¡Mira, Look!: Letters Forever/ Cartas para siempre

Saludos todos! This week we are concluding our March theme of women and Women’s History Month with another great read. Last week I featured the Coleccion Antiprincesas, which provides readers with biographies of underrepresented and under-studied historical Latina heroines. This week, however, we are switching gears a bit, focusing more on the courage and determination of young girls in our everyday lives. The book for this week is Letters Forever/ Cartas para siempre, written by Tom Luna and illustrated by Laura Alvarez. This wonderful story focuses on a young, female protagonist who has to learn how to navigate her complicated emotions in a difficult situation. Not only does this book show young readers how to cope with separation and heartache, it also counters stereotypes and challenges negative representations of women and girls by portraying a young girl whose empathy and emotional sensibility is not a flaw or a nuisance, but, ultimately, one of her greatest virtues.

This book tells the story of young Camila and her beloved abuelo, Felix, who lives far away in Veracruz, Mexico: “It had been two years since he left San Antonio to return home to Veracruz.” Camila reflects on the bittersweet memories of her grandfather playing his favorite guitar, the requinto, and how he would sing her lullabies when she was a little baby: “He had a deep beautiful voice and played the requinto with an almost angelic touch.” Although the plot following the female protagonist challenges typical, negative representations of women and girls, the character description of the grandfather also challenges expectations of men and boys. The grandfather is sensitive, artistic, loving and participates actively in caring for his grandchild, taking her on outings to the zoo and the park, to name a few, all the while singing or whistling tunes from Veracruz.

Although Camila misses her grandfather greatly, her parents say that they do not have enough money to afford a trip to Veracruz to visit him. However, one day, deciding to take matters into her own hands, young Camila hops on her bike determined to ride the 938 miles to Veracruz to see her dear grandfather: “‘I’m going to see Grandpa Felix in Veracruz,’ said Camila with a defiant stance.” As one would imagine, Camila’s mother quickly intervenes and tells her to come back home, that she can’t ride her bike all the way to Veracruz, but that one day they’ll have enough money saved up for a visit. Although Camila’s immediate solution to her grandfather’s absence is, of course, not one that I or parents and educators would likely recommend to their students, this scene does illustrate Camila’s determination and her willingness to try to solve her problem independently. This scene also serves as a contrast to Camila’s eventual, more reasonable solution to her feelings, showing readers Camila’s learning curve and her progress in figuring out both what her feelings are and what to do about them.

After her failed attempt at biking 938 miles to Veracruz, and her mother’s brief scolding, Camila decides that a more appropriate response might be to write a letter to her grandfather and ask him to be her pen pal. This solution is also one arrived at entirely by Camila herself, further emphasizing her independence and her ability to learn and navigate tough situations on her own: “She went into her room, pulled out her diary and decided then and there that she would write to her grandfather and ask him to write her back.” What I also particularly love about this scene is the mention of Camila’s journal-writing as a catalyst for her emotional development and decision-making. As an avid writer and “journaler” myself, I, too, have found this to be a very useful strategy in coping with tough situations, sorting out my thoughts and feelings, and figuring out how to proceed. Moreover, as the story continues in a somewhat epistolary format, composed of letters between Camila and her grandfather, teachers could conduct various lessons based on two forms of writing: first, letter-writing and the epistolary novel form, and, second, journal writing. As an exercise in writing and verbal expression, teachers could ask their students to write in a journal every day. Teachers could also conduct exercises in letter-writing and, especially for foreign language students, teach their students proper opening and closing statements, such as “Querido abuelo/ Dear grandpa.” This story is entirely bilingual, which is especially useful for comparing the letter-writing format between English and Spanish. In addition, the simplistic illustrations found within this book could also inspire students to create drawings of their own to accompany their journal entries or letters. As noted by a School Library Journal review, “Rough-hewn, heavily brushed paintings tracking Camila’s progress to adulthood and Grandpa’s to gray-haired old age accompany narrative passages of English over Spanish.” In this story, the prose is just as important as the illustrations in conveying the passing of time, and both Camila’s physical and emotional growth.

Towards the end of the story we see Camila grown up to be a young, 18-year-old woman. Her family still has not been able to save enough money to go to Veracruz, but Camila is determined to go nonetheless: “On the day Camila turned 18, she was in her room with photos of her grandfather all around. She was working now and saving her money. Her family never did go to Veracruz but Camila was saving to go on her own.” This scene again reinforces Camila’s agency and independence, her ability not only to work hard towards a self-determined goal, but also to eventually travel on her own.What I find especially powerful about this scene is the way in which it emphasizes “ambition” as not only working towards professional and academic goals, but also towards emotional and interpersonal goals. Oftentimes “emotional labor,” or the work that one puts into emotionally supporting others, is unconsciously expected of women while also being undervalued, unrecognized and unremunerated, in both the home and the workplace. This heartwarming scene emphasizes the hard work that Camila put into sustaining a relationship with her grandfather over the years, as well as her grandfather’s boundless joy and appreciation upon finally seeing her arrive in Veracruz (belated spoiler alert!).

All in all, this book is a wonderful resource for teaching a variety of subjects from writing and correspondence, to emotional development and maturity.  Letters Forever/ Cartas para siempre challenges typical representations of gender roles through children’s literature, empowering both young girls and boys.

For those of you interested in using this book in the classroom, here are some additional resources:

Stay tuned to an introduction to our April themes and more great reads!

¡Hasta pronto!

Alice


Images Modified from Letters Forever/ Cartas para siempre: Pages 7, 9, 14, 15, 21

¡Mira, Look!: Colección Antiprincesas

Image result for coleccion antiprincesasSaludos todos! I’m back with my weekly Mira, Look posts after a short time off for Spring Break. This month we have been celebrating Women’s History Month by featuring books about the wonderful women found throughout history and within our personal lives as well. This week I’ll be reviewing three books from the Colección Antiprincesas. This collection is meant to feature “grandes mujeres,” or prominent women in history, in order to show that women don’t have to be your typical “princess”; in fact, many of these women were so formidable precisely because they went against gender norms and fought for what they believed in.

The Colección Antiprincesas has received a lot of media attention, specifically through channels (blogs, magazines, etc.) that focus on Latinx literature for children, such as Remezcla’s post, These Anti-Princess Books Give Young Girls Badass Latina Heroines to Look up to. Since these new releases have been talked about so much within the children’s literature community, I thought it was a good idea to contribute my views and join in the discussion. Needless to say, we also greatly welcome the input of our readers in fostering a larger, dynamic discussion about this collection and Latinx children’s books in general!

The first book in the Colección Antiprincesas features Frida Kahlo, a timeless Mexican artist known for her captivating art, but also for her bold, individualistic style and her candid honesty in expressing the most personal aspects of her life, including chronic physical pain and heartbreak. Kahlo was also known for marching to her own beat and has turned into a renowned icon in Latin America and across the world for challenging beauty standards and social norms. Kahlo has been featured many times already on the blog, including Katrina’s Teaching about Frida Kahlo post, Lorraine’s book review on Viva Frida, and Neoshia’s book review on Frida Kahlo.

Although it would seem difficult to bring something new to the discussion after so many resources and books have already been published about Kahlo, the Colección Antiprincesas manages to do just that, thanks in large part to their unique format. Each double-page spread has an illustration that caters to the eyes of younger readers, along with more detailed historical information, discussion questions, and black and white archival photographs. The unusual format of this book makes it a bit difficult to use with younger readers or students reading independently; however, these books are perfect as a resource for teachers. Teachers could draw on the information from these books to teach about these prominent historical figures, incite discussion about the lives and work of these figures, and show images to attract the attention of students of a variety of ages. In addition, these books are monolingual and are written exclusively in Spanish, which means they serve a valuable purpose for bringing Latin American heroines to Spanish speaking audiences. A review by School Library Journal also comments upon this as an attribute of these books—they’re Spanish language books that are easy to get a hold of here in the U.S: “VERDICT An excellent choice for libraries seeking works in Spanish for elementary students, especially where biographies are needed.”

Although the multimedia, patch-work style of the book might make it hard for students reading or working independently, the varied information could lead teachers on a variety of lesson-plan trajectories. For example, one page of the Frida Kahlo book includes the definition of the art term, “surrealism,” along with examples of Kahlo’s work. This could lead teachers to a lesson plan on surrealist art where they compare Kahlo’s work to other surrealist artists, such as Salvador Dali. Another part of the book focuses on Kahlo’s activism fighting for the rights of workers in Mexico. This, too, could lead to an expansive lesson plan on the rights of workers throughout Mexican history, and of Mexican-American workers here in the U.S.

The second and third books of the collection feature Violeta Parra, contemporary Chilean composer and songwriter, and Juana Azurduy, Bolivian guerilla military leader born in the late 1700s. The format for these two books is the same as the first, with simplistic illustrations, historical information and educational definitions, such as “arte popular” (popular art), and “colonias” (colonies). Like with the first book, this information could lead to other related lessons on popular art in the Americas or the history of colonialism and liberation.

One of the wonderful things about these books is that, with the exception of Kahlo, they focus on Latina heroines who are not typically discussed and certainly not included in the classroom – even when discussing Latin American history! Admittedly, I had not heard of Violeta Parra or Juana Azurduy before reading these books. These books also don’t sugarcoat the hardships that these women went through in their lifetimes. Part of the “anti-princess” perspective of these books is precisely that they do not portray women as perfect and pretty; rather these books are straight forward when talking about their hardships, and the illustrations don’t “beautify” the women with western standards of beauty. School Library Journal also comments upon Saá’s illustrations: “The often graphic novel–like art—vibrant, bold colors outlined in black—depicts scenes from the text and enhances the view of the subjects as strong heroines.

Ultimately, these books are an excellent contribution to Spanish-language children’s books accessible here in the U.S., and to any collection of biographies of powerful Latina role models. Putting aside the critique that the unusual formatting could be a challenge for young readers, these books prove an excellent resources for educators looking to teach their students more about underrepresented Latina heroines.

For those of you interested in using these books in the classroom, here are some additional resources:

For those of you interested in learning more about the author and illustrator, here are some additional resources:

Stay tuned for some more great reads!

¡Hasta pronto!

Alice


Images modified from: Coleccion Antiprincesas pages 4, 6, 7, 8, 13

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Our Next Good Read: The Head of the Saint

Join us April 10 at The Head of the SaintTractor Brewing (1800 4th St NW) from 5:00-7:00 pm to discuss our next book.  We are reading The Head of the Saint by Socorro Acioli.

Here’s a sneak peek into the book from Goodreads:

After walking for days across the harsh Brazilian landscape only to be rejected by his last living relative, Samuel finds his options for survival are dwindling fast – until he comes to the hollow head of a statue, perfect for a boy to crawl into and hide…

Whilst sheltering, Samuel realises that he can hear the villagers’ whispered prayers to Saint Anthony – confessing lost loves, hopes and fears – and he begins to wonder if he ought to help them out a little. When Samuel’s advice hits the mark he becomes famous, and people flock to the town to hear about their future loves. But with all the fame comes some problems, and soon Samuel has more than just the lovelorn to deal with. A completely charming and magically told Brazilian tale, sure to capture your heart.

Be sure to get entered in our drawing for a free copy of the book!! All you have to do is comment on any blog post by April 3!

We’ll also be raffling off a copy of May’s featured book, EchoJoin us that evening to be entered!

We hope to see you on April 10!

¡Mira Look!: Under the Lemon Moon

Image result for under the lemon moonSaludos todos! This week we are continuing our monthly theme of love with an especially heart-warming book, Under the Lemon Moon, written by Edith Hope Fine and illustrated by Rene King Moreno.  This lovely story specifically focuses on themes of forgiveness, generosity and personal growth, expanding our theme of love to include other feelings, values, and personal goals.

This book takes place in the Mexican countryside and the English narration is interspersed with Spanish vocabulary words. Fine has provided an index at the beginning of the book to help non-Spanish speaking readers puzzle through the Spanish interjections.  Not only will students learn lessons on patience, forgiveness, and compassion, but they‘ll also get exposure to new vocabulary, while practicing using an index as a tool for comprehension.

lemon-1The story starts by introducing the female protagonist, Rosalinda, who has started to grow her very own lemon tree in the backyard. One night she hears something rustling outside.  When she goes with her pet hen, Blanca, to investigate, she sees a “man with hunched shoulders” picking all the lemons off her tree and stuffing them into a sack before scurrying away into the night. Rosalinda is furious: “Her lemons. From her tree.” As Rosalinda is learning to take care of her plants and her pets, reinforcing feelings of pride, care and responsibility, her sense of possession also starts to get the best of her.  In portraying this delicate balance, Fine shows how important it is for children to have things that they can take care of on their own, that they can be proud of and responsible for, while also showing how this is in itself a learning experience and an opportunity for growth: Rosalinda asks herself, “Who is the Night Man? Why does he take my lemons?”

lemon-2The next morning Rosalinda finds that not a single lemon is left on her tree. The branches are bare and the leaves have a yellow, sickly tinge to them: “Rosalinda crooned a sad song as Blanca brawked along. She loved her lemon tree almost as much as she loved Bianca.” As the week goes by Rosalinda notices that the leaves on her precious lemon tree are turning more yellow, and starting to fall off, and she begins to worry that the tree is dying. When she goes to her parents for comfort they suggest that maybe a friend or a neighbor could help, or her dear abuela. Rosalinda’s parents are kind and compassionate and try their best to soothe her worries, while also encouraging her to find a creative solution on her own.Throughout the story, Rosalinda’s agency and independence are consistently reinforced: “Rosalinda set out.” Ultimately, the story culminates in Rosalinda resolving her own predicament in a way that is both gratifying for herself and compassionate towards others.

lemon-3As Rosalinda talks to various people in her neighborhood they each give her tips on how to care for a tree, watering it and even talking to it to make it feel better. But Rosalinda has already done all of these things and nothing has worked. Rosalinda takes good care of her plants and has already tried everything that she can think of. Finally, though, she goes to speak to her wise abuelita. Her abuela tells her that she’ll light a candle for her tree, something Rosalinda has not tried yet, and that maybe the candle will summon La Anciana, a wise old spirit known for making things grow. Abuela “eased the worries from Rosalinda’s forehead with her warm palm,” and proceeds to lovingly tell her the legend of La Anciana. Little does Rosalinda know, as she awaits La Anciana and her powers to make her tree grow, she also awaits her wise words and her powers to make her, Rosalinda, grow and mature.

lemon-4As Rosalinda makes her way back home she stops by the local market. As she walks by all of the stands she notices the Night Man. He’s sitting in front of a stand selling lemons, her lemons! Just as Rosalinda begins shivering with rage and fear, La Anciana appears, “her wrinkles deep, her eyes gentle.”  After listening to Rosalinda’s predicament, La Anciana agrees, “to take your lemons was wrong,” but then adds, “Perhaps he had a need.” Indeed, when Rosalinda goes back to the market the next day she notices that the Night Man’s hands are rough and hardened by tough work, and his family beside him looks hungry and disheveled.

Before leaving, La Anciana tells Rosalinda how to cure her tree, and, after following her instructions, Rosalinda wakes up the next day to find her tree overflowing with big, juicy lemons. She loads them up in a crate and takes them to the market, generously handing them out to everyone she sees, her neighbors, her friends, and even complete strangers. Finally, she stops by the Night Man’s stand. Rosalinda hands him her last lemon. She tells the night man to “siembra las semillas,” or “plant the seeds,” so that he can grow a lemon tree of his own. The Night Man thanks her and when Rosalinda leaves, her feelings of anger and worry from a week prior are now replaced by feelings of love and joy: “Rosalinda felt content, too. Except for one fat hen, Rosalinda’s cart was empty, but her heart was as full as a lemon moon.”

lemon-5This beautiful story shows readers the power of forgiveness and generosity, and how sometimes, by taking care of others, we ultimately take care of ourselves. With Moreno’s stunning illustrations, this book exudes a calming tone that encourages readers and young children to reflect upon their feelings and the feelings of others. Moreno’s illustrations have also appeared on our blog before with my book review of Uncle Monarch and the Day of the Dead, which is also a lovely, calming story about the flourishing wisdom of young children. In Under the Lemon Moon, the protagonist embarks on a journey of personal growth and maturity that ultimately teaches her to care not only for her own plants and pets, but also for her neighbors and for the people around her. In the end, the best way to feel as round and full as a lemon moon or a shimmering lemon tree is to spread kindness and generosity to the people around us.

For those of you interested in using this book in the classroom, here are some additional resources:

Stay tuned for more great books!

Hasta pronto!

Alice


Images Modified from Under the Lemon Moon: Pages 9, 14, 17, 21 and 26

Our Next Good Read: Dancing in the Rain

Join us March 13 at Tractor Brewing (1800 4th Street NW) from 5:00-7:00 pm to discuss our next book.  We are reading Dancing in the Rain by Lynn Joseph.

Here’s a sneak peek into the book from Goodreads:

Twelve year-old Elizabeth is no normal girl. With an imagination that makes room for mermaids and magic in everyday life, she lives every moment to the fullest. Yet her joyful world crumbles around her when two planes bring down the Twin Towers and tear her family apart. Thousands of miles away, yet still touched by this tragedy, Elizabeth is swimming in a sea of loss. She finally finds hope when she meets her kindred spirit in 8 year-old Brandt and his 13 year-old brother, Jared.

Brandt and Jared, two boys as different as Oreo and milk and just as inseparable, arrive on the island to escape the mushroom of sorrow that bloomed above their lives in the wake of the tragedy. Elizabeth shows them a new way to look at the world and they help her to laugh again. But can Elizabeth and Brandt help their families see that when life brings showers of sadness, it’s okay to dance in the rain?

Set against the dazzling beauty of the Dominican Republic, Dancing in the Rain explores the impact of the tragic fall of the Twin Towers on two Caribbean families. It is a lyrical, well-crafted tale about finding joy in the face of loss.

Dancing in the Rain won a Burt Award for Caribbean Literature (2015) prize.

Be sure to get entered in our drawing for a free copy of the book!! All you have to do is comment on any blog post by March 6!

We’ll also be raffling off a copy of April’s featured book, The Head of the SaintJoin us that evening to be entered!

We hope to see you on March 13!

¡Mira Look!: My Tata’s Remedies/ Los remedies de mi tata

my tata's remediesSaludos todos! This week we are kicking off our February themes of love, including romantic love, love of self, love of community, and love of country by featuring My Tata’s Remedies/ Los remedios de mi tata. This wonderful story emphasizes themes of love through community and family support, but also of self love and care by showcasing various natural remedies that have been passed on through various generations of a young boy’s family. Aside from this unique and engaging narrative, My Tata’s Remedies/ Los remedios de mi tata also won the 2016 Pura Belpre Honor Book for Illustration. This bilingual story, written by Roni Capin Rivera-Ashford and illustrated by Antonio Castro, is a sequel to its precursor, My Nana’s Remedies/Los Remedios De Mi Nana, now narrating the herbal remedies and natural medicinal recipes of the young protagonist’s grandfather rather than his grandmother. This informative tale is best for ages 4-11, though its abundant, non-fictional information may also be interesting for older readers.

tata 1My Tata’s Remedies/ Los remedios de mi tata reinforces the importance in respecting, admiring and preserving cultural heritage within a community or a family, but also of sharing and communicating that cultural heritage with others through acts of care and kindness. As the young, male protagonist learns of all the things his Tata can do with healing herbs, and the integral part that he plays in the community, he witnesses firsthand the power of tradition. Likewise, with the scientifically-correct illustrations of herbs and realistic recipes for healing, the book itself plays a role in passing on these old traditions to its readers. Overall, however, this story shows how the knowledge of one person can heal the aches and ailments of an entire community.

tata 2At the back of the book Rivera-Ashford includes three whole pages of plant encyclopedia, which was prepared by “Armando Gonzalez-Stuart, Ph.D. Professor of Herbal Medicine, El Paso Community College.” Each plant is show with its drawing, its scientific name, and a brief, yet highly informational description of its characteristics, where it’s found, and what it is used for. These descriptions also relate back to the story for context: “Creosote Bush. Tata used the branches to make a wash for Justin’s feet, to help against itching and ‘stinky feet.’ This plant has natural chemicals that can fight the fungus that causes athlete’s foot and other infections like ringworm, for example.”

tata 3Furthermore, these encyclopedia-like entries, like with the rest of the narration, are bilingual, including a full Spanish translation after each one, emphasizing the bicultural heritage of many Southwestern communities, and their traditional, natural remedies. The dual-language nature of the story and the encyclopedia entries also emphasizes one of the main themes of this story: communication. To ensure that this knowledge is passed on throughout the generations, they must be taught and told to others, in English or in Spanish.

tata 4On nearly each page of the story, a different community member or character comes to visit Tata and ask for his help with a variety of ailments. Not only is the reader (and Tata’s grandson) exposed to a variety of ailments and resources for curing them, but also to many different community portraits. Each person has a different background, a different story, and a different reason for seeking Tata’s help. Castro’s paintings expertly depict these portraits with realistic expressions, emotive shading and convincing detail.

tata 5In a review of My Tata’s Remedies/ Los remedies de mi tata, Goodreads comments upon Castro’s life and work: “Antonio Castro L. is nationally recognized for his illustrations of books by Joe Hayes. Teaming up with his son, book designer Antonio Castro H., he uses his exacting illustrative skills to bring to life this story of family and plants. Born in Zacatecas, Mexico, Antonio has lived in the Juarez–El Paso area for most of his life.” The stunning illustrations, which won this book the Pura Belpre award for illustration, compliment the narration’s reliance on non-fictional information by contributing highly realistic human portraits, and scientifically precise plant illustrations. The illustrations are nearly as detailed as the text and draw readers into the realistic community of the protagonist, his Tata and their ailing neighbors. The non-fictional aspect of both the narration and the illustrations further enables readers to think about their own familial or cultural traditions and how they can make more of an effort to learn about them. Finally the detailed portraits of all the community members humanize the various characters, reminding readers of why they love all of their own neighbors and their differences.

For those of you interested in using this book in the classroom, here are some additional links:

Stay tuned for more Pura Belpre awardee books!

Alice


Images modified from My Tata’s Remedies/ Los remedies de mi tata: Pages 7, 9, 13, 16, 17

¡Mira Look!: Moví la mano/ I Moved my Hand

movi-la-manoSaludos todos! This week I will be reviewing Moví la mano/ I Moved my Hand, written by Argentinian author Jorge Lújan and illustrated by French artist Mandana Sadat, as our last January book on “unsung heroes.” So far this month I’ve reviewed children’s books that focus on heroic and fearless parents, lesser-known cultural icons, like Tito Puente, who were also active humanitarians, and brave firefighters whose invaluable work sometimes goes unnoticed. However, this week’s “unsung heroes” are children themselves.

la-mano-1Moví la mano/ I Moved my Hand tells the story of a young girl whose imagination, creativity and drive hold the power to change the world around her: “When a little girl moves her hand, she discovers the world and her power to change and create it anew.” Lújan’s story reads as a bilingual Spanish/English poem, complemented by Sadat’s stunning illustrations. Every one of the female protagonist’s actions, moving, shaking, stirring and swirling, to name a few, is met by a magical effect, the creation of a lake, finding the moon, and soaring through the sky. This fantastical narrative and its equally enchanting illustrations serve as a metaphor for the infinite potential at the hands of young children: “an empowering and inspiring tribute to children’s magical possibilities.” As a result, this beautiful book helps us honor and celebrate the infinite potential and imagination of young children, the “unsung heroes” of the future, as well as their magical ability to find and create beauty in the world around them.

la-mano-2The first two pages create a spread of two side-by-side illustrations showing the little girl standing in the middle of the living room in her pink tutu and her parents watching lovingly from the couch. The illustrations are done in black, white and gray hues with just a small splash of color for the girl’s tutu, her ballet slippers, and Lújan’s text. Already, this use of color and contrast shows how two distinct forms of art, the little girl’s dance and Lújan’s poetry, can light up a room, alter the ordinary, and dazzle an audience.

The meta-fictional dynamic found within this text— the parents portrayed as audience members for their daughter’s dance performance, and the story’s readers as audience members of Lújan’s narrative— exemplifies the ways in which children can be part of the audience, readers of this text, but also part of the performance, as dancers, writers, artists, or whatever they choose. On the following page, the protagonist’s imaginative journey and artistic performance take center stage, and the detailed, “real life,” black and white world starts to fade as additional splashes of color start to emerge. The image of her parents sitting on the couch, which previously occupied the entire first page, now appears as a silhouette in the distant corner of the next page. The presence of the girl’s parents in this story shows them as loving and supportive but also respectful of her independence and her ability to create things of her own.

la-mano-3As the story progresses, readers will notice more and more splashes of color as bright orange fish and rainbow unicorns appear against the black backdrop. As noted by Kirkus Reviews, the black backdrop serves as a canvas, a stage or a blank sheet of paper, waiting for the artist’s hand to take control: “Digitally collaged creatures done in colored pencil, ink and crayon interact with the precocious ballerina, who creates a universe with a wave of her hand…” All three forms of art found within this wonderful story— Lújan’s poetry, Sadat’s illustrations, and the protagonist’s dance— interact to create an enchanting mix of color, rhyme and movement.

Kirkus Reviews also notes the existentialist undertones of this picture book: “A tutu-clad child encounters existentialism through movement in this 47-word poem by award-winning Argentine poet Luján.” Although the basic tenets of existentialism—that one’s destiny is not predetermined, but, rather, reliant on one’s own independent actions—are surely too abstract for young children, when simplified and synthesized, as they are in this picture book, they serve as empowering reminders that children are in la-mano-4control of their lives, and capable of dreaming big. In addition, some of the actions described in the book appear rather simple and mundane, yet their reactions are grandiose and fantastical: “Toque la la luna y rodo en el cielo./ I touched the moon/ and it rolled through the night.” Just a gentle touch can set the moon traveling throughout the starry night. Again, this is a reminder of the infinite magic and potential waiting at the hands of children. A child’s actions, creations or ambitions don’t have to be monumental and sensational for their effects to be meaningful and magical.

la-mano-5The story ends with another two page spread mimicking the one found at the beginning of the book. After the protagonist’s journey she is welcomed home by the loving embrace of her two parents and her world has returned to its black and white palette. The following pages show the same living room, but now the lights have been turned off (the room is mostly shades of black and gray) and the family has presumably gone to bed. Out of the corner of the room emerges a rainbow unicorn who skips off across the black canvas, presumably in search of its own destiny. These final illustrations are shown without words, but they speak volumes nonetheless, reminding young readers that even once the day is done and they’ve gone to bed, the magic and beauty that they’ve contributed to this world lives on.

For those of you interested in learning more about the author and illustrator, here are some additional links:

Stay tuned for more great reads and an introduction to February’s themes!

¡Hasta pronto!

Alice


Images Modified from Moví la mano/ I Moved my Hand: Pages 2, 3, 8, 12, 13