Thursday, November 1, 2012

This is the story of THE HOUSE THAT GEORGE BUILT




During a recent school visit, a second-grader asked where I got the idea for my latest book The House That George Built. While answering her question I realized this story began in the same way as most of my picture books—when I accidentally stumbled upon a fascinating, little-known piece of history which literally gave me goosebumps. In the case of George, inspiration struck when a proud dad was telling me about the White House model his daughter made for a school project. He mentioned George Washington designed and built the President’s House, yet he was the only president who never lived there. Really?!  (Cue goosebumps.)

Immediately a title came to mind, The House That George Built. But before I could consider writing this story, I had to do research to determine if there was enough "good-stuff" to make a picture book (unofficial author term which means relatively unknown, yet captivating facts which lend themselves to a complete story arc with a satisfying ending). So I hurried down to my local library where I checked out The President's House, a two-volume set of colossal books filled with detailed White House history by noted historian and author, William Seale. One thousand, two hundred and twenty four pages later, I knew there was plenty of "good-stuff" for a story. Now I had to figure out the best way to tell it.

Considering the book title idea, my first thought was to share George’s story using an adaptation of "The House That Jack Built" nursery rhyme. From my research I knew George was intricately involved in the entire building process—from selecting the house design and plot of land where it would be built, to deciding the best roofing material—so I was concerned a revision of that tightly structured rhyming piece wouldn’t provide enough room for all the interesting facts I’d found. After some consideration, I decided the nursery rhyme adaption would be a fun, unique way to provide basic information about the main building elements of the house (brick, stone, wood), and by adding some lively prose paragraphs, I could share all the details of George’s huge building project.               

But the research and writing of this book was just the beginning of my adventures with George. The illustration process was incredibly exciting as I watched the talented, award-winning artist Rebecca Bond bring history to life with her detailed, historically accurate sketches, which later turned into breathtaking, watercolor masterpieces. 

Early sketch by Rebecca Bond from The House That George Built

A final spread by Rebecca Bond from The House That George Built
Then came something I’d been waiting my entire writing career to do—I’d always wanted to dedicate a book to my parents, but for one reason or another none of my previous books felt right. But George was perfect! First, my parents names are George and Martha (for real), and they’d created a wonderful home for our family. So after many years, I finally dedicated a book to my parents.

Suzanne Slade visits the White House
Later, I had the opportunity to visit to the White House. What a thrill to personally see the magnificent home I’d studied for years. I’d be lying if I didn’t say my heart skipped a beat the first time I spied that gorgeous white stone exterior, which I’d learned turned white when it was first painted with a stone sealer made of ground-up rice. As I admired the stately two-story design, I remembered the original plans called for three stories, but without enough stone to cover three floors George had modified the plans to two. I smiled when I looked up at the massive roof, recalling that the first roof of impressive heavy slate rock leaked every time it rained.

While working on The House That George Built, I was constantly amazed by the fascinating history I discovered about the President's House (which was renamed the White House by Theodore Roosevelt in 1901), and I hope readers enjoy learning about America's most famous home as much as I did!


Posted by Suzanne Slade, award-winning author of over 90 books for children. You can find out more about her and her books at www.suzanneslade.com.

The House That George Built is a 2012 Junior Library Guild selection and was chosen for the Children's Book-of-the-Month Club.


Monday, October 1, 2012

Mother Goose Musings


When I was a child living in Poland, I had a favorite book of poetry called Sto Bajek (100 Tales Sto By′ek ) by Jan Brzechwa (Yon Bzheh′va.) He was Poland’s equivalent of Dr. Seuss with his unleashed imagination, impeccable meter, wonderful rhythms, and playful language.  He wrote of talking trees and whining vegetables, fish mathematicians and arguing coat sleeves. The humor was preposterous and sure to bring on giggles, and the sounds and wordplay were pure joy. I could not get enough of his poems.

I could read and write before I turned six, and I attribute this to the many hours I spent listening to these verses, hearing the sounds, reciting them, looking at the words, and with my family’s help, putting the puzzle together.

At age seven I immigrated to the United States, and upon arrival my Aunt and Uncle gave me a big book of Mother Goose. Now I had the challenge of learning to speak and write in a whole new language, but results came quickly with this wonderful treasury of quirky old rhymes to inspire and teach me. Little did I know that someday I would extend many of them into picture books.


I always dreamed of becoming a children’s book author and illustrator, but I had no idea that the majority of my titles would be Mother Goose rhymes. It all started over twenty years ago, when my first publisher asked me to write and illustrate something well-known. We decided that nursery rhymes lent themselves well to extension. And so I came up with a story for The Itsy Bitsy Spider, starting with the original verse and then adding new verses to create a simple but not insignificant plot.

To my delight, the book was an instant hit with early educators. Preschool and kindergarten teachers from across the nation, who I met at conferences or who wrote to me, said the book was helpful in teaching children to read. Here are the reasons they cited: Children recognize the title and that piques their interest to look inside the book. Knowing the first verse gives them confidence to learn the rest of the verses. The repetition of the first line in each stanza (The itsy bitsy spider climbed up the...waterspout, kitchen wall, rocking chair...), the predictability of the rhyming sounds, and the added benefit of singing the verses accelerates learning.






Sadly, some teachers also told me that a percentage of their students were not familiar with nursery rhymes. They encouraged me to extend more of these verses into picture books and suggested their favorites: Twinkle, Twinkle Little Star, Baa Baa Black Sheep, Row Row Row Your Boat and many others. I was happy to oblige. :-)

In creating these extensions, though I add my own twist, I strive to match not only the meter (which is critical), but also the essence of the original rhyme. In Twinkle Twinkle Little Star, I tried to maintain the wonder of a child gazing at the night sky, wishing on a star. In Baa Baa Black Sheep, the focus was on asking the sheep for something: "Have you any wool?" (I had kittens asking for milk, a horse asking for hay, etc.) In Row, Row, Row Your Boat, I continued the adventure of merrily rowing a boat down the stream, though not always so gently. 

Usually I leave the first verse intact. Only once did I make a change and that was in Froggie Went A-Courtin’, which has the line: "with a sword and pistol by his side." I changed it to: "with a rose and chocolates by his side." I thought Froggie stood a much better chance of finding love with flowers and sweets than with deadly weapons. :-)



When I visit schools, I start my presentation by singing one or two of my books to the children. Usually we sing the first verse together and then I sing the rest. Sometimes they are quite surprised by the new verses and try to sing along with me, repeating the traditional one. They are especially surprised by my book Shoo Fly in which I used the original verse as a refrain, but changed it a bit (after the first time).


Original verse/first refrain:
 
Shoo fly don’t bother me,
Shoo fly don’t bother me,       
Shoo fly! Don’t bother me--       
I belong to somebody.           

Two other refrains:

Shoo fly don’t bother me!
Go fly to Tennessee.
Leave on the count of three--
Can’t you see you’re bugging me?
 
Shoo fly don’t bother me!
Go spread your wings and flee
Across the great blue sea,
All the way to Waikiki.

"Look how many different “E” sounds I had to come up with: flee, three, Tennessee, Waikiki..." I tell the children. And then I ask them to think of some other words that rhyme with "me."


The sounds of words, and especially rhyming words, certainly enchanted me as a child and instilled in me a love of language. I am honored and gratified to have my books used in classrooms, and I hope the words I conjure up and the pictures I paint bring joy to my wonderful little readers.

To learn more about Iza Trapani and her books, please visit her at www.izatrapani.com and check out her blog, In and Out of My Studio.

Click here for a list of Iza's books, including Haunted Party, the perfect read for a fun Halloween treat!

Tuesday, September 4, 2012

Dealing with Bullying--At school, at home, and wherever it occurs

When we think about the issue of bullying, images of older children and young adults come to mind. Those are the examples that we see in the news: children ganging up on one another, hazing situations that turn into serious incidents of physical and psychological harassment, cyber-bulling, and more.

However, bullying takes place at all ages, even with very young children. It can take the form of anything from relatively minor name-calling to very serious aggressive actions. It can occur in person or hidden in notes and other communications. It can be first-hand, with one person directly bullying another, or indirect through gossip and talking with third parties.

Addressing bullying at an early age is critical. Young children need to learn to recognize bullying and they need to develop strategies for stopping it. They also need to learn how to protect themselves if they are being bullied, and ways to empathize with and support others who are being bullied. Finally, they need to better understand the reasons behind bullying and how to address them. 

That’s what inspired me to write Freda Stops a Bully. I want to give young children a chance to witness a bullying incident and to consider the roles of everyone involved: the victim, the person doing the bullying, and any bystanders who see the bullying taking place. Most importantly, I want to provide some strategies for young children to use to stop people who are bullying them. 
 
When Freda wears her bright pink shoes to school, a boy named Max taunts her. “Funny Feet! Funny Feet!” yells Max. His friends all laugh.  But Freda doesn’t think it’s funny. She puts her shoes way in the back of her closet and plans to never wear them again. That doesn’t stop Max. “Hi, Funny Feet!” he hollers. “Where are your funny shoes?”

Through advice from adults, including her mom and her teacher, Miss Cathy, and suggestions from her supportive friends, Percy and Emma, Freda tries a number of strategies, including not listening, walking away, and getting help. When none of those works, she finally turns to Max and shouts, “Stop it!” Max and his friends are surprised. “I was just trying to be funny,” said Max. Freda explains that she didn’t think it was funny at all.

Click here to download the "A Closer Look" poster!


The story ends with Max wearing purple gym shoes with stars on them. He walks right up to Freda and says, “Funny Feet! That’s me!”

This wasn’t an easy book to write. First, I had to find an example of bullying that wasn’t too scary for young children, yet at the same time was strong enough so they would recognize that it was hurtful. I made sure that the person doing the teasing was never labeled as a “bully,” a designation that might become permanent and self-fulfilling. I provided some examples of peer support and adult intervention, and some reasons that people bully others. Bullying is complex!

Teachers, librarians, parents, and other caregivers can help young children to better understand bullying and what to do about it by reading my book and others that deal with this topic. After reading the books, they can encourage a discussion of the key ideas that are presented in the story. The strategies that can be used to stop bullying can be posted on a classroom wall, the refrigerator door, or other places where children will see them again and again.

Short plays and puppet shows can be created around bullying. This is a good way to reinforce all the elements involved in the process. Children can be encouraged to draw pictures about bullying and then to discuss them with others. These, too, can be posted for ongoing reference.

The important thing is to find ways to stop bullying whenever and wherever it occurs. Let’s agree to work together to stop bullying -- right now!

Posted by Stuart J. Murphy

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Freda Stops a Bully is part of Stuart J. Murphy’s I See I Learn® Series.  

The series includes sixteen children’s books that are organized in four domains: Social, Emotional, Health and safety, and Cognitive Skills. Dealing with Bullying is categorized as an Emotional Skill.


Websites that may be helpful in dealing with bullying include: