Diverse Literature for Children: Discovering our own Identities
In this weeks readings, we dug into two amazing books that just might be my new favorites and must haves for my future classroom. These two books, "Red: A Crayon's Story", by Michael Hall, and "Sparkle Boy", written by Leslea Newman and illustrated by Maria Mola, were related to discovering ones identity. These books would be wonderful for the classroom because they can help students learn about not only gender roles, but can help them learn more about diversity in other areas such as, ability spectrum, age, race, ethnicity, gender identity, gender expression, sexual orientation, and socio-economic status.
Red: A Crayon's Story
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Written and Illustrated by:
Michael Hall
Sparkle Boy
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Written by:
Leslea Newman
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Illustrated by:
Maria Mola
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What are these texts about?
Red: A Crayon's Story is an incredible story told by Pencil about a crayon that is trying to live up to the expectations given to him from everyone surrounding him. This crayon had a label on the outside that read, "Red", but under the label he was actually the color blue. All of his friends and family tried many different ways for Red to produce the color red when writing. Everyone had something to say about Red and they weren't always nice about it. Instead of helping Red, they would criticize and judge him. Then, one day, he met a new friend named, Berry. Berry pushed him into trying something new, like, making an ocean for Berry's boat. Even though Red was hesitant at first, he eventually loved drawing anything blue. He drew blue jeans, blue birds, blueberries, and even a blue whale. He came to love and accept that he was actually a blue crayon and all of his friends and family now talked good things about "Blue" and how much they admired him.
Sparkle Boy is a miraculous story about a young boy trying new things and discovering who he is. Casey is a young boy who loves to play with his toy blocks and puzzles, but also loves anything shimmery. His older sister, Jessie, likes to show off her shimmery skirt, glittery nails, and sparkly bracelets. Every time Jessie shows off her shimmery, glittery items to her brother, he admires them and wants shimmery, glittery things of his own. One day, they take a trip to the library and Casey wants to show off his shimmery skirt, glittery nails, and sparkly bracelet. Jessie is upset by this because she says boys can't dress in anything shimmery or glittery and that Casey doesn't need to be wearing any of that. When they get to the library, Casey is bullied by other kids and they call him a girl while laughing at him. As Casey becomes upset, he looks at his older sister and Jessie stands up for her brother as they walk away. Towards the end, Jessie comes to accept that Casey loves all things shimmery and glittery and they admire all shimmery things together.
About the Author's!
Michael Hall is an award winning author and illustrator. He lives with his family in Minneapolis, Minnesota. Before becoming an author/illustrator, Hall was an award winning graphic designer.
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Leslea Newman is a wonderful author and editor of numerous children's books as well as adult literature.
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My thoughts!
In both of these texts, there is a main character trying to find out who they really are. In, Red: A Crayon's Story, the blue crayon is pushed to be something it is not. You can tell how hard the crayon tries to please everyone, but is never satisfied. It is only when the crayon tries something new and explores other possibilities that the crayon learns to love and embrace its true self. In, Sparkle Boy, the main character, Cassie, just wants to explore what he really loves and enjoys. I truly love this story because the parents of Cassie are extremely encouraging towards Cassie's decisions and are very accepting towards how he wants to express himself. He doesn't understand why boys can't dress in shimmery, sparkly clothes while girls can. I think this is an incredible text to help students bury stereotypes that are set for boys and girls.
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While reading, Sparkle Boy, I couldn't help but think about my older sister. My older sister is similar to Cassie because she does not accept the stereotypes that boys and girls are put under. She prefers to dress in baggier clothes that are "meant" for males. She has been bullied and teased about how she looks like a boy rather than a girl, similar to Cassie. However, she has always been able to keep her head up high and accept who she is and wants to be. I think this is important for people to understand in order to fully embrace who they want to be.
Reading to Make a Difference
By: Laminack and Kelly
While reading chapter 1, Discovering our own Identities, by Laminack and Kelly, they had many wonderful ways on how to deepen the definition of identity and on how to really explore one's self. I loved reading this chapter especially because the authors did such a great job on helping educators in any grade level become more prepared in how to help their students discover their identities. For example, they provide many activities you could use in different grade levels. My favorite activities they discussed were on creating a their own inside/outside identities, as well as exploring the story behind our name. Looking at the inside/outside identity activity, this allows students to not only express on what they look like on the outside, but what their interests are on the inside. I love this activity because it allows students to truly express their interests and what they like in a safe environment. Looking at the activity in the story behind our name, this allows students to really dig into who they are and where they came from. On page 21 in "Reading to Make a Difference", Laminack and Kelly provide guiding questions that may be helpful in this activity.
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Who selected your name?
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How was the decision made to name you this?
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Are you named for someone?
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Does your name have a significant meaning?
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What other names were considered?
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What would your name have been if you had been born the opposite gender?
Laminack and Kelly's example of inside/outside identities from page 15 in "Reading to Make a Difference"
"Never be bullied into silence.
Never allow yourself to be made a victim.
Accept no one's definition of your life, but define yourself"
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Harvey Fierstein
Challenge
Think about how can you create a safe environment in your classroom for your students in order for them to feel comfortable in expressing themselves and who they are inside and out.
Resources!
Laminack, L. L., & Kelly, K. (2019). Reading to make a difference: Using literature to
help students speak freely, think deeply, and take action. Portsmouth, NH: Heinemann