,” right? And then later, when she was all, “Mummified father figure = tragic,” and he fires back with, “Okay, I’m devastated and my entire world has crumbled around me, but I love you anyway”? That’s emotion!

Shel: Sorry that your Historian Hale was cast in the small role of bookend? How are you dealing with this? You gonna be okay?

Monica: I’m coping, I’m coping. At least he came back a little, to allow us a last glimpse at the loneliness and pointlessness of Briar’s former life, so that we can all breathe easy knowing that she and Zeke will be rocking it out amongst the pirates and one-armed barkeeps from now on, bags of stolen money in hand. And honestly, there was so much awesome with other characters I liked that I feel I can’t be too sad about another one of my favorites not playing a huge role. It does beg the question, though – what exactly will he write? Is this his account? But no, it couldn’t be! Will there be a sequel based on Hale’s writings!? Inquiring minds want to know!

Shel: I have to say, Boneshaker took it out of me. I'm feeling exhausted.

Monica: Ditto. Fun reading experience and all, but now all I want to do is curl up with my copy of Redwall and zone for a while…. Overall though, honestly, what were your thoughts on the book? Too long? Too serious? Just the right amount of intrigue coupled with adventure and steampunkiness?

Shel: A little too serious. I had to read it in short bursts for fear of going all twitchy. It was only toward the end that I felt like I was getting into it. I also could have used some more steampunk-action.

Monica: Lucky for us, steampunk appears to be the new Edward Cullen! We can always try out Leviathan, next time. Or next next time. We may need something lighter to follow Boneshaker.

And that's it for this Literary Feast, friends! We'll take a few days to recover, but be sure to shout out suggestions for what next month's book should be.

REVIEW: 365 Penguins

Fromental, J.L. & Jolivet, J.  (2006).  365 Penguins.  New York:  Abrams Books for Young Readers.

081094460x


Appetizer:  On the first day of the new year, a family received an anonymous surprise in the mail:  Penguin number 1.  The little beasty needs to be cared for, which the family does, only to be surprised the next day with another delivery, Penguin number 2.  And on and on, the family keeps receiving another penguin everyday.

I was very excited when I first saw this book online, and even more excited when I got my hands on a physical copy.  365 Penguins is much larger than the average picturebook and thicker.  Some wee little ones may even have trouble holding it up...in a fun "look this book can conceal most of my upper-body" kinda way.  I also liked the black, white and orange color scheme.

My excitement dulled a little though, after I opened to the first few pages.  There's a lot more text on each page than I was expecting.  And it's spread out around the page, making the book much more busy than it has to be.  Also, the illustrations get more and more difficult to take in because there are so many different actions on each page and because the pages are so big.

While I initially thought the book would be great for preschoolers or kindergartners to help with counting, as I read, I soon learned there was some more advanced math, double-digit addition, some multiplications, etc.  Way beyond the skills of the wee kindergartners.  But at the same time, I think the story problems and illustrations wouldn't really rock second or third graders' worlds for too long either.

So, basically, I'm having trouble knowing the age appropriateness of this book.  I think a teacher could still use this book across all these ages, he or she would just have to focus on the math questions that are grade-appropriate, but I do feel that not restricting the types of math questions to a certain level is to the book's detriment.


Dinner Conversation:

"On New Year's Day, at nine o'clock in the morning, a delivery man rang our doorbell."

"I'm number 2 and like number 1, I need you to take care of me."

"This time the note said, "There's always a 3 after a 2.  Please take care that I don't catch the flue.""

"February has only twenty-eight days.  Each morning another penguin arrived.  That made:
31+28=??"


To Go with the Meal:

This would be a good book to help first, second and third graders to count, do some additions and multiplication, to understand the number of days there are in a week, each month and year.

Students could also do the addition and multiplication problems the text encourages by adding up the number of penguins, the cost of their food, etc.

Through listening to this book, young readers will also get a small insight into the responsibility of caring for a pet (or MANY pets, as the case may be).  In reaction to hearing the book, students could discuss their own pets, their ideal pet and the names they would (or have) given them.

A teacher could also lecture on global warming and pair sharing this book with March of the Penguins or another appropriate documentary.  (But still, despite this message (that I love to see in books for all ages) it's presented as a mallet hitting the reader over the head in the form of almost a full-page of text as a character (who isn't introduced to the very end of the book), explains EVERYTHING--ugh.)

And despite the environmental message, the frustrated family threatens violence or inhumane storage for the penguins throughout the story.  That, ah, kinda counteracts the environmental message.  Just a little.


Tasty Rating:  !

REVIEW: Set In Stone

Newbery, L. (2006) Set in Stone New York: Laurel Leaf

0385751028

358 pages.

Appetizer: Samuel, a young artist bent on making a name for himself, has come to the house of Fourwinds to tutor the daughters of a wealthy landowner. With the help of Charlotte, the girls’ governess, he must fight to discover the dark secrets surrounding the home before he is overcome by them.

Friends, you know how occasionally I’ll recommend a book and add a little warning along the lines of “You might want to skim this over before letting your child check it out”?

You definitely – DEFINITELY – want to make sure this book is acceptable to your personal set of standards before allowing your tween or teen to read it. Don’t believe me? In no particular order, we’ve got betrayal, madness, suicide, rape, incest, murder, illegitimate children, homosexuality, and a brief nod to the horrors of World War I. So please. Consider this a warning.

All craziness aside, though, I absolutely loved Set In Stone! Linda Newbery is consistently a fantastic young adult author, so this book did not disappoint. (Of course, it also had a certain Soap Opera air about it that I was bound to find fun. Assuming a soap opera could be set in England at the end of the nineteenth century. Probably it wouldn’t be picked up by many networks....)

The characters are spot on: Samuel, with his burning desire to succeed as an artist despite the glimpses we have of his bitter, fatigued future self – Marianne, all tempestuousness and beauty mixed with Deep Dark Secrets – Juliana, who sort of fades into the background, but with good reason – Charlotte, slowly coming out of her icy shell..... It’s brilliant, watching them each grow and change as Samuel and Charlotte discover more and more about their current place of employment.

The final twist comes at the end of the book. One would think, given the constantly fluctuating plot filled with SHOCK and SURPRISE and HORROR, that the ending would follow suit. Instead, it slowly peters out, leaving the reader with a feeling that the story has come completely and utterly to a close, but without the expected drama. I’m not completely sure if I liked this way of leaving the characters, but I can’t deny that it was a relief to step back from the thunderstorms and furtive glances and simply let their lives play out.

Dinner Conversation:

"I saw that she was not a woman but girl - an adolescent girl, with hair wild and loose under her hooded cloak - and no ghost, but a living person, breathing, panting, alarmed." (P. 9)

"Above me was golden sunlight and birdsong, but my mind was occupied with what might lurk unseen in the depths beneath my flailing legs. I could almost feel the blubbery touch of fish mouths against my limbs, the slime of eely creatures that might rise from the mud at the lake's bottom, the bloated touch of drowned flesh - all I can say is that, overcome with an unease that amounted almost to horror, I struck out for shore as fast as I could swim." (P. 112)

"Their postures were eloquent - Mrs Farrow was stooped, her face buried in both hands; Juliana, leaning against her, was weeping inconsolably - it was a heart-rending tableau." (P. 254)

"Take care what you say, Samuel, or you will regret it. You have found out certain things - yes, you must have been asking questions, and prying, and drawing your dramatic conclusions. But let me assure you they are quite wrong! And I must warn you - do not repeat what you have just said, do not - or the consequences will be serious indeed." (P. 277)

Tasty Rating: !!!!

If You Thought This Was Delicious, Try:
The Ruby in the Smoke by Philip Pullman

Sally Lockhart is the brilliant Victorian-era heroine, and Pullman's books are filled with the perfect amount of intrigue and humor to keep any reader interested.

REVIEW: Jeremy Draws a Monster

McCarty P.  (2009).  Jeremy Draws a Monster.  New York:  Henry Holt and Company.

0805069348


Appetizer:  Jeremy never leaves his dreary room to play outside with the other children.  To have some company, Jeremy draws a monster, but discovers his monster is a wee-bit demanding.

The actual act, when Jeremy begins to draw his monster in the air is reminiscent of Harold and the Purple Crayon.  (But in this case, Jeremy chooses blue)

The sparse illustrations are particularly striking.  The setting of Jeremy's room is done only in black and white shading, making Jeremy and his blue monster stand out.  As for the way the monster is portrayed, it's face could be a little scary for a few young readers.  But I do think the fact that the monster has some swirly designs along its torso alleviates any fright a wee little one might initially feel.  It's also clear that the monster is a reflection of Jeremy, himself.  But have the number three on their front and spiky hair/horns on the tops of their heads.

After the monster becomes very demanding, it's up to Jeremy to figure out how to get
rid of it.  And I like the way he does it.  (The illustration was almost chuckle worthy)  I also like how solving that problem, helps Jeremy to solve his bigger problem of loneliness.
*rereads* yeah, I think  that was vague enough to not need a spoiler warning.

In my mind, Jeremy Draws a Monster is an example of what all children's literature should do: show a child's perspective and allow the child figure to solve their own problem.  And including some humor certainly doesn't hurt.


Dinner Conversation:

"Jeremy lived on the top floor of a three-story apartment building."

"One day, Jeremy took out his fancy pen and started to draw.  He began at the top..."

"The monster did not say thank you."


To Go with the Meal:

The go to, obvious activity to use with this book would be to encourage students to draw their own monsters.  But on paper.  Not in the air.  Although that'd be cool if someone could find a fancy pen that was up to the task.

Has anyone invented one of those yet?  I'd be happy to play with a prototype for you all?  I'd even post images of the monster I'd create with my seriously awesome lack of art skillz.

This would be a good read aloud for preschoolers and kindergartners.  It requires visual literacy while including relatable emotions (even the monster is childlike in its demands).

Okay, I cave.  *slight spoiler* if a teacher were on the hunt for picturebooks that include role models, some hypothetical teacher might say:

"When Jeremy has a problem with his monster, his way of solving the issue is to send the beast away.  That's a HORRIBLE example to set.  Whine.  Whine.  Whine."

But then, another teacher might have a counter-argument:

"This book is fun and isn't intended to be about conflict resolution.  A problem created with Jeremy's imagination is solved with Jeremy's imagination.  And it's fun. Did I say that already?  Fun!  Fun!  FUN!  So there.  *sticks tongue out at the first hypothetical teacher before running away*

Guess which hypothetical teacher I am, dear readers.  My tasty rating just might give it away.


Tasty Rating:  !!!!

Blog Tour: Calamity Jack Review

Day tour of the two, and it's time to turn our attention to the main subject of the tour:  Calamity Jack.

Hale, S., & Hale, D.  (2010).  Calamity Jack.  New York:  Bloomsbury.

9781599900766


Appetizer:  This middle grade to young adult novel takes a closer look at Jack's past before he met Rapunzel in Rapunzel's Revenge.  Always prone to troublemaking and crime, Jack is excellent at creating schemes and plots, but often has trouble foreseeing the consequences of his choices.  Realizing his flaw, he decides to quit his schemes after one final trick that will allow his mother to live more comfortably.

After showing Jack's past, the story picks up soon after the end of Rapunzel's Revenge, when Jack and Rapunzel have decided to take a train back East to improve Jack's relationship with his mother in Shyport.  On their trip, they discover that the East is under attack by giant ants and that the giants rule the area.

Kay, so I like the giant ants.  I especially like that the characters make reference to the giant insects as "Them" over and over.  It gave me flashbacks to my childhood when my dad showed me the movie Them.



Awesome, I know.  So, I wonder which of the three Hales involved in creating this book is a fan of the movie?  Is it all three?  Or am I reading into this?

Moving on, as with the Rapunzel's Revenge, I was impressed by how the Hales blended together different fairy tales to share Jack's story.  When many authors do this, it often feels forced, but in this case it feels more like an inside joke.  A particularly good inside joke.

While I've always liked Jack as a character, I like him even more after hearing a story from his perspective.  His sense of humor and his worries over whether he is good and redeemable make him relatable.  Plus, readers who have crushes on classmates may be able to relate to his inability to properly express his fondness for Rapunzel.


Dinner Conversation:

"I think of myself as a criminal mastermind...with an unfortunate amount of bad luck.  I was born to scheme." (pp. 4-5).

"I decided then to quit my scheming and be a good, honest boy...after one last caper...a big one, something that could end her [mom's] troubles for good" (p. 13).

"Long story short...my friend Rapunzel turned around the cesspool that was Gothel's Reach.  I guess I helped some, and that last bean did a bit of good.
And now I'm coming home, Momma" (p. 39).

"Out West things were simpler--there's good and there's bad.  I wasn't sure Rapunzel would understand how in the city everything is a whole lot trickier.  What would she do if she found out I used to be one of the bad guys?  What if I still am?"


To Go with the Meal:

As with Rapunzel's Revenge, I really liked the way race was presented throughout this graphic novel.  A teacher could create a lesson about the relocation of Native American tribes around this story.

While the story also promotes visual literacy and touches on issues such as redemption, I think Calamity Jack is best as a fun read.  There's a lot of humor and even a love triangle to entertain middle grade and young adult readers.


Tasty Rating:  !!!!


To find out more about the Hales, Rapunzel and Jack, you can visit Shannon Hale's website, Nathan's blog or any of the participating bloggers' sites below:

Sally Apokedak, Reading is my Superpower, firesidemusings.blogspot.com, Through the Looking Glass Book Review , Booking Mama, Cafe of Dreams, Becky’s Book Reviews, The Hungry Readers, The Friendly Book Book, My Own Little Corner of the World, Book Blather, GreenBeanTeenQueen, Book Crumbs , Abby (the) Librarian, Dolce Bellezza, Homeschoolbuzz.com, The Book Cellar, Carrie’s YA Bookshelf, Bookshelf Monstrosity, Everyday Reading, Frenetic Reader, KidzBookBuzz.com, Maw Books