Module 2 Book Reviews

A SWEET SMELL OF ROSES

Book Review

a. BIBLIOGRAPHIC DATA

Velasquez, Eric. 2005. A SWEET SMELL OF ROSES. by Angela Johnson. New York: Simon & Schuster Books for Young Readers. ISBN: 0-689-83252-4

b. PLOT SUMMARY

Minnie and her sister sneak out of their house while their mother is not watching and run through the town to join the group of women, men, and children. Once everyone has arrived, the group marches through town following the lead of Dr. Martin Luther King. The girls sing songs of freedom and listen to Dr. King’s speech before returning home to their worried mother.

c. CRITICAL ANALYSIS

The genre of A SWEET SMELL OF ROSES is historical fiction. The story offers a fresh perspective to the Civil Rights Movement by viewing it through the eyes of two young girls. The setting changes from the little girls’ urban house, to the city, to a country street bordered by flowers and grass. The girls retrace their steps as they return home from the march. Although the text is only two to three sentences on each page, the plot is filled with emotions that are captured by the illustrations. The girls nervously peek around the corner and “slip out of their house,” and the older girl hesitantly looks over her shoulder as they run through the market. The girls listen to Dr. King’s speech with wide eyes and open mouths and look somewhat scared and surprised as the people yelling at them from the sidelines. The girls laugh and sing freedom songs as they are carried on the shoulders of fellow marchers. Finally, after they eagerly listen to more of Dr. King’s speech, they happily rush home to the safe arms of their mother.

CHARACTERS

This book is filled with cultural markers that provide rich detail to the story. For example, the main characters, Minnie and her sister, have different hair styles (one is braided into pick tails and the other is braided on her head) as well as the other women marchers. Some women wear their hair down and straight, others wear their hair cut short, and other women wear their hair in a bun or under a hat. The charcoal illustrations portray different shades of African American skin tones. The nonviolent protesters were dressed in their Sunday best to honor this important event. Men wore button up shirts and slacks, three piece suits, sports jackets and slacks, or nice light jackets and slacks. The women wore dress suits, shirts, dresses, and hats.

THEMES

The story carries the themes of the struggle for equality and strength and resilience of African American people. Even as the white people screamed “You are not right. Equality can’t be yours,” the American Americans stayed united walking forward hand and hand. The illustrations show the smallest girl and one woman with their eyebrows up in surprise as they marched on and looked at the Caucasians yelling at them. However, the older sister and other adults looked on with pointed, raised eyebrows that silently answered the Caucasians, “No it’s you whom are wrong. Freedom and equality are ours.” Another theme is the strong bond among the African American community. The text states, “Minnie and I are only waist high, holding hands and waiting to march. “ Even though the girls are children, after seeing the girls, the adults turn back and smile at them. The next page shows the girls holding hands with other adults at the front of the assembly, and one woman is pointing as if she is explaining to the girls that they are listening to Dr. King speak.

This literature is authentic since it reflects the diversity in the African American culture. The characters’ hairstyles and clothes look differently. Even though the characters are marching in a group, the individuals have their own separate styles. Eye glasses, ties, suspenders along with the textures of their clothes help show each person as a unique African American.

TRENDS

The text does not overtly state that the march is a civil rights demonstration, yet the reader can learn more about the Civil Rights Movement by reading the note “about the book” that proceeds the story. A young reader that desired to learn more about the struggles and triumphs of African Americans during this time period would be able to investigate names of the adults listed in this factual paragraph.

STRENGTHS

The illustrations strengthen this story by showing different classes of people such as milkman, market sellers, business men, marchers dressed in their Sunday best, and the girls hard working mother. The girl’s mother had a simple dress on and her hair tied back in a scarf. The roses symbolize freedom and equality that the girls desire. The red on the teddy bear’s ribbon, the stripes on the US flag, and the roses all stand for equality. Even though the girls are young, they have the right to march for their beliefs. Since African Americans are Americans, then they deserve the same freedoms that Caucasians have in the United States. While roses are considered precious flowers, the African American community marches to obtain the precious rights of freedom and equality.

WEAKNESSES

We do not know one sisters name or any of the other members in the community besides Dr. King. If the girls knew some of the names of the people in the town then that would have added to the story by illustrating the closeness among the African Americans.

PERSONAL OPINION

I enjoyed reading this book, and seeing the Civil Rights’ Movement from the perspective of the children of that era. Throughout history, children have been overlooked when the common saying was that “children should be seen and not heard.” I cannot imagine how difficult it was for an African American child growing up during this time. As I think about how children have struggled to understand the wars and conflicts between adults, I am reminded of a story that I read for another class. A Japanese-American girl was usually ignored by her classmates until one day she received an invitation to a girl’s party. She spent days looking forward to the party, and her uncle even gave her money the family did not have to buy the girl a scarf. When the young Japanese-American girl arrived to the party, she was denied entry and given a piece of cake for the road. The crushed little girl did not understand why she was not accepted by her white classmates and their parents.

d. REVIEW EXCERPTS

School Library Journal
Kindergarten-Grade 3–This quiet, gentle story pays tribute to the many unnamed children who participated in the African-American struggle for civil rights. It opens: "After a night of soft rain there is a sweet smell of roses as my sister, Minnie, and I slip past Mama's door and out of the house down Charlotte Street." They head toward the curb market where folks, mostly adults, are gathering to listen to and march with Dr. Martin Luther King, Jr. Large, powerful charcoal images dominate the pages with particular attention paid to facial expressions. The artist shows the strength and resolve of the marchers in the face of "people who scream, shout, and say, 'You are not right. Equality can't be yours.'" Once the speeches are over, the sisters race home and are met at the door by their worried mother, "And as we tell her about the march, the curtains flow apart, and there is a sweet smell of roses all through our house." The only color that appears in this book is the deep red of the ribbon around the neck of Minnie's teddy bear, the U.S. flag, and the roses. Without going into much detail, this book nonetheless drives home the fact that children were involved in the movement and makes the experience more real for those just learning about this chapter of American history.–Mary N. Oluonye, Shaker Heights Public Library, OH

Booklist
K-Gr. 2. History and politics get personal for young readers in this dramatic, large-size picture book about an African American child and her younger sister who steal out of the house to join the Civil Rights marchers and listen to Dr. King speak. The child's clear, first-person narrative draws on the language of the struggle ("we look farther down the road"), and Velasquez' realistic charcoal pictures, in black and white with an occasional touch of red, evoke the news footage of the time. The protestors confront the glowering police, and there are children among the racists who yell, "You are not right. Equality can't be yours." But this book is not only about segregation; it's also about the crowds of people "walking our way toward freedom," the thrilling portrait of Dr. King, and the two brave kids who cross the line. Hazel Rochman Copyright © American Library Association.

e. CONNECTIONS

Let It Shine won the following awards or honors: Coretta Scott King Awards Winner 2008 Illustrator United States, NAACP Image Award Nominee 2008 Outstanding Literary Work-Children United States and the Society of School Librarians International Book Awards Honor Book 2007 Language Arts-Picture Books United States.

The following related books provide more background knowledge for the Civil Rights’ marches, desegregation, and integration in schools.

Colón, Raul. 2008. AS GOOD AS ANYBODY: MARTIN LUTHER KING JR. AND ABRAHAM JOSHUA HESCHEL’S AMAZING MARCH TOWARD FREEDOM. by Richard Michelson. New York : Alfred A. Knopf. ISBN: 9780375833359.

Ford, George. 1995. THE STORY OF RUBY BRIDGES. by Robert Coles. New York: Scholastic. ISBN: 0590439677

Lewis, E.B. 2001. THE OTHER SIDE. by Jacqueline Woodson. New York: Putnam. ISBN: 0399231161

Ringgold, Faith. 1999. IF A BUS COULD TALK: THE STORY OF ROSA PARKS. by New York : Simon & Schuster Books for Young People. ISBN: 0689818920

Activities

Children could create a chart that includes the sequence of events of the girls’ day. Students could read books about other children such as Ruby Bridges that were important in the African American Civil Rights Movement. Older students could investigate Civil Rights and create a timeline of important events.

Children’s responses

A second grade class liked the fact that the girls were a part of an important event in history. They thought that the children that were yelling at the in the story were bullies. A little girl mentioned that she sometimes takes her doll with her if she is sad. The children thought the teddy bear might have helped the little girl to feel safe in a new, strange situation.

MAX FOUND TWO STICKS

a. BIBLIOGRAPHIC DATA

Pinkney, Brian. 1994. MAX FOUND TWO STICKS. New York: Simon & Schuster Books for Young Readers. ISBN: 0-671-78776-4

b. PLOT SUMMARY

A little boy named Max finds a couple of sticks and begins to make music with them. Instead of answering the questions of friends and family with words, Max uses the music the sticks make to convey his thoughts. After Max has experimented playing his sticks on numerous objects, a drummer from a passing marching band tosses Max a pair of drummer’s sticks.

c. CRITICAL ANALYSIS

The plot has a rhythmic tone as Max expresses his feelings by tapping on different objects: steps, cleaning bucket, hat boxes, coke bottles, and garbage cans. Max would imitate the sounds that he heard in the city using the different materials. “Tippy-tip…tat-tat, “ was the sound that Max made to replicate the sound of the gentle rain hitting the glass windows. He banged on the coke bottles to create the “Ding…dong…ding” of the church bells. Max used the garage cans to make the clanking noises of the train zooming across mental tracks. The text states that, “Max pounded out the sound of the wheels thundering down the tracks under the train on which his father worked as a conductor.”

The characters in the story had different shades of brown skin tones. Max’s father worked as a conductor, yet Max’s mother returned home with hat boxes containing hats for the twins. His mother also had her hair fixed nicely, makeup done, and was wearing a pretty sweater which indicated that his family could afford nice things. The characters in the story had different hair styles and colors of hair. The little girl wore her hair in a pony tail which reflected her age well, and Max’s mother wore her hair down in a mature style. The children’s clothes are simple solid colors that resemble sweat pants and sweat shirts. The working class men and the marching band are dressed in uniform.

The neighborhood contained apartments one next to the other. The story depicted working class people such as the painter, the garbage man, and Max’s father, the train conductor. The two modes of transportation that was shown in the story were parked cars on the street and the train zipping by overhead the neighborhood.

TRENDS

The language patterns, dialect reflect an informal tone between Max and the other people in the community. When Max first picks up the fallen sticks, the painter inquires, “What are you gonna do with those sticks.” Later, the garbage man asks Max, “What are you up to with those soda bottles?”

STRENGTHS

Since music is a huge part of the African American culture, this little boy solved his problem of not wanting to talk to anyone and not knowing what to do. He found a way to communicate using music. This character portrays a smart, young boy that is capable of finding creative solutions to his problems.

WEAKNESSES

Even though I liked this story, I thought that the theme was universal. Many children have moments they do not feel like talking to others. Sometimes, children become overwhelmed with life, and handle their problems in their own way. Therefore, I think that a child from another culture could be placed as the main character of the story.

d. REVIEW EXCERPTS

Publishers Weekly
Max doesn't much feel like talking, so he lets his drumsticks (two twigs, actually) respond to questions and imitate the sounds of his city neighborhood--pigeons startled into flight, rain tapping against a window, a train thundering down the elevated track. By linking Max's "drums" to activities from each previous page (for example, his grandfather is seen washing windows on one page, and in the next, Max is drumming on the cleaning bucket), Pinkney unobtrusively tugs the story forward. The fluid lines of his distinctive scratchboard illustrations fairly swirl with energy, visually translating Max's joy in creating rhythm and sound (Pinkney is well suited to the task, having been a drummer since the age of eight). A serendipitous ending finds the drummer from a passing marching band tossing a spare set of real drumsticks to the delighted Max. Ages 4-8. Children's BOMC alternate. Copyright 1994 Reed Business Information, Inc.

School Library Journal
Grade 1-3-On a day when Max doesn't feel like talking to anyone, a strong breeze shakes two heavy twigs to the ground in front of his brownstone home. Picking them up, the young African-American boy begins to beat out a rhythm that imitates the sound of pigeons startled into flight. Soon he is tapping out the beat of everything around him-rain against the windows, the chiming of church bells, and the thundering sound of a train on its tracks. The snappy text reverberates with the rhythmic song of the city, and Pinkney's swirling, scratchboard-oil paintings have a music of their own. This is an effective depiction of the way in which self-expression takes on momentum, as Max's quiet introspection turns into an exuberant celebration of the world around him. Anna DeWind, Milwaukee Public Library Copyright 1994 Reed Business Information, Inc.

e. CONNECTIONS

Related books

The books listed below portray African American characters and their passion for music. Even though the instruments change, the love of music remains constant.

Lewis, E.B. 1998. THE BAT BOY AND HIS VIOLIN. by Gavin Curtis. New York : Simon & Schuster Books for Young Readers. ISBN: 0689800991.

Jenkins, Leonard. 1997. IF I ONLY HAD A HORN: YOUNG LOUIS ARMSTRONG. by Roxane Orgill. Boston : Houghton Mifflin. ISBN: 0395759196.

Robinson, Aminah Brenda Lynn. 1998. TO BE A DRUM. by Evelyn Coleman. Illinois: Albert Whitman & Company. ISBN: 0807580066.

Pinkney, Brian. DUKE ELLINGTON: THE PIANO PRINCE AND HIS ORCHESTRA. Hyperion Books for Children. ISBN: 0-7868-0178-6.

Activities

Children could compare and contrast MAX FOUND TWO STICKS and one of the related books. Students could also make their own musical instrument and write a story about their instrument.

Children’s responses

Students liked how Max entertained himself when he was feeling sad or bored. They mentioned that since children do not have much money (only the money their parents give them), they have to find free activities to do like going to the park. They thought that Max might not have many toys; therefore, he had to use him imagination.

LET IT SHINE: THREE FAVORITE SPIRITUALS

Book Review

a. BIBLIOGRAPHIC DATA

Bryan, Ashley. 2005. LET IT SHINE: THREE FAVORITE SPIRITUALS. New York: Atheneum Books for Young Readers. ISBN: 0-689-84732-7

b. PLOT SUMMARY

This book contains three African American Spirituals. This Little Light, When the Saints, and In His Hands are three spirituals that show African American’s faith in God and hope for equality. The colorful illustrations supplement the text and bring the songs to life.

c. CRITICAL ANALYSIS

Each song tells a story about African Americans wanting to be the chosen ones in God’s eyes. None of the settings are specifically African American settings. The characters are flat, one dimensional shapes that convey some emotions through their movements. Since the illustrations were made using construction paper, the illustrator wove the characters and scenery together.

THEMES

The struggle for equality, commitment to racial uplift and progress, and the strength and resilience of African American people are some themes in these spirituals. In the Saints Go Marching In, the singer yearns to be one of the saved, chosen ones. In This Little Light of Mine, the singer determinedly keeps hope and faith even though people are repressing their freedoms. When the African American’s sing, “Don’t let Satan blow it out,” they are referring to their slave owners. In the last song, He’s Got the Whole World in His Hands, African Americans know that God uplifts them and considers them equal.

TRENDS

This book marks a trend in the change in genre. The lyrics flow from the readers mouths like poetry. This book can be read aloud; however, most readers that are familiar with the tune of the songs will be tempted to sing the spirituals.

CULTURAL MARKERS

The characters’ skin tones in the book range from the authentic shades of browns and browns to the unrealistic colors of greens, blues, oranges, and purples. In the beginning verse of “This little light of mine, I’m gonna let it shine,” the characters are dressed in colorful clothes with different patterns and styles. However, when they talk about hiding it under a bushel, the characters are a solemn, one color as if they are worshiping the light. The next lyrics say, “Don’t let Satan blow it out, I’m gonna let it shine.” Instead of letting Satan blow out the light, the illustrations show the light flowing through a man’s and a woman’s body. Finally the last scene shows the characters traveling in various forms of transportation: airplanes, by car, on roller skates, in a boat, by foot, and on a bicycle all the while letting their light shine. These characters are one tone except for the light that they are holding. The female characters in the illustrations that accompany this song have slightly different lengths and styles of hair, but the men seem to all have bald heads.

The reader is unable to tell the facial features of the characters in the illustrations of the three spirituals. In the song, “He’s Got the Whole World in His Hands,” the first page with the same lyrics as the title of the song shows different houses from all around the world. Te-pees, igloos, churches, mosques, huts, pyramids, and apartment buildings are some of the houses depicted in the construction paper illustration. The illustrations mix modern apartment buildings with traditional Te-pees and huts. The note from the author explained how the African American sang these Spirituals since it was a crime to teach slaves to read or write. Consequently, I think that many slaves would not have known about the various places to live that are illustrated in this song.

The authors note explains the musical preferences of African American slaves. Since they could not read, write, or worship freely, they sang. Some of the language patterns could reflect the fact that slaves were not allowed earn an education. In the song, This Little Light of Mine, the word “gonna” is repeated over and over. In when the Saints Go Marching In, “the sun refuse to shine,” instead of the sun refuses to shine. In the spiritual, “He’s Got the Whole World in His Hands,” the song uses “got” instead of “He Has” the whole world in his hands.

STRENGTHS

The bright, vibrant colors encourage the reader to stand up and sing the spirituals. The bold colors convey happiness and life. Both the lyrics to the spirituals and the joyful illustrations are uplifting.

WEAKNESSES

I thought it was odd that some of the characters had protruding lips. Since big lips are a hurtful stereotype of African Americans, I thought some of the illustrations fit this stereotype. However, the illustrator may have been trying to show the characters singing the spirituals; therefore, their mouths would be open and lips might be puckered to produce certain sounds.

PERSONAL OPINION

This book, LET IT SHINE, brought tears to my eyes as I sang it to my daughter. I remember my mother (now in heaven) singing and humming these songs as she cleaned the kitchen or did chores around the house. I like the idea of creating a children’s book to illustrate a song.

d. REVIEW EXCERPTS

School Library Journal
“Starred Review. PreSchool-Grade 5—Bryan's vibrant illustrations interpret and energize three beloved songs: "This Little Light of Mine," "Oh, When the Saints Go Marching In," and "He's Got the Whole World in His Hands." Although the artistic style is similar to that in All Night, All Day (Atheneum, 1991), here Bryan uses intricate cut-paper collages to accompany the lines of text at the bottom of the pages. Energy and movement course through many of the full-bleed illustrations, as when children-depicted in rainbow-colored silhouettes-use a boat, an airplane, a bicycle, and other means to carry their lights "Ev'ry where I go." At other times, the images offer comfort and security, as large multicolored hands embrace the world's wonders and "the little bitty baby" is cradled in an adult's protective arms. Simple melody lines and an explanation of the origin and importance of spirituals are appended. Yet, Bryan's illustrations demonstrate more than words the dynamic inspiration that these songs still provide. Readers will find themselves humming as they turn the pages.”—Kathy Piehl, Minnesota State University, Mankato Copyright © Reed Business Information, a division of Reed Elsevier Inc.

Booklist
“The inspiring words of three well-known spirituals, "This Little Light of Mine," "Oh, When the Saints Go Marching In," and "He's Got the Whole World in His Hands," are matched with powerful construction-paper collage illustrations. Each double-page spread of this oversize picture book is an explosion of shapes and bright colors. Stocky figures, silhouetted against swirling colors are created from geometric shapes woven together. Rather than conceive a story to accompany the lyrics, Bryan presents series of scenes to reflect each set of lyrics. Children dance around with candles and march with saints; God holds a world of colored objects in his hands. The musical notation and lyrics for each song appear at the end of the book, as does a brief note from Bryan about the history of the spiritual and the changes he made in some of the lyrics. This will be hard to read without breaking into song.” Randall Enos Copyright © American Library Association.

e. CONNECTIONS

Related books

These related books provide more information about African American Spirituals. The other books provide spirituals illustrated for children.

Giovanni, Nikki. 2007. ON MY JOURNEY NOW: LOOKING AT AFRICAN-AMERICAN HISTORY THROUGH THE SPIRITUALS. Cambridge: Candlewick Press. ISBN: 0763628859.
“Nikki Giovanni celebrates the courage, strength and character of Africans in America through the inspirational words of the spirituals.”

Nelson, Kadir. 2005. HE’S GOT THE WHOLE WORLD IN HIS HANDS. New York: Dial Books for Young Readers. ISBN: 0803728506.

Pinkney, Jerry. 2004. GOD BLESS THE CHILD. by Billie Holiday and Arthur Herzog. New York: Harper Collins/ Amistad. ISBN: 0060294876
“A picture book adaptation of Billie Holiday's song "God bless the child," illustrated with images of an African American family during the Great Migration. Includes a CD of the song recorded by Billie Holiday."

Activities

Students could pick an African American spiritual that they liked and illustrate it. Children could use the story to do a reader’s theater performance. They could choose whether they want to sing or read the text. Students could choose their favorite spiritual or their favorite illustration in the book and describe what they like about it. Students could compare and contrast the illustrations from Nelson’s and Byran’s versions of “He’s Got the Whole World in his Hands.”

Children’s responses

My daughter loved this book the first time I sang it to her. She will be three in December; consequently, she is at the age where she loves to sing songs. She tried to sing along at first, and then she told me that she would just listen. However, I know she will learn the songs after we read the book a few more times. She was captivated by the vibrant pictures and the lyrics to the spiritual. She told me that she would keep the book in her room. Since the book belongs to the public library, I am going to purchase a copy for her.