Genre 1: Picture Books

Please note that the contents of this blog are merely the opinions and views of a sleep-deprived, graduate school student attempting to complete an assignment for a class. =o)  This blog was created for LS 5603/20-21, Literature for Children and Young Adults, Texas Woman's University.

Bibliography:

Willems, Mo. Are You Ready to Play Outside? New York: Hyperion Books for Children, 2008.

Summary:

Are You Ready to Play Outside? is a charming story about a seemingly shy and demure elephant, and a very rambunctious and opinionated little pig that both want to play outside.  When it begins to rain, Piggy has a hissy-fit as the rain goes from a sprinkle to a torrent, while Gerald watches Piggy in shock and eventual fear.  The story takes a turn when Elephant decides to convince Piggy that the rain can be a good thing, by using his ear as an umbrella to shield Piggy from the downpour. 

As Piggy stands under the shelter of Gerald’s ear, he sees two worms splashing in the water, having fun.  The worms convince Piggy that he could have fun, too, as he begins to splash in the rain as well.  However, just as his fun begins, it abruptly ends with the ceasing of the rain and the presence of the sunshine.  When it seems as if Piggy is about to have another fit, Gerald comes to his rescue once more by showering Piggy with rainwater from his trunk.  In the end, Piggy realizes what a good friend Gerald really is.

Critical Analysis:
Perhaps the most obvious literary element is the use of anthropomorphism in Willems’ creation of the adorable Piggy and Gerald characters.  The dynamic character of the story appears to be Piggy, in that he takes on a spoiled demeanor at the beginning of the story, but has an attitude of gratitude in the end, by realizing the friend he has in Gerald. 

Gerald sensationalizes Piggy’s behavior by his reactions of fear and shock.  This change of heart represents a subtle use of didacticism, with the moral of the story being the value of friendship, and respect being the secondary theme.  The rain acts as a use of both symbolism and rising action, which gives the child reader an opportunity to infer what will happen next.  In addition, the rain foreshadows Piggy’s misbehavior and also creates an integral setting that eventually influences Piggy’s change of attitude.

Analysis of Illustrations:
Willems uses line as an element of illustration in order to depict the movement of a key element in this story:  the rain.  I assume that the white background and use of color to illustrate the characters causes the reader to focus more on the characters’ changing emotions, which are also important in carrying out the plot and illustrating the rapid changes in setting.

Personal Connection:

A student who visited my school library during ancillary time this week asked a question:  “Do you have any pig and elephant books?”  I think this question encompasses the very reason why Willems books are so charming and endearing; children can identify with the relateable characters and simplistic themes of these stories. 

Book Strengths/Weaknesses:

I think the book is great for teaching grades K-2 Reading skills such as basic characters, character traits, problem, solution, inference, sequencing, and cause and effect, as well the virtues of friendship and respect.  However, I’m not sure how appealing these books are to older elementary-aged children, grades 3-5, who sometimes exhibit more sophisticated or advanced interests.

Bibliography:

Viorst, Judith, and Ray Cruz. Alexander and the Terrible, Horrible, No Good, Very Bad Day. 2nd Aladdin Books ed. New York: Aladdin Books, 1987.

Summary:

The reader enjoys a vicarious account of a day in the life of a boy named Alexander, who describes his experiences during a “terrible, horrible, no good, very bad day.”  The story takes the reader on a journey through Alexander’s day, starting at home, going to school, shopping for sneakers, to his father’s job, and finally, back home again. Things seem to get worse and worse for the boy who can’t find anything good about the day he’s having.   The story takes a turn when, at bedtime, Alexander’s mother convinces him that he will have bad days sometimes.   In the end, Alexander falls asleep with the realization that everybody has bad days…even the people in Australia.

Critical Analysis:

This classic story offers a strong plot, in that it involves the character in a deep conflict with his own emotions of anger and frustration.  The same feelings of anger and frustration act as the antagonist of the story, since the main character is in direct conflict with himself.  In addition, the author builds upon the rising action by taking the reader through a series of negative experiences, felt by the main character.  What is more, these are the types of experiences that children and adults alike can relate to.  

The primary theme is the virtue of perseverance, because Alexander is able to overcome his negative emotions and experiences by realizing that other people have experienced them, too.  Finally, the author creates the allusion that Australia is this magical, perfect place where bad things never happen, which gives it a heavenly or “fantasy land” connotation.

Analysis of Illustrations:

The illustrator’s use of black and white lines suggests movement, specifically in the crosshatch effect, which gives the images a 3D quality.  The black and white color also lends a distinctive quality to the emotions of the main character, as well as the flat characters in the story. 

Personal Connections:

I don’t think there’s a human being alive that can’t relate to the experiences and emotions of the main character in this story.  I’ve often heard of teachers using this story for introducing story elements like character, plot, setting, sequence, inference, cause and effect, emotions, and social skills, etc.

Book Strengths/Weaknesses:

To the story’s credit, it reinforces and justifies the human experience, helping children to understand that it’s perfectly okay to have a bad day, and that other people have bad days, too.  However, I found myself longing for a happier ending, or an ending where the main character could have “stumbled” upon a way to brighten his day before going to bed that night.

Bibliography:

Klassen, Jon. This Is Not My Hat. Somerville, Mass.: Candlewick Press, 2012.

Summary:

A very little fish in the sea stole a hat from a much bigger, sleeping fish.  The little fish shows no remorse at all, and is determined to get away with the crime! As the little fish swims away to where the plants are “big and tall and very close together,” the illustrations elude to the fact that little fish’s friend, crab, has exposed his secret, and told the big fish where to find him.  At the end of the story, big fish swims away with his hat back on his head, with little fish nowhere to be found, and a very wide-eyed, guilty-looking crab still standing!

Critical Analysis:

There is use of personification in the idea of a fish wearing and stealing a hat.  The reader is reminded of the characteristics of a fable with the concept of the little fish stealing the big fish’s hat, and then big fish coming after him to seek revenge.  The conflict, suspense and complication of the plot begin early in this story, which is also signified by the theft of the hat.  It is this very suspense that grabs the attention of the reader and holds it until the end of the story.  The open ending of the story causes the reader to infer what could have happened to little fish, since the illustrations, rather than the text of the story, seem to hold all the answers.

Analysis of Illustrations:

Klassen uses vivid color to bring the characters to life in this story.  The dark hues of black, green, orange, brown and tan signify the colors of the sea.

Personal Connections:

This story reminded me of a fable, in that the little fish stole from a bigger fish, and the lesson was that little fish lost his life because of his foolishness.

Book Strengths/Weaknesses:

This story would definitely appeal to younger children from Pre-K to first grade.  The vivid illustrations fascinate children and generate a reading interest.  In addition, the dialog in the book is written on a child’s level, which represents the viewpoint of a child.  However, children in grades 2-5 would probably prefer literature that is more advanced or sophisticated.