Thursday, November 15, 2012

Module 12: Fabulous! A Portrait of Andy Warhol

 




Summary

A biography introducing children to pop art icon Andy Warhol.  The book tells of Andy growing up in Pittsburgh.  He was often sick as a child and spent a lot of time reading comic books and drawing pictures.  He studied art in college and then moved to New York where he got his first job illustrating for a magazine.  He was an eccentric man who wore sloppy clothes and a white wig.  Andy became famous when he started painting everyday objects, such as a Campbell's soup can.  Includes a timeline of Warhol's life.

APA Reference

Christensen, B. (2011).  Fabulous!  A portrait of Andy Warhol.  New York, NY:  Henry Holt and Company.

Impressions


I think this is a nice introduction to Warhol; appropriately written for the intended age group.  It explains Warhol's difficulties as a child; growing up poor, overcoming illness, being bullied, and losing his father at an early age.  Children with similar adversities may identify with the story and be encouraged by Warhol's success despite his hardships. The author mentions Warhol's eccentricities as well as his fame.  The book includes an end note from the author revealing little known facts about Warhol:  he helped the homeless, went to church regularly, lives with his mother most of his life, and possible had dyslexia or Asperger's syndrome.  I like the illustrations, but it would have been nice to have reproductions of Warhol's art in the book.  The timeline at the end of the book includes the 1968 shooting of Warhol by a deranged women.  I'm glad the author included this in the book without making it a focal point within the story.  It's an important fact of Warhol's life, but details of the event are not necessary considering the intended age group.

Professional Review

The “fabulous” life of Andy Warhol is made accessible and understandable via this child-friendly look at the life and career of one of America’s most recognizable painters.
Shy, sickly Andy spent many lonely hours resting in bed. Warhol’s mother understood his uniqueness, and instead of forcing him to attend school, stand up to bullies or play sports, she unfailingly nurtured his talents and accepted and supported his interests. Andy attended art classes at the Carnegie Museum art school in Pittsburgh and was encouraged by teachers who also recognized his promise. Comics, movie magazines, glamorous superstars and luminous icons from his Eastern Orthodox parish church fueled his imagination. Christensen effectively re-imagines Warhol’s unmistakable style for 21st-century kids while offering a developmentally appropriate take on Warhol’s life. She focuses on his early graphic work and the exciting, transformative era of Pop Art. She conveys the explosive impact of his Campbell’s soup cans and Marilyn as she discretely limns the early activities of “The Factory.”
Though readers will need to consult the backmatter for the details of the more complex and tumultuous years from the mid-’60s to his death in 1987, they will find this a vital and exciting child-appropriate introduction to an American icon. (Picture book/biography. 6-9)
Fabulous! A portrait of Andy Warhol by Bonnie Christensen.  [Review of the book Fabulous! A portrait of Andy Warhol by Bonnie Christensen].  (2011, April 15).  Retrieved from https://www.kirkusreviews.com/book-reviews/bonnie-christensen/fabulous-portrait-andy-warhol/#review.

Library Use

Have students write down three facts they learned about Andy Warhol from this book, and then find 2 more facts through other sources.  Through collaboration with the art teacher students can create paintings of everyday objects using the same pop-art style as Warhol.  Display the art projects and research results together.


Book cover image from http://www.goodreads.com/book/show/9921696-fabulous.


 

Monday, November 5, 2012

Module 11: What Do You Do With a Tail Like This?

 


Summary

A nonfiction picture book that describes the ways in which different animals use parts of their body (eyes, ears, noses, tails, feet, and mouths).  The book has an engaging question and answer format and lots of new animal facts for children to discover.  There is a supplemental information section at the end of the book that provides additional information about all the animals in the book such as their size, where they live, and what they eat.  Includes beautiful Caldecott Honor illustrations.

APA Reference


Jenkins, S. & Page, R. (2003). What do you do with a tail like this? New York, NY:  Houghton Mifflin.

Impressions

I think this is a fantastic nonfiction picture book for early grades!  It has everything young children like in a book; animals, repetitive text, fun facts, engaging questions, and creative illustrations.  I like that the book includes different animals than we're accustomed to seeing in children's books - you can only take so much of dogs and bears!  The book includes different animals, but nothing so exotic that children are unable to pronounce the names.  I also like the fact that the author did not limit himself to one animal kingdom, but included all kinds of creatures; mammals, insects, birds, fish, etc...  The paper collages of creatures such as a mole, scorpion, eagle, humpback whale, and chimpanzee pop against the white background. 

Professional Review

Not only does Jenkins (Life on Earth, 2002, etc.) again display a genius for creating paper-collage wildlife portraits with astonishingly realistic skin, fur, and feathers, but here on alternate spreads he zooms in for equally lifelike close-ups of ears, eyes, noses, mouths, feet, and tails. Five examples of each organ thrusting in from beyond the pages' edges for each "What do you do" question precede spreads in which the point of view pulls back to show the whole animal, with a short accompanying caption. Visual surprises abound: a field cricket's ears are actually on its legs; a horned lizard can (and does, here) squirt blood from its eyes as a defense mechanism; in an ingenious use of page design, a five-lined skink's breakable tail enters and leaves the center gutter at different points. Capped by a systematic appendix furnishing more, and often arresting, details-"A humpback whale can be 50 feet long and weigh a ton per foot"-this array of wide eyes and open mouths will definitely have viewers responding with wide eyes and open mouths of their own. (Picture book/nonfiction. 6-9)

What do you do with a tail like this? by Steve Jenkins.  [Review of the book What do you do with a tail like this? by Steve  Jenkins].  (2003, January 15,).  Kirkus Reviews.  Retrieved from http://www.flr.follett.com/search?SID=749f3dc05fc82d6f62757c2167c2d5b6.

Library Uses


Create Venn Diagrams using animals from the book.  Using a globe or map, locate the places on earth where each animal from the book lives.

Book cover image from:  http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecotthonors/2004caldecottmedalhonors

Module 10: Boxes for Katje


Summary

WWII has just ended and Katje's family, like all their Dutch neighbors, must go without things such as soap and sugar.  Rosie, a girl from America, puts together a shoebox full of things to send to a child in Holland.  Katje receives the box from Rosie and sends a thank-you letter.  Rosie continues to send bigger and bigger boxes and the two girls exchange several letters.  Katje wants to return the kindness so she sends Rosie tulip bulbs from Holland.

APA Reference

Fleming, C. (2003). Boxes for Katje. New York, NY:  Farrar, Straus and Giroux.

Impressions

A delightful story of kindness!  Fleming tells the story of shoebox gifts, facilitated by the Children's Aid Society in the 1940's, through the eyes of children.  The story unfolds, in part, through letters between Katje and Rosie which adds interest and keeps the emphasis on a child's point of view. You get a sense of how much the Dutch people were missing basic necessities by their excitement over the boxes that keep arriving.  The focus of the story is on the people and their needs, as well as the kindness of others.  The illustrations are colorful and lively, and portray a feeling of happiness.  My concern is that the book may be above level for some of the intended audience (K-3).  Although kindergartners and 1st graders would enjoy the story, I think they would need a lot of additional information in order to fully understand and appreciate the story such as information about WWII and events leading up to the time the book takes place, as well as a description of the setting (time and place in the world).

Professional Review

Katje and her family struggle to make due with substitutions for essentials like soap and sugar in Holland, post-WWII. One day, Postman Kleinhoonte unexpectedly delivers a small box from America addressed to Katje; it contains a bar of soap, a pair of wool socks, and some chocolate. A letter from Rosie is also in the box expressing her wish that “these gifts brighten your day.” A pen-pal exchange begins with Katje’s thank-you letter and gradually develops into an American small-town effort to donate basics to their European counterpart over the course of a year. Katje’s neighbors reciprocate with a box of tulip bulbs after conditions improve in the war-torn country. Fleming reveals Katje’s character of leadership, resolve, and gratitude through her written communiqués and Rosie’s initiative and inspiration through her active promotion of the charitable effort. Dressen-McQueen captures the flavor and essence of Fleming’s 1945 family experience through her detailed mixed-media paintings delineating fabric patterns, hairdos, emotions, and the general lifestyle of both communities. As heartwarming and uplifting as a bouquet of tulips. (Picture book. 4-7)

Boxes for Katje by Candace Fleming.  [Review of the book Boxes for Katje by Candace Fleming].  (2003, Sept. 1).  Kirkus Reviews.  Retrieved from
 https://www.kirkusreviews.com/book-reviews/candace-fleming/boxes-for-katje/.

 

Library Uses

Identify people/places in your community that might appreciate receiving a box of needed things.  Vote on who you will help and the kinds of things you will put in the box.  Students can bring in donations to fill the box(es).