Moonbeams, Dumplings and Dragon Boats

BIBLIOGRAPHY

Simonds, Nina, Leslie Swartz, & The Children's Museum. 2002. Moonbeams, Dumplings and Dragon Boats. Ill. by Meilo So. Boston: Harcourt. ISBN 9780152019839.

PLOT SUMMARY

Moonbeams, Dumplings and Dragon Boats takes the reader to five Chinese festivals--Chinese New Year, the Lantern Festival, Qing Ming, the Dragon Boat Festival, and the Moon Festival. For each holiday there is a traditional Chinese tale about why this day is celebrated, delectable recipes, creative activities, and easy projects to make at home.

CRITICAL ANALYSIS

The authors present background information about the holiday and describe how it is celebrated today. The holidays are punctuated by dynamic watercolor paintings. Throughout the book, remarkable watercolor images bring the words to life. Heo draws the titles of each page in both English and Chinese . The authors tell of Gods and Goddesses, Emperors, officers, poets, lovers, wise men... The collected stories address social values of loyalty, generosity, kindness, love, forgiveness. At the end of the book are resources for further research as well a glossary of Chinese pronunciations. The resources are divided into three parts: for adults, young readers, and websites. This incredible compilation will inspire families everywhere to celebrate Chinese holidays in their own homes, and hopefully learn more about this ancient culture.

Qing Ming and the
Cold Foods Festival.
This spring holiday is a time to honor and celebrate the dead. Graves are cleaned, weeded, painted, and offerings placed to nurture ancestors in the next life. Families convene for prayers and communion, remembering the ancestors (much like Dia de Los Muertos). The reason for cold foods is that, by decree, there are no fires this day in remembrance of Jie Zitui, a loyal official who died in the fire with his mother. Following the tale of Jie Zitui, there are recipes for tea eggs, spring rolls, and barbecue drumsticks –all traditional treats made during Qing Ming. The authors provide simple, illustrated directions to make a kite and a pinwheel, both popular toys on this holiday.

REVIEW EXCERPTS

"Moonbeams, Dumplings & Dragon Boats is a super book. Though intended for younger kids, older children and even adults will be delighted by the stories, projects and recipes included. This is a wonderful book to aid in introducing children to the finer points of another culture, or as a guide for parents wanting their offspring to get in touch with their own." - Monica Stark, January Magazine. 2003. http://januarymagazine.com/kidsbooks/moondumplings.html

"This stunning compilation from bestselling cookbook author Nina Simonds and Leslie Swartz of the Children's Museum, Boston, is the perfect gift for families that have embraced Chinese holidays for generations--and for those just beginning new traditions for the new year." http://www.apples4theteacher.com/

“Each section explains the holiday, tells stories related to it, and offers at least one activity and one recipe. Attractively designed, the pages include plenty of white space, creating a fine background for So's brilliantly colored, stylized paintings.” -- Carolyn Phelan Booklist October 15 2002

CONNECTIONS

Do some research. What customs are celebrated today and how have they changed over time?

Lantern Festival: Explore how other cultures use light in their celebrations and festivals –particularly around new years. Locate them on a map; describe what their light symbolizes. (e.g. Farolitos in New Mexico at Christmas)

Explore and compare the culture of your family and/or neighboring culture. Are there similarities with the Chinese culture? Discover how and why people pass on and retain their cultural heritage.

Celebrate Chinese Holdays in your own home, or attend celebrations with the local Chinese in your town.

Related Books:

Around the World Celebrate! The Best Feasts and Festivals from Many Lands (Kids Around the World) by Lydia Jones. ISBN 9781439522622.

Why do we celebrate that? by Jane Wilcox. ISBN 9780531143933.

New Year's celebrations. by World Book, Inc ISBN 9780716650065.

Chinese-American festivals : Moon Festival & Thanksgiving by Irene Kwok; Chinese Bilingual Pilot Program. OCLC 18342947.

"Ho lee chow!" : Chinese for kids. by Carole Marsh. ISBN 9780635024435.

A Cinderella Cuento - Little Gold Star : Estrellita de Oro

BIBLIOGRAPHY

Hayes, Joe. 2000. Little Gold Star : a Cinderella Cuento = Estrellita de Oro / retold in Spanish & English. Illustrated by Gloria Osuna Perez & Lucia Angela Perez . Cinco Punto Press: El Paso, TX. ISBN 0938317490

PLOT SUMMARY

This is the retelling of the classic Cinderella tale, set in a Hispanic New Mexican community. During the courting party, the prince falls in love with Arcía through the window and seeks her out. With some help from the animals, the prince recognizes Arcía by the bright star on her forehead, a gift from the hawk. Arcía marries the Prince and everyone is invited to the party!

CRITICAL ANALYSIS

The story of Cinderella was brought to the NewWorld by the conquistadores centuries ago (1500’s). Over time, their story melded with local folklore and evolved into this cuento, Estrellita de Oro. Today, there are several versions of Cinderella told across New Mexico.

Arcía’s mother passed away and her father was lonely. The neighbor lady was sweet to her, so she encouraged her father to marry the widow. The father warned her that the sweetness would not last, and it didn’t. As soon as her father went to the hills with the sheep, the step mother began to neglect her. Soon, she slept in the kitchen and did all the work. Her shoes wore out but the step mother would not buy her new ones, so she was barefoot. All the while her step sisters were granted their every whim: fine clothes, full bellies, and comfortable beds to sleep in. Though the step mother and sisters mistreated her, Arcía stayed kind in her heart. Arcía didn't complain or show remorse. The hawk who stole their wool gave each girl a ‘gift’ that reflected their personality. The gift also effected how the prince perceived them. Arcía's gift was a small star on her forehead - representing her good and loving nature.

The prince announced to the village that he was looking for a wife and held a fancy party to meet the local maidens. The sisters went to the feast, hiding their odd adornments inside their hair. Arcía had no fine clothes nor any shoes, so she watched the dances through the window. When the prince saw her through the pane, he was instantly in love and called for her; she ran home to hide. The star on Arcía’s forehead helped the prince to notice her and see how beautiful she is. The prince searched for the girl with the little gold star on her forehead and found her hiding under the table. When they were married, “everyone was invited, even the mean Margarita and her daughters –Green Horn and Donkey Ear!”

There is no fairy godmother in this version of Cinderella. Similarly, there is none in the Grimm’s version either. The Blessed Virgin, who usually guides the girl in Spanish renditions as the fairy godmother, does not appear in Hayes’s story. The magic lies in the relationships between animals and humans. The animals can speak in both stories. The hawk swoops down to steal the wool and gives each girl something to keep on their forehead: a star, a donkey’s ear, and a green cow horn. In Grimm’s story it is also the animals that grant wishes and send Cinderella to the ball decked out in silver and gold. As the prince carries the sister away (tricked) the birds speak out that the sister is not the true bride. Like the house cat in the New Mexican cuento, the birds help the prince to find Cinderella, his true bride. http://www.nationalgeographic.com/grimm/cinderella.html

The illustrators are a mother and daughter team who’s folk-art style of acrylic-on-wood bring vivid colors and clear emotion together to tell the story. Gloria Osuna Perez did the first three pages because she was sick with ovarian cancer. Her daughter, Lucia Angela Perez, did the last twelve illustrations in honor of her mother. They put their heritage and soul into the illustrations. Through architecture and landscape they provide an accurate representation of northern New Mexico. The paintings include details in the clothing and décor that bring me home.

The book is written in both Spanish and English. It is not translated from one or the other, but rather the story was written originally bilingual. This gives the reader an opportunity to see colloquial NM Spanish in action. Transliterations inherently change the meanings attached to local sayings while a bilingual creations embraces the meaning over the translation –keeping the message true to the original tale.

On the last page of the book Hayes writes a summary of Cinderella’s history in New Mexico. He says that Cinderella was very popular in northern New Mexico and examines the common themes and details present in each evolution of the story. This version retains most of the traditional details, especially the golden star on the forehead. Hayes says that the symbolic reward of the golden star on the forehead appears almost in every episode, but the star is more central in his tale. Like many cuentos there is a lesson to forgive the person(s) that did wrong and move on.

Hayes ends the story with an age old verse that invites the next story to be told: “I came on a colt; I leave on its mother. If you liked this story; tell me another.” Hayes writes in his conclusion, “Because the old cuentos date from a time when storytelling was a very important activity…it was once customary to end each story with a brief verse, just as many people still end every prayer with Amen” (Hayes, 2000).

REVIEW EXCERPT

The unique flavor of this retelling from the American Southwest makes this not only a good introduction to the teller's art, but also an engaging entrance into Hispanic culture.”
-Ann Welton, Terminal Park Elementary School, Auburn, WA 2000 Cahners Business Information.

CONNECTIONS

For a bibliography of Cinderella versions and discussion go to

http://www.acs.ucalgary.ca/~dkbrown/cinderella.html

There are some wonderful games and activities for a Cinderella module to use in the classroom. Activities are for primary grades and embrace many cultures! A great find. Thank you Dr Vardell! http://www.northcanton.sparcc.org/~ptk1nc/cinderella/activities.html

There are other versions of Cinderella in New Mexico. Here are three:

From Ohkay Owingeh Pueblo:

Bullock, Alice. 1972. Indian Cinderella. Living Legends of Santa Fe County. Santa Fe, NM: Sunstone Press. ISBN: 0913270067.

Two sisters are invited to a feast and dances at Abichiu Pueblo and hope to find a husband there. When the elder sister takes all the fine clothes and grinding stones, the younger concedes to staying home, but the spirit of Corn Boy gives her gifts by the river so that she can attend the feast carrying yellow and red corn. She refuses to dance until she hears his voice on the wind. They marry and her older sister soon finds a husband as well.

From Zuni Pueblo:

Pollock, Penny, and Ed Young. 1996. The Turkey Girl : a Zuni Cinderella story. Little, Brown: Boston. ISBN 9780316713146.

In this Pueblo variant of Cinderella, some turkeys make a gown of feathers for the poor girl who tends them so that she can participate in a sacred dance, but they desert her when she fails to return as

promised.

San Souci, Robert D and Sergio Martinez. 2000. Little gold star : a Spanish American Cinderella tale. Harper Collins Publishers: New York. ISBN 9780688147808.

San Souci also tells the story of the Little Gold Star, but with a Catholic twist. This version is very different from Haye’s retelling. The heroine, Teresa, and her father are mistreated by her stepmother. A woman in blue, the Blessed Mary, appears and asks her to tend to Joseph and the baby Jesus. Teresa is rewarded with a golden star on her forehead. At mass, Don Miguel sees Teresa and loves her. When he comes to propose, she is forced to complete three tasks. The Blessed Mary helps her again, and after the wedding her stepmother and sisters change for the better.

Comparing the variations in the classroom (or at home) will make for an excellent introductory lesson in New Mexico culture, as the traditional ways live still alongside the Catholic communities. There’s a unique blend of the different histories and languages here that lends itself to folk literature.

Iktomi and the Coyote by Paul Goble

BIBLIOGRAPHY

Goble, Paul. 1998. Iktomi and the Coyote. New York: Orchard Books. ISBN: 0-531-33108-3

PLOT SUMMARY

On his way to tell stories to the children, Iktomi is distracted by his hunger. He tricks some prairie dogs into becoming his dinner. As he selfishly sets out to eat them all, Coyote outwits him and takes the feast to share with the other animals.

CRITICAL ANALYSIS

In Lakota folklore, Iktomi is a trickster and a hero. He is a mirror of human nature, both positive and negative. He takes on many forms and meanings throughout the lore. In some tales, he is the Creators Helper, bringing gifts to the people like fire and tipis. Iktomi stories are still created and repeated to demonstrate the human nature today. In this story, set in modern time, Iktomi is vain and easily distracted. In a selfish moment Iktomi refuses to share his feast with Coyote. Then he is tricked out of his dinner and Coyote shares the feast with all the animals; everyone but Iktomi eats their fill. Moral of the story is it is best to share, lest you have nothing. This tale also explains why prairie dogs' tails are singed.

In this telling, Iktomi is dressed up in his finest traditional clothes and drawn with short hair (perhaps referring to his contemporary existence). He carries many books about himself, boasting his fame. Iktomi’s ego is cleverly expressed through the illustrations. He is larger than the other elements of the pictures; he looks down on them. As he loses ground with Coyote, he becomes smaller and his fancy clothing disappears until he is left with just his shirt to shelter him from the rain –and a deflated ego. Goble’s subtle but effective illustrations add depth to the story and give the audience opportunities to interact. Narrator comments are printed in italics and should be addressed to the listener, encouraging them to make their own remarks about the action. These asides, combined with Ikotmi’s own comments, energize the audience and revive the oral tradition. Modern and traditional cultural elements join plenty of humor to bring the ages together in this tale of modern Iktomi.

Goble points out in his introduction that in Buffalo Days the stories about Iktomi reflected different aspects of human nature. Unfortunately, modern stories about Iktomi represent him primarily as the Trickster, forgetting that he was once a powerful force for good that helped create the land and taught humans how to make fire and tipis. Goble’s intention behind illustrating indigenous folklore is to make Native American traditions understandable to children of all origins while retaining the original integrity of the story.

FEATURED AUTHOR/ILLUSTRATOR

“Mr. Goble has illustrated over 30 books. He has given his entire collection of original illustrations to the South Dakota Art Museum in Brookings, South Dakota. A native of England, he has lived in the United States since 1977 and became a citizen in 1984. His illustrations accurately depict Native American clothing, customs and surroundings in brilliant color and detail. Goble researches ancient stories and retells them for his young audiences in a manner sympathetic to Native American ways. Paul Goble's books have won praise from the American Library Association, the National Council of Social Studies, the International Reading Association, and the Children's Book Council. His has received the Library of Congress' Children's Book of the Year award and his books have been chosen by Reading Rainbow."
http://www.worldwisdom.com/public/authors/Paul-Goble.aspx

Paul Goble has received several awards for his literary works:
Caldecott Medal (1979) The Girl Who Loved Wild Horses
Regina Medal (2006)
Children’s Choice (2004)

REVIEW EXCERPT

“His art is tremendous because he is able to recreate the traditional forms with great accuracy and detail. The designs he draws are completely authentic and his colors are the same ones that were used by the old-timers before the reservation days. He is able to recreate the spirit of the old stories with his illustrations and his words.”

—Joe Medicine Crow, Crow Tribal Historian, and oldest living member of the Crow Tribe http://www.worldwisdom.com

CONNECTIONS

This book is intended to be read aloud. Use the (narrator comments) embedded in the story to spark conversation among the audience; such as a spontaneous biology lesson about prairie dogs. Better yet, invite a professional Native American storyteller to perform.

Lakota Tribe

Facts for Kids: Sioux Indians (Lakota and Dakota)

Storytelling is very important to the Sioux Indian culture. There are lots of traditional Sioux legends and fairy tales here. http://www.bigorrin.org/sioux_kids.htm

http://www.lakhota.com/online/kids/ -Read Lakota stories aloud. Print out coloring pages and browse more Lakota Children's Books!

http://www.firstpeople.us/ -First People website is a promising collection of Native folklore, photographs, art, and literature of members of the First Nations.

Iktomi

Who is Iktomi? What does he represent? How does his role translate for today’s society? What other names does he have? Do a class research project to find out. Make an Iktomi art project representing the group’s interpretation of this legendary character. …There is a prophecy that Iktomi would spread his web over the land; could that mean the telephone and internet networks and the global web? (http://www.reference.com/browse/wiki/Iktomi).

Read other Iktomi tales by Paul Goble. Compare and contrast Paul’s stories with the original folklore. Make an Iktomi tale of your own.

Iktomi Adventures by Paul Goble:

Iktomi Loses His Eyes 1999

Iktomi and the Coyote 1998

Iktomi and the Buzzard 1994

Iktomi & the Buffalo Skull 1991

Iktomi and the Ducks 1990

Iktomi and the Berries 1989

Iktomi and the Boulder 1988

Artist to Artist: 23 Major Illustrators Talk to Children about Their Art

BIBLIOGRAPHY

Eric Carle Museum of Picture Book Art. (2007?). Artist to Artist: 23 Major Illustrators Talk to Children about Their Art. Philomel Books: ISBN 9780399246005.

In Artist to Artist, twenty-three esteemed children's illustrators/authors write a letter to children sharing anecdotes about their art and how they came to do what they love professionally. Each entry is a window into who the artist is and why (or how) they make their art. There are no questions or expectations, so the illustrators are free to communicate whatever inspires them.

The emotion and personality portrayed in each autobiography will attract children and adults, hopefully inspiring them to become the next generation of great illustrators. In Eric Carle’s introduction he writes, “I hope that you will enjoy and benefit from these wonderful letters that come right from the heart and soul and memory, right from the sources out of which so much creativity flows.”

Each spread contains a letter from the artist and a self-portrait. Behind each portrait lies a nifty foldout page with examples of their early work, sketches or finished samples of art, and pictures of their studios and materials. Some artists chose to draw their studio, provide technique explorations, or simply have fun telling their ‘artstory.’ From fine traditional oil paintings to friendly pop-out astronauts there is something for every artist between these pages. Self-portraits of each of the contributors put the finishing touch on this album of amazing artists.

Contributing Illustrators include:
Mitsumasa Anno

Quentin Blake

Ashley Bryan

Nancy Ekholm Burkert

Eric Carle

Tomie dePaola

Jane Dyer

Mordicai Gerstein

Robert Ingpen

Steven Kellogg

Leo Lionni

Petra Mathers

Wendell Minor

Barry Moser

Jerry Pinkney

Alice Provensen

Robert Sabuda & Matthew Reinhart

Maurice Sendak

Gennady Spirin

Chris Van Allsburg

Rosemary Wells

Paul O. Zelinsky

REVIEW EXCERPTS

“The end result is a gorgeous, browsable gallery of international treasures, with a behind-the-scenes tour led by the generous and gifted creators themselves.” Wendy Lukehart, Washington DC Public Library -- School Library Journal, 9/19/2007. http://www.schoollibraryjournal.com/

“These letters are gifts from the heart of the artists, who share bits of their souls with readers. For children interested in how books are made, how art is created, or just crazy about creating art of their own, this book will help them recognize that becoming an artist is not only a process that requires dedication, practice and passion, but also an endeavor that can last a lifetime.” http://blog.richmond.edu/openwidelookinside/archives/74
(This is a neat blog that connects children's literature to teaching Math, Science, and Social Studies. A thematic book list makes it easy to hunt down books on particular topics)

CONNECTIONS

The Eric Carle Museum of Picture Book Art is the first full-scale museum in this country devoted to national and international picture book art… it is the Museum’s goal to foster connections between visual and verbal literacy and to provide visitors of all ages and backgrounds with the opportunity to explore their own creativity and the confidence to appreciate it.

Celebrate Children’s Authors and Illustrators Week (first week of February): Fun to recognize pictures from a familiar book and make connections between the illustrators and the pictures. Write a letter (or an email) to a favorite author or illustrator. Create a display of books by authors and/or illustrators in your local area or state. Invite one or more of these authors to give a presentation in your classroom or library.

Just the Two of Us. Ill. by Kadir Nelson

"Just the two of us,
Building castles in the sky.
Just the two of us,
You and I."

BIBLIOGRAPHY

Smith, Will. 2001. Just the Two of Us. Ill. By Kadir Nelson. New York : Scholastic. ISBN 9780439087926.

PLOT SUMMARY
This book is an illustrated version of Will Smith’s rap song, “Just the Two of Us,” written for his first born son. The chorus is pulled from Bill Withers & Grover Washington, Jr.’s 1981 Grammy Award-winning Jazz song of the same title. Smith’s version is a poem from Father to Son expressing the Father’s devotion to his boy. He gives advice on going through life and pledges to always be there for his son -in good times and bad.

CRITICAL ANALYSIS
Will Smith's song is a call to all fathers to teach their children the values of dignity, integrity, and honor. The book instills good morals and values while illustrating love, support, and encouragement. The lyrics invoke the unique relationship between father and son. Smith's genuine lyrics and Nelson's amazing illustrations capture the intensity of a father's love and the pure emotions of the growing son.

I try to be a tough dad, but you be makin me laugh
Crazy joy, when I see the eyes of my baby boy
I pledge to you, I will always do
Everything I can
Show you how to be a man

The pencil and oil illustrations by Kadir Nelson are breathtaking. They follow the development of the father-son relationship and show the life stages of the baby growing into a young man, while the father grows older. Kadir’s ability to portray internal emotion is astounding. Through the posture, gesture, and lighting of the paintings he brings the story to life in such a way that the reader must also experience the father’s devotion.

This book is especially nice for a father or a young man missing his daddy; but every parent will recognize that bond between parent and child. This love is something every child deserves. Read this book aloud with your child -let them hear it from you too. Embrace them and teach them so that they will feel loved and in return, love.

Touched your head gently, felt my heart melt
Cause I know I loved you more than life itself
Then to my knees, and I begged the Lord please
Let me be a good daddy, all he needs
Love, knowledge, discipline too
I pledge my life to you

Featured Artist Biography: Kadir Nelson
Although Nelson works in a variety of styles, he retains a sense of identity and focus in his work. Nelson’s images are instantly identifiable by the emotion and strength of his subject matter. Kadir Nelson is an award-winning African American artist and illustrator. Born in Washington D.C., he is a graduate of Pratt Institute in Brooklyn, NY and lives in San Diego, CA with his family. He is a two-time Caldecott Honor Award winner; he also won the Coretta Scott King Author Award and the Robert F. Sibert Informational Book Award for We Are the Ship in 2009. (http://www.kadirnelson.com/)

REVIEW EXCERPTS
Critics have used the words "expressive," "rewarding," and "uplifting" to describe Nelson's art.

He stated on his website: "My work is all about healing and giving people a sense of hope and nobility, I want to show the strength and integrity of the human spirit."

His illustrations for Just the Two of Us won him an NAACP Image Award. http://en.wikipedia.org/wiki/Kadir_Nelson

CONNECTIONS
"Just the Two of Us" is a 1981 Grammy Award-winning Jazz song recorded by Grover Washington, Jr. and Bill Withers.

http://kadirnelson.com/ Visit his website to learn more and see slides of his art.

Show some of his artwork in class. Initiate a conversation about the different styles or subjects. Use this book to talk about fathers, rap music, love...

Books illustrated by Kadir Nelson:
Debbie Allen, Brothers of the Knight, Dial Books (New York, NY), 1999.
Debbie Allen, Dancing in the Wings, Dial Books (New York, NY), 2000.
Deloris Jordan and Roslyn M. Jordan, Salt in His Shoes: Michael Jordan in Pursuit of a Dream, Simon & Schuster (New York, NY), 2000.
Jerdine Nolen, Big Jabe, HarperCollins (New York, NY), 2000.
Will Smith, Just the Two of Us, Scholastic (New York, NY), 2001.
Ann Grifalconi, The Village That Vanished, Dial Books (New York, NY), 2002.
Nikki Grimes, Under the Christmas Tree, HarperCollins (New York, NY), 2002.
Spike Lee and Tonya Lewis Lee, Please, Baby, Please, Simon & Schuster, 2002.
Jerdine Nolen, Thunder Rose, Harcourt (San Diego, CA), 2003.
Ntozake Shange, ellington was not a street, Simon & Schuster (New York, NY), 2004.
(With others) Tina Packer, Tales from Shakespeare, Scholastic (New York, NY), 2004.
Jerdine Nolen, Hewitt Anderson's Big Life, Simon & Schuster (New York, NY), 2005.
Illustrations have appeared in New Yorker and Sports Illustrated.
http://biography.jrank.org/pages/951/Nelson-Kadir.html#ixzz0QaazgnA2

Film
The Pursuit of Happyness. 2006. Will Smith plays a struggling salesman who takes custody of his son (Jayden Smith) as he's poised to begin a life-changing professional endeavor. This film won many awards and nominations. The movie is "inspired” by the true story of Chris Gardner, who was among San Francisco's working homeless in the early '80s and managed to pull himself and his young son up by the bootstraps. http://www.imdb.com/title/tt0454921/awards

Joseph Had a Little Overcoat -Simms Taback

Taback, Simms. 1999. Joseph Had A Little Overcoat. New York, New York: Viking. ISBN 0670878553.

PLOT SUMMARY

Joseph Had a Little Overcoat is a story of thrift and resourcefulness. Joseph is a talented farmer who finds a new use for the tattered fabric of his overcoat. Instead of throwing it away, he makes it into something else, and then as the new garment gets worn he creates something else from it again. Joseph finds a new use for it every time. When there’s no more, he writes a book about it –creating something out of nothing! A marvelous illustration of the expression “renew, reuse, and recycle.”

CRITICAL ANALYSIS

This book is an illustrated retelling of the Yiddish folk song: “Hob Ich Mir a Mantl” translated “I Had a Little Overcoat”. The full text and sheet music are on the last page as a final surprise. The illustrations represent a traditional rural Jewish community. When this folk song was new, the audience were Yiddish communities living in villages in Eastern Europe. It is a wonderful sample of Yiddish culture: the amazing illustrations, the cultural allusions and values, and especially the music at the end.

The plot is a simple sequence of events with clear resolutions presented in a logical progression. Each activity is culturally (or functionally) relative to wearing that piece of clothing (the scarf to chorus, or the kerchief to dinner).
Taback’s repetitive, short phrases make it easy for children to repeat and remember the story.

Joseph had a little (jacket). It got old and worn.
So he made a (scarf) out of it
and (sang in the men's chorus)

The vivid illustrations undeniably bring the story to life and create the mood for Joseph and his changing cloth. Taback uses watercolors, Gouache, ink, pencil, and collage to create fabulous illustrations that you can't absorb in just one sitting. Joseph participates in traditional activities with his friends and family. He works in the field and cares for his animals. Throughout you will find references to Yiddish culture creating a ‘seek-and-find’ element that children love. For older readers: newspaper clippings, photographs, icons (Fiddler on the Roof). On the pages of this book, cleverly placed die-cuts suggest what Joseph will make next out of his overcoat.

Without ever saying a word about it, this book impresses on the reader that creative thrift is valued and enviable. The story of Joseph’s practical re-use of what he already has opens the doors for a broader discussion of the value of thrift at home and in our economy. Cultural conversations and lessons on peace are vivid throughout this book. For example: What does Shalom Aleichem mean? (“Peace be unto you”) How many times is it present in the illustrations? What does that suggest about the value of peace in Joseph’s community?


REVIEW EXCERPT

Barbara Kiefer, chair of the Caldecott Award Committee, commented, "Vibrant rich colors, playful details, and skillfully-placed die cuts contribute to the books raucous merriment that takes this Yiddish folk song far beyond the simple words.” Barbara Kiefer Chairs the Caldecott Award Committee. June 1, 1999.

CONNECTIONS
The Bedtime Sh'ma: A Good Night Book by Sarah Gershman; illustrated by Kristina Swarner 9780939144549

Hanukkah at Valley Forge by Stephen Krensky, illustrated by Greg Harlin 9781428701960

Nine Spoons by Marci Stillerman, illustrated by Pesach Gerber 9780922613847

For more books on Yiddish culture, go to http://sydneytaylorbookaward.blogspot.com/ . The Sydney Taylor Book Award is presented annually to outstanding books for children and teens that authentically portray the Jewish experience.

Among the 40+ children’s books he has written and/or illustrated, Simms Taback’s books have won many awards, including the prestigious Caldecott Medal for Joseph Had a Little Overcoat. a Caldecott Honor for There Was An Old Lady Who Swallowed a Fly, designation as a New York Times Best Illustrated Children's Book, the Children’s Book of the Year selection from The American Institute of Graphic Arts, and a Notable Book designation from the American Library Association. Simms was a founding president of The Illustrators Guild, which later merged and became the New York Graphic Artists Guild.