Concrete Thinking in My Abstract Life

Being a teacher, a mom, and a writer all have me living daily in what I call "subjective" or "abstract" roles. The titles themselves are "concrete" and "fixed", but the tasks within each are forever open-ended.

I remember a time when I worked as a math tutor at a community college. Someone who knew of my writing asked, "are you one of those writing people who does math?" I guess I was, and still am (up through basic algebra, and then you can count me out).

I love math because it is concrete. Problems are like puzzles. I can approach them from a variety of directions, but if I solve them correctly, the final solution is the same regardless of my method. When I teach math, I frequently instruct my students in how to use multiple methods for solving the problems. While I want my students to at least learn how to use the different methods, I ultimately let them choose their preferred method, provided they can show their work or explain their process. 

I need math and other concrete thinking in my seemingly abstract life, because at least once I solve a problem, my work is done. With parenting, teaching, and writing, I never know when I am finished. And, for someone like me, who questions and/or doubts herself often, having some concrete/fixed closed-ended results helps keep me grounded.

A couple of years ago, I learned about Hour of Code (Hour Of Code) and discovered the power of writing simple code to accomplish a task and solve problems. This week's book, one of several connected to the "Girls Who Code" movement (and the first book that made me aware of "Girls Who Code") brings coding to life off of the screen or in unplugged mode.

______________________________________

How to Code a Sandcastle Written by Josh Funk; Illustrated by Sara Palacios; (c)2018 Viking (Publisher)

Meet Pearl, a young girl who chooses to spend her final day of summer vacation building a sand castle. Since past building attempts flopped due to a variety of events beyond her control, such as a "shark attack" and "flying saucers" (not as bizarre as they sound, thanks to the illustrations), Pearl is determined to achieve success with the aide of her robot, Pascal, following "code" or a set of instructions that a computer can understand.

Telling Pascal to only build a sandcastle" means little to a robot. Pearl realizes that if she thinks like a coder and breaks the large task into smaller tasks that make sense to Pascal, then together they can accomplish her ultimate goal. Pearl also realizes that each instruction needs to be clear and specific, such as where to build. Without parameters, Pascal might build too close to water or not even in the sand. At times, such as when gathering sand, Pearl recognizes the need to use a "loop" or a way to repeat directions multiple times without having to write them again and again (similar to how we may do 5x7 instead of using repeated addition of 5+5+5+5+5+5+5). Pearl continues to learn about the importance of specificity when Pascal attempts to fulfill tasks without limits. When she tells him to gather "fancy decorations" for the sandcastle, while she gathers seashells, Pascal grabs a lifeguard tower complete with lifeguard, a pacifier, and other items he comes across. This leads Pearl to implement "if-then-else" conditions so Pascal will consider if each item meets certain criteria to collect or if he needs to then search for something else.

When all finally appears good, another unforeseen event occurs. Rather than viewing this as a failure, Pearl remembers that she already wrote the code, so she doesn't need to start over. She only needs to identify where the problem occurs in the code and then add a fix.

Once Pearl finally achieves her goal, she realizes there is no stopping her from building more.

How to Code a Sandcastle is a book that makes the basics of coding accessible and relatable to real-life off the screen. The humorous illustrations along with the clear writing together make the story not only fun to read, but also educational. While I love learning to code on a computer or tablet, I appreciate having a non-technology tool that can help me introduce coding to others.

______________________________________

What is something that helps ground you in the abstract/subjective parts of your life? I welcome you to share in the comments below.

To being grounded,
today and tomorrow,

~Tamara

Bucket Lists and Books that Touch Us

Several years ago I learned about the term "bucket list". I hadn't really thought about what I wanted to make sure I did before I died, but now that I have a child, I want my life to feel full. I want my daughter to see her mother as someone who has few regrets. It's so easy to list regrets when life changes unexpectedly and it seems impossible to make up for what we missed had we performed an action only a minute earlier. What are the experiences I wish to do/have before I die? I'm talking about the ones that I have some power in for making them happen. If I was on my deathbed and I had not accomplished specific tasks, what would be the ones that would leave me feeling incomplete?

I don't have a huge list. As my daughter ages, there may be more journeys I realize I wish to take with her, but right now, most of my list remains local.
Some of the greater items include:

• Become a published author (where a company and an editor and agent wants to represent and publish my work) and be able to give public readings and visit schools
• Become fluent in Spanish
• Discover an artform that I can do well and love
• Play various instruments with at least basic proficiency (including the ukulele, guitar, my various dulcimers, the flute, the clarinet, and the violin)
• Visit Disney World and nearby parks multiple at least once (but hopefully more times) with my daughter
• Learn ventriloquism
• Take my daughter to the ocean
• Become an audio book reader
• Do voice overs for an animated show
• Become a mom (DONE!)
• Become a teacher (DONE!)
• Speak at a TED talk
• Live to see my daughter grow up, find love, and possibly have children of her own (my part involves taking care of myself as best I can, and being a guide and role model as my daughter grows)

It is not too early to start acting on our bucket lists. Sometimes, especially for some of the items on my list, it's a matter of figuring out how to start or acquire the means to attempt the task. Sometimes, it's not just about ourselves, though. We may have the info and resources to help others work toward items on their lists without us even knowing it.

This week's picture book starts with the dedication in the front of the book, "For people who love dogs and for dogs who love people." If you are one of these people, or perhaps one of these dogs, then I predict you will connect to Stay: A Girl, a Dog, a Bucket List by the sister team of Kate Klise and M. Sarah Klise.

______________________________________

Stay: A Girl, a Dog, a Bucket List Written by Kate Klise; Illustrated by M. Sarah Klise; (c)2017 Feiwel & Friends (Publisher)

When Astrid comes home from the hospital, following her birth, Eli, the dog, is there. As Astrid grows, Eli continues to be present. As Astrid ages, so does Eli, but faster. Eli is a part of Astrid's daily life, both while she's awake, and while she sleeps. Their bond cannot go unnoticed by the reader, especially while viewing the illustrations showing the two together in various situations.

One day, Astrid recognizes that even though Eli remains the same size, he's getting older. She decides, then, to make a bucket list of activities they must do together before Eli is too old. 

The story continues with the two spending time completing items on the list. Sometimes, the time together is solely about being together and not going anywhere or doing anything else. This is what matters in the end (of the book, too).

At first, an unknown storyteller narrates the story. Later, we can see Astrid's thoughts when she verbalizes them to Eli. What makes the story special next is that we can see Eli's thoughts as he thinks his feelings during or after an activity. This touches me in that having had dogs in the past, I always wondered if my dog enjoyed what we were doing. Dog lovers know when their pooches are happy. Yet, even when the animals express joy through their body movements and facial expressions, are they enjoying the activity, or is the joy more in merely being with their humans? I know I often wondered what Daisy or Brandi (my family's past dogs) would say if they could speak my language.

I discovered today's picture book after a librarian posted, in an online media specialist group that I follow, wondering if anyone else cries when they read certain books to their students. Several elementary librarians shared titles that bring out the tears. I have not read Stay to a class yet, but I did read it to Little Sapling. I didn't cry, but I could have. While various websites I checked show the age range for this book is preschool and kindergarten, I definitely believe that older children, as well as adults, can be moved by the story.  

SPOILER ALERT (in case you are wondering): Eli does NOT die in the book. Even so, the story is bound to touch readers who have ever loved and lost a pet, or who are seeing their current pet slow down with age.

______________________________________

What are some items on your bucket list? 
Going back to the media specialist's question, have you read any books (either aloud or to yourself) that made you cry? I would love to see titles from readers that have deeply affected you to tears. The first book I remember reading as a kid that made me cry was The Friends by Rosa Guy  (published originally, I believe, in 1973. I read it, likely, in the early 80's).

Post your comments below. (Remember they may not appear right away.) I hope to hear from you!

Today and tomorrow,

~Tamara

Finding Lost Things and Learning a Name

My favorite part about learning is when a subject I did not know was missing from my cabinet of knowledge in my brain becomes a subject of wonder that I wish to remember.

I continue to reiterate that I love nonfiction picture books! In my library, last year, picture books were in the Everybody section. While there are leveled picture books for readers at various beginning reading levels, picture books that are not specifically leveled, can work for all age levels. In fact, the general reading level in many picture books is higher than that of a beginning reader. This doesn't mean young children and early readers cannot comprehend the language, it only means that reading may be more challenging for newer readers. Picture books, in my mind, are meant to be read aloud and shared. If the illustrations are done well, comprehension lost on the words, can be found via seeing the pictures. Plus, pictures tell the reader or viewer details beyond the words.

Unfortunately, people, kids included, assume picture books are only for little kids. NOT TRUE! Nonfiction picture books, as well as fiction picture books that tell stories based on true events are excellent stepping-stones for learning about something new and getting started on further research.

My two recent finds include a MN Star of the North 2018/2019 nominee that I had not seen when it was published in 2017, and a title by my first advisor (aka Jackie) and mentor when I started working toward my MFA at Hamline and realized how little I knew.

__________________________________________________

Maya Lin: Artist-Artchitect of Light and Lines: Written by Jeanne Walker Harvey; Illustrated by Dow Phumiruk; (c)2017 Henry Holt and Company (Publisher) 

This story is about Maya Lin, the woman who designed the Vietnam Veterans Memorial in Washington, D.C. I will be honest, this is a historical fact I did not know. I don't remember if, when I visited the wall many years ago, I noted any information about who designed it. The visit was all about the wall, even though I knew of no names on it.

Maya grew up in a home with a brother and parents who allowed her to think her own thoughts and be her own person. Maya found a passion for creating art with her hands. She loved nature and the shapes of things. She decided to one day become an architect.

During her final year of college, Maya learned about the design competition for a Vietnam War memorial. Using clear and simple language, Harvey details Maya's process, and reasoning while she considered and planned her design. Competing against accomplished architects and artists, it came as a surprise to Maya, as well as many others, that the chosen design belonged to a student. Maya held strong as people held hearings to announce opposition or wishes for changes to her work. Despite challenges, her design eventually became reality, with Maya involved in the construction.

The book pages contain white space, spare colors, and text segments having no more than five lines each. This simplicity reflects the style of work that Maya continues to create. Little detail, thus leaving room for people to engage with the art and ponder what they feel. I find the book calm, and lovely.

The stepping stone created by Maya Lin: Artist-Architect of Light and Lines, for me, will lead me to learn more about Maya Lin's work, and help Little Sapling* see the potential of her art (as her goal is to become an artist one day).

*          *          *

Creekfinding: Written by Jacqueline Briggs Martin; Illustrated by Claudia McGehee; (c)2017 University of  Minnesota Press (Publisher) 

When things go lost, unless someone remembers, a treasure may not be rediscovered. In Creekfinding, though, someone remembers.

The story begins by sharing what a creek is, and how it can get lost. It continues when a man named Mike buys the land, intending to grow a prairie of flowers and tall grasses. One day, a neighbor informs Mike that he once caught a brook trout where Mike stood. This changes Mike's goal. Now, he sets his mind on finding the creek that once flowed. While ignoring those who scoff at his idea, he works with friends who own bulldozers, excavators, and other machines. He works with plants, rocks, and gravel. He works with time. Working with everything together, Mike finds the lost creek and restores it to life. 

My daughter and I enjoyed this book. Neither one of us had familiarity with the concept of creekfinding prior to reading. I love any idea that involves discovery and growth. We also admired Claudia McGehee's bold and beautiful scratchboard illustrations showing the process, development, and increasing natural beauty of Mike's efforts. I am a fan of scratchboard art and love the use of black outlines and watercolors in the illustrations. McGehee's art truly complement Martin's storytelling.

In addition to the illustrations, Martin's word choices added an auditory element. Water "burbled" and "tumbled". Insects "whirred" and "buzzed". An "outdoor orchestra", comprised of herons, bluebirds, frogs, insects and more, can be heard. I "heard" all of this in my mind. 

Mike, who the reader learns via the end notes, is epidemiologist Michael Osterholm. Osterholm shares that despite the naysayers who laughed at his plan of finding the creek, "the science part of my brain said if the stream flowed once it could flow again." He reminds readers, as does Martin by telling the story, that it is possible to restore natural resources. Osterholm also adds, "I hope kids will remember from this story that we can change the world by acting on our dreams."

The stepping-stone created by Creekfinding, for me, will lead me to learn more about what Little Sapling and I can do to grow flowers and other plants to attract birds and insects we're not seeing as much as we would like near our home.
__________________________________________________

What is a recent stepping-stone you've encountered in your reading? I  would love if you would share in the comments sections. (Comments won't appear immediately, but I'll approve them once I see them).

To continued learning and reading,

today and tomorrow,

~Tamara



*Little Sapling - online name I use to refer to my seven-year-old daughter.