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In the aforementioned New York Times article, 9-year-old Chrispin Alcindor had been a star student but was struggling with math under the new Common Core teaching and was worrying about not passing to the next grade. I was drawn into his story by “his dream of becoming an engineer or an architect, to one day have a house with a pool and a laboratory where he would turn wild ideas about winged cars and jet packs into reality.” Chrispin’s excitement towards learning changed, as he grew frustrated by the new Common Core math. His enthusiasm was crushed. His dream of "walking across the stage at graduation in sunglasses and white sneakers, claiming his award and basking in the applause of the entire school" banished from his mind.

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• Common Core State Standards now aim towards a 50% nonfiction and 50% fiction classroom reading text; previously the classroom reading text was around 80% fiction.
• In 2009, President Obama started White House Science Fairs as part of his Educate to Innovate campaign to inspire more girls and boys to excel in STEM subjects. Next week, on May 27, the 2014 White House Science Fairbegins. This year’s fair will include a specific focus on girls and women who are excelling in STEM. The Administration’s $4.35 billion Race to the Top competition grants states competitive preference if they demonstrated efforts to close the STEM gap for girls and other groups that are underrepresented.
• In February 2013, the bipartisan Congressional STEAM Caucus was created, co-chaired by Congresswoman Suzanne Bonamici (D-OR) and Congressman Aaron Schock (R-IL). “We frequently discuss the importance of STEM education, but we can’t ignore the importance of engaging and educating both halves of the brain,” Bonamici maintains. “Creative, critical thinking leads to innovation. The integration of the arts into STEM curriculum will excite creativity in the minds of our future leaders.”
• Stanford University began requiring all undergraduates to take two units of "Creative Expression" classes, including design, dance, music, fine arts, drama or creative writing.
• Sesame Street officially expanded its STEM-themed programming to include arts.
• Last week, Actress Kerry Washington wrote an impassioned plea for arts in the schools in a Huffington Post blog column titled How to Save Our Schools: The Arts and Music are No Fairytale.

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STEM Presentation Panel- with 2 Nuclear Engineers

Women in Engineering
from Women of Steel and Stone: 22 Inspirational Architects, Engineers, and Landscape Engineers, Chicago Review Press, Jan 2014

Today, engineers apply scientific, mathematical, economic, social, and practical knowledge to design and build structures, machines, devices, systems, materials, and processes. There are 25 different engineering and engineering technology majors offered in American universities. 
Engineering used to be dominated by men, and though the statistics are getting better, there is still a long way to go. The National Science Foundation’s Women, Minorities, and Persons with Disabilities in Science and Engineering report reveals that in 2008, 41 percent of male incoming college students planned to major in science and engineering, compared to 30 percent of incoming female students. In 2010, the numbers remained similar: 44 percent of men and 33 percent of women planned to major in the sciences. In biology and social and behavioral sciences, there are more women enrolled than men; whereas in engineering, physics, and computer science, men greatly outnumber the women. 
In addition, the Congressional Commission on the Advancement of Women and Minorities in Science Engineering and Technology Development reported in September 2000 that women are about twice as likely as their male colleagues to leave the engineering workforce after a few years (25 percent compared with 12 percent). Of the 60 to 80 students who take professor Angela Bielefeldt’s civil engineering class at the University of Colorado at Boulder, she says, only 10 to 12 are generally women.
While master’s degrees in engineering awarded to women hovered at 22.6 percent in 2010, a slight dip from 2008 and 2009 levels, bachelor’s degrees in the engineering field among women climbed to 18.1 percent, and more engineering doctorates—22.9 percent—were awarded to women than any time in the past, according to the American Society for Engineering Education.
With a rapidly growing population and aging infrastructure, our nation needs all our creative and technical minds, male and female. As the pioneers in these pages prove, women can build too. 
 
Engineering and Engineering Technology College Majors

The National Academy of Engineering has organized 12 engineering categories. Members are required to select a primary and, if needed, secondary affiliations. The scope of each discipline incorporates a diverse area of work.

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Anna's grandniece, Nancy, owns a home designed by Anna and asked me if I wanted to stay with her during my visit. What a treat! Almost surreal. What surprised me was the realization that one really doesn't get the true feel of a piece of architecture until you see the work first hand.

Anna Keichline Designed Home

Breakfast Nook

Fireplace

Hardware for Drapes

Kitchen Patent #1,612,730 1924

First Floor Bathroom

Doorknobs

Harvey Apartments 1935

Decker House 1931

Bible Home 1916

Harvey House 1939

Model House

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“Just the facts, Ma’am. Just the facts.” Isn’t that what Sgt. Joe Friday would say on Dragnet? Actually, no. Sgt. Friday’s actual lines were "All we want are the facts, ma'am" and "All we know are the facts, ma'am".

The writer's mind is always working - always questioning, always wondering. Last Saturday night, I sat down for some TV time and the movie Hysteria was on. I love that time frame, the actors in the movie, and the subject. In my last book, I touch upon the diagnosis of hysteria that was used to describe the feelings of women in the late 19^th century. It’s a topic that interests me, so I settled down to spend a few hours watching the movie.

The beginning of the movie starts with “1880” at the bottom of the screen. I’m enjoying the movie until Maggie Gyllenhaal’s character, Charlotte, rides down the street on her bike. “Wait, a second”, that voice way back in my head says. “That’s a safety bike, they weren't invented until 1885.” I know, the director was trying to show that the character of was a strong, independent woman. The bicycle in the 1890s was a very instrumental in the woman’s rights movement. In fact, Susan B. Anthony told the New York World’s Nellie Bly in 1896 that bicycling had “done more to emancipate women than anything else in the world.” But, the safety bike, though it is very cool, wasn’t invented until 1885.

 The next day, as I am wont to do, I researched the movie, the characters, and the story. The movie totally changed the actual facts and characters for Hollywood’s version of the story. I was okay with that. I was not okay with the appearance of the safety bike. Actually on IMDB in the goofs section, it states: “The character Charlotte Dalrymple is shown riding a safety bicycle. The film is set in 1880, but safety bicycles weren't invented until 1885.” IMDB not a valid source, but a good jumping off point, I soon plunged into my own quest for the truth. After swimming through the pages and pages of research, images, and such, I narrowed down the manufacturer of the bicycle in the movie - who may not manufactured this particular style until many years past 1885. Before I could continue, to squelch my excitement, that little voice in the back of my head asked, “Don’t you have a manuscript due in a few days?

The manuscript I just finished contains about 200 "things" about Chicago. Since it is for kids, I thoroughly researched every fact and yelled at my computer when I found twisted information. For example, several sources said that rainbow sherbet is a Chicago thing. The truth is "rainbow cone" is a Chicago thing, not rainbow sherbet.

In my description of the 1893 Chicago Columbian Exposition, I wanted to show the many inventions from the fair. Many sources said that the 1893 Chicago World’s Fair introduced the world to the Pledge of Allegiance, Cracker Jack, the Ferris Wheel and Juicy Fruit Gum. The Random House site for The Devil in the White City says: "The World’s Fair introduced America to such classic favorites as Cracker Jack, Shredded Wheat. and Juicy Fruit and was the birth of historically significant symbols like Columbus Day, the Ferris Wheel, and the Pledge of Allegiance." In actually, what Erik Larson wrote about Juicy Fruit was: “They sampled a new, oddly flavored gum called Juicy Fruit and caramel-coated popcorn called Cracker Jack.” Evidently, what Erik Larson writes is fact. Many sources now state, crediting The Devil in the White City as the source, that the 1893 Chicago World’s Fair introduced the world to Cracker Jack, the Ferris Wheel, and Juicy Fruit. Cracker Jack was actually sold at the fair, the Ferris Wheel no one can doubt was a hit at the fair, but Juicy Fruit was not officially at the fair.

Other products that receive second billing as introductions at the fair had actual booths; Aunt Jemima Pancake Mix, Shredded Wheat, Pabst Blue Ribbon, and others. The Wrigley website reads: "In 1893, during an economic depression, he introduced two brands that would become company icons: Wrigley’s Spearmint® and Juicy Fruit®."

Going straight to the source, I sent an email to the Senior Vice President of Wrigley Corporate Affairs. We went back and forth a few times but I didn’t get an official answer to my question:
  "In time for the fair and the millions visited. It would have been sold by salesmen and women to the crowds attending may of whom visited Chicago for the first time. There will not have been a Juicy Fruit pavilion I'm pretty sure it was launched in time for the worlds fair rather than at it.” "It was as I thought. It was launched in Chicago in time for the World’s Fair but it wasn’t an official part of the Fair.” “The fair bought many people to chicago so lots of footfall for the brand." "But in 1893 Wrigley was a small business and remain so for another 15 years or so.”

In the end, what I finally wrote as part of the 1893 Chicago Columbian Exposition: William Wrigley Jr. introduced Juicy Fruit gum. (And, people wonder why writing takes so long.)

I started this piece by quoting Sgt. Joe Friday, I thought I’d end it by sharing a few fabulous fact quotes by some very wise folks.

“If the facts don't fit the theory, change the facts.” ~Albert_Einstein

 “Facts are stubborn things, but statistics are pliable."  ~Mark Twain

 “Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passion, they cannot alter the state of facts and evidence.” ~John Adams

“The truth is more important than the facts.” ~Frank Lloyd Wright

“False facts are highly injurious to the progress of science, for they often endure long; but false views, if supported by some evidence, do little harm, for everyone takes a salutary pleasure in proving their falseness; and when this is done, one path towards error is closed and the road to truth is often at the same time opened.” ~Charles Darwin 

And, finally,
"Never trust quotes you find on the internet." ~Abraham Lincoln

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Earlier this week, I was doing a little personal research on STEAM books for kids. I hopped over to Google and entered STEAM books for kids. After looking through the 120+ hits on Mike Mulligan and His Steam Shovel (and a few Steampunk hits), I finally found a reference to a book discussion about STEAM books, and then more pages on Mike Mulligan and His Steam Shovel. When I used quotes, I got one hit… and it wasn’t related to STEAM books.
In November of 2011, in an INK post titled STEM & STEAM – Interesting Nonfiction for Kids, I wrote about the importance of STEM and STEAM in the schools.
I love STEAM books. One of the reasons why I was asked to be a member of this group five years ago was of my outspokenness on art books for kids. So, in regards to my Google search above and going back to my INK roots, I wanted to provide a service to any school, library, teacher, or parent who was interested in STEAM books.

Here are just a few of the latest books that may fall into a Google search for:
STEAM books for Kids
Art books for Kids
Adding art books to library
Awesome art books for kids

It Jes' Happened: When Bill Traylor Started to Draw

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Today while writing my current book, I'm reminded of my History of Design professor, Pat Allred --- who made design history come alive. And, in doing so, gave me a life long love of design history. 


So, here's a reposting of my piece from February of this year titled Making Nonfiction Interesting for Kids. 

 My 50th post!
★。／｜＼。★
*OK, maybe my 50th tag... about my 47th post. But, I worked so hard on that graphic that I had to leave it. 


Recently, I’ve been thinking way back to my senior year in college. That year, while fulfilling the last electives to graduate, I took the most interesting classes of my college experience – History of Design, Art and Environment and History of the Home. I just unearthed my class notebooks and those were the actual titles. Until now, I haven’t had to use what I learned in those classes, except for help in Jeopardy or Trivial Pursuit*, of course.

As I think back, Pat Allred, my professor for History of Design, did a fabulous job making the information interesting and relatable. With each design time period –Victorian, Bauhaus, Moderne, etc, she first explained the historical facts of the time. Then, she went through each design discipline and related it to the time period and the other areas – Graphic, Furniture, Architecture, etc. I totally got it.

Then, as I was writing my senior paper on Doll Design, I was able to use what I learned from Professor Allred and mix the evolution of dolls within a historical timeline combining how children were perceived through the years, manufacturing processes, social and fashion trends. For the entire three hours of class time, she had slides to illustrate what she was teaching. As I said above, I found my notebook complete with extensive outline, notes, bibliography and copies of every slide – an absolute goldmine.

As I begin the research and writing on my new book, I’m aiming to make the information interesting and relatable. All that architecture and design history fodder is finally going to be of use as I research and write biographies for 22 women architects, landscape architects and engineers. I’m so inspired and passionate about these women, but how can I make the information interesting and engaging for kids? With any luck, I can incorporate what I learned in Professor Allred’s classes as I write and inspire future architects and engineers. Anyone else have a similar experience with clearing off the cobwebs and making use of material stored way back in the back of your brain?

*Once

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This month, after spending these last few months combing through research, I felt like I needed a little break. Needed a little fresh air. Needed to stretch my legs. I needed, as Julia Cameron calls, an “Artist Date”.

In my current book, one of my “ladies” is Marion Mahony, Frank Lloyd Wright’s first employee. In fact, Marion was the second woman to graduate from MIT with an architectural degree and the first licensed woman architect in Illinois.  An original member of the Prairie School, she was the primary designer at Frank Lloyd Wright’s office for over 14 years.  (There is no documentation that Mr. Wright even graduated from high school. Whoops, got off topic there for a second.)

Even though I’ve lived in Chicago for over 13 years, I'd never been to Oak Park, the location of Frank Lloyd Wright’s home and studio. I decided that it was about time to check it out. And, who better to go with than my trusty partner in crime, Sarah, who just happened to live in Oak Park for many years until she moved way out in the suburbs with me.

In previous posts here, I’ve raved about Professor Rebecca Alms, my fabulous Design History teacher at the Minneapolis College of Art and Design. While writing this post, I dug out my very old notebook from that class and found five pages of Frank Lloyd Wright notes and copies of slides. But for me, the style never really sunk in. I needed to see the actual houses to really get a feel for the design style. And, that experience hit me like a ton of bricks, especially juxtaposed next to what was the design style that was the norm at the time. I was on a design high.

In preparation for our field trip, I watched the two-disc special edition DVD Frank Lloyd Wright’s Home and Studio. So, I thought I knew everything I needed to know about the home and studio. But Sarah talked me into taking the tour with her, even though she’d been through it before, and I was so glad she did.

Looking at a Mahony drawing

Sarah and I

My epiphanies were:

• I finally got the Frank Lloyd Wright design concept. Watching a video or looking at pictures does not put you there. 
• In my head, I now have a true image of what makes a Frank Lloyd Wright house. 
1 Comments on Field Trip/ Artist Date, last added: 6/30/2012
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lvharris said, on 6/29/2012 7:13:00 AM


I selected for my first book, Mary Cassatt, the Impressionist Painter, an image of her "Breakfast in Bed" painting. I had not seen the original, but from art books, I loved the way she captured on canvas the loving moment between a mother and child. Last March while in Southern CA, I made a point of visiting The Huntington where the painting hangs. My, oh my! There is nothing like seeing an original...the colors, etc. I was enchanted and floated out of the museum!

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Last month, I wrote a somewhat tongue-in-cheek post titled Lessons Learned - Author Presentations. The comments and suggestions from readers of that post were fantastic and very helpful. Today, I thought that I’d share a little about my recent Author Visit -mixing it up with knowledge I learned and information I shared, all wrapped up with some very touching and creative thank you cards.

 During my Introduction while described my childhood, I explained that I liked to read, make stuffed toys for my brother, and secretly write and illustrate stories in my closet. And, I liked cotton candy. These elements were woven throughout my presentation.








Of course, cotton candy got a huge reaction.

During my Writing portion, I showed them how I feel some days, while I am writing.









I think all the students could relate.
(Also, I shared, "The fact that I'm talking to you instead of writing is yet another way that I'm procrastinating.")

The only problem I had was my throat became dry while talking for all that time. I brought my trusty water bottle with me. But, like I shared to a friend, “When I stopped to take a drink, I had 60 pairs of eyes glued on me.” There’s got to be a secret to being able to speak and not get a dry throat.

Though I’ve done classes and presentations, this was my first go at a Powerpoint presentation. The previous week during a sold out show at a large, local theater, the speaker’s Powerpoint presentation continually got the “spinning ball of death”. I was so scared that was going to happen to me. The teacher and I tried to match our schedules so I could to go in a day or two early and check to see if the presentation ran okay. But, in the end, I had to cross my fingers and arrive at the school 45 minutes early to get everything working. Let’s just say that the presentation finally got on the screen five minutes before the students came in. Lesson learned: buy a projector!

The teacher told me later that the students were talking about my presentation and writing the entire rest of the day. She said, “The students were so excited about your visit and now inspired to write their own stories!”

Here’s a few nuggets from the cards and letters:
“You inspired me to draw and write.”
“I will probably buy your book it sounds really good.”
“I want your book so badly.”
“You rock, Mrs. Lewis.”
“I think your presentation was awesome.”
“You have inspired me to become an author! I’m sure The House that Jill Built will be awesome.”
“I will read the book right when it comes out.”

Would love to share all 60 wonderful comments. But, I’ll stop at those. Gotta love 'em.

The one thing that strikes me while I’m rereading all these cards is they are all extremely creative and unique. Our schools are truly filled with some amazing talented and creative students. The

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This week, I was schooled by a third grader.

I’m in the middle of an art lesson. Bryson says loudly, “No, dude. The planet.” I stop and look over at him. Then, I get the joke. They got me. All the boys are on the floor laughing. I’ve lost them, again.

Thanks to my magazine articles and an upcoming nonfiction book, I’ve been getting requests to talk to local classrooms. What am I going to say? How can I keep them interested in all the knowledge that I want to share? Is there any thing I can do to prevent losing them?

I’ve created and presented Art Appreciation lessons for over 12 years. I’ve created and taught several After School Enrichment classes for the past 6 years. Most cases, the teacher or a mom helper has been in the room. I’ve taught for an after-school Art program for almost two years - teaching at several schools each week and subbing all around the western Chicago suburbs. In those classes, it’s just me. I’ve had my share of challenges. After one class, a teacher walked by as I was putting up the artwork and said, “That must be Michael’s.” I said, “Yes, it is. Are you his teacher?” She responded, “Yup, and good luck with that.” The class was full of Michaels. 

This week, I discovered several websites and blogs filled with information on how to give classroom presentations. Children’s book authors and illustrators are so giving of their time and expertise. The town I live in has hosted several Author festivals. I was fortunate to be able to sit in on many classroom presentations; even made a few author friends through the years, too. When possible, I watched presentations in my own child’s class - my own personal focus group. (One very popular author totally “bombed” according to my son, an eight grade student at the time. The author’s talk was geared for elementary school students not middle schoolers... or, at least, we thought third graders might have laughed at the jokes.) I’ve been a guest at several career days, talking to several eight-grade classes at a time - always an attentive and engaging audience.

Other lessons I have learned:

• When the power goes out in the building, the whole class screams. (I thought turning the lights out quieted them.) 
• When one student has to sharpen a pencil, the whole class does, too. (Yes, my pencil box has all sharpened pencils.)
• When one student has to go to the bathroom, the whole class does, too. 
• When one student asks to hand out papers, the whole class does, too. 
• When Gracie jumps up and down and shouts “Mrs. Lewis, Mrs. Lewis, Mrs. Lewis”, she’s going to say, “I like pumpkin pie... and lemon pie... and strawberry pie...” 
• If there is any way they can glimpse at your lesson, they will see it - and tell the class what you are going to teach before you start. 
• If one child asks to erase the board, they’re all going to drop everything and race up to help. 
• And, finally, there’s always one child who you think is going to be handful who winds up totally surprising you - and that makes you smile all the way home. 

Would love to hear from other seasoned veterans of author presentations. Any interesting stories or humorous antidotes that you would like to share? I need help. I need to be prepared for the Brysons, Michaels, and Gracies.

While telling a friend about my trying day, I said, “The entire class was driving me nuts.” Argh. Another word to delete out of my brain. Wish me luck.

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Last week, while perusing the internet and listservs, I came across this video/lecture by Lee Gutkind on creative nonfiction.
Lee Gutkind talks about Creative Nonfiction Writing for Scientists

I've been sharing some of the facts that Lee Gutking mentions to anyone who would listen - husband, friends, children, writer friends, the dog, etc. Here are the points that he made - in speaking about creative nonfiction for adults that struck a cord with me as a writer for children:

1) "Creative nonfiction is the fastest growing genre in the publishing industry, right now. Creative nonfiction is the fastest growing genre in the creative academic world, as well."

2)  Research, in the past 4 to 5 years, shows that people remember facts that are presented to them and many more facts for a longer period of time when those facts are embedded in a story.

3) People are persuaded in a much more successful way, when the information is presented in a story.

4) We remember our life stories in chapters.

I was fascinated (and curious) by this information and how it relates to children and learning. It appears to me that creative nonfiction books for children have an amazing potential for education. Though creative nonfiction is used in the schools right now, it seems that there is maybe a huge untapped potential to help our children learn - backed by research and data.

I've also been sharing, to anyone who will listen, how Gutkind presented Organ Donation in his book, Many Sleepless Nights: The World of Organ Transplantation. It's toward the end of the video if you get a chance to listen.

So, if you are reading this, guess I have once again managed to get someone to listen to my "aha" moment about creative nonfiction. Love to hear your comments.

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Recently, I’ve been thinking way back to my senior year in college. That year, while fulfilling the last electives to graduate, I took the most interesting classes of my college experience – History of Design, Art and Environment and History of the Home. I just unearthed my class notebooks and those were the actual titles. Until now, I haven’t had to use what I learned in those classes, except for help in Jeopardy or Trivial Pursuit*, of course.

As I think back, Pat Allred, my professor for History of Design, did a fabulous job making the information interesting and relatable. With each design time period –Victorian, Bauhaus, Moderne, etc, she first explained the historical facts of the time. Then, she went through each design discipline and related it to the time period and the other areas – Graphic, Furniture, Architecture, etc. I totally got it.

Then, as I was writing my senior paper on Doll Design, I was able to use what I learned from Professor Allred and mix the evolution of dolls within a historical timeline combining how children were perceived through the years, manufacturing processes, social and fashion trends. For the entire three hours of class time, she had slides to illustrate what she was teaching. As I said above, I found my notebook complete with extensive outline, notes, bibliography and copies of every slide – an absolute goldmine.

As I begin the research and writing on my new book, I’m aiming to make the information interesting and relatable. All that architecture and design history fodder is finally going to be of use as I research and write biographies for 22 women architects, landscape architects and engineers. I’m so inspired and passionate about these women, but how can I make the information interesting and engaging for kids? With any luck, I can incorporate what I learned in Professor Allred’s classes as I write and inspire future architects and engineers.

Isn’t it amazing that all these years later, I am finally using what I learned in that class?

Anyone else have a similar experience with clearing off the cobwebs and making use of material stored way back in the back of your brain?



*Once, in an intense game of Trivial Pursuit, I won by knowing about the Dionne Quintuplets. They were the first quintuplets that survived through infancy – and were made into a doll line. Gotta love design history.

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February is right around the corner and that means Valentine's Day! More importantly, that means CANDY!
Fittingly, the February issue of Odyssey magazine is all about Candy!

Be sure to check out my article "Making New Candy Concoctions". Ric McKown, an old friend and author of The Candy Bar Cookbook: Baking with America's Favorite Candy (Longstreet Press, 2000), graciously helped me with some of the candy science.  (See, old friends do come in handy.)
To complement my article, Odyssey has a Candy Concoction Contest. Entries must be postmarked by March 30, 2012, so check it out.
And, four pages after my article, check out a piece by fellow INK member, Karen Romano Young. Her Humanimal Doodle is titled "Honey Doodle".

Librarians, teachers, and parents, looking for other books about Candy and Sweets for February?  In May 2011, I wrote Sweet! Interesting Nonfiction for Kids with a list of book suggestions.
Here are a few more suggestions that may inspire some candy concoctions:

Ghoulish Goodies: Creature Feature Cupcakes, Monster Eyeballs, Bat Wings, Funny Bones, Witches' Knuckles, and Much More!
by Sharon Bowers
Storey Publishing   July 2009







Raw Chocolate
by  Matthew Kenney and Meredith Baird
Gibbs Smith   February 2012








Twist It Up: More Than 60 Delicious Recipes from an Inspiring Young Chef
by Jack Witherspoon, Sheri Giblin, Lisa Witherspoon
Chronicle Books   November 2011





Happy Valentine's Day to All!

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Think I have told the story several times. Freshmen year of college. Art History class. Nine a.m., dark auditorium, most comfortable chairs in the world. Let's just say, I have no idea how I got an A in that class. Somehow I managed to memorize the names and dates from Janson's History of Art for a few hours. Fifteen or so years later, I'm researching an Art Appreciation lesson for my daughter's first grade class.  I remember thinking, "Wow, I know what a Matisse is. Finally, I understand the artwork and the artist. It all makes sense."  Light bulb moment.

The same light bulb moment occurred for me with Design History. Sophomore year of college, we all took History of Industrial Design. I don't remember one thing about that class. Well, I remember one thing - I did a fantastic presentation and slide show on the history of the umbrella. The book "The History of the Umbrella" was a great find. My light bulb Design History moment happened my senior year at the Minneapolis College of Art and Design in Pat Allred's six-credit hour History of Design class. Three hours, three times a week, Professor Allred had our attention for the entire class time weaving together all the design principles while relating the design style with the timeline. Complementing the information was three hours worth of slides showing the manufacturing/ technology, social and economic history and the parallel designs. It all made sense. Light bulb moment.

The reason for this trip down memory lane is that today I finally have in my hands the New Second Edition of A History of Design from the Victorian Era to the Present by Ann Ferebee, this second edition co-authored by Jeff Byles. The first edition paperback version was just published when we read it in class, 30 years ago. The subtitle is A Survey of the Modern Style in Architecture, Interior Design, Industrial Design, Graphic Design, and Photography.

A History of Design from the Victorian Era to the Present 
by Ann Ferebee with Jeff Byles
W. W. Norton  2011   Second Edition








The book not only is a must have for students with an interest in any design field, but can also be used in history classes. The history of our culture, our technologies, our materials can be illustrated by the history of our places and things. The material becomes relatable, and, well, makes sense. 

While having just received the book, I've only had a chance to flip through the pages and check out the great examples of design used to illustrate the book. My poor son and husband were with me in the room when I read the section of the book about the Brooklyn Bridge.  The information is correct that John Roebling did die just as the bridge started construction, but I think we need more information than "Washington Roebling, his son and disciple, completed it". In fact, Washington Roebling became bedridden with caissons disease/ the bends and overlooked the construction while his wife, Emily Warren Roebling, supervised the building of the bridge for the remaining 14 years. Had to sent that one straight.

Hope that the second edition of A History of Design from the Victorian Era to the Present becomes a staple in Design History classes like the first edition.

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Tomorrow starts Banned Book Week!
From the American Library Association's page: 
September 24−October 1, 2011
Banned Books Week (BBW) is an annual event celebrating the freedom to read and the importance of the First Amendment.  Held during the last week of September, Banned Books Week highlights the benefits of free and open access to information while drawing attention to the harms of censorship by spotlighting actual or attempted bannings of books across the United States.
Intellectual freedom—the freedom to access information and express ideas, even if the information and ideas might be considered unorthodox or unpopular—provides the foundation for Banned Books Week.  BBW stresses the importance of ensuring the availability of unorthodox or unpopular viewpoints for all who wish to read and access them.
The books featured during Banned Books Week have been targets of attempted bannings.  Fortunately, while some books were banned or restricted, in a majority of cases the books were not banned, all thanks to the efforts of librarians, teachers, booksellers, and members of the community to retain the books in the library collections.  Imagine how many more books might be challenged—and possibly banned or restricted—if librarians, teachers, and booksellers across the country did not use Banned Books Week each year to teach the importance of our First Amendment rights and the power of literature, and to draw attention to the danger that exists when restraints are imposed on the availability of information in a free society.
Banned Books Week is sponsored by the American Booksellers Association; American Booksellers Foundation for Free Expression; the American Library Association; American Society of Journalists and Authors; Association of American Publishers; and the National Association of College Stores.  It is endorsed by the Center for the Book in the Library of Congress. In 2011, the Comic Book Legal Defense Fund; National Coalition Against Censorship; National Council of Teachers of English; and PEN American Center

2 Comments on Interesting Nonfiction for Kids - Banned Book Week, last added: 9/25/2011

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Susan E. Goodman said, on 9/24/2011 5:58:00 AM

But there are so many of them: To Kill a Mockingbird, It's Perfectly Normal, The Giver, The Golden Compass, And Tango Makes Three, Bridge to Terebithia.

If only Mark Twain were alive, I would love to here what he'd say about being on the list so often.

campbele said, on 9/25/2011 10:10:00 AM

Hi,
What happened to the Taking the Plunge post? It's on my Google Reader, but not on the blogsite. I would rather have emailed, but I think I keep overlooking the email link on your blog.

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Once again for summer, we're reposting some of our favorite pieces. Since so many people asked me for Anti-Summer Slump Nonfiction Recommendations, I thought I'd repost last month's article adding some great nonfiction for kids.

Here's my post from June 2011~
Summer is now officially upon us.  
It’s time for playing in swimming pools, and catching lightning bugs. 
It’s time for family vacations and summer camps. 
It’s time for popsicles and s’mores.
But, hopefully for our children, it’s not time for the… Summer Slide. 

Best described by President Barack Obama, in his proclamation for National Summer Learning Day in 2009,  Obama said, "A child who takes long breaks from learning can face academic setbacks. This problem is especially prominent during the summer, when students may lose more than two months of progress."
In a 2002 report from Johns Hopkins Center for Summer Learning, they outlined, "A conservative estimate of lost instructional time is approximately two months or roughly 22 percent of the school year...It's common for teachers to spend at least a month re-teaching material students have forgotten over the summer. That month of re-teaching could have been spent on teaching new information and skills."
One highly recommended way to help avoid the Summer Slide is summer reading, fiction AND nonfiction.
This past month at Weber State University at the first day of a two-day conference for educators, the 27th annual Reading and Writing Conference, Terrell A. Young, a literacy education professor at Washington State University, further explained the benefits of nonfiction reading. Young said, "Children who are mainly nonfiction readers will do well reading fiction, but fiction readers will not do as well reading nonfiction.” Some examples of how reading nonfiction benefits the student includes: helps in learning to decode such visual clues as charts, graphs, diagrams, sidebars with specialized information and even the meaning of parentheses, learning to use an index and glossary, and learning that bold or italic words in text are of greater significance.

Don’t know about you, but I was so excited by all the support for Nonfiction books. While researching online, I found many libraries and schools, from around the country, with recommended summer books lists that contained a 50/50 ratio of fiction and nonfiction.

Let’s hear a huge “YAY” for Interesting Nonfiction books for Kids!

And, while we’re talking about nonfiction reading for this summer, I have to mention magazines for kids. Well, actually, I have to point out only one magazine: the July/August 2011 issue of Appleseeds (Carus) Magazine ~ “Let’s Play!"

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Looking for a great interesting nonfiction topic for kids? Candy!

As I write this, I have candy on the brain. Today was spent wandering the aisles and aisles of treats at the Sweet and Snack Expo at McCormick Center in Chicago. So, going to have to make this short and sweet.

A few months ago, as I am wont to do, I had to check out what has been recently published for kids on the subject of candy. Here’s another category of nonfiction books for kids to get them to read more nonfiction. I mean, who wouldn’t want to read about candy?

Pop!: The Invention of Bubble Gum
By Meghan McCarthy (Author, Illustrator)
Simon & Schuster/Paula Wiseman Books  May 2010

The Mars Family: M & M Mars Candy Makers (Food Dudes)
by Joanne Mattern
Checkerboard Library Jan 2011

Candy bomber : the story of the Berlin Airlift's "Chocolate Pilot"
by Michael O.Tunnell
Charlesbridge 2010

Candyfreak: A Journey through the Chocolate Underbelly of America
By Steve Almond
Harvest Books April 2005
One of my favorite books. A perfect YA nonfiction read.







I feel that many reading this are coveting their swag from Book Expo in New York this week, but check out my sweet sweet haul from the Sweet and Snack Expo.

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March is Youth Art Month. Couldn’t let this month go by without mentioning some of my favorite art books for kids.
Youth Art Month is an annual observance each March to emphasize the value of art education for all children and to encourage support for quality school art programs. Youth Art Month was created in 1961 by ACMI, a non-profit association of art and craft materials manufacturers, in cooperation with the NAEA.  In 1984, ACMI created CFAE to administer the national Youth Art Month program and encourage funding for the program.

Harvesting Dreams: Hundertwasser for Kids
By Barbara Stieff
Prestel USA    August 2008








The Story of the World's Greatest Paintings
By Charlie Ayres
Thames & Hudson    November  2010








Art in Action 1: Introducing Young Children to the World of Art with 24 Creative Projects Inspired by 12 Masterpieces (Art in Action Books)
By Maja Pitamic (Author)
Mike Norris (Contributor)
Barron's Educational Series   April  2010





Art and Architecture (Experimenting With Everyday Science)
By Stephen M. Tomecek
Chelsea House Publications June 2010







As always, my goal is to suggest books with these criteria:
1) Nonfiction
2) Published recently
3) Not previously recommended by myself on INK

Linda asked me to write for INK the first month of it's conception based on, I assume, my reputation for promoting art-themed Children's nonfiction books. So, here I am, three years later, still talking about art books. Thanks to INK for giving me the platform to voice my love of art books... and to hang out with an amazing group of nonfiction writers. Display Comments Add a Comment

This past week I taught my Cartooning class for After School Enrichment at the local elementary school. I love teaching this class, especially after last year's comment exclaimed by a third grader, "I never knew cartooning could be so much fun".  Yes, that's why we do it! Thing is, I could stand up in front of these eager minds and tell them how to draw cartoons. (Heaven knows, I've bought a million cartooning books over the past 25 years that tell just that.) But, where can they go from there? A problem many artists have faced over the years: the dreaded blank piece of paper.

So, I share with the group a great quote by Joseph Barbera, of Hanna-Barbera fame: "Making cartoons means very hard work at every step of the way, but creating a successful cartoon character is the hardest work."
Then, I read from the last page of David Horvath's book, HOW TO DRAW UGLYDOLL, where David offers this advice: "Want a really awesome tip? Try this one: instead of telling everyone what you plan on drawing, just draw and show us what you've come up with! And repeat!" (I talked with David before my first class for some sage advice and he offered the same tip. I've known David since he was 10 years old and his mom, one of my dearest friends, used to spend entire weekends driving around LA looking for Star Wars action figures. I'm a big fan!)

So, the big secret to learn how to draw cartoons is to draw, draw, and draw some more. But, what do you draw? Thinking, thinking, thinking...

In my cartooning class, we spend about 20 minutes having a blast brainstorming every monster, fairy, animal, and human -- and then we list every outrageous adjective, adverb, action, and characteristic known to man (or elementary student). Their minds are amazing! Then, voila, we have about 500+ ideas to draw!
As the kids start filling up their sketchbooks and large sheets of paper with the most creative and imaginative creatures, I share with the group about ten other secrets about cartooning. And, I can't list them here because, well, they're secrets!

Interesting NF Cartooning Books for Kids*
At our local library,  I try to make a pass by the cartoon books. Most t

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