Author Archives: Bonny Becker

Puss in books

 

cat holding reader

No credit found

As some of you know, I collect images of books in art. I now have many hundreds of images I can peruse. And it’s fun to see the themes and motifs that show up over and over with books like birds, clouds, the moon, butterflies, oh, and Cats. Hundreds of cats, thousands of cats, millions and billions and trillions of cats.

Illustration by Emma Block

Illustration by Emma Block

Cats and books just go together like tea and hearths, rain and solitude.

Sometimes the cats are a subtle presence, barely there:

Illustration by Shawn Fields

Illustration by Shawn Fields

Illustration by Christina Tsevis

Illustration by Christina Tsevis

Illustration by Helen Oxenbury

Illustration by Helen Oxenbury

Sometimes it’s all about the cat:

Illustration by Blanca Gomez

Illustration by Blanca Gomez

Illustration by  Charle Vysotsky

Illustration by Charle Vysotsky

Illustration by Yusuke Yonezu

Illustration by Yusuke Yonezu

Illustration by Celestino Piatti

Illustration by Celestino Piatt

 

Sometimes they’re just part of the ambience:

Illustration by Jun Kumaori

Illustration by Jun Kumaori

Illustration by Karen Hollingsworth

Illustration by Karen Hollingsworth

Illustration by Christopher Silas Neal

Illustration by Christopher Silas Neal

No credit found

No credit found

 

But often, it’s the human, cat and reading experience all entwined:

Illustration by Alexander Sokht

Illustration by Alexander Sokht

Illustration by Sultanov Yuriy

Illustration by Sultanov Yuriy

No credit found

No credit found

Illustration by Linda lee Nelson

Illustration by Linda lee Nelso

Probably the most famous cats in literature are T.S. Eliot’s cats from Old Possum’s Book of Practical Cats. I particularly like his “Naming of Cats.”

The Naming of Cats is a difficult matter,
It isn’t just one of your holiday games;
You may think at first I’m as mad as a hatter
When I tell you, a cat must have THREE DIFFERENT NAMES.
First of all, there’s the name that the family use daily,
Such as Peter, Augustus, Alonzo or James,
Such as Victor or Jonathan, George or Bill Bailey—
All of them sensible everyday names.
There are fancier names if you think they sound sweeter,
Some for the gentlemen, some for the dames:
Such as Plato, Admetus, Electra, Demeter—
But all of them sensible everyday names.
But I tell you, a cat needs a name that’s particular,
A name that’s peculiar, and more dignified,
Else how can he keep up his tail perpendicular,
Or spread out his whiskers, or cherish his pride?
Of names of this kind, I can give you a quorum,
Such as Munkustrap, Quaxo, or Coricopat,
Such as Bombalurina, or else Jellylorum-
Names that never belong to more than one cat.
But above and beyond there’s still one name left over,
And that is the name that you never will guess;
The name that no human research can discover—
But THE CAT HIMSELF KNOWS, and will never confess.
When you notice a cat in profound meditation,
The reason, I tell you, is always the same:
His mind is engaged in a rapt contemplation
Of the thought, of the thought, of the thought of his name:
His ineffable effable
Effanineffable
Deep and inscrutable singular Name.

Illustration by Francois Knopf

Illustration by Francois Knopf

 

 

And it was just right… The Rule of Three.

three little pigs

Three blind mice. Three little pigs. Three wishes. Most of us have figured out that three is a magic number in western culture. One theory has it that three is magic to us because that’s the triumvirate of family. That most basic mystery of man and woman equals child.

So we get three coins in a fountain. The three-act play. Three guesses. One-two-three go! Somehow, for whatever the reason,  three feels just right to us.

And it’s a number that you should take full advantage of as a writer, particularly if you write picture books. You can use three to make something feel completed and satisfying. Or you can break the “rule of three” to make something feel snappy or to make something feel prolonged. It creates rhythm in your language and in how your story unfolds.

Let’s look at some examples.

Here are the first few pages of “Lily’s Purple Plastic Purse” by Kevin Henkes. He works with three and variations of three to give his prose just the right rhythms.

lilly

LILLY loved school.

(page turn)

 She loved pointy pencils.

She loved the squeaky chalk.

And she loved the way her boots went clickety-clickety-click down the long, shiny hallways.

 Lilly loved the privacy of her very own desk.

 She loved fish sticks and chocolate milk every Friday in the lunchroom.

 And most of all, she loved her teacher, Mr. Slinger.

(page turn)

 Mr. Slinger was sharp as a tack.

He wore artistic shirts.

He wore glasses on a chain around his neck.

And he wore a different colored tie for each day of the week.

 “Wow,” said Lilly. That was just about all she could say. “Wow.”

 Instead of “Greetings, students” or “Good morning, pupils,” Mr. Slinger winked and said, “Howdy!”

 He thought that desks in a rows were old-fashioned and boring. “Do you rodents think you can handle a semicircle?”

 And he always provided the most tasty snacks—things that were curly and crunch and cheesy.

 “I want to be a teacher when I grow up,” said Lilly.

“Me, too!” said her friends Chester and Wilson and Victor.

 Henkes is all over the Rule of Three here.

His first line is singular and definite. Lilly loved school.

Henke is using the power of one. One subject, one verb, one object. One sentence on the page. And then page turn.

Now he’s going to convince us of that singular declaration. So no paltry two or three examples. He lists six things that Lilly loves about school, ending with the most important: Mr. Slinger. Lilly really, really loves school!

And just how cool is Mr. Slinger. He’s not two or three kinds of cool. First he’s four kinds of cool. Before Henke’s breaks his pattern. At which point, all Lilly can say is “Wow.”

sharp as a tack

Then he’s three distinct kinds of cool. He’s cool in how he says “hi” in the morning. And notice that Henke gives three ways of saying “hi.” Then he goes into a different kind of sentence construction because he’s been playing with numbers a lot and we just get a straightforward declaration about how Mr. Slinger likes his room set up.

But then it’s back to numbers. His snacks are the best in three distinct ways. And Lilly doesn’t have one friend or two friends, but three.

 

It’s important to be aware of the moments in which you break from a pattern. Let’s go back to those pages about how cool Mr. Slinger is. First we get four quick examples. What if Henkes had gone on to five or six quick examples in a row. Maybe it would work, but there’s a good chance it would have gotten tedious and you, the reader, would have stopped absorbing the information.

So he takes a breath. (“Wow,” said Lilly.)

And now he goes into three more examples. Why not two or four here? Because he’s about to end this sequence, this line of thought, and he wants it to feel “just right.”

mr. slinger

You can work with the Rule of Three, not only in how you structure the rhythm of your prose, but in the structure of your story, as well.

I was very aware of the rule of three in my book “A Visitor for Bear” where Bear doesn’t want visitors, but a pesky mouse keeps showing up, pleading to be allowed to stay and join Bear for tea and cheese.

mouse in cupboard

I wanted Bear to really feel the pressure of this persistent Mouse. So, of course, I didn’t have Mouse pop up three times before Bear changes his mind. I didn’t want this to feel “just right.” I wanted it to feel extreme, so I had him show up one way or another five times in a row before Bear cracks.

Why not push it? How about six times? Actually I did have Mouse show up six times in my original draft, but the editor, rightly, felt it was too much. That one extra incident took the story from funny to starting to feel repetitive and tedious.

Many, many picture books or other simple stories (particularly folk and fairy tales) will have the hero (one of three brothers, of course) try to win the princess’s hand or discover Grandma’s true identity three times, before the plot turn. The fourth try being the one that works or that reveals the secret.

If your story is for the particularly young child, the third time might be the charm. Three tries with the third one being the successful one.

three walnut shellsHow exactly to play the numbers game is ultimately a matter of instinct, trial and error, and style. But you have a head start if you work your prose and your story line knowing the magic of three.

 

 

P.S. I’m conducting a picture book workshop, The Secret to Writing Great Picture Books, in Spokane on April 22, 2016 through the local SCBWI. It should be a blast and I think you’ll come away with a great start on your own picture book. Find out more about it here: https://inlandnw.scbwi.org/events/how-to-write-a-successful-picture-book/

Creating a Character? Keep it Simple.

Picture books writers, generally, aren’t doing elaborate character sketches and questionnaires about what secret object their character keeps in the sock drawer, his favorite breakfast food or what her grandfather did for a living. There isn’t going to be time to develop or to even hint at much nuance.

But like most characters, your main character needs to start in one place and end in a different place emotionally. And that not only comes from a change in situation but a change in their character.

So how do you set up a character quickly? I tell my students to think in terms of a core trait. One clear thing you can say about this character after just a few lines.

How would you describe these picture book characters?

visitor for bear “No one ever came to Bear’s house. It had always been that way, and Bear was quite sure he didn’t like visitors. He even had a sign: No Visitors Allowed”   (A Visitor for Bear, Bonny Becker)

Even if I didn’t know this character (but of course I do since I wrote it!) I’d say grouchy and reclusive. There’s a lot I didn’t know about Bear until Kady MacDonald Denton did her illustrations. For example, I didn’t know that Bear was such a fastidious homebody with his ever-present apron, big fat bottom and delicate paws. Although a lot of character is suggested in the text–Bear is very deliberate about fixing his breakfast, he’s the sort to make tea and he has cozy fires- think the reader has a strong sense of his most important trait from the first few lines.

What about this puppy? What’s his core trait.

last puppy“I was the last of Momma’s nine puppies.

The last to eat from Momma, the last to open my eyes.

The last to learn to drink milk from a saucer,

The last one into the dog house at night.”       (The Last Puppy, Frank Asch)

Well, Asch makes it clear across 8 story pages that if this puppy is anything—it’s last! And he has good reason for beating that point home. I won’t give it away, but it sets up one of the best final twists ever in a picture book.

What can you say about Corduroy from the opening lines?

corduroy“Corduroy is a bear who once lived in the toy department of a big store. Day after day he waited with all the other animals and dolls for somebody to come along and take him home.

The store was always filled with shoppers buying all sorts of things but no one ever seemed to want a small bear in green overalls.”    (Corduroy, Don Freeman)

Easily overlooked, like so many children? I know that we quickly care for this little bear and want him to get picked. Later in the story, Corduroy is made even more pitiful because his overall strap has broken making him even less desirable and neglected, but that’s just icing on the cake. Right from the start Freeman has tapped into a universal quality. Who hasn’t felt left on the shelf at one time or another.

The thing about a truly outstanding trait is that it carries the story direction and resolution within it. You just know that the last puppy isn’t always going to be last and Corduroy isn’t always going to be overlooked.

What do you know about Lilly from these opening lines?

lilly“Lilly loved school! She loved the pointy pencils. She loved the squeaky chalk. And she loved the way her boots went clickety-clickety-click down the long, shiny hallways.”      (Lilly’s Purple Plastic Purse, Kevin Henkes)

One word fits Lilly perfectly: exuberant. And, as with all good stories, it’s this very trait that causes her problems. She gets over-exuberant about her purple plastic purse and this causes problems with her teacher. Henke’s book has the longest set-up I’ve ever seen in a picture book. A whopping 500 or so words of what looks to be about a 1,300 to 1,400 word book. It really heightens the emotional trauma of her turning on her beloved teacher. But, really, we get Lilly after just a few words, especially the “clickety-clickety-click” of her boots.

And then there’s Daisy.

Daisy“You must stay close, Daisy,” said Mama Duck.

“I’ll try,” said Daisy.

But Daisy didn’t. “Come along Daisy!” called Mama Duck.

But Daisy was watching the fish.”       (Come Along Daisy, Jane Simmons)

Everyone knows a Daisy. She’s an easily distracted child. But notice how much those few words “I’ll try” do for this story. It makes Daisy a likable character. She’s not willfully disobedient, but she’s not able to promise for sure, either. And she won’t lie about it. Take out the “I’ll try.” And you have a different Daisy.

How about this classic opening? In some ways it doesn’t look like much:

babar“In the great forest a little elephant is born. His name is Babar. His mother loves him very much. She rocks him to sleep with her trunk while singing softly to him.

Babar has grown bigger. He now plays with the other little elephants. He is a very good little elephant. See him digging in the sand with his shell.”   (The Story of Babar, Jean de Brunhoff)

Well, here’s an opening that would probably land this book in the editor’s trash today. Look at that clumsy jump in time. “Babar has grown bigger.” Boom! That’s it? And where the heck is this story going anyway. But it doesn’t matter because in the next two lines Babar’s mother is shot dead and he’s launched into a completely different story. De Brunhoff spends little time getting Babar on his way, but even so we learn several critical things about Babar. He’s happy and he’s good but the key trait is that he is loved. This is why the reader feels for him as he goes away from his home and then comes back.

So, do your characters have a key trait? It’s not that you can’t get some nuance and depth in, but what can be said about your character after the first two paragraphs?

Just for fun, to see the power of a core trait, you might try an exercise. Take a few rather bland lines. For example:

Cat went to the forest. It was dark. Cat walked into the forest.

Now add a trait:

Scaredy Cat went to the forest. It was dark. Scaredy Cat walked into the forest.

Brave Cat went to the forest. It was dark. Brave Cat walked into the forest.

Hungry Cat went to the forest. It was dark. Hungry Cat walked into the forest.

Just one word  suggests a different character and a different story line. And, if I’m really doing my job, that trait starts to drive all my word choices.

Scaredy Cat went to the forest. It was so dark. Scaredy Cat shivered and slunk into the forest.

Brave Cat went to the forest. It was dark. So what? Brave Cat sauntered into the forest.

Hungry Cat went to the forest. It was dark. Just right. Hungry Cat crept into the forest.

And the story starts to unfold. That’s the power of finding a simple trait for your character.

 

 

 

Magical Middle Grade

suzanneselforsBest-selling children’s author Suzanne Selfors remembers the question well.

“Why are all your characters so miserable?” asked the grade-schooler.

She’d never been asked that, but it was a good question because she does like to open her books on kids in less-than-happy situations. And she quickly had her answer, “I like to make my characters as miserable as possible because it’s so much fun to make them happy again.”

I’m on Whidbey Island teaching for the Northwest Institute of Literary Arts and Suzanne is one of our guest speakers. (Just to brag a bit, our summer residency featured two Newbery authors–Gary Schmidt and the just-announced medal winner, Matt de la Pena.)

But back to Suzanne–she’s an expert on popular middle grade novels. She has three different series going including the Imaginary Veterinary series, Smells Like Dog series and Ever After High series. She’s also the author of books for teens and adults, but middle grade is her sweet spot. She sold eight middle grades last year with more in the works.

smells like dog

Middle grade is currently hot” in children’s literature. It used to be YA, but middle grade is in even more demand right now. Some of Suzanne’s insights include:

Middle grade is aimed at 8 to 12-year-olds but 4th graders are considered the core readers of the middle grade genre.

Overwhelmingly middle grade deals with a theme or issue of displacement. The main character is often transported to a new location—they move from one world to another. To a new school, to summer camp, arrive for a visit with grandparents. It makes sense. Not only do you get troublesome parents out of the way, but your kid hero is in a natural situation to discover new things and to be tried and tested.

Speaking of troublesome parents, they, along with other adults, are few and far between in middle grade stories. And, really, who wants them around giving advice, solving problems, soothing hurts and, in general, interfering with this process of growing up.

Even if the basic setting is new much of the action will happen at home or at school, Suzanne says. As an author, she particularly likes conjuring up her main character’s bedroom, because this is such an important space for a child; the one place in the home that is theirs.

many middle grades

Middle grade heroes are doers. No mini-Hamlets here. They are going to jump up and rush in where wise men fear to tread.

Middle grade books are clean. No swearing and no sex. If you get into boy/girl dynamics, your character might have a mild crush, but mostly it will be a friendship. If the kid reader wants something grittier or more romantic at 11 or 12, they are going to read up and find books like the Twilight series.

Make ‘em laugh. Humor is huge. Just consider The Diary of Wimpy Kid series. Author Jeff Kinney is the top-selling children’s author in the U.S., probably in the world, with hundreds of millions of his books sold. As Susanne noted, when it comes to awards, humor doesn’t win, but when it comes to sales and kid-appeal, it definitely does.

Magic is big. Of course, there’s realistic fiction but many, many middle grade books contain magic. Not just in their plot, but in their appeal. Ask people about their favorite books and so often, you’ll get a far away look and a smile as they remember a book they read before they were 12. They are the heart of the childhood reading experience from Charlotte’s Web to Pippi Longstockings to Harry Potter to Percy Jackson.

engrossed reader

Which is one reason they are my favorite genre to write. You can have humor, magic, complex characters, dramatic plots, moments of quiet beauty, and a depth that can hit kids at a level they will remember all their lives.

 

 

 

 

 

In the beginning is the word

When I teach classes on writing picture books, I tell my students that their first reader is going to be an editor and to craft their stories with that in mind. One tip I say is to get something special into the text early. A small word play, a particular truth, a fresh description, just the right rhythm–see if you can work something like that into your first few paragraphs.

Even though it may seem like editors are looking for reasons to say “no,” actually they’re dying to find something wonderful. I know because I’ve read hundreds and hundreds of picture book manuscripts, myself. Your heart leaps just a bit when you feel like maybe here’s something exceptional.

That said, they are looking for reasons to stop reading and get on to the next story in the stack still on the hunt for that special one. So your job is to give them hope.

In my class, I use a few tried and true examples. One of my favorites is the opening to Millions of Cats by Wanda Gag.

Once upon a time there was a very old man and a very old woman. They lived in a nice clean house which had flowers all around it, except where the door was. But they couldn’t be happy because they were so very lonely.

What I love is that completely unnecessary phrase, “except where the door was.” It’s so literal and childlike and would give me hope as an editor that this author sees the world with fresh, whimsical eyes.

But recently I wondered how true my truism was, so I began to pull picture books from my shelves. Not every book fit, of course, but the best did and it was clear why the editor went on reading.

Would your heart lift just a bit with these? (I’ve posted the titles and covers in order, below.)

On a grubby little hill,
in a dreary little funk,
Mrs. Biddlebox rolled over
on the wrong side of her bunk

The birds gave her a headache.
There were creakies in her chair.
A breeze blew dank and dreary
and mussied up her hair.

What’s not to like? The perfect pacing and rhythm, and “grubby” and “dreary” and “dank” but most especially those lovelies: “creakies” and mussied.” I’d be praying that the rest of the text lived up to this start. (It does.)

It was late one winter night, long past my bedtime, when Pa and I went owling.There was no wind. The trees stood still as giant statues. And the moon was so bright the sky seemed to shine. Somewhere behind us a train whistle blew, long and low, like a sad, sad song.

Owling? That sounds intriguing, but what would grab me even more is the perfect sketch here of setting—that cold, bright, still, lonely night. Notice the pacing. The alliteration. The buried rhymes like moon and blew and long and song. I would know I was in the hands of a consummate wordsmith.

It is almost Friday night. Outside, the dark is getting darker and the cold is getting colder. Inside, lights are coming on in houses and apartment buildings. And here and there, uptown and downtown and across the bridges of the city, one hundred and five people are getting dressed to go to work.

The dark getting darker and the cold getting colder. Right away I’m interested because she’s saying things with just a bit of flair. And then, of course that very odd specific detail—105 people getting dressed to go to work. And then you remember that it’s nighttime and smile realizing that’s why the author made such a point of the darkening dark.

Harvey Potter was a very strange fellow indeed. He was a farmer, but he didn’t farm like my daddy did. He farmed a genuine, U.S. Government Inspected Balloon Farm.

No one knew exactly how he did it. Some folks say that it wasn’t real—that it was magic. But I know what I saw, and those were real, actual balloons growing out of the plain ole ground!

Okay, a balloon farm is way cool. But look at the immediate voice. “Fellow,” “daddy,” “genuine” “folks” and that wonderful U.S. Government Inspected Balloon Farm. Every word capitalized because this, after all, is real thing, right?

Oliver was a cat of middle-age, gray with tabby markings. He was a bachelor without wife or kittens and lived in an apartment in Manhattan. A housekeeper, Miss Tilly, who had been with him since kittenhood, looked after the place and prepared his meals.

A perfect description of a certain privileged type, but especially that word “bachelor” for a cat. It makes me think how you can make your character particular with just the right words. You could probably take the most mundane story and make it sing through character alone.

Rock, stone, pebble, sand
Body, shoulder, arm, hand
A moat to dig,
a shell to keep
All the world is wide and deep.

Imagine getting this as plain text? It’s not even completely clear what’s going on—what’s body, shoulder, arm, hand have to do with rock, stone, pebble, sand? And yet your heart rises because there is something so perfect about the rhythm and so deep and resonant about how that last line works.

You’ve probably guessed the title of many of these books. But here they are. And hats off to the editors whose hearts responded and turned such words into completed visions.

 

biddlebox coverMrs. Biddlebox, Her Bad Day and What She Did About It! by Linda Smith, illustrated by Marla Frazee, HarperCollins, 2002

owl moon coverOwl Moon by Jane Yolen, illustrated by John Schoenherr, Philomel Books, 1987

philharmonic coverThe Philharmonic Gets Dressed by Karla Kuskin, illustrations by Marc Simont, Harper and Row, 1982

potters balloon farm coverHarvey Potter’s Balloon Farm, by Jerdine Nolen, illustrated by Mark Buehner, Lothrop, Lee & Shepard Books, 1994

marshmallow coverMarshmallow, written and illustrated by Clare Turlay Newberry, Harper and Row, 1942

all the world coverAll the World, by Liz Garton Scanlon, illustrated by Marla Frazee, Beach Lane Books, 2009

 

 

 

 

My Head in the Clouds

cover cloud pixar release

The call was unexpected and exciting. Disney Hyperion wanted to know if I’d be interested in helping a Pixar artist develop a picture book. Art director Noah Klocek had been selected for the Pixar Artist Showcase, a Pixar program in partnership with Disney Hyperion press that gives some of Pixar’s very talented artists a chance to express themselves more personally on a project of their own.

The names Pixar and Disney certainly got my attention. But I was cautious. I had lots of questions—first and foremost was this a project I could relate to? I knew that Noah had already created several story lines for the book and had a specific character and world in mind. So what was that world like? Would it be appealing to me and a place where I could see creating a story?

Disney sent me some sample art. It was totally charming. I loved Gale and I loved those big older clouds. This was a reassuring, yet rather majestic place. A special place.

early sketch Gale

early sketch guardian cloudsMost importantly, it turned out Noah and Disney editor Kelsey Skea were willing to give me a completely free hand in creating the story. This was great and it was daunting.

All of my stories have come straight from me. Something hits me or bubbles up inside and the story has its foundation in something meaningful to me. I didn’t have that with Gale.

This was Noah’s world, his baby. He had been sketching Gale and her cloud world for years. I wanted to know what he hoped for in this story. And I was invited to visit Noah at Pixar headquarters. Flying down I made a point of studying the clouds below me—looking for Gale and seeing if inspiration hit. All I saw were puffy white things that always looked like you could walk on them, but you knew you’d fall like a rock if you tried.

The driver met me at the airport and I was ushered onto the rather secretive, iconic Pixar campus. I was treated royally from a private screening of several projects in the works to a tour of the headquarters’ building sprinkled with statues from Pixar classics.

BBLamp.YSLBBIncredibles.YSL

I liked Noah right away. He loves picture books and really gets how important they are and is passionate about creating high quality stories and art for kids. We talked about our families and about picture books and about creating stories and bounced some ideas around. For several drafts I worked with an idea of Noah’s about Gale learning how to float, but I couldn’t make that work.

My problem, I realized, is that I didn’t know what a cloud would want or need. To discover eternal life as rain, then water, then evaporated mist, then a cloud again? To become “real” like kids on the ground? What could a little cloud grow up to be? I needed something for Gale to want or need to seed the story.

I went back to Noah’s studies and sketches several times trying to tap into where this story was coming from for Noah. I’ve found, for me anyway, stories that work have something deep driving them. Something that the creator often doesn’t even know themselves. There’s something there that keeps us coming back again and again to an idea or image or story seed or scene.

But in the end, I had to come up with my own inspiration. So more looking at clouds. More pondering. More drafts trying to find my own story in this world–from Gale getting in trouble with her little brother to Gale trying to get the attention of a couple of earthbound kids to Gale wandering lonely as a cloud to find her true self.

In all, I created about five different story lines. The editor, Kelsey, was exacting and I appreciated that. I wanted a story worthy of Noah’s beautiful, warm, charming world. In the end, the solution seemed obvious.

Like any respectable cloud, Gale wanted to make different cloud shapes—real shapes like puffy cumulus clouds, a wispy stratus cloud, stormy cumulonimbus clouds. But like artists and authors everywhere, she ended up making up daydream clouds. Tugboats and castles and mighty whales. Clouds for the world to dream on.

gale on cloud

To see more about how Noah created the art for CLOUD COUNTRY check out these links:

The Making of Cloud Country, Part 1:  https://www.youtube.com/watch?v=eZJ-l2KsP_k

The Making of Cloud Country, Part 2: https://www.youtube.com/watch?v=BQrUBrzOKfI

The Making of Cloud Country, Part 3: https://www.youtube.com/watch?v=2qmTdPXcJcI

P.S. As is not uncommon in publishing, Disney Hyperion editor Samantha McFerrin took Kelsey Skea’s place when Kelsey joined Amazon’s Two Lions children’s imprint a few years ago. And Samantha helped guide CLOUD COUNTRY through its final stages. Thanks to both of them!

With explanation kind…

J.R.R. Tolkien was a staunch defender of the appropriateness of fairy tales and fantasy for both children and adults but in his seminal essay “On Fairy-Stories,” he acknowledged that some stories need to be “sized” for children. “…children may hope to get fairy-stories fit for them to read and yet within their measure; as they may hope to get suitable introductions to poetry, history and the sciences…Their books like their clothes should allow for growth…”

“Sizing” your story and your writing is a common issue for children’s writers. A few writers, like Maurice Sendak, claim they don’t consider their audience at all,* but I have to believe it’s the rare children’s writer who doesn’t pause over a word concerned about its accessibility for the child reader or who isn’t modulating the level of violence and gore in their story.

It gets trickier with the notion of what adult worries and fears kids can absorb. Death, in particular, is a tough one. Oh, there are any number of dead parents littered through children’s lit, and certainly some tragic deaths like Beth’s in Little Woman or Old Yeller, and many near escapes and dangerous situations, but rarely is a child’s own death confronted head on.

Recently, I checked out two versions of a picture book by Russell Hoban, Jim’s Lion, because I was so struck by the very different sizing done by the two different illustrators. **

Hoban’s story is about a young boy, Jim, who is ill and worried about dying.

“People who have what I have, mostly they die, don’t they?” Jim says to his nurse and he worries that he won’t come back from where the doctors send him during his operation.

Jim’s nurse tells him that in his head is everything he’s ever seen or thought about, including all kinds of animals.

“One of those animals is the finder who can bring you back from wherever the doctors send you,” she says.

The rest of the story is about Jim finding and befriending his finder animal, who turns out to be a lion and who does indeed bring him back from his operation

But although the story is exactly the same, look how differently the two illustrators handled it.

Illustrator Ian Andrew’s lion is warm, wise and comforting.

andrew cover

Alexis Deacon’s lion not so much.

deacon cover

In Deacon’s version, Jim meets the lion even before the story begins in a surreal comic book type sequence that foreshadows Jim’s fears.

lion's first appearance

Contrast that with the first encounter in Andrew’s version:

first encounter

In the story, the lion (gentle or otherwise) isn’t immediately tamed and Jim has to first overcome his fear of the lion who greets him with a roar. Here’s Andrew’s roar:

roar andrews

Here’s Deacon’s roar:

roar

But isn’t just in style that the two illustrators vary. Through illustrated sequences, Deacon expands considerably on Hoban’s story taking it into a very dark vein (yes, pun intended). Deacon’s illustrations are bloody, indeed.

blood from box

lion fights bloody animals

 bloodyhands

The operation sequence in the Deacon book takes up 26 pages taking Jim through many changes from the nightmare of the operating room:

operating lights

To a turnabout where the lion is the sick one:

lion sick

And Jim protects him:

jim fights phantoms

The operating sequence in Andrew’s version closely follows the text, which simply notes of the operation that Jim closes his eyes, sees the lion and says, “Okay, let’s do it.” Then he “walked down the long curve of the beach into the dark and lion followed.

operation

The story then immediately jumps to Christmas morning, where Jim is at home: happy and well.

The Deacon version ends in the same place, but what a different journey he takes us on.

Are they appropriately sized for kids? Andrew’s version is aimed at a younger child than Deacon’s. At least based on the boy in the illustrations.  I can see a child taking comfort in this protective, powerful lion.

Even for an older child, the Deacon version is dark,  surreal and unsettling. (It reminds me of David Small’s Stitches.) The lion is not easily won over and Jim’s fight to survive the operation is clearly painful and hard. It seems perhaps YA in its bloodiness and menace, but it is shelved in the children’s section in the Seattle Public Library.

But the reality Jim faces is bloody and menacing. He will be cut open and he may die. Hoban’s story doesn’t shy away from that. And Deacon’s illustrations certainly don’t. I can imagine an older child faced with a hard reality like this could appreciate Deacon’s unflinching take on how frightening and difficult this is.

And I can see other children, not sick or facing anything like death, being intrigued and challenged by the Deacon version, as I was intrigued by the odd and sometimes horrifying art I saw in art history books when I was a kid at home.

It’s an interesting and risky way to illustrate this story. I applaud Deacon and his editors for taking the chance. Perhaps Deacon was aware of another thing that Sendak said in his Tate Modern interview. According to Sendak, “Herman Melville said that artists have to take a dive and either you hit your head on a rock and you split your skull and you die … or that blow to the head is so inspiring that you come back and do the best work that you ever did.”***

* I do not believe that I have ever written a children’s book,” Sendak said in a taped interview for the Tate Modern. And on The Colbert Report he said, “I don’t write for children. I write and somebody says, ‘That’s for children!’” My apologies to the late, great Mr. Sendak, but I don’t believe him.

**Interestingly, both U.S. versions were published by Candlewick Press. I’m guessing both were originally published by Candlewick’s parent company, Walker, in the U.K. The Andrew version was published in 2001, the same year as the copyright for the text. The Deacon version was published in 2014.

***It must be pick-on-Maurice-Sendak day, because I haven’t been able to find a quote like this from Melville. But of course, I’m just googling around. Sendak probably actually read Melville.

A Fine Line

As some of you know, I like to collect images of books in art. See enough of these and patterns start to emerge. For a lazy August, I thought I’d put together some of the images I’ve found of animals and books.

I made some rules for myself. The animals had to be interacting with the books. In other words, although I have dozens and dozens of images of readers with cats, for example, those didn’t count.

Most of the artists seem to be exploring the idea of books a source of intelligence and enlightenment. I smile at the gears turning above this pigeon’s head (although maybe it’s simply an illustration for a story about a pigeon who lives in a clock tower.)

Illustration by Kusumi

Illustration by Kusumi

Owls and books are a popular connection for obvious reasons.

Illustration by Redmer Hoekstra

Illustration by Redmer Hoekstra

Illustration by Shahab Shamshirsaz

Illustration by Shahab Shamshirsaz

Illustration by Marc Potts

Illustration by Marc Potts

A few artists seem interested in other types of intelligence. Although I can’t tell if the illustrator Zhao Na is making fun of human pretensions, or if he’s remarking on how far a leap it is between climbing books and reading them.

Illustration by Zhao Na

Illustration by Zhao Na

Toni Demuro seems to be suggesting that there is a fine line here.

Illustration by Toni Demuro

Illustration by Toni Demuro

Mostly artists just seem to enjoy giving human-like reactions to books to animal surrogates.

Illustration by Blanca Gomez

Illustration by Blanca Gomez

Illustration by Marc Summers

Illustration by Marc Summers

Illustration by Anita Jeram

Illustration by Anita Jeram

But my favorite image of animals and books is by illustrator Erin Stead, Caldecott-winning illustrator of A Sick Day for Amos McGee.

Illustration by Erin Stead

Illustration by Erin Stead

Made into a poster for Scholastic in 2013, there seem to be several layers here. Of course there’s the delightful difference in size and the odd juxtaposition of books and whales, kids and the Arctic.

But I also see a nod to what lies beneath for whales, icebergs  and the human mind. And the haunting suggestion/reminder that marine mammals just may be our closest intellectual equals on the planet but in a realm so different from us, we are failing to recognize it. If only we could read their books!

 

Every syllable spelled out a spark

The Young Reader by Miguel Mackinlay

The Young Reader by Miguel Mackinlay

Judy Blume was in town last week and I, along with a group of children’s writer buddies, went to hear her speak. She talked about her books, her writing process and a little about growing up in the 1950s, but one thing that stuck in my mind is what she said about reading.

“My parents gave me a great gift. The idea that reading is great. They were proud that I was a good reader.”

It had never hit to me quite so clearly that such an attitude was not universal. I grew up knowing that, of course, being a good reader was a good thing. Of course, you learned to read and to read well. I mean, yes, some kids struggled to read, but surely reading was a valued thing.

But then I remembered homes that oddly didn’t seem to have books in them.  Parents who I never saw reading. Families who didn’t go the library every week. Friends who marveled that our father read aloud to us every Sunday.

I think I was a bit like Harper Lee who said, “Until I feared I would lose it, I never loved to read. One does not love breathing.”

reading is sharing.1

Until Blume made her comment, it never occurred to me that to have people around you who valued reading wasn’t simply a given. Or to put it better, it hadn’t occurred to me that to have such people around you was a gift in itself.

Do you remember when you learned to read? I remember the exact moment.

I’m sitting in the first grade. It’s probably the second or third week of school and we’re learning the alphabet. On the wall is a picture of a clown holding balloons. He has a red balloon, a blue balloon, a green balloon and a yellow one. There are letters of the alphabet on the balloons. And suddenly I realize something amazing. The letters on the red balloon, R-E-D, meant “red.” They are the same thing—the color I’m seeing with my eyes and the letters are telling my brain the same thing.

It was a code and my mind raced with the realization. All the things in the room had a code that meant it—desk, pencil, teacher, floor. What an incredible thing.

“To learn to read is to light a fire; every syllable that is spelled out is a spark,” said Victor Hugo

Pawel Kuczynski

Pawel Kuczynski

After that, reading came quickly for me. Of course, I was motivated to learn this magic thing. You didn’t need an apple for someone to tell you: apple. You didn’t have to be in the same room or live in the same town or the same country or the same century for someone to tell you, “apple.” For someone to tell you anything.

As George R.R. Martin has one of his character’s say, “A reader lives a thousand lives before he dies. The man who never reads lives only one.”

And I wanted to live every life, real and imagined, that I could get my hands on. At that stage, I wasn’t thinking about what I could tell others with my magic code. I just wanted to know what was out there; what others knew; what they could tell me.

Later I began to dream about telling my own stories, casting my own spell with this magic code. But like Blume, I belatedly realize that it began with what I took for granted: being surrounded and supported by those who honored reading.

Kuniyoshi

Kuniyoshi

Shaw, pshaw

Thems that can do. Thems that can’st teach.

Shaw

George Bernard Shaw

 

 

 

That’s the folksy version I learned of that sentiment. (Apparently first penned by George Bernard Shaw.) There was a time when I thought it was true, especially observing those who taught creative writing. In my youthful certainty, I figured if they were good enough writers, they’d be out doing that, not stuck at the front of a classroom full of people eager to compete with them in the writing world.

But an old man once told me, “Life will humble you.” And while I’ve been not totally humbled, I have learned that most maxims have a grain of truth, not the whole saltshaker.

Many outstanding writers also teach and, in fact, enjoy passing on their hard-earned skills. Two of them will be teaching this summer at the Northwest Institute of Literary Arts where I teach writing for children (which brings up another Shaw quote: The moment we want to believe something, we suddenly see all the arguments for it, and become blind to the arguments against it. But we’ll leave that for another day.

Gary Schmidt and Matt De la Peña will be guest faculty at NILA’s annual summer Residency. Up to six children’s writers will be allowed to attend the Residency without being students in the program itself. I want to let as many writers as possible know about this special chance to learn from these writers, up close and personal.

gary-schmidt

As many of you know, Schmidt is the author of two Newbery Honor books–Lizzie Bright and the Buckminster Boy and The Wednesday Wars and was a National Book Award finalist for Okay for Now.  He teaches the writing of fiction, children’s literature, and medieval literature at Calvin College, and is a member of the MFA in Children’s Literature at Hamline University.

matt_de la pena

Peña is the New York Times Bestselling author of six critically-acclaimed young adult novels (including Mexican WhiteBoy, The Living and The Hunted) and two award-winning picture books (A Nations Hope and Last Stop on Market Street). He likes to say he entered college as a basketball player and left as a writer.

The NILA program is small. In total it’s limited to 50 students in four different genres: fiction, poetry, non-fiction and children’s/young adult. It’s in a unique, intimate setting–the Captain Whidbey Inn on Whidbey Island, which is a few hours north of Seattle.

 

captain whidbey inn

Captain Whidbey Inn

 

mfa_roundtable

Students meeting for morning class.

 

 

 

We’ve had all kinds of guest faculty come in over the years ranging from the poet Tess Gallagher (widow of Raymond Carver) to Pulitzer Prize–winning New York Times journalist and author Timothy Egan to children’s authors like Linda Urban and Newbery-honor winner Kirby Larson (in fact, Kirby helped found the NILA program.)

It’s a low-residency program. We meet once each semester in person on Whidbey Island for 10 days. And the rest of the semester is handled on-line. The summer session this year will be from August 2 to August 11.

One of the interesting things about the NILA program is although you specialize in one of the four genre tracks students take classes in other genre and during the Residencies hear from speakers in all the different genres. There’s a nice cross-fertilization that goes on with a system like that. (Nothing like learning a bit about poetry for a picture-book writer.)

Schmidt and Peña will be speaking on a range of subjects from getting out of the way of your readers and letting them experience the novel more directly to getting more out of your minor characters.

Along with Schmidt and Peña, there will be other visiting faculty in children’s/young adult and the other genres, as well as daily classes with full-time faculty (myself and poet, picture book writer and novel writer Carmen Bernier-Grand.)

You can learn more about them and the NILA Residency program at:

http://www.nila.edu/www_mfa/residency/

I hope I see some of you there this summer! And I’ll be blogging about what Matt and Gary have to say in August.

Which brings to me to one of my favorite Shaw quotes:

Life isn’t about finding yourself. Life is about creating yourself.