Showing posts with label Animal Characters. Show all posts
Showing posts with label Animal Characters. Show all posts

Sunday, March 18, 2018

Animals As Characters/Subjects: Pushing Against Gender Typing

by Mary Quattlebaum

Starting March 1st, we’re celebrating Women’s History Month with 31 days of posts focused on improving the climate for social and gender equality in the children’s and teens’ community/industry.  Join in the conversation on Twitter at #kidlitwomen or on Facebook at https:www//www.facebook.com/kidlitwomen (which includes all the posts this month).

Misty of Chincoteague by Marguerite Henry.  Black Beauty by Anna Sewell.   I read these novels multiple times as a kid. I adored the fierce mare, Phantom, who cared for her domesticated foal until Misty could live on her own, and then returned to the wild.  I cried over the trials of sensitive, observant Black Beauty, the male horse in the 19th century bestseller that galvanized the movement for more humane treatment of animals.

Lassie Come-Home by Eric Knight. The Incredible Journey by Sheila Burnford. The Hundred and One Dalmatians by Dodie Smith.  No matter their sex, the animal characters in these books were, by turns, loyal, cooperative, intelligent, kind, sturdy, afraid, vulnerable, and angry.  They had personality strengths and flaws.  They fought, strategized, searched for food, and cared for their young.  They persisted.  They triumphed, in different ways.  They were the heroes of their stories.

Growing up in the 1960s and ‘70s, I remember very, very few books with strong human girl and gentle human boy characters.  I didn’t even realize what I was searching for until, as an adult, I examined my favorite books more closely. Yes, I had been a country kid, a lover of animals and the natural world, but even deeper than that, I think I was hoping for depictions in books that better reflected some of the change I was glimpsing in the wider world. The realistic, slightly anthropomorphized critter-characters in these novels pushed boundaries. They brought nuance to, and even subverted the traditional gender-assigned roles and traits of the times.  (Interestingly, for picture books, almost the opposite is true.  In her research, children’s author/scholar Jennifer Mann discovered that anthropomorphized animals—especially parents, teachers and other adults--tended to remain gender typed, especially in terms of clothing.)

In the blog post that opened this #kidlitwomen discussion, Shannon Hale asked us to deeply consider how we as creators and as teachers/librarians/parents present books to young people.  Do we or others unconsciously label or have expectations of a book as being “for girls” or of a particular author as appealing primarily to boys?  How might we work against this?  In their posts, Susan Van Metre, Meg Frazer Blakemore, and Elizabeth Dulemba further explore ideas and possibilities around re-shaping the cultural narrative.

As a writer of nonfiction about/fiction with animal characters, I’ve tried to be alert to my own shortcomings, blind spots, and expectations (with full awareness of how much I still need to learn/unlearn)—and those of the larger society.  And I want to present my work—and that of others—in a way that encourages kids to think more deeply and critically about these issues too.


For a nonfiction chapter book about Hero Dogs, I wanted to broaden the narrative about heroic animals beyond the usual stories about military/law-enforcement dogs and the single act of bravery, so I included true stories about a female detective dog who has found hundreds of lost pets; two female “nurse” dogs at a wildlife sanctuary; and a male Dalmatian who is a fire-safety educator.  At schools, I ask kids to think about the term “hero” and what it means to them—and we talk about examples of heroes in history and their lives who may exemplify a range of heroic traits.

Mighty Mole and Super Soil depicts the real-life superhero of the animal kingdom, a female mole with super strength, super speed, and a super appetite.  Mighty Mole is like Wonder Woman, I tell kids.  Only she has fur and claws and teeny-tiny eyes (and no bustier, I might add, but that’s the subject for another post).

Many kids love reading and talking about animals.  Since #kidlit women encourages solution-based discussions, I want to ask:  What’s your favorite book about animals that works against gender typing?  And/or your favorite book about/with animal characters by a woman?

My choice: Hello, Universe by Erin Entrada Kelly.  So much love for this year’s Newbery Medal winner!  I especially admire the characterizations of the gentle boy and his beloved guinea pig and the fierce Nature-loving deaf girl who helps to rescue them.




Monday, September 1, 2014

Fables Teach Writing Lessons in Purpose, Clarity


Aesop’s Fables is a classic that should be part of every home and school library, not only for its centuries-long influence upon literature but for its ever-timely, pithy points about life.  When used as writing models, these stories can inspire new versions of old favorites, help writers learn to revise for purpose and clarity, and connect with Common Core standards.

* Have available in classroom or share one or more collections of Aesop’s fables.  What do students notice about the writing and illustrating style of each?  Depending on publication date, some collections will be more overtly didactic than others.  For an especially fine version that eschews the tacked-on “message,” you might share the picture book Aesop’s Fables (minedition, 2013), which includes 13 favorites and quirky, intriguing illustrations by Ayano Imai.

* Share several tales with students and talk about their history, as being credited to an ancient Greek storyteller named Aesop.  Discuss the nature of fables as being stories, often with animal characters, designed to teach a life lesson.  Have students figure out the purpose or point of each tale.  What is the “life lesson” being taught?  How does the author convey that without tacking on the moral or telling the reader what it is? What do the animals do?

* Ask students to find examples of these tales, either as book re-tellings or as used in popular culture (advertisements, decorations on clothing, etc.).  Ask students why they think these tales continue to be re-told or referenced.  Why do they still speak to us?

* Have students write their own short fables, following this process:  (1) write down the life lesson you are trying to teach; (2) choose one or two animals that might help you to show this and jot down their personalities; (3) write a fable in which animals “act out” this life lesson, with action and dialogue; (4) revise, asking yourself if you showed how the animal learned the lesson; (5) share with a peer writer for feedback on word choice, clarity, etc.; (6) revise again; and (7) draw a picture, which can be as funny, surreal, or straightforward as you like.

* Compile the individual fables/pictures into a class booklet or display on bulletin board.

* Teens and adults might enjoy take-offs on the animal-fable form, especially David Sedaris’s hilarious Squirrel Seeks Chipmunk: A Modest Bestiary (2010).