Banter

POETRY PERCOLATES MORE THAN COFFEE

When our prose is clunky or cloudy, writing poetry can keep the mind and imagination percolating. After all, our mantra is Write, Write, Write. We jostle words and arc stories daily to crack open that gem of a story. When our brains are fuzzed, I suggest penciling poems.

Living in Colorado in 1981, I often sat in nature when wrestling writers’ block. One day, while sitting on a boulder with my journal, a lizard scrutinized me. We started a conversation. I tried to capture it verse:

Hello, Mr. Lizard, or Are You Ms.?

How clever of you to camouflage your existence

by blending with bark and bushes!

You must teach me the art of concealment,

if you would be so kind.

Plainly, my red flannel would not be

your choice of attire in these woods.

 

May I peer closer to get better acquainted

as you cock your head my way?

Oh, how your golden eyes mirror the sunlight,

reflecting rays of unease at my presence.

Would you please forgive my intrusion

into your Utopian solitude?

 

Oh, the jokes we would swap if we could but move

beyond the language of body and eyes!

What wisdom you could share given your age

and my youth!

 

Thank you, dear lizard, for our silent conversation,

an exchange of emotions between species.

After all, we are family under this galaxy of stars;

vital allies in our quest to carry on.

KIDLAND

My 26-year-0ld son doesn’t speak “kid” anymore. I’m way past my prime for pregnancy. So, I visit kidland wherever and whenever I can. I nag my neighbor about playdates with her kids. I twist on park swings, listening to the chatter. I visit Wee Readers at our local library.

Last week at Wee Readers, a gaggle of giggling four year olds played house and school. Boy, imaginary play hasn’t changed all that much! I sat still and took notes.

Here’s my older sister and me–a kid long ago.

“I’m a puppy. Woof! Woof! Woof!”

“I’m a cat. Meow!”

“I’m a dog. Bark! Bark!”

I’m a train. Woooo! Woooo!”

“You can’t be a train.”

“I’M A TRAIN.”

“NO. YOU CAN’T BE TRAINS.”

“Why?”

“YOU’RE PEOPLE.”

Writing for kids is a fun challenge for me. They think outside the box of adult imagination. When I’m chest-high in the muck of wordplay, a blinking cursor is my worst enemy. I “shut down” and go to kidland. I’m always surprised by how kids talk, think, and never sit still. Kids remind me to be honest, dig deep, and be real in my writing. But I’m still wondering: if we can be puppies, cats, and dogs, why can’t we be trains? Wooo Wooo

GROWING UP UNDER A ROCK

 

I must have grown up under a rock in Detroit. Diversity didn’t mean much to me until college. In the 60s, I interned in a 2nd grade classroom in Kalamazoo, Michigan. Every day we held story time writing. As I read a book aloud, students drew and wrote about something that captured their imaginations in the story: the reading-writing bridge. After the first week of story time, some students got restless. I didn’t understand why.

I set out to learn about my students’ lives and dreams. Through parent-teacher conferences and home visits, I witnessed a culture and economic life very different from mine. The more I connected, the more I sought and celebrated diversity in literature.

Two special memories wrap around Kevin and Charles. Kevin lived with his mom, grandma, and older brother. Dad had taken a one-way “vacation.” Mom worked day and night. Grandma was too old to hear well. The older brother took out his teenage angst on Kevin.

Charles lived with both parents, five siblings, and a cousin. Most days he greeted me with a smile that stretched across his face while his stomach growled for more breakfast. Charles wore his favorite T-shirt every day until the odor grew too strong even for him.

That first week, I didn’t know my students. I thought Kevin needed me to be his “friend,” listening, laughing, affirming. Kevin’s behavior and academics steadily improved. Then came the day Kevin taught me a lesson: these kids didn’t need more friends. They needed more adults to set rules and boundaries. Kevin threw a tantrum over a book that both he and a classmate wanted. I pulled the boys apart and began my lecture. Kevin’s eyes sized me up. He flung his anger and pain at me. “You be my frien. You cain’t tell me.” Kevin didn’t respect me since I didn’t act like the adults in his life.

Then there was Charles. He opened my eyes to diversity in language. When a teacher Miss Kelly got the flu, we made cards. Charles asked me, “How you spell whale, Miz Jurca?”

“Do you mean like a big whale in the ocean?” I asked.

Charles nodded and smiled big time. “W-H-A-L-E,” I said.

I collected the cards and read Charles’ note first: “I sure how you get whale.”

Diversity lived in my classroom! How could a white woman from Detroit be so blind? I’ll be ever thankful to these students. They gave me new lenses to see the world. I embraced diversity. I’d come a long way from Dick, Jane, and their dog Flip. I cared about finding stories that reflected these kids. I wanted these kids to see themselves in the books they read and loved. I grabbed every Erza Jack Keats’ book I could, but found few authors who took on the challenge.

Praise to authors and illustrators who rise to this challenge today. A powerful article in NCTE’s September 2017 issue of Council Chronicle interviews Jacqueline Woodson, a best-selling author who wants to empower kids of color. She believes in the “power of the pen and how it has been used to change the world….”

Then there’s the talented, passionate illustrator and author Vanessa Brantley Newton. On September 26, I attended a webinar hosted byNorthTexas SCBWI. Newton presented. She inspired us by her art, writing, and singing! Diversity for Newton isn’t just a buzz word. Diversity is her “heart’s cry.” She knows “children are not colorblind.”

Words and art let every child know he is valuable. If stories are mirrors and reflections to help us see ourselves and others in the world, then literature needs diversity.