Green

Title:  Green

Author/Illustrator:  Laura Vacarro Seeger

Publisher: Roaring Brook Press

Publication Date: 2012

ISBN: 9781596433977

Audience: 2-6 years

Summary: This is a book showing seventeen shades of green.  That’s accurate but inadequate.  Enter the world of green-a tree, a turtle, a lime, a pea, a firefly, a fern, a lizard.  There is more. Die cut pages surprise and lead from one shade of green to the next.  A section of lime becomes a spoon of pea soup; two of the peas become a tiger’s eyes.  One double page includes all the shades of green in the book, inviting children to find matches.  There is one page with a bright red stop sign, one page of a snow covered world for contrast.  A young boy plants a seedling, a page with no words; the next page shows a large tree with adult and child beneath, “Forever green.”

Literary elements at work in the story: This is a concept book, one of several that have won Seeger Caldecott Honor awards. One color, many hues.   The double pages give a sense of the vast world in which these greens are seen. The rhyming text makes the shades easy to remember.  The intense colors and thickly painted pages are almost textured, inviting touch.

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

Theological Conversation Partners: Look. See. Consider. Observe.  These are some of the words used to translate Matthew 6: 26, 28 as Jesus invites us to learn from God’s world. We are so frequently blind, indifferent, too busy to “hear” what God is saying to us.  One of the greatest gifts we can give to children or adults is to help them focus, to pay attention to the world around them. Green is the perfect guide for practicing this. The boy planting the seedling is a gentle reminder about our care for God’s world.  The symbol of the good, the righteous life in the Bible is a tree. Ps. 1, Ps. 92:12-15. This could be mentioned in connection with the last two pages. God could have created a monotone world.  Psalm 104:24 is an apt prayer of praise.  Add “color” after the word “creatures.”  For the adult: Chlorophyll, which gives plants their green color, is essential for photosynthesis, which is, in turn,   essential for our lives.  Plants change sunlight into energy and nutrients and release oxygen. Black is a more efficient color for photosynthesis but green does the job and colors our world.  Miraculous!

Faith Talk Questions and actions.

1.  Examining a box of crayons with several shades of green can assure that children understand “shades” or “hues.”
2.  Examine crayons of different shades.  Not all greens are alike. This can involve noticing clothes, hair ribbons, lunch boxes, etc.
3. Count the shades of green in the book.
4. Children will enjoy using the shapes as clues to the next page.
5. Green sometimes helps animals hide.  This is called camouflage. Find some animals that green helps to hide.
6. Some greens are found in places other than plants.  Find these.
7. Go for a looking walk.  Note where you see green.
8. Pick leaves, plants, (if possible), other objects and make a green display. Compare shades of green.
9. Plant a tree, a shrub, or a flower.

This review was written by Union Presbyterian Seminary graduate and regular contributor Virginia Thomas.

hello! hello!

Title: hello! hello!

Author: Matthew Cordell

Illustrator: Matthew Cordell

Publisher: Hyperion Books

ISBN: 9781423159063

Audience: Ages 2-6

Summary: Young Lydia is completely surrounded by electronic devices as this story opens.  One by one, though, her hand-held game, computer, telephone, and television fail.  Her family members are too busy with their own electronics to even look up as they perfunctorily answer her “Hello’s.”  Drawn outside by a colorful leaf, Lydia discovers the beautiful full-color world, and she says “hello” to them all – leaf, flower, bug, horse, buffalo, gorilla, blue whale, tyrannosaurus rex, and on and on.  Eventually, Lydia convinces her family to put down their plugged-in devices and join her in the marvelous world.

Literary elements at work in the story: This story consists of seventy-four words, forty-five of which are “Hello.”  Cordell’s watercolor and ink illustrations speak volumes, however, and rarely are such exuberance and joy to be found in a children’s book.  The setting of the natural world actually serves as a protagonist, transforming Lydia and, in time, her family.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Lydia has a mother, father, and a younger brother, but the cartoon drawings of these relatives and their electronics appear on stark two-page spreads, showing only the distance between them and Lydia.  The abundance of electronics probably points to a middle-class family.

Theological Conversation Partners: Joy in God’s created world and our place in it is the most obvious conversation partner in hello! hello!  Genesis 1:20-25 is practically reenacted in front of the reader’s eyes.  As Lydia greets leaf, bug, and flower, she grows visibly happier, culminating in the overwhelming joy of “Hello, world!”  The even deeper joy of two-way conversation comes when Horse responds by calling Lydia’s name.  Here one is reminded of God’s intimate knowledge of each of us.  The Lord tells Jeremiah, “Before I formed you in the womb I knew you, before you were born I set you apart…” (Jeremiah 1:4)  We also claim that gift of being a chosen child of God during the sacrament of baptism.

Faith Talk Questions:

1. Why do you think that Lydia’s family didn’t talk much to her in the beginning of the book?
2. Look at the page where Lydia says “Hello” to her mom.  Now look at the page where Lydia says “Hello” to the world. What are some of the differences you see?
3. Why do you think that Lydia is so happy when she is with all the flowers and animals?
4. How do you feel when you see all the things God has made in the world?
5. Horse knew Lydia’s name and said, “Hello, Lydia.”  God knows your name, too!  Imagine what it might be like to hear God say, “Hello!” to you.

This review was written by Union Presbyterian Seminary graduate Beth Lyon-Suhring.

17 Kings and 42 Elephants

Title:  17 Kings and 42 Elephants

Author:  Margaret  Mahy

Illustrator:  Patricia MacCathy

Publisher:  Dial Books

Audience: Ages 4-8

Summary:  The book is the story of seventeen kings traveling on elephants through the wild.  As they travel they sing and their song has an effect on the wild.  During their travel we are introduced to all the other wild animals they encounter on this journey (crocodiles, crabs, cranes, pelicans, hippos, tigers, peacocks, flamingos, birds, baboons, and gorillas) and experience how these animals impact and/or interact with these traveling kings.

Literary elements at work in the story:  This book is a picture book.  As such, the telling of the story, though a rhyming scheme is employed, loses its effect and power without the illustrations.  Thus, it will be imperative that the pictures be visible to the listener.  The book is normal size so it will need to be used with small groups to ensure the audience can fully see the illustrations.

Children will identify with this artwork.  The colors are bright and loud.  The illustrations are beautiful and eye catching.  You could literally remove the words and the illustrations alone will draw a child in and cause the child to create a story.  The artwork is appropriate for a story set in the wild (jungle).  Simply, it is believable, though for the target age group that may not be a point of major consideration.

How does the book present gender, race, culture, economic status, abilities/disabilities, age, etc. in the story:  The book does a poor job on addressing diversity in race.  All seventeen kings are white males.  As such, the author and illustrator fail to produce a book that will cross ethnicities and identify with multiple audiences.

Theological patterns for conversation:  Pulling any theological perspective from this book will be a stretch, even for the best theologian.  However, apart from the words, one could use the illustrations to facilitate discussion around the creation story with kids; particularly the portion of the creation story where God creates animals and sends them before Adam for naming.

Faith Talk Questions:

1. Why do you think God created animals?
2. Tell me about your favorite animal.
3. If you could have been in the Garden and were given the chance to name the animals presented in this book, what would you have named each?  Why?

This review was written by Union Presbyterian Seminary student Lorenzo Small.

See the Ocean

Title of Book: See the Ocean

Author: Estelle Condra

Illustrator: Linda Crockett-Blassingame

Publisher: Ideal’s Children’s Books

ISBN: 1-57102-005-5

Audience: K – 3rd grade

Summary:  Nellie and her brothers Gerald and Jamin always go on a family vacation to See the Ocean.  They always have a contest to see who will be able to see the ocean first.  Nellie usually never plays with her brothers until one year Nellie was the only one that could see ocean. This is a compassionate story about a girl that, although blind, can see the world in her mind and spirit.

Literary elements at work in the story:  The story reminds you of yearly family vacations.  The reader will experience the day in the cool salt water, play with siblings, stories told by parents and laughter shared among them all.  The story takes you through the beach vacations when Nellie was a little baby until she is a young girl.  The poetic imagery used when Nellie describes the ocean is captivating and paints a vivid picture in the mind of the reader.  In this picture book, the oil paintings support the story well.

Perspective on gender/race/culture/abilities/disabilities/economic:  The story is about a Caucasian family (a mother, father, and three siblings) taking a yearly beach trip to see the ocean.  Their daughter, Nellie, is blind.  Although this story portrays the family to be of one race this story can easily apply to any race or culture.

Theological Conversation Partners:

John Calvin explains that there is an inherited notion that we all have implanted within that God gives us awareness of God. “God has implanted in all men a certain understanding of his divine majesty (Institutes pg. 43).  All creation has come to the knowledge of God to the extent that God “repeatedly sheds fresh drops” of this knowledge to us in an attempt to renew our memory and awareness of God on a regular basis.  We cannot deny this awareness that is given from God to all and to do so is of our own doing because we all have been given the awareness from birth.

For Calvin, another way we know God is through creation.  “…he not only sowed in men’s minds that seed of religion of which we have spoken but revealed himself and daily discloses himself in the whole workmanship of the universe.  As a consequence men can not open their eyes without being compelled to see him” (Institutes pg. 51-52).  Calvin points to the nature of God as our creator and in observing God’s creation we can come to know God. The universe becomes as a “mirror in which we can contemplate God, who is otherwise invisible” (Institutes pg. 52-53).

We also come to a  knowledge of God not in the searching for him but in the awareness of God’s mighty works at play in our lives on a consistent basis.  We come to this awareness not on our own but by God’s revelation to us through God’s works. Calvin says that we come to this knowledge of God’s mighty words through the revealing spectacles of scripture.  The true knowledge of God, for Calvin, is found in scripture.  Calvin says that scripture is like spectacles.  The scripture gives us a clear picture or knowledge of who God is without confusion

Faith Talk Questions:

1. Where did Nellie’s family go every year?
2. Did Nellie like the ocean?  How do you know?
3. How did her parents explain the ocean to her?
4. What competition did the siblings have on the way to the ocean?
5. Did Nellie participate?  Why do you think she did or didn’t?
6. Who saw the ocean first on the last trip?
7. How did she know what it looked like?
8. What experiences have helped you to form an image of what God looks like?
9. What experiences have helped you to know God?
10. How does scripture help you to know God?
11. What do you think God looks like?
12. Who is God to you?
13. Draw a picture, create a collage, or write a poem or letter to express who God is to you.

This review was written by Union Presbyterian Seminary student Phanta Lansden.

The Wonderful Happens

Title:  The Wonderful Happens

Author:  Cynthia Rylant

Illustrator:  Coco Dowley

Publisher:  Simon and Schuster

Publication date: 2000

ISBN number: 978-0-689-86355-4

Intended Audience :  Ages 4 and up

Summary of book:   Through poetry the reader is guided to look at everyday things as remarkable.  The book finds the beauty in the creation of things.  The end of the book recognizes that the reader is part of the wonderful things in the world.

Literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):   This book has a wonderful sense of repetition in the phrases, so that kids can start helping to fill in words.  This book is a gift and allows readers to look at the everyday world around them as a gift and a blessing.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.:

There are only a few people represented in the book.  The people are mostly kids, so there is no deference given to the elderly.  There are a variety of races represented.  Both genders are represented equally.  There is no representation of culture, economic status, or abilities/disabilities.

Theological Conversation Partners:  Genesis 1:1 – 2:3; Psalm 139: 13-14

Faith Talk Questions:

1.  What does the phrase “The Wonderful Happens” mean?

2.  What is your favorite part of the book?

3.  What is something “wonderful that has happened” in your life?

4.  In the Genesis and Psalms passages, who is responsible for the ‘wonderful that happens’? How does God create?

5.  Is it hard to look at yourself as wonderful?  Why or why not?

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

Stellaluna

Title of Book:  Stellaluna

Author:  Janelle Cannon

Publisher and Publication date:  Harcourt Brace & Company, 1993

ISBN number:  0-15-280217-7

Audience:  Ages 4 – 8

Summary:  Stellaluna is a baby bat who is separated from her mother during an owl attack.  She ends up in a bird’s nest befriending the baby birds and being cared for by the mother bird.  As she grows she begins to act like a bird.  Along her journeys as she grows she meets other bats and becomes reunited with her mother.  They teach her how to be a bat and she realizes that she isn’t being who she was created to be and that life is much better for her as a bat.  She finds her bird friends and shares her new bat skills with them and tries to teach the birds how to be a bat.  The birds aren’t very good at being a bat and run into trouble.  They wonder together how they can be so alike and yet so different.  

Literary elements at work in the story:  From the very beginning, readers will be wondering how Stellaluna will survive the owl attack and make it without her mother.  The author uses suspense, humor and dialogue between the bats and birds to keep the reader engaged.  There are beautiful illustrations to enhance the story and help the reader visualize Stellaluna’s journey.  This would also be a great story to use in a readers theater or for children and youth to act along with the reading.

Presentation of gender/race/culture/economic status/age/disabilities/etc:  This story highlights the different gifts, abilities and strengths that bats and birds have, like people.  Each is uniquely made with different abilities.  These creatures are very similar but also very different.  The book represents that neither is better than other, just different.

Theological conversation partners:  Two prominent themes are represented in this story.  One is the love and care for your neighbor.  The other is how we are each uniquely made yet at the same time we are all the same, children of God.  Following along the lines of this theme is the idea of being who God created you to be and not trying to be someone else.  Love your neighbor-Deuteronomy 6:5, Mark 12:31, Matthew 25: 31-46, Hebrews 13:2, Uniquely made-Psalm 139:13, Creation-Genesis 1, Spiritual gifts- 1 Corinthians 12: 1-11, 1 Peter 4:10, Romans 12, Ephesians 4,

Faith Talk Questions:

1. In what ways is Stellaluna shown the love of a neighbor?
2. How can you see God at work when bad things happen to Stellaluna?
3. How is Stellaluna unique from the birds?  What happens when she tries to act like a bird?
4. How does Stellaluna feel when she discovers her true self?  How does it change her life?
5. What do Stellaluna and her bird friends discover about themselves?
6. How are we like Stellaluna?

This review was written by Union Presbyterian Seminary student Lisa McLennan.

No Two Alike

Title:  No Two Alike

Author: Keith Baker

Illustrator:  Keith Baker

Publisher:  Beach Lane Books, 2011

ISBN:  9781442417427

Audience:  3 and up

Summary: In a winter landscape of gently falling snow, two small birds explore the world as they fly and play. Each snowflake, nest, leaf, tree, fence, road, animal, they observe, is unique. And though the birds look very much alike, they are different too. While making this profound observation the two birds do loop-the-loops, ski using pine needles, stockpile snowballs to use against a fox, knock snow off fence tops, teeter on the edge of a branch.

Literary elements at work in the story: The rhymes of the text will be easily completed by children by the third reading-and there will be a third reading and more.  The digitally rendered pictures are soft, clear, page-filling, perfect for creating a snowy world. They invite children to examine the small differences in animals and objects.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Stereotypes don’t affect a book about the uniqueness of each individual plant and animal.

Theological Conversation Partners: The psalmist sings, “What variety you have created, arranging everything so wisely! 104:24 JB. “I praise you for I am fearfully and wonderfully made! Ps 139:14, NRSV. In the hymn of creation, Gen. 1 the phrase recurs, “God saw everything and it was good.”  In Luke 12:6 Jesus reminds us that no sparrow is forgotten by God.  Scripture praises a creating, creative God who knows humans and creatures in a personal and intimate way.  No Two Alike is a preschool statement of this theological reality.  In the emphasis on establishing self-esteem, the Christian bases this esteem in our infinite worth to God. By introducing objects produced by humans-bridges, fences, roads-the point is somewhat muddied.  Still we can rejoice in the variety that humans imagine and make.

Faith Questions and activities:

1. A magnifying glass will be useful.
2. Examine snowflakes on the inside covers of the book to see if you can find any alike.
3. Repeat for nests, homes, leaves, etc. Additional objects such as flowers, pine cones, leaves, rocks may be examined.
4. Each friend is different too.  Hair color, eyes, height  may be compared.
5. Finger prints could be examined by older children.
6. Write a prayer of thanksgiving for God’s great love that makes each of us unique. This word may need to be defined.  Some related words may be helpful: special, different, one and only.

This review was written by regular contributor Virginia Thomas.

Heartsongs

Name of Book: Heartsongs

Author: Mattie J.T. Stepanek

Illustrator: Mattie J.T. Stepanek

Publisher: Hyperion

ISBN: 786990915119

Audience: Ages 3 – adult. This book is for anyone who wants to share in the appreciation of God’s creation.

Summary: Although the 20 poems are separated into sections marked: Senses, Seasons, and Celebrations, the overall theme of creation and hope is interwoven throughout the book. The title, Heartsongs, has heart strings attached to it, as the words gently pull at the readers’ hearts. As one reads, they are reminded of the simple joys and blessings of life.

Literary elements at work in the story: Poetic, philosophical, inspirational.

Although some poems end with “Amen,” each one could be read as a prayer.

The imaginative quality of word usage makes each poem a masterpiece.

Creative, descriptive word play will bring ones senses to life, as the author connects to the simple joys that so many of us take for granted.

Theme: Spiritual, hopeful, joyful.

The author offers the reader hope and a purpose for living. His messages of peace serve well to inspire and educate all who want to celebrate life and make choices based on the special gifts God gave to each unique individual.

Perspective: Spiritually encouraging for all levels of Christian belief. It is for those who want to be reminded of God’s love and for those who are seeking God’s love.

Theology: Not only will these poems and prayers bring comfort and faith to someone who may be suffering and/or recovering from illness or tragedy, bit it will enlighten caregivers too. It can remind an individual or congregation who they are in Christ and the role(s) they play in the Body of Christ. It may also help trigger ideas of who they want to be and what gifts they can share.

For a communicant’s class, this book answers several theological questions. Can’t think of a joy or concern? Read this book!

Scripture: See Matthew 10:13; Luke 14:32; and Mark 9:50 about peace.

On finding one’s purpose for living: Psalm 139:23-24; 1 John 1:9 Psalm 119:18; see also John 16:13. 

Faith Talk Questions:

1.  Besides being an absence of war, what other examples of peace can you think of?
2. What is the most powerful thing you can do as an individual or team member to bring peace to the world?
3. If you were on a Peacemaker’s Team, what planet-saving ideas would you bring to the table?

This review was written by Union Presbyterian Seminary student Gina Craft.

Let the Whole Earth Sing Praise

Title:  Let the Whole Earth Sing Praise

Author:  Tomie dePaola

Illustrator: Tomie dePaola

Publisher: G.P. Putnam’s Sons

ISBN: 9780399254789

Audience: Three years and up

Summary: This is a one hundred word call to praise. The words are inspired by the Canticle of the Three Young Men in the Book of Daniel (apocryphal) called the Benedicite, and by Psalm 148, known in monastic circles as the Laudate.  The author’s introductory note says that the illustrations echo the folk art of the Otomi people from around the mountain villages in Puebla, Mexico. Print and pictures both are a joyous experience of praise.  It would be possible to simply read Psalm 148 and match the phrases with the pictures. As early as a child becomes aware of books and the reading experience this can be shared by an adult and child.  By three or four a child can examine it independently with pleasure.

Literary elements at work in the story:  Words are not the most important aspect of this book.  The illustrations are not realistic but they convey the wonder and beauty of the world God has created.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? This book is about as inclusive as it is possible to be.  Instead of representing inclusion by drawing Africans, Asians, Indians, Caucasians, dePaola’s people are green, orange, brown, all ages, and dressed in no identifiable style.

Theological Conversation Partners: Praise and thanksgiving are our primary response to God’s love.

It is the initial lesson in nurturing young Christians – to see God gifts, rejoice and give thanks.  In sharing this book with a child, we offer content, vocabulary, and practice.  The pictures, not literal representations, will elicit discussion of what God has made.  Colors, objects, and print can be recognized as expressions of joy.  The refrain from Genesis 1-“and God saw that it was good”-is a refrain that goes with each page.

Faith Talk Questions:

1. What do you see on this page that God has made and given us to enjoy.?
2. What animals (trees, flowers, etc.) have you seen.  Which do you like best?
3. Praise, bless, sing praise-these words tell us how to express love and thanks.
4. Can you think of a time that you have praised God?  At home? At church?
5. How old do you have to be to praise God?
6. Let’s give thanks for some of the gifts God has made now.

This review was written by regular contributor Virginia Thomas.

Bless This Mouse

Title:  Bless This Mouse

Author:  Lois Lowry

Illustrator: Eric Rohmann

Publisher: Houghton Mifflin

ISBN: 9780547390093

Audience: Reading level 9 years

Summary: Hildegard, the mouse mistress of the community of mice (219 members) at St. Bartholomew’s, has important responsibilities: counseling mice on the size of their families, leading them in the hymns and prayers from the Book of Common Worship, protecting them from danger, particularly the danger of cats in the sanctuary if the Blessing of the Animals on St. Francis’s feast day is held indoors due to inclement weather.  Hildegard knows the church, its staff, and the members, including where Father Murphy stores his gumdrops and his practice of playing an occasional game of solitaire in the afternoon.  The safety of her mice in the church depends on the adult members of the church thinking that any mouse they see is the same mouse.  When they see three different mice at once it is time to call in A Great X.  These literate mice discover, when Father Murphy calls, that exterminator begins with EX, not X.  Now Hildegard must lead the community in an Exodus to the outdoors when the exterminator comes and then must train them to avoid poisons and the dreaded glue traps. (Father Murphy’s cards disable the glue traps.)  Safely back in the church after the Exodus, the  mice now face the danger of cats indoors at the Blessing of the Animal service.  As the service progresses, Hildegard feels that it is only right that a mouse should also be blessed and acts accordingly.

Literary elements at work in the story: Lois Lowry, two time Newbery winner, saw a mouse in her room that inspired this story.  Anthropomorphic mice bring a different perspective on church life that can enlarge human understanding.  The mice have distinct personalities-aggressive Lucretia, wise Ignatius with library experience, foolish Roderick-and recognizable community problems.  Rohman’s pencil drawings are appropriately quiet and gentle. The whimsical story is billed for “Reading Level 9 years,” however younger children will enjoy hearing it and so will any adult readers.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? These perspectives are not significant in the lives of church mice.

Theological Conversation Partners: This book is saturated with ecclesiastical language, prayers from the book of common worship, hymns, even a floor plan of St. Bartholomew’s.  The church is either Episcopal or Roman Catholic and the book will be a good opportunity for children of another tradition to gain some vocabulary.  The only two theological hooks in the book are the idea of sainthood and respect for all animals that God has created.  Genesis 1:27-31; Psalm 8:3-9, Psalm 104 give background on the relation of humans to creation.  1 Corinthians 1:1,2 is one of many NT passages where Paul uses the term saints.  It differs from the definition given by Ignatius (The library mouse, not the church father.) but the two can profitably be compared.

Faith Talk Questions:

1. Have you ever taken part in a service of blessing the animals?  Where was it held?  Why was it held? How is it connected with the feast day of St. Francis of Assisi?
2. There may be some new words in this book.  See if you know::sacristy, surplice, cincture, chrism, chasuble.  What other new words did you wonder about?
3. Hildegard saves Lucretia by using chrism.  Was this an appropriate use of the holy oil?  How was it used that morning in the service?
4. What animals did Father Murphy give thanks for during the Blessing service? Should mice have been included?
5. Two statements are made about saints: A saint is a person who is especially blessed; Saints take risks for others all the time.  What is a saint according to the New Testament.  Do you think these two statements are true. Do they contradict Paul’s definition?
6. Father Murphy prays “keep us mindful that we are all Thy creation” and “that man and Thy creatures can live in peace with one another.”  Can you think of ways that we can respect and treat animals as our fellow creatures?

This review was written by regular contributor Virginia Thomas.