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  • When I was in junior high, I thought my life was boring. I had my reasons. I wasn’t pubescent enough to be cool, I wasn’t cool enough to have a girlfriend, and I wasn’t even uncool enough to have some weird badge of shame like headgear or a rolling backpack. I just felt boring. And although I harbored secret ambitions of one day becoming a writer, I had no idea what interesting things I could possibly ever write about.
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    Nobody's Story is Boring, So Write Yours

    by Teddy Steinkellner
     | Aug 22, 2013
    When I was in junior high, I thought my life was boring.

    I had my reasons. I wasn’t pubescent enough to be cool, I wasn’t cool enough to have a girlfriend, and I wasn’t even uncool enough to have some weird badge of shame like headgear or a rolling backpack. I just felt boring. And although I harbored secret ambitions of one day becoming a writer, I had no idea what interesting things I could possibly ever write about.

    p: tantek via photopin cc
    Flash forward a few years to my sophomore year of college, when, in a fit of craziness—and, yes, boredom—I decided to write a novel. But what should my novel be about?

    My first impulse was, of course, “Don’t write about your life—your life is yawn-inducing!” After some reflection, though, that thought lost out to another truism: “Write what you know.” And yet I figured that, being only 19 years old, I didn’t know a whole lot about anything, so I decided to try and write about the only thing I really had much perspective on: junior high.

    And boy, was it not boring.

    My middle school memories came exploding out of my brain like they were Athena leaping out of Zeus’. There was the social environment of my school in Santa Barbara, CA, which mixed together Hollywood-royalty children who lived two minutes from Oprah’s house along with the kids from the Eastside of town, some of whom had parents who worked at Oprah’s house. There were the impossibly lavish Bar Mitzvahs and the unfathomably frightening gang altercations. And there was even the typical junior high stuff, which all of a sudden seemed strangely fascinating to college-aged me: the two-week relationships, the bathroom wall rumors, and the medieval forms of bullying (like the time I got dumped in a trash can, which I’d been trying for the better part of a decade to block out of my mind).

    I realized that my twelve year-old life wasn’t boring at all. Sure, it seemed that way to me at the time—everybody’s story seems boring to him or herself, especially while it’s happening. But in truth, everybody’s story is worth telling. Nobody’s story is boring.

    And once I realized that, I really got cooking. In writing my book, I began to consider junior high not just from my perspective—that of the awkward Bar Mitzvah boy whose parents work in show business—but from the perspectives of the other kids who I grew up near and around. The budding cool kid and almost-rebel who’s torn between his privileged upbringing and the gang life. The queen bee who destroys the reputations of those around her until her victims begin to destroy her back. The kooky outsider who has only a loose grip on reality, going so far as to develop crushes on anime heroes and video game characters.

    I went to school with versions of all of these characters. Thus, these characters became the major players in my book about middle school.

    I think that, for many kids who want to write stories, the most difficult barrier to entry can be lack of imagination. It’s not that kids don’t have big imaginations—that’s obviously not the case—but many of the best and most popular books for kids already feature such gloriously different and fleshed-out worlds: a school for witches and wizards, a battle arena for bloodthirsty tweens, a city that needs to be protected by a loony principal clad only in his underwear. I think that kids must read these stories and feel the need to try and create equally fantastical scenarios in their writing, when, to be honest, all they need to do is look to their own everyday lives.

    Kids should feel that their lives are filled with engaging, gripping, un-put-down-able stories, because, honestly, they are. What’s more, once kids start to write about the world around you, they begin to further consider the characters around them. When you write from the point of view of a dork, or a popular girl, or even a bully, you come to think about what things make those people the way they are, and after a while, you might even begin to understand those seemingly-different types a little bit more. In my opinion, that’s not such a bad thing.

    Unremarkable lives really are pretty remarkable. That’s something I hope a young reader will get from reading my book.

    That said, you don’t even need to read something I wrote to realize that—you’ve just got to write something yourself.

    Teddy Steinkellner graduated from Stanford University in 2011, where he won a creative arts grant. TRASH CAN DAYS: A MIDDLE SCHOOL SAGA is his first novel. He lives in Los Angeles, California. Follow him on Twitter at @teddysteinkelln, or visit him online at www.teddysteinkellner.com.

    © 2013 Teddy Steinkellner. Please do not reproduce in any form, electronic or otherwise.


    Beyond the Notebook: Sparking Ideas for Student Stories

    Crawling Inside Stories in China
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  • I was an avid reader as a kid. The only problem was that I didn’t realize it at the time. The reading I was most passionate about wasn’t validated as “legitimate” reading by the adults in my life. When my grandfather came home from work in the evenings, he’d plop the daily newspaper on the kitchen table and I would grab it, instantly ripping it open to the comics section. I devoured the daily adventures of Charlie Brown and Snoopy, Calvin and Hobbes, and Garfield. And don’t even get me started on the joy that came with the Sunday funny pages.
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    In Other Words: Meeting Readers Where They Are

    by Jarrett J. Krosoczka
     | Aug 15, 2013
    I was an avid reader as a kid. The only problem was that I didn’t realize it at the time.

    The reading I was most passionate about wasn’t validated as “legitimate” reading by the adults in my life. When my grandfather came home from work in the evenings, he’d plop the daily newspaper on the kitchen table and I would grab it, instantly ripping it open to the comics section. I devoured the daily adventures of Charlie Brown and Snoopy, Calvin and Hobbes, and Garfield. And don’t even get me started on the joy that came with the Sunday funny pages. I loved comic strips so much that I would even cut the daily GARFIELD strips out of the paper and catalog them in a photo album, making my own treasuries, of which I already owned several.

    As I got older and into my tween and teen years, I began to follow comic books more closely. I had already made a lifelong commitment to BATMAN fandom, and my grandfather was increasingly subjected to waiting in the car while I ran into my local comics shop to pick up the latest issues of SPIDER-MAN, X-MEN, and, of course, the Caped Crusader. And when my grandfather was unable to drive me to the comics shop? I would walk. I would walk a mile and a half each way, regardless of the dangers that lurked in the tough neighborhoods I needed to walk through to get there.

    So essentially, I would walk three miles to read. I was spit on and had rocks hurled at me because I wanted to read. But it wasn’t “real” reading, at least not then. I can only imagine how much more confident as a reader I would be today if I had grown up in the educational atmosphere that present-day teachers have created.

    Kids today are incredibly lucky to have many reading formats that are accessible to them and celebrated by their teachers and librarians. (The creative kids are lucky, too; when I was a budding cartoonist, I thought that the only way I would ever have a career was if I worked for a company drawing their characters, or sold off all the rights to any character I created.) Graphic novels have made huge strides in the education environment within recent years. And the studies, as well as the success stories shared over social media, speak for themselves.

    Yet in traveling the country and speaking at nearly one hundred schools every year, I still hear heartbreaking stories of adults who aren’t supportive of the format. A librarian in Houston, Texas, told me of a parent who came into her library and requested that her son no longer be allowed to check out the GARFIELD treasuries. Bravely, the librarian stood up for the student. She said to the parent, “When you bring your son to the playground, do you require him to get up on the monkey bars for fifteen minutes per day? And if he doesn’t comply, is he not a valid player? No, you allow your child to find the playground equipment he feels most comfortable with, at his own pace. Eventually, you’ll get him up on the monkey bars—but only when he’s ready and has grown in confidence.”

    I share this story frequently when speaking to educators. Because as educators, you are the ones who are faced with other adults who have misconceptions, and like the librarian in the story, the student is who you champion. Sometimes it’s hard to find the words when you’re confronted with these judgments.

    I also like to tell people that we all have the same common goal—to raise the next generation of readers. We can’t expect our children to come to where we are just because we want them to. We need to go to them, give them the tools they need to succeed, and gently bring them to where we want them to be.

    As helpful as graphic novels are to turn those reluctant readers into passionate readers, I should point out that comics are not just a “gateway drug.” There is no reason why CAPTAIN UNDERPANTS and CHARLOTTE’S WEB can’t coexist in a child’s reading life. Comics can hook those kids on reading, but when they have moved on to more challenging texts, they should still be allowed to read graphic novels, just as they should still be allowed—and encouraged—to read picture books.

    The graphic novel is a format, not a genre. Like any form of literature, there is both philistine and prestigious material—and when we are reading for pleasure and by our own choice, both are valid. For instance, my Lunch Lady series does not aim for the same goals as Art Spiegelman’s MAUS—but both are comics. When I was reading those daily comic strips as a kid, I was also falling in love with Beverly Cleary’s THE MOUSE AND THE MOTORCYCLE and Roald Dahl’s JAMES AND THE GIANT PEACH.

    But my newfound love for chapter books didn’t preclude me from following the adventures of comic book superheroes. And while I was reading comics that starred ill-proportioned superheroes, I was reading Lucy Maud Montgomery’s ANNE OF GREEN GABLES and every single sequel produced. Just as I needed to know what would happen in the aftermath of the Joker killing Robin the Boy Wonder, I needed to know what would happen next to the orphan girl who was sent to Prince Edward Island.

    My reading habits today are no different. In my adult life I have pored over the pages of Craig Thompson’s BLANKETS, and my copies of all six books in Bryan Lee O’Malley’s Scott Pilgrim series are dog-eared. But at the same time, I’ll read every single book written by Matt de la Peña, David Levithan, and John Green.

    Not long ago, I followed my own advice about not prejudging a child’s reading. I often receive wonderful photos of kids reading my books. I get them through the mail and through e-mail; through tweets and on my Facebook timeline. I absolutely love seeing the sparks of imagination in those photos that I so recognize from my own youth. And even more so—I am humbled to know that I have had a hand in creating that experience for that particular young reader. Recently I received a tweet from a parent who was so excited that LUNCH LADY AND THE CYBORG SUBSTITUTE had been the key to unlocking her child’s dormant reading life. Attached to the tweet was a photo, and I opened the link to reveal a Rockwellesque scene of a kid reading by the fireplace…but the screen from which he was reading shone brighter than the flickering fire.

    At first, I was dismayed. That wasn’t “real” reading, I thought. And then it hit me—I was being dismissive of this child’s reading experience, just as others had been of mine.

    When I awoke the next day, I had received another series of tweets from that same parent. Her son loved the book so much that they downloaded the next two books in the series and he read those before bedtime as well.

    This child may not have been reading in the same way that I read when I was a child …but he was reading. And man, is that something to celebrate.

    Jarrett J. Krosoczka is the author and illustrator of twenty books, which include picture books (PUNK FARM), graphic novels (LUNCH LADY AND THE CYBORG SUBSTITUTE) and chapter books (PLATYPUS POLICE SQUAD: THE FROG WHO CROAKED). His work has been featured in THE NEW YORK TIMES and USA TODAY, and on PBS and NPR’s All Things Considered. His TED Talk, which chronicles his path to publication despite challenging childhood circumstances, has amassed more than a half a million views online.

    © 2013 Jarrett J. Krosoczka. Please do not reproduce in any form, electronic or otherwise.


    The Librarians Recommend...Graphic Novels

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  • On a visit to the home of one my Hmong students ten years ago, his father and I had this conversation (through an interpreter): FATHER: I love what my son showed me he was doing in the school computer lab last week during Open House. I wish we had a computer here so I could use it to learn English—the adult school is so far, I don't have a driver’s license because you need to speak English to pass the test, and the bus takes so long. ME: Do you think other Hmong parents feel the same way?
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    Using Tech to Teach English

    by Larry Ferlazzo
     | Aug 08, 2013
    On a visit to the home of one my Hmong students ten years ago, his father and I had this conversation (through an interpreter):

    p: Enokson via photopin cc
    FATHER: I love what my son showed me he was doing in the school computer lab last week during Open House. I wish we had a computer here so I could use it to learn English—the adult school is so far, I don't have a driver’s license because you need to speak English to pass the test, and the bus takes so long.

    ME: Do you think other Hmong parents feel the same way?

    FATHER: Oh, yes. We were all talking about it at the Open House.

    ME: Well, if you could bring them together for a meeting, maybe I could get the principal and other teachers there, too, and we could see if there would be something we could do together to get computers in homes. I can't guarantee anything, but it's worth talking about.

    FATHER: Yes! How soon could we meet?!

    That conversation led to a pilot project where our school provided computers and home Internet access to twenty families, and then an expanded program doing the same to fifty more. Immigrant students in those families quadrupled the progress in English assessments made by students who did not have home Internet access. We had, and continue to have, a school-wide commitment to improving reading by encouraging students to read high-interest books of their own choosing. Though the use of technology, our immigrant students were able to access thousands of higher-level "talking books" that provided audio and visual support for text, along with benefiting from numerous other online tools.

    Our program was named the 2007 Grand Prize Winner of the International Reading Association Presidential Award for Reading and Technology.

    We subsequently expanded it even further by cooperating with the Sacramento Mutual Housing Association, a nonprofit housing developer which housed a number of our families (and others) to provide more in-depth computer skills training along with English support at their affordable housing complexes.

    The brutal impact on school funding caused by the recession forced us to stop our home computer project three years ago, though its loss for our families has been somewhat mitigated by a number of factors:

    The increasing affordability of computers and Internet access, and its increased accessibility due to the FCC's new rules on cable companies providing hardware and DSL to low-income families, particularly those with school-age students.

    The advent of smartphones, though they also offer their own challenges to student use.

    The dramatic increase of free online sites that allow teachers to set-up virtual classrooms and allow them (and parents) to monitor student progress. During the life of the home computer project, parent commitment to accountability was key to its success, and these new sites make it even easier.

    Recent well-publicized studies report that just providing free computers to students does not generate academic gains. Those results should be no surprise to educators.

    The key to the success of our home computer project, and the continued use of technology by our students to enhance reading and other English skills, is twofold:

    Training for teachers, parents and students and weekly monitoring and accountability.

    Building a partnership between those same three stakeholders in developing all aspects of the program, including weekly monitoring and accountability, so that it meets the self-interests and helps further the goals of everyone involved.

    Without both of those key elements, it's unlikely that just about any program—technology or nontechnology related—is going to be successful.

    For further information, a collection of resources, including in-depth descriptions and research on our home computer project and similar programs, can be found at The Best Resources For Learning About Schools Providing Home Computers & Internet Access to Students.

    Larry Ferlazzo has been a teacher at Luther Burbank High School is Sacramento, California for the past ten years. He's authored five books on education, writes a weekly teacher advice column for EDUCATION WEEK TEACHER, and a monthly post for THE NEW YORK TIMES on teaching English Language Learners.

    © 2013 Larry Ferlazzo. Please do not reproduce in any form, electronic or otherwise.


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  • This summer, my fifth graphic novel hits shelves. It’s a story about a family from Illinois who decide to move to California in 1846. They join a wagon train and roll west. They try an unproven shortcut, get stuck in the Sierra Nevada, and end up eating each other. It’s called DONNER DINNER PARTY and it’s nonfiction.
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    Audio Books and How I Escaped Self-imposed Genre Jail

    by Nathan Hale
     | Aug 01, 2013
    This summer, my fifth graphic novel hits shelves. It’s a story about a family from Illinois who decide to move to California in 1846. They join a wagon train and roll west. They try an unproven shortcut, get stuck in the Sierra Nevada, and end up eating each other. It’s called DONNER DINNER PARTY and it’s nonfiction.

    I’ve been touring the country, talking to middle graders about my HAZARDOUS TALES graphic novel history series—the Donner book is the third entry. I end my presentation with an image from DONNER DINNER PARTY. It’s like a yearbook, showing all ninety-one members of the infamous 1846 emigration. There’s a key at the top that shows who lived, who died, and everyone’s favorite—who was cannibalized. Putting the slide last was a mistake, because when I open the floor for questions, 100% of the questions are about it. Who’s that person? Who are those twin girls? How did one of them die? Who murdered that guy? Nobody asks me who my favorite author is, or where I get my ideas. Nope, it’s Donner time. And those kids want answers.

    So how did I end up writing a nonfiction series? It’s not where I envisioned myself as a kid. I wanted to be an ace fantasy artist, doing cool sci-fi paperback covers like Michael Whelan. Hot space ladies in tight outfits holding aggressive laser guns. If you had told me, at that age, I would one day draw a comic book of pioneers and wagons, I would have lost my mind, quit drawing, and gone into, I dunno, dentistry.

    What changed me? I blame audio books, my gateway format. I’ll explain that in a minute.

    I grew up reading sci-fi and fantasy, which is what my dad read. When I checked out my own books from the library, I’d go down the shelves, looking for books that featured my library’s little SCI-FI sticker. It was blue with a ringed planet on it. There was also a green unicorn for FANTASY. All other books were virtually invisible to me. I voluntarily committed myself—happily—to a lifetime in sci-fi/fantasy genre jail.

    Around 10th grade, I discovered the greatest thing ever: audio books. Not only did my library have a large collection, they were marked with the same stickers! With audio books, I could draw pictures AND read fantasy at the same time! I was hooked immediately. Drawing and listening to a story isn’t simple multitasking. No—it’s perfection. It’s like driving and playing loud music, like chocolate and peanut butter. It’s magic! I completely devoured the audio book section of my local library—let me correct that, I devoured the sci-fi/fantasy audio books. The rest might as well have been cinder blocks on the shelf.

    I listened while drawing. I listened while playing video games. I took my audio books to work. My first job was painting scenery for a local theater. They did eight productions a year. I painted for them year round. I practically lived there—always with my Walkman in my pocket and my headphones in (noise-canceling earbuds, to block out the endless show tunes). I was listening to stories, painting, and getting paid for it.

    Then something horrible happened. The sci-fi/fantasy audio book well ran dry. I had listened to everything my library had. (This was pre-Audible, pre-Internet times.) I couldn’t operate without my stories! I went back and re-listened to the entire sci-fi/fantasy collection—even the lousy ones. When choosing between STAR WARS: SHADOWS OF THE BOUNTY FIST, abridged, or FOR WHOM THE BELL TOLLS, unabridged, there was no question, I’d re-listen to the Star Wars. (Ugh, awful, isn’t it? Maybe if someone had told me that the main character in FOR WHOM THE BELL TOLLS was named Robert Jordan, I might have given it a shot…)

    I knew I couldn’t re-listen forever, that soon I would have to bite the bullet and listen to regular fiction. I tried Stephen King. I hadn’t even considered him to be a fantasy author—he didn’t have the sticker! But I went nuts for him. Listened to his entire catalog twice. Then listened to all the other horror titles my library had.

    I had journeyed beyond the sticker, even if I’d only hopped a short distance. But the gate was now open. I tried crime and mystery novels—medical thrillers were big in the 90s—the medical stuff was okay, but I really liked the detectives and the criminals. Dick Francis and Elmore Leonard started coming to work with me. Dick Francis, you say? Oh yeah. Dick Francis was a staple—nay, a tent pole of 90s audio book collections. I knew more about horse racing than anybody in my high school. Horses, what a weird subgenre—but I got really into it. I listened to Jane Smiley’s HORSE HEAVEN one and a half times! Why? Because it was on audio book!

    Then one day, I checked out Larry McMurtry’s LONESOME DOVE.

    Westerns were not something I ever imagined liking. It was only out of desperation that I checked it out. And then… I completely lost my mind. This was the best fantasy book I’d EVER READ! Here was an epic quest, like so many fantasy adventures I had read and loved, but this was REAL—or, at least, semi-real. Texas was a REAL place! The Texas Rangers were a REAL thing! It was like reading the Lord of the Rings and discovering that Mordor was a place you could drive to and visit. That Dunedain Ranger was an actual JOB THAT REAL PEOPLE DID!

    I was hooked. I couldn’t get enough historical fiction. I blazed through Larry McMurtry, Bernard Cornwell, James Clavell, Mary Renault—then, on a dusty lower shelf I had always ignored, Patrick O’Brian’s naval series.

    Oh baby.

    My library would occasionally get new sci-fi/fantasy novels, I’d gobble them up immediately, of course. It was (and is) a genre I still enjoy, but it didn’t own me anymore. I stopped being angry at the long waits between books in lengthy series, because there are so many other great books to read. It was no longer my jail—now it was just a fun place to visit.

    From there, the leap from historical fiction to straight up nonfiction and biographies was easy. There was a whole NEW shelf of audio nonfiction! The audio book was my gateway format. It offered a cross section of genres, in a format that worked for me. It broke me out of my self-imposed genre jail. Over time, it taught me how to read comfortably from ANY shelf in the library. If it weren’t for audio books, I never would have read outside the fantasy realm. And I certainly wouldn’t be writing nonfiction history books today.

    Graphic novels are also a gateway format. They sit on an isolated shelf, they provide a cross section of different types of stories, and they offer a format that appeals to a certain type of reader. Every library has young readers devoted to the graphic novel shelf—and only that shelf. How powerful is the graphic novel as a gateway format? Look no farther than that pink hero of the graphic novel shelf, BABYMOUSE. I don’t imagine a lot of seven-year-old boys show up at the library begging for books about pink girl mice. But they’ll leave with a stack of BABYMOUSE—and they’ll LOVE it. The same goes for RAPUNZEL’S REVENGE (with illustrations by yours truly!). Do middle grade boys want Princess stories? No—but wait, is that a graphic novel? Okay, I’ll try it. Gateway format.

    I’m delighted my HAZARDOUS TALES books are on that shelf, hopefully breaking readers free from genre jail and creating channels to other parts of the library. It’s a great place to be right now because the pickins are still fairly slim—like audio books were in the 90’s. The scarcity of the format leads readers into a broader range of topics, as it did in my case.

    Will DONNER DINNER PARTY make new fans of American History? I hope so. It’s got the whole story: the bad decisions, the trials on the road, the families and friends, the feuds and fights, the adventures and the misadventures. Does it have the cannibalism? You better believe it does. And it’s all in graphic novel form. It’s a little green get-out-of-genre-jail free card.

    Nathan Hale is the author of BIG BAD IRONCLAD and ONE DEAD SPY, as well as the illustrator of the graphic novel RAPUNZEL’S REVENGE, which was an Al Roker Book Club for Kids selection, an ALA notable book, a YALSA Great Graphic Novel for Teens, and the recipient of three starred reviews. He lives in Provo, Utah.

    © 2013 Nathan Hale. Please do not reproduce in any form, electronic or otherwise.


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  • My father is a great storyteller. When I was little, my brothers and I were completely spellbound by his tales of how he survived his childhood in his rural Chinese village. He would begin with, “When I was your age…” and immediately transport us to World War II China, when loud planes flew overhead and Japanese soldiers marched into their village in the mornings and stayed all day, eating their chickens and their rice and then marching away when nightfall came.
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    Crawling Inside Stories in China

    by Lenore Look
     | Jul 11, 2013
    My father is a great storyteller. When I was little, my brothers and I were completely spellbound by his tales of how he survived his childhood in his rural Chinese village. He would begin with, “When I was your age…” and immediately transport us to World War II China, when loud planes flew overhead and Japanese soldiers marched into their village in the mornings and stayed all day, eating their chickens and their rice and then marching away when nightfall came. My little boy dad and his baby brother and mom and grandma would then make their way home with the other villagers from the mountains where they had hidden in caves. Every day it was the same. Every night they would return home. And it was all a great adventure.

    Then there’s the story of how my dad survived the floods that came into his village every year. He and his brother would take down the doors of their house and paddle around using their hands as oars.

    “What about GninGnin and LoBak?” I asked, when I was old enough to feel a sense of alarm for my grandma and great-grandma.

    “Oh, they were busy saving the chickens and the rice,” my dad said, as though he were only eight again, and happily recalling only the thrill and none of the danger.

    p: tak.wing via photopin cc
    It was fun for me to imagine feathers flying and rice getting out of hand while my dad was having the time of his life. Oh, how I loved this story! To me, it was much less frightening than hiding from soldiers carrying bayonets and rifles. But now that I think about it, being forced to save your food supply (over your children) when the river is surging and you’ve never had a swimming lesson was probably not an improvement over a dry cave.

    My dad’s storytelling skills also include history dates and the lives of historical Chinese figures that loom large in the Chinese imagination. He can tell you about Sun Tzu, who wrote THE ART OF WAR, as though he were a commander trained by the general himself. Get him started on Qin Shi Huang, the first emperor of a unified China (221 B.C.), who began the construction of the Great Wall and built an army of terra cotta soldiers to guard his tomb, and you’d think that my dad was a laborer forced to work on both of those grueling projects and is still bitter after more than 2,000 years.

    Fed on a steady diet of stories like these, with each one getting more fantastical, and sometimes more hysterical, with each retelling, it’s no wonder I grew up to be a storyteller myself.

    But unlike my dad, I didn’t have an exciting childhood. I also didn’t receive a Chinese education. I went to Princeton, which is rigorous enough by modern standards, but it is my dad, a high school graduate, who carries the hallmark of a much more powerful academic education. He was schooled in the backwaters three hours west of Guangzhou, in the small provincial capital of Toisan, where the only roads were made by oxen and owner walking repeatedly over the same path, and where he memorized classical Chinese texts by heart, and still has them memorized to this day. Useless rote memorization? Hardly. He can cite poetic references and drop interesting Chinese idioms into conversations faster than I can hit Google. He had also learned his history dates for thousands of years and hundreds of famous battles better than…ahem…I had learned mine.

    If I had followed the advice “write what you know,” I would have written nothing. I don’t know that much. The Chinese would say, “Zhi xue pi mou”—“you’ve learned only skin and fur,” meaning you’ve scratched only the surface. It’s true. Even if I could get all my history dates straight for the 200 years of U.S. history, what is that compared to the more than 4,000 years of Chinese history, to say nothing of the Chinese prehistoric culture that dates back to 10,000 B.C.? And the Western equivalent of reciting ancient Chinese poetry? Well, I could start by memorizing hundreds of lines from the Greek and Roman classics.

    So I write what I’m interested in. It’s a more compelling reason to write anyway. It means seeing with the eyes of a child. It means I’m still crawling around inside my dad’s stories, but I’m crawling into new ones too. Everything delights and surprises. I follow my curiosity. I take detours. I wander down one path and find myself on another. I never know what will interest me when I was simply interested in something else. Find a stick, and it could be a doll. Find two sticks, and it could be fire. Doing research is like that. Sparks of ideas fly all over the place. The entire process is a fire hazard. Find a spark, fan the flame with more research, and—poof!—it’s a raging inferno before you know it, and you’re completely consumed by it.

    I was researching Chinese death superstitions, customs, and funerals for my book, ALVIN HO: ALLERGIC TO DEAD BODIES, when I came across Wu Daozi, China’s most famous painter, who was so great, they said, “He never died, he merely walked into his last painting and disappeared.” When I read that, I knew immediately that I wanted to write about him. WHO was this guy? WHAT did he do? HOW did he live? WHERE did he paint? WHY should we care?

    My research took to me to the writings of artists and poets in T’ang Dynasty China, who knew that they were watching this amazing artist single-handedly change the course and development of art right before their eyes. It was the first time that people saw lines on flat surfaces pop out and resemble real life. Large crowds gathered to watch him work. It was extraordinary. We call it three-dimensional painting, they called it Divine.

    Much was written about him then—he was an 8th-century media darling. But none of his paintings, most of which were frescoes on monastery walls, survived. All that is left of his work are a few stone engravings somewhere in China. Did I need to see them? Could I find them on the Internet? Yes, I did need to see them and, yes, I found some images on the Internet.

    Luckily for me, I’d already been to the city of Xi’an, the former T’ang Dynasty capital, where Wu Daozi worked and where he had first been commissioned to give art lessons to a young prince. Eventually, the emperor gave Wu the highest commission of all—to paint an entire palace wall.

    When I was in Xi’an in August 2001, I knew nothing of Wu Daozi, but what I saw and experienced there, I was able to use in my book about him. There were hordes of beggar children in the streets of the old city. A more modern city had grown up around the ancient capital, but the old city, with its Muslim quarter and calligraphy district and tea-drinking street, was still intact and completely surrounded by its impenetrable fortress wall. These children encircled my family and me the first night we stepped outside of our hotel to walk to dinner, and began clamoring for money, many of them thrusting their hands in our faces.

    My mom immediately took out an American dollar bill and gave it to one of the children. Suddenly, children swarmed like ants to dropped candy, darkening the square that we were trying to cross, and making it nearly impossible for us to make any progress toward the restaurant that we saw across the way. When we finally got to our destination, the children plastered themselves against the windows to watch us eat. We ate, but all we tasted that night was guilt.

    p: kanegen via photopin cc
    I imagined that Wu Daozi had also been surrounded by beggar children, who perhaps forgot their hunger for a moment when he transported them with his art. In an earlier version of my manuscript for BRUSH OF THE GODS, I had the children plucking food from his paintings and eating it. Nourished by art and survival by the power of the imagination, right? But nowhere is it mentioned that Wu painted food. Chinese art at the time didn’t concern itself with quotidian needs like eating, nor did it include unsavory elements like poverty. So the food was cut (to accurately reflect historical content), but the children stayed (to accurately reflect historical context).

    Last year, with BRUSH OF THE GODS already done, I went to China to research two other books. One of my stops was Qufu, the birth and burial place of Confucius, the 6th century B.C. philosopher whose teachings permeate Asian society and thought, much in the same way that Christianity has influenced the Western world. On the expansive grounds of the large Confucius Temple located next to the Confucius Family compound, I walked into a quiet, dusty building in the back, out of sight and off the beaten path of the throngs of tourists. And there—surprise, surprise—Wu Daozi was waiting for me. Hanging behind old glass, there was his most famous stone etching—a life-size portrait of Confucius. His robes moved. His head turned. The tassel on his hat swung with his gait. Indeed, he was about to step out of the stone! I nearly fell over in shock, but first I had to jump out of his way!

    p: Charity Chen
    I’ve gone to China three times now looking for stories. I’ve been to Concord, Massachusetts, which is hard to spell, countless times, also looking for stories. I hope that I’ll travel to many more places looking for stories and unearthing interesting stuff that I don’t now know. What do I hope to find? Well, I never know. And I hope I never do.

    Lenore Look is the award-winning author of numerous children’s books including the popular Alvin Ho series and the Ruby Lu series. Her books have been translated into many languages. She lives in Hoboken, New Jersey, and blogs at A GLOBBY BLOOGY.

    © 2013 Lenore Look. Please do not reproduce in any form, electronic or otherwise.


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