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Two poems for my readers . . . and wishes for a joyful Thanksgiving.
Happy Thanksgiving, everyone! I hope that wherever you may be you have plenty to be thankful for.
Congratulations to Priscilla Alpaugh, for winning a signed copy of The Story I’ll Tell. Thanks to everyone who entered the drawing.Add a Comment
Our favorite season is here…autumn! We are celebrating by reducing the price on our adorable Thanksgiving book, Ten Thankful Turkeys. This colorful autumn tale follows ten turkeys as they get ready for an important celebration. This story teaches about gratitude using numbers. There are also fun turkey facts in the back of the book.
We hope you’ll gobble up this deal before it’s gone!
Pat Zietlow Miller, author of Sharing the Bread: An Old-Fashioned Thanksgiving Story, selected these five family favorites.Add a Comment
If you've followed our TeachingAuthors blog for a year or more, you know about our tradition of setting aside time in November to give thanks. It started in 2011, with our Ten Days of Thanks-Giving, inspired, in part, by Esther's post about thank-you haikus, also known as Thankus. In 2012 we expanded to Two Weeks of Thanks-Giving, which we repeated in 2013. And last year we stretched our Thanks-Giving posts to a full Three Weeks of Thanks-Giving!
"Speaking of stress, writing thank you notes has been shown to ease stress, reduce depressive symptoms, and encourage people to be more mindful of what makes them happy (just ask Tonight Show host Jimmy Fallon), as well as foster better relationships."I'm definitely in need of some stress relief right now. The past month has been rather nerve-wracking. We're in the midst of a major home remodel project encompassing our family room and kitchen. I'm currently without a working kitchen, and the furniture that used to be in our family room is scattered about the rest of our small house.
Well you only need the light when its burning lowI began singing a revised version that went something like:
Only miss the sun when it starts to snow
Only know you love her when you let her go . . .
Well you only need the kitchen when it's been torn out
Only want to cook when there's no stove about
Only miss the cupboards when you must do without . . .
Enter to win all four full-color Judy Moody and Stink books; including Judy Moody & Stink: The Wishbone Wish (Candlewick, Reprint, 2015), written by Megan McDonald and illustrated by Peter H. Reynolds. Giveaway begins November 9, 2015, at 12:01 A.M. PST and ends December 8, 2015, at 11:59 P.M. PST.Add a Comment
November 17, 2015
Each day when young children get home from school, parents ask how their day went and if they have any homework. For some parents, the homework their child brings home can be daunting because it has material on it that they haven't thought about in years. They have to "brush up" on it in order to help their children understand the concepts the child's homework is intended to reinforce. Some parents find homework annoying because it is so repetitive and their children could be doing something more engaging.
Last month on social media, Native parents circulated photos of worksheets and books their children were bringing home. Some of these photos were of cartoon-like images of Indians who greeted Columbus.
November is Native American month. Thanksgiving happens this month, too, so, some of the worksheets parents are sharing on social media are about Indians greeting the Pilgrims. Some just have random images of Indians on them because it is Native American month.
If I asked you, teachers, to look through your file of worksheets, some of you will see what I'm talking about. Smiling Indians handing corn to Pilgrims. Cute Indians sitting cross legged on the ground, tending a fire, next to a tipi. Color-by-number worksheets of Indians... We could go on and on, right?
For Native parents--and for non-Native parents who know these images are stereotypical--the homework itself is more than daunting or annoying. They know those worksheets carry messages of who or what Indians are supposed to be. They know those images are misinforming the children the worksheets are meant to educate. For them, these worksheets put them in a what-do-I-do about this moment. Some will point out the stereotypical image and, if needed, tell their child why it is stereotypical and not ok. Some will arrange to meet with the teacher. Some will express their frustration, with family and friends, in person and on social media. And some will keep silent because they fear that speaking to you, their child's teacher, will put their child in an awkward position.
For Native children, those images are one more silent assault on Native culture. These silent assaults, however, are ones their teachers are handing to them. My guess is that some of you, teachers, don't even notice those images on those worksheets.
I have empathy and respect for teachers. I taught elementary school in the 1980s. I know how hard it was, then, to work with the limited resources I had from the school itself, and from my own pocket. Teaching is even harder, today, than it was then. So I'm not writing this to make you feel bad.
I'm writing to ask you to take a few seconds to look--really look--at the worksheets you're going to use today, or tomorrow, or the next day, or any day. Do they have those images of Indians on them? If they do, set them aside.
A lot of you assume these worksheets and biased children's books don't matter because you believe there aren't any Native kids in your classroom. If you're basing that belief on an idea that Native people have dark skin, dark hair, high cheekbones, and personal names that sound Indian in some way, you're reflecting a stereotype.
I don't say any of this to shame you, or to embarrass you.
We all have a lot of ignorance about people who are unlike ourselves. I have had many moments of being embarrassed! I, for example, loved Five Chinese Brothers. I have very warm memories of reading it--memories that go all the way back to my early childhood years. I carried that book in my heart for decades. Then, in a graduate school course about children's literature, that book was one we looked at, and I realized how racist its depictions are... and I let it go.
I hope you'll read this letter as a virtual hug, of sorts, from a fellow educator who--like you--cares about teaching and what we teach to children. We're all learning, every day, how to do it better. I welcome any questions you have--about worksheets, or books. My entire website is for you. It's all free. For you.
American Indians in Children's Literature
P.S. (added an hour after I hit upload on my letter):
My husband suggested I say a bit more about what teachers can do instead of the usual Thanksgiving activities. So! If you're working with very young children, remember your training. Early childhood education is centered on teaching children in a here-and-now framework. For them, the long-ago (when colonization began) is not best practice. For children at that age, if you want to do something about the holiday, take the what-I'm-thankful approach instead of a usual Pilgrims and Indians ones. Because you're working on their fine motor skills and use craft projects for that purpose, you can do arts activities about turkeys. For older children (3rd grade and up), check out American Indian Perspectives on Thanksgiving. If you want to take some time to unlearn what you've learned about Thanksgiving, you can start with a fellow teacher's post about Thanksgiving books: Kara Stewart's "Children's Books about Thanksgiving."
Yams or sweet potatoes? Chestnut or sausage dressing? Sweet potato pie, apple or the traditional pumpkin?
All across America, come the fourth Thursday in November, families of all configurations will gather to celebrate with rituals of food and family to give thanks. And School Library Journal’s take on Ms. Gibbons picture book is true enough, when it said:
This cornucopia of all things
Thanksgiving has abundant enough
information for young readers
without overwhelming them.
That is a perfect predictor of what your young reader will find in the pages of Ms. Gibbons Thanksgiving treasure with a beribboned, plump and fully feathered turkey gracing the cover of this wonderful Thanksgiving reading treat. It’s a perfect read either before or after the feast, plus a great addition to a story hour or classroom library.
Just how did all this tradition of a harvest holiday start?
Gail Gibbons has provided young readers with a historical and colorful collection of the cavalcade of harvest feasts starting with the Egyptians honoring Min, the god of plants and fertility. Moon cakes were even served as the moon was at its fullest then.
The Greeks had their own Demeter, the goddess of agriculture, while the Romans had their own version in Ceres who was offered the first fruits of the harvest.
And the ancient Jewish harvest festival of Sukkoth, celebrated under a hand made tent is a harvest festival of thankfulness to God for his protection and for their food.
Not to be outdone, in the Middle Ages farmers in England held festivals to mark the end of the harvest, as well.
I’m feeling pretty thankful myself right about now now that the harvest from our farm is in. Grapes picked, apple trees are bare of those red and golden beauties, and the only veggies that remain are the cauliflower, broccoli and the brussels sprouts. Cruciferous veggie lovers rejoice!
But, what about that American tradition called Thanksgiving Day?
Kids can probably tell you a thing or two themselves about those brave 101 passengers that sailed from England, landing at Plymouth, Massachusetts who called themselves Pilgrims.
Though, as I recall, there were some aboard the Mayflower who were not.
It was a cold and harsh winter where there was a scarcity of food and many died.
Young readers will be fascinated seeing famous Indians such as Massasoit and Squanto teach the Pilgrims how to plant when spring arrived.
I love the detail Gail Gibbons adds in her images as the Indians give the Pilgrims a tutorial in corn planting, plunking a fish in the hole ahead of the corn, as a wide eyed Pilgrim looks on.
Fish? Very good fertilizer, sir!
The harvest feast that fall was a three day affair. These Pilgrims and Indians knew how to party.
Her beautifully harvest hued picture book also points out the differences in dates between the Canadian and American Thanksgiving celebrations. Theirs is on the second Monday of October and, of course, as decreed by Abraham Lincoln in 1863, the American Thanksgiving is on the fourth Thursday in November.
Gail Gibbons has done a wonderful job of putting Thanksgiving into a historical perspective.
Her treatment of an American Thanksgiving is full of the symbols of the celebration; families decorating doorways with corn shocks and pumpkins, pictures of families and friends gathering for the Thanksgiving Feast at a table loaded with many of the same foods the Pilgrims and their guests, the Indians, feasted on.
Nothing is left out in her treatment of all the things that make this American holiday what it is – football games held that day, plays about the Pilgrims put on at schools, and those long awaited floats, balloons and bands of the traditional Thanksgiving Day Parade.
The sharing and remembering is a big part of all family traditions, and Gail Gibbons has remembered the best till last in her Thanksgiving picture book for young readers:
Giving thanks for many blessings.
Couldn’t have said it better, Gail!
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In looking at the list, the common themes seem to be naughtiness and humor—especially of the silly, slapstick variety. So here goes:Add a Comment
“Not what we say about our blessings, but how we use them, is the true measure of our thanksgiving.”
_W.T. PurkiserAdd a Comment
(MANNY, the boa constrictor slithers in)
(cont’d.) Did anyone ever tell you that you have a beautiful, full body. I bet under all those feathers, you have nice firm flesh
What started as a simple festival celebrating the year’s bountiful harvest has turned into an archetypal American holiday, with grand dinners featuring savory and sweet dishes alike. Thanksgiving foods have changed over the years, but there are still some iconic favorites that have withstood time. Hover over each food below in this interactive image and find out more about their role in this day of feasting:
What are your favorite Thanksgiving dishes? Let us know in the comments below!
Joyeux Turkey Day, my fellows! Between bites of sweet potato and rolls, perhaps it might do the soul good to listen to a l’il ole podcast that’s actually a bit perfect for the day. The “original” Thanksgiving was between Pilgrims and Native Americans, or so we were taught in grade school, yes? Well perhaps we should do away with the myths and listen to some American Indians today in one of my Children’s Literary Salons. Normally they’re not recorded but Cheryl Klein and her husband James Monohan turned one such Salon into a podcast. Here’s Cheryl’s description of it:
In happier news, the recording of the Native American Young Adult literature panel at the New York Public Library is now available here: http://www.thenarrativebreakdown.com/archives/698. Joseph Bruchac (author of KILLER OF ENEMIES), Stacy Whitman, Eric Gansworth (author of IF I EVER GET OUT OF HERE), and I had a terrific conversation (moderated by Betsy Ramsey Bird) about finding Native authors, the editor-author relationship across cultural lines, creating authentic covers, and the many pleasures of Native YA books. Please listen! #Weneeddiversebooks
Go! Enjoy! You’ll feel happy you did. They were an impressive crew and kept me on my toes.Add a Comment
“My thanks to my parents is vast,” says Toyin Spellman-Diaz, oboist with the Imani Winds woodwind quintet. “Without their help, I would never have become a musician.”
Many professional musicians I’ve interviewed have responded as Ms. Spellman-Diaz did, saying that their parents helped in so many ways: from locating good music teachers, schools, and summer programs, to getting them to lessons, rehearsals and performances on time, while also figuring out how to pay for it all. In addition, there are those reminders (often not well received) that parents tend to give about not forgetting to practice. Ms. Spellman-Diaz received her share of reminders, noting that “at some points, I didn’t feel like practicing. Dad’s going to be thrilled that I’ve admitted that it helped that he nagged me to practice. For decades he has been bugging me to admit that.”
But beyond these basics, when I ask musicians to recall something especially mhelpful that they’re thankful to their parents for in terms of furthering their musical development, the responses tend to focus on how a parent helped them find their own musical way.
Toyin-Spellman Diaz: The non-musical goal her parents had while looking for a good private flute teacher for their daughter during elementary school had a profound effect on Ms. Spellman-Diaz’s musical future. “They wanted an African-American teacher so I could see a classical musician who looked like me, to show me that there were African-American classical musicians out there,” she says. Her second flute teacher was also black, as was one of the three oboe teachers she had during high school, after she switched instruments. “It absolutely made an impact and is partly why I play in the Imani Winds.” This woodwind quintet of African American musicians was started in 1997 with much the same goal her parents had: to show the changing face of classical music. However, one of her flute teachers was also into jazz. “I think my parents were trying to steer me toward jazz. They would have been really excited if I became a jazz flutist,” she says. But classical music won out, and that was fine, too. “With my parents, it was knowing when to let go and let me find my own voice, my own passion for it.”
Jonathan Biss: This pianist credits his parents with creating an “atmosphere that I didn’t feel I was doing it to please them or because it was good for me. I was doing it because I loved music.” When he was young, he too sometimes needed practice reminders. “But if they said, ‘Go practice,’ which wasn’t often, it was always accompanied by ‘if you want to do this.’ Their point was that you don’t have to do anything you don’t want to, but if you choose to do it, you have to do it well.”
Paula Robison: After she started flute at age eleven, her father realized that she had a special flair for it and “saw a possible life for me as a musician,” says Ms. Robison. He knew regular practice was essential, but he didn’t want to become an overbearing, nagging parent. So when she was twelve, they shook hands on an agreement: she promised to practice at a certain time every day and if she didn’t, it would be all right with her for him to remind her. That went well until one day during her early teens when she was “lounging around on the couch” during the hour she was supposed to practice. He reminded her of their agreement. She says she angrily “stomped up the stairs” to practice and “whirled around and shouted, ‘Someday I’m going to thank you for this!’” And she has. “I thank my father every time I pick up the flute.”
Liang Wang: When asked what he was most grateful to his parents for, this New York Philharmonic principal oboist says, “They allowed me to be what I wanted to be. A lot of parents want their kid to fit into what they think the kid should do. Oboe was an unusual choice. There aren’t many Chinese oboe players.” But he fell in love with the sound of the oboe. They supported him in his choice. He notes that his mother “wanted me to pursue my dream.”
Mark Inouye: When asked about the best musical advice he received as a young musician, Mark Inouye recalls something his father said to him at about age eleven, after a particularly disappointing Little League baseball game “in which I had played poorly,” says this principal trumpet with the San Francisco Symphony Orchestra. The pep talk his father gave him carried over to his beginning efforts on trumpet, too. He says his father told him, “You may not be the one with the most talent, but if you are the one who works the hardest, you will succeed.”
Sarah Chang: “Mom understood I had enough music teachers in my life. The best thing she did was leave the music part to everyone else and be a mom,” says violinist Sarah Chang, who started performing professionally at age eight. “Bugging me about taking my vitamins, eating my vegetables, fussing about the dresses I wore in concerts. . . She was always encouraging, my number-one supporter.”
Headline image credit: Classical Music. Notes. Via CC0 Public Domain.
The post Thank you: musicians recall special ways their parents helped them blossom appeared first on OUPblog.
“I was lucky all the time in having great teachers,” says clarinetist Richard Stoltzman. When I asked him about special ways his early teachers helped him, he mentioned his elementary school band director who was “enthusiastic and cheerful, no matter what,” and also a private teacher he had in high school who taught him how to practice with purpose. But the teacher who seems to have had a life-changing impact was his first private teacher, with whom he studied for about a year during junior high at a music store in San Francisco. That teacher instilled in young Mr. Stoltzman the idea that he could indeed become a musician.
Other musicians have cited similar confidence boosters when asked about the especially helpful things a teacher did for them. Here are teacher reminiscences from Mr. Stoltzman and other professional musicians.
Richard Stoltzman — “He taught me both saxophone and clarinet,” says Mr. Stoltzman of his first private teacher at that San Francisco music store. “He didn’t see any reason why I couldn’t play classical music and improvised music.” At this store, young Mr. Stoltzman played his first “crossover recital,” performing Hoagy Carmichael’s “Stardust” as well as a classical piece. “This was a big moment for me, that my teacher allowed me to do those things and encouraged them.” Then the Stoltzmans moved to Ohio. “I was so sad to leave that teacher. At my last lesson, he looked me in the eye and said something like, ‘You can do it. You can play music. Don’t stop.’ If somebody believes in you, that makes you say to yourself, ‘Well, this person believes in me. So even if I don’t think I can do it, I guess somehow I better keep doing it.’”
Isabel Trautwein — “My confidence was very low at the end of my undergraduate years. I was close to quitting because I was so uptight and just couldn’t stop worrying that I might play out of tune,” says Isabel Trautwein, violinist with the Cleveland Orchestra. “Then I went to Cleveland to study with Donald Weilerstein. He used the ultimate non-judgmental approach. He never used criticism. He would go through a piece line by line and wanted to know what I was trying to say, as a person. He would say, ‘In this phrase, where are you going?’ My eyes would open wide. I would think, ‘I don’t know. I’m just trying to play it in tune. I’m trying to play it well.’ But that’s a terrible goal. So he would say, ‘OK, but do you want it to be gutsy? Or dark? Are you going for the gypsy approach? Are you going for fantasy? ’ He had all these great words. He’d also say specific things like, ‘Feel your index finger when you play.’ It was a mixture of musical cues that have to do with the character and musical feel, and then physical cues that had the ability to take your mind away from that voice that says, ‘Oh, that wasn’t good,’ the critical voice. If I’m thinking about my fingertips, I’m not going to be able to judge myself on what just went wrong. Weilerstein’s lessons were only about the violin. Never psychoanalytical. It helped a lot.”
Paula Robison — “I had been studying with Marcel Moyse for about five years, and was already in the professional world of music as well as the artistic one, but I still had many questions,” says flutist Paula Robison, who studied with this renowned teacher at the Marlboro Music School. “One day I came to a lesson with the Concerto in D of Mozart. I played the first movement. Mr. Moyse was silent. He puffed on his pipe, in deep thought. Minutes passed. I waited. Then he slowly said (in his wonderful French accent) ‘Paula, I have teach you many theeng, but now you MUST GO YOUR OWN WAY.’ I was shocked. I felt like a bird kicked out of the nest. But he was right. It was time for me to fly. And I did.”
Jennifer Undercofler — “I am so thankful to all my teachers for their tireless commitment and dedication, but the one lesson that stands out was the lesson I learned from the great Dorothy DeLay,” says violinist Anne Akiko Meyers, who studied with Ms. DeLay at Juilliard. “She told me to go to the library and listen to all the recordings I could get my hands on and attend concerts as much as possible, to listen and learn as much as possible. She thought it would be incredibly helpful to study the phrasing, tempi, sound, and technique of all performers so that I could imbue my own sound with this insightful study and thoughtfulness. This purpose of being able to teach oneself with the right tools, so as to ‘own’ your sound, was the greatest lesson of all.”
Jennifer Undercofler — “I’m probably most grateful to my first piano teacher, a graduate of the Paris Conservatoire, who was deeply creative, with a wonderful, wry sense of humor. She always expected more out of me than I thought I could give. I remember her assigning me an Ives etude (I must have been 10 or 11 years old), declaring that she hated it, but knew that I would probably love it. She proceeded to break it down with me over the coming weeks, with considerable gusto. She was right, of course—I did love it. I don’t know many teachers, even now, who would have taken that particular plunge with an elementary school student,” says pianist and music educator Jenny Undercofler, whose fascination with ‘new music’ has continued ever since. “In a similar vein, I remember Jerry Lowenthal calling me when I was a masters student at Juilliard, to tell me to make time to play ‘new music’ on the Focus Festival. I was so surprised and flattered by the call, and of course I then played in the festival, which further opened the ‘new music’ door. I think of this when I encourage private teachers to have their students play with Face the Music. Their ‘endorsement’ can make a world of difference.” Face the Music is a ‘new music’ ensemble for teenagers that she started as an outgrowth of her work as music director of the Special Music School, a New York City public school.
Toyin Spellman-Diaz — “The impetus for my interest in music came from my first public school music teacher in fifth grade,” says the Imani Winds oboist, Toyin Spellman-Diaz. “She inspired in me a love of seeing a project come to fruition. She put on musical productions. She would play the piano, rehearse the choir, have kids get costumes. She had crazy ideas and somehow made them come to life and did it with determination and joy. I remember watching her as a young child and thinking that even though it was a lot of work, she enjoyed what she was doing. I remember thinking, ‘I would really like to do something like this when I grow up.’ I sang in the choir. She introduced me to the flute and I played in the school band. I wanted to follow in her footsteps and be a music teacher,” says Ms. Spellman-Diaz, who has a studio of pupils now. She also serves as another kind of teacher during Imani Winds concerts, with the informative comments that she and others in the quintet share with the audience before each piece.
Headline Image: Sheet Music, Piano. Public domain via Pixabay.
The post Thanks, teacher: musicians reflect on special ways a teacher helped them learn their craft appeared first on OUPblog.
As a small boy in the 1920s, my father sang in the choir of the parish church, St Matthews, in Walsall in the British Midlands. Twenty years later, he was married with a couple of children and our small, tight family belonged to the Religious Society of Friends, the Quakers. Friends do not have church services. There is no hymn singing. But every Christmas Eve, religiously as one might say, at three o’clock in the afternoon, the family gathered around the radio to listen to the broadcast of carols and lessons from King’s College, Cambridge.
That was long ago and for me, since I now live in Florida, far away. I have long since lost my faith in the Christian religion. Even if this were not so, I doubt that I would much enjoy Christmas overall. When the kids were little, it was a lot of fun. But now, it strikes me as appallingly commercialized and an occasion when you spend way too much on presents no one really wants, eat and drink to excess, and end by quarreling with people that you have not seen for a year and by which time you both realize why it is that you have not seen each other for a year.
But every Christmas Eve I track down the broadcast of the King’s service and listen to it, even though because of time-zone differences it is now for me in the morning. Music spurs emotions as does no other art form, and I find listening an almost-melancholic experience as memories of my childhood come flooding in and I recall with huge gratitude the loving family into which I was born. I remember also my dedicated teachers recreating civilized life after the horrendous conflicts of the first part of the century. How can one speak except with respect of a man who spent the first half of the decade driving a tank over North Africa and Western Europe, and the second half explaining to nine-year olds why Pilgrim’s Progress is such a tremendous story and something of vital relevance to us today?
So Christmas remains very important for me, as does the other great highlight of the Christian calendar. As a teenager, having failed O level German miserably, I was packed off one Easter vacation to stay with a family in Germany, so I could (as I did) succeed on the second attempt. Music again. On Good Friday, German radio stations played Bach’s Matthew Passion, and listening to that – even though in respects I prefer the dramatic intensity of the St John Passion – has remained a life-long practice.
Perhaps because it is all so German, I find myself focusing on the dreadful events of the Third Reich, but also – and obviously the theme of Christ’s sacrifice is all-important here – on those who showed super-human qualities in the face of absolute evil and terror. Above all, Sophie Scholl, at twenty-one years old a member of the White Rose group in Munich who started handing out anti-Nazi pamphlets in the middle of the war. Inevitably discovered and condemned to death, as she was led to the guillotine, she said: “How can we expect righteousness to prevail when there is hardly anyone willing to give himself up individually to a righteous cause. Such a fine, sunny day, and I have to go, but what does my death matter, if through us, thousands of people are awakened and stirred to action?”
I would not for anything relinquish the experience of Easter and the moments when I contemplate the truly good people – I think of those combating Ebola in West Africa – who stand so far above me and who inspire me, even though I am not worthy to clean their shoes. You don’t have to have religious faith to have these all-important emotions. You do have to be a human being.
“How can we expect righteousness to prevail when there is hardly anyone willing to give himself up individually to a righteous cause.”
And so finally to the third festival, that of Thanksgiving. Growing up in England, it was something unknown to me until, to go to graduate school, I crossed the Atlantic in 1962. In the early years, in both Canada and America, people invited me into their homes to share the occasion with their family and friends. This is something that has stayed with me for over fifty years, and now at Thanksgiving – by far my favorite festival overall — my wife and I hugely enjoy filling the table with folk who are away from home or for one reason or another would not otherwise have a place to be. No special music this time – although I usually manage to drive everyone crazy by playing opera at full blast – but for me an equally poignant occasion when I reflect on the most important thing I did in my life – to move from the Old Word to the New – and on the significance of family and friends and above all of giving. In the Republic, Plato says that only the good man is the happy man. Well, that’s a bit prissy applied to me, but I know what he means. People were kind to me and my wife and I try to be kind to people. That is a wonderful feeling.
Three festivals – memories and gratitude; sacrifice and honor; giving and friendship. That is why, although I have not a scrap of religious belief and awful though the music in the mall may be, I look forward to Christmas, and then to Easter, and then to Thanksgiving, and to the cycle all over again, many times!
I’m behind in sharing published pieces. Here’s a single-page spread that came out in the November ’14 issue of HighFive magazine. It’s fun to do the images for these fun, little poems!Add a Comment