Forever Young

Title:  Forever Young

Author: Bob Dylan

Illustrator: Paul Rogers

Publisher: Anthenum Books an imprint of Simon and Schuster, 2001

Audience: Ages 5 – 8

Summary of Book: Forever Young is a beloved song that Bob Dylan wrote for one of his sons.  Dylan in conjunction with award winning artist Paul Rogers combine to make the song into a book which speaks to a wide range of audiences about important topics.  The topics include, God blessing and keeping you, doing for others and letting others do for you, being righteous and true, and of course staying forever young.

Literary elements work in the story: This is a simple yet profound book.  The lyrics of a beloved song are used to tell a story. The illustrator uses other Dylan songs for inspiration to take us on a journey.  The journey follows a young boy who is given a guitar by a street singer and the impact that gift has on the boy’s life and those around him.  This makes for an ideal book from the beginning reader to adults by showing how a gift to another can impact countless lives.  The boy’s journey takes him from learning to play the guitar, to performing on the streets for others, to school, to becoming a concerned citizen trying to save the planet, to protesting the war in our nation’s capital and on the streets of his hometown, and finally to pass the guitar on to a young lady just as it was given to him.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Although not one word is spoken about gender, race, culture, one’s financial worth, or personal ability the book openly promotes it from the first page to the last.  On the first page a young boy is given a guitar with the words, “May God bless you and keep you always.”  (Forever Young, p 2)  A few pages later the boy is playing the guitar in a park with a mixed crowd of young people, adults, older adults, of all colors, shapes and sizes, with the words “May you always do for others and let others do for you.”  (Forever Young, pp. 5-6)  Later in the book it shows the boy now probably in high school ‘knuckling’ (a modern day way of giving someone five) a friend who is African American.  Through the rest of the book it shows the two friends studying together, working together to save the planet, protesting the war, making groovy music, giving to others, and staying forever young.

Theological Conversation Partners:  Although no scripture is used in the book the words of the first page set the tone, “May God bless and keep you always”.  (Forever Young)  This book is about doing for others and letting them do for you.  It is about accepting and loving others who may be different from you.  It is about stepping out of your comfort zone, which God calls us all to do.  It is about noticing those around us that are so easily overlooked or taken for granted, like the little children and making them feel loved.  It is about giving to others and not expecting anything in return.

Faith Talk Questions:

1. Why do you think the street singer gave the guitar to the young boy?
2. Are there hidden or obvious messages in any of the illustrations?  If so, what do you see?
3. What do you think the message for children is in this book?
4. What do you think is the message for adults is in this book?
5. Are the words of this book and their message something that we outgrow or something that their time has passed and cannot be brought back?  Why do you think that?
6. Do you believe that a simple act of giving can still have an impact in today’s world?
7. Do you think it is better to give or to receive?  Why?
8. What does the term ‘forever young’ mean to you?

This review was written by Union Presbyterian student Bob Martin.

Lectionary Links: Trinity Sunday, May 26, 2013

 Trinity Sunday

Year C:  May 26, 2013

First Reading: Proverbs 8:1-4, 22-31

The Museum by Susan Verde

(Written for ages 4-8)

Comment: As we celebrate the work of Wisdom, we are invited to think about the ways she  was a part of creation from the beginning and continues to be present with us, inspiring our own creativity. The Museum is the story of a girl whose creativity and emotions are stirred by great works of art. Much like Wisdom rejoices and delights in the work of the great master of all creation, the girl rejoices and delights in the work of great master artists. As she leaves the museum, the girl carries it within her, causing creative visions to burst forth around her. With the help of this text and story, wonder together with the children of your church about the ways Wisdom and the beauty of creation inspire our own creativity.

Second Reading: Romans 5:1-5

The Curious Garden by Peter Brown

(Written for ages 5-9)

Comment: While this short passage will not likely be understood by children in your church, the concepts mentioned are things they know and experience. You may choose to explore their understandings of peace, hope, and love. Additionally, you might explain the ideas of suffering and endurance, and explore the ways that they’ve experienced or witnessed these ideas. The Curious Garden is a lovely illustration of hope growing in the midst of suffering. Liam shows endurance and patience as he tends a tiny garden that eventually spreads throughout his dilapidated, dreary city. With Liam’s hope, color and light blossom in the midst of a broken world.

Gospel Reading: John 16:12-15

Zip, Zip… Homework by Nancy Poyder

(Written for ages 5-9)

Comment: “When the Spirit of truth comes, he will guide you into all the truth…” Help children connect to the work of the Spirt by reflecting on the ways they find guidance in life. Who are the people that guide them in truth and what does that guidance look like? In Zip, Zip… Homework, Violet is guided in the ways of truth by her teacher Ms. Patience. Even when she is caught lying, Violet experiences grace when Ms. Patience teaches her the importance of truth. Wonder together about what Violet experienced when she was lying and what changed when she was able to live into the truth.

The Lectionary Links this week were written by regular contributor Noell Rathbun-Cook.

 

Mouse Tales, Things Hoped For

Title:  Mouse Tales, Things Hoped For

Author: Ruth L. Boling

Illustrator:  Tracey Dahle Carrier

Publisher:  Westminster John Knox

ISBN:  13-978-0-664-22705-0

Audience:  4-6 years

Summary:  This book is broken into 14 chapters to be used as curriculum during Advent, Christmas, Epiphany, and into a few weeks of Ordinary Time.  Each chapter is very topical and revolves around the lives and characters of The Church of The Least of These, with all the characters being church mice.  Each chapter is brilliantly written to portray the personalities of the church members and the interactions between them.  There are examples of jealousy, power-struggles, aged, newborns, sick and healthy.  The underlying characteristic of all the characters is one of love and interest in working together for the common good.  The book is clever in style and reformed in theology.  This book is an excellent resource.

Literary elements at work in the story:  This story is in a narrative form and tells a story of The Church of the Least of These.  The book begins as a pictorial directory of the church, showing a group photo of all the members, followed by individual pictures and a short biography of the twelve main characters.  The story begins on the first Sunday of Advent and is a serial, continuing in character and plot from chapter to chapter, or from week to week.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  The book is all inclusive, showing different shades of color, gender, economic status and church mice from different societal points of view.  The book is written in a manner that one never thinks of the differences in gender, race, culture or economics as the stories unfold.   The underlying theme of the entire book is God’s promises for “the least of these” from Jeremiah, Luke and Matthew.

Theological Conversation Partners:    As we participate in this book, we are shown how the beautifully illustrated mice live in community, both within and outside the church.  The love and concern displayed for all the characters comes through the story over and over – while displaying the diversity and variety of personalities.  Our communities and our communities of faith are displayed beautifully in these stories that take us through the beginning of the Church calendar for 14 weeks.

Faith Talk Questions:

1. What is the importance of the Clothing Exchange mentioned in the first chapter of the book?
2. Why is it important to Max that Papa Jordan light the Advent candle successfully?
3. What emotions are displayed when Rose Noel falls on the ice and fractures her ankle?
4. What emotions are displayed when Ernest admitted throwing the rocks and causing Rose Noel to fall on the ice?
5. Amber is new to the church family – describe her personality traits and characteristics throughout the book.
6. Discuss the importance of Amber refusing to participate in the play reading the Beatitudes.

This review was written by Union Prebyterian Seminary student Becky Albright.

The One, the Only Magnificent Me!

Title of the Book:  The One, the Only Magnificent Me!

Author: Dan Haseltine

Illustrator:  Joel Schoon Tanis

Publisher/Date: Mackinac Island Press, 2007

ISBN: 978-1-934133-21-7

Audience:  The intended audience is ages 2 and up.  Young children who are unable to read will be drawn in by the bright colors.  Adolescents may associate with the story’s theme.  Even adults can be actively engaged by this wonderful story.

Summary: This is the story of a little boy who feels a little left out because he is not as big or as fast as the other children.  He thinks that this means he should be different, and that would make it all better.  With the aid of his imagination, he imagines wonderful changes that would make him better, and he goes about making the necessary changes.  By the end of the story, with a little help, he comes to see that he already is magnificent, just the way he is.

Literary elements at work in the story:  The way the story is told, in the voice of the boy that the story is about, allows the reader to see him in a way the illustrations don’t fully show.  This does not in any way take away from the illustrations, which are very well done.  As the book begins, our central character is illustrated in muted pastels.  This continues throughout the book, except, as his imagination takes over, the products of his imagining are created in bright, bold colors that take over the page(s).  He seems to become discouraged as real life falls short of his imagination and the muted pastels return.  The story and characterization is told as much through the illustrations as it is through the words.

Theological Conversation Partners:  The scripture that could be used to partner with this story easily is Psalms 139.14 “I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.”  Just as the Psalmist is expressing that God has made him as a wonderful creation, the little boy in the story learns that he, too, is wonderful, no, that he is magnificent, just the way he is.

Faith Talk Questions:

1. Have you ever wished for any of the things the little boy in our story wished for?  Have you ever wished for something different that altered your appearance?  Why?
2. From whose perspective is the story told?  How is this displayed in the illustrations?
3. Have you ever prayed for something and then tried to “help” it happen?  What were your results?
4. Why do you think the little boy failed in his attempts to change his appearance?
5. The author and illustrator do not give us any clues on who the person is who comes into the little boy’s room at the end of the book.  Who do you think this person is that helps him see how magnificent he is just the way he is?
6. Think about those who have been the major influences in your life.  Do you think your experiences impacted who you chose in question #5?  If so, why?

This review was written by Union Presbyterian Seminary student LaDonna Harrison.

Lectionary Links: Sunday, May 19, 2013

Pentecost

Year C:  May 19, 2013

Pentecost Reading: Acts 2:1-21

Say Hello by Rachel Isadora

(Written for ages 4-8)

Comment: “Amazed and astonished, they asked, ‘Are not all these who are speaking Galileans? And how is it that we hear, each of us, in our own native language?’” How overwhelming and incredible it must have been for the multicultural crowd to gather and hear the good news being shared in their own languages! On Pentecost, we are reminded that the Spirit weaves us together, regardless of our race, class, gender, age, or nationality. This is a day to celebrate our connectedness as we hear many languages spoken aloud. Say Hello follows Carmelita as she walks through her multicultural neighborhood, greeting friends and neighbors in their native languages. As you read this story alongside the Pentecost text, invite your congregation to experience the power of connection that exists beyond language barriers.

Additional suggestions for this text may be found in our posts from Year A.

First Reading: Genesis 11:1-9

We by Alice Schertle

(Written for ages 5-9)

Comment:  In his commentary on this text, Ralph W. Klein offers an alternative interpretation that differs from the traditional focus on human arrogance and God’s punishment. He suggests that God’s scattering of the people is not due to punishment, but to a desire for cultural diversity. “The story embraces cultural solidarity and cultural difference and acknowledges the value of both.” (Feasting on the Word, Year C, Volume 3, p 7) We follows humanity from its origins in Africa to its expansion throughout the world, acknowledging our common beginnings as well as our cultural diversity. Use this story to help the children of your church explore what it might look like for God to scatter the people abroad over the face of all the earth.

Second Reading: Romans 8:14-17

We Belong Together: A Book About Adoption and Families by Todd Parr

(Written for ages 3-7)

Comment: “…you have received a spirit of adoption. When we cry, ‘Abba! Father!’ it is that very Spirit bearing witness with our spirit that we are children of God.” This text invites us to reflect on what it means to be children of God. Some of the children in your church may be adopted or know someone who has been adopted. Talk together about the way they understand adoption. How is being adopted by God related to other kinds of adoption? We Belong Together explores different types of adoptive families and what brought them together. The book emphasizes that adoption is something that occurs when people belong together and are rooted in love. This is also what it means to be children of God. God adopts us because we belong to God and God loves us.

Gospel Reading: John 14:8-17, (25-27)

The Keeping Quilt by Patricia Polacco

(Written for ages 5-9)

Comment: The disciples express anxieties that are quite typical of those who worry about permanent separation. In promising the Advocate, Jesus is responding to their need for something concrete to hold, be guided by, and find comfort in. With the presence of the Spirit, their anxieties will not paralyze them from continuing the work of Christ. The Spirit provides peace, comfort, and guidance, helping us to remember Jesus is with us, even though we can’t see him. The Keeping Quilt helps a family remember they are with one another. Despite the distance across oceans and the separation of death, the quilt binds the generations of a family together through love and memories. When Anna’s mother makes the quilt from different family members’ clothing, she says, “It will be like having the family in backhome Russia dance around us at night.” Today is a day for dancing with the Spirit. May our Pentecost celebrations help us to see the way we are connected to Christ and the disciples of the church throughout time.

This week’s Lectionary Links are written by regular contributor Noell Rathbun-Cook.

This Moose Belongs To Me

Title:  This Moose Belongs to Me

Author/Illustrator:  Oliver Jeffers

Publisher: Philomel Books

Publication Date: 2012

ISBN: 9780399161032

Audience: Kindergarten-2^nd grade

Summary: A moose appears in Wilfred’s yard and Wilfred is sure that it is meant to be his.  He tags the moose with the name Marcel and then begins to explain the rules to his oblivious pet.  Marcel obeys only the rules that fit his plans. One day Wilbur is marking the trail with string as he follows Marcel.  A woman appears to claim the moose as her own, calling him Rodrigo.  “This moose belongs to me,“  says Wilfred but Marcel is more interested in the lady and her apples.  Wilfred runs away in anger, trips, is entangled in his string, and lies there helplessly until Marcel comes along and performs Rule #73 brilliantly: Rescue your owner from perilous situations.  Wilfred has to admit that he has never really owned the moose anyway and so he and Marcel (he thinks) work out a compromise about rules and ownership.

Literary elements at work in the story: Wilbur is a small, cartoon-like figure set in a large, realistic outdoor setting.  Pictures are essential for the slight story about a boy and a moose with different viewpoints about ownership and rules. When Wilbur, for example, is making plans for activities with Marcel there are bubble-encased pictures of the moose riding waves with the boy on his back.  Children will laugh at the situations depicted and ask for additional readings.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Not applicable.

Theological Conversation Partners: Some books are meant to be read for fun; this is one of them.   We should encourage children to give thanks to God for authors and illustrators who give us pleasure. It is best to mention Oliver Jeffers by name. That said, This Moose Belongs to Me can furnish conversation subjects but don’t think you’ve wasted time if you never get to these. You have simply enjoyed one of God’s good gifts.   God gave human beings responsibility for the world and the animals in it.  We have emphasized domination and so face a world with declining species. (Genesis 1,2; Psalm 8)  Like Wilfred, we are inclined to emphasize our control of animals, their service to us, rather than our stewardship. “Mine” is a word that Christians should use carefully since the world and everything in it belongs to God. ( Ps 24). For young children ownership is significant and the fact that Wilbur may actually “belong” to three different people will be worth discussing.  Rules are an important part of life. Rules and law, in the biblical sense, however, are not quite the same thing. Thinking about the difference can be valuable.

Faith Talk Questions:

1. Do you have a pet? How do you care for your pet?
2. Does your pet have rules to follow?  Do you have rules to follow in caring for your pet?
3. How did Wilbur know the moose was his?
4. Did Wilbur seem to have any responsibility for Marcel?
5. Did Wilbur himself have any rules to follow?
6. In what sense do you “own” your pet?
7. In Genesis 2:28 God says to Adam and Eve…”have dominion over fish, birds, and over every living thing that moves on the earth.” Another translation says, “be in charge of.”  What does this mean for us?
8. Does your city have rules about where animals can be? About animals getting vaccinated?  Does it have a place for keeping stray animals? A plan for adopting stray animals?

This review was written by regular contributor Virginia Thomas.

Don’t Let the Pigeon Drive the Bus!

Title:  Don’t Let the Pigeon Drive the Bus

Author: Mo Willems

Illustrator: Mo Willems

Publisher: Hyperion Books for Children

Publication date: 2003

ISBN number: 978-078681988-1

Audience:  Ages 2 – 6

Summary of book:    The bus driver has left the reader in charge to make sure that the Pigeon doesn’t drive the bus.  No matter what excuses the pigeon comes up with, it is our job to tell the Pigeon, “No!”  When the Pigeon’s plan is foiled he comes up with a new dream, driving an 18 wheeler.

Central literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):  The pigeon is a simple character that engages the kids.  The reader response in this book is a beautiful thing.  Kids can’t help, but yelling, “No” at the pigeon. Mo Willems creative illustrations and use of dialogue makes use of the entire book from the front inside cover to the back inside cover.  Be sure to start at the very beginning and go to the very end.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.: The bus driver is the only human character.  He is a middle age, Caucasian male.

Theological Conversation Partners: The Ten Commandments, and the Two Greatest Commandments, Golden Rule

Faith Talk Questions:

1. Why shouldn’t we let the Pigeon drive the bus?
2. Are there things we should or shouldn’t do?  Why do those rules exist?
3. What are some of the rules given to us by God?
4. Why should we try to follow those rules?

This review was written by Union Presbyterian Seminary student Jessie Smith.