The World Wide Wakayama Chronicles; Day One

A Paid Paid Vacation

10-26-13; SATURDAY

Morning

Our adventure starts at an audition. Japan Railways West is looking for a normal, average-looking middle-aged woman who will act out the role of an archaeologist traveling with her daughter through the World Heritage Sites in the mountains of Wakayama Prefecture. They especially want to highlight the ancient pilgrimage routes. It sounds intriguing, so I go to the audition. They wonder if one of my daughters is also available for this job… and before we know it, my 17-yr. old and I have been hired. Yeah, they are still thinking we are normal, so we’ll just play along.

Link to UNESCO’s page on the “Sacred Sites and Pilgrimage Routes in the Kii Mountain Range.”

We beg for a few days off of work and school and off we go. Saturday morning, Oct. 26, we are up at 5:00 am and out the door by 6:15, splashing to Tama station under a downpour ‘cuz taxis are for wimps… and people who plan ahead. We are dressed for the mountain trails, so I get to wear comfy clothes and my hiking boots.CIMG8245

The modeling agent meets us by the Shinkansen station at Shinagawa and makes sure we get to the right platform. She is very sweet and helpful and wishes she could go on this adventure with us. We take some photos but realize that we won’t be able to make anything public until after the JR West ad campaign launches sometime next year. The agent says that they will give us an ad poster when they launch. I suddenly realize that this is not going to be images just for the website… we may run into our photos on the walls of train stations; which is kind of a creepy thought.

JR West operates the trains in and around the Wakayama Peninsula:

Wakayama_Train_Routes

Now, as I write this, we are on a high-speed Shinkansen that is zipping us along under cloudy skies towards Kyoto. Flooded rice fields, swollen rivers and thickets of bamboo flash by the windows of the train. Elsa is napping with her head on the tray in front of her. We both travel light with just a few items. Most of the weight in Elsa’s bag is taken up with art supplies. I think she packed some clothes too.

Here is a link to a detailed PDF map of the area where we will be traveling in Wakayama, Nara and Mie Prefectures.

Wakayama Map Detail
Wakayama Map Detail

Afternoon

After a yummy lunch at Gusto where we eat with gusto, we pile back into the three vans that are carrying 13 people in order to shoot photos of 2. I don’t quite understand why this would take that many people. Later we learn that more are arriving. Huh? How are they going to find enough work for that many people, I’d like to know.

Before starting the climb into the mountains of Koyasan in Wakayama, we stop at a grocery store and stock up on fruits and nuts… and lots of bottled water. Maybe they will finally start making Elsa and me do some real work. So far, we have just been sitting and eating and practicing our Japanese skills. We’ve actually been learning a lot. Elsa is “e ni muchuu” which means “crazy about drawing.” She shows her sketch books to the stylists in the van and they are very impressed, and they know all of the manga references that Elsa gushes about. CIMG8258

We arrive at a lovely ancient temple ryokan where we will spend the night in traditional Japanese-style rooms. After a quick fitting for the clothing we are wearing tomorrow for the shoot, we are given time to relax.

Interior Garden of Ryokan
Interior Garden of Ryokan
Ryokan Room Interior
Ryokan Room Interior

Since I’ve had more than enough relaxing for one day, I go for a walk and watch the glow of the setting sun light up the turning leaves above the tops of temples that line the streets. My attempt to find a trail into the forest is stymied by fallen logs, no trail and sopping wet undergrowth. I give up and stick to walking the charming tourist town streets. CIMG8275CIMG8274

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I arrive back in time for a vegetarian feast. This meal is really amazing with many beautifully arranged dishes. Each diner has a miniature nabe pot of veggies and savory mushroom bubbling over a little flame. Inside the little pot is a beautiful autumn leaf shaped out of rice flour paste. Sigh.  IMG_0296

We share stories about Japan cuisine attempts… like the time one of our friends sat down to a meal of soba and drank the dipping sauce (tsuyu) straight down. He apparently thought it was Coke. And the time our elderly friend, Alma, came to visit Japan and encountered wasabi for the first time. Not knowing what it was, she scooping up the mound of potent green horseradish and popped it in her mouth. Despite this shock to her system, she did live for many, many years after this surprise.

Waka4

After a soak in the onsen bath I am ready to sleep. It’s only 8:00 pm, but we need to be up by 5:00 am tomorrow and out the door by 6:30 am. Elsa has shut herself in the futon closet with cozy blankets and is chatting away on her phone. Hopefully she will emerge soon so that we can get some sleep.

Rosemary Wells’ Wisdom for Writers

Rosemary_and_RuthIt was on a very Good Friday, just a couple days before Easter, when I attended a Master Class taught by children’s book creator, Rosemary Wells and sponsored by our local Tokyo SCBWI chapter. The evening was well worth the trip downtown riding sardine-packed trains on a raw April evening.

From our opening introductions to the final story of the evening, Rosemary Wells gave the Tokyo SCBWI participants practical and pithy advice. Although I will not be able to distill the evening into three sentences (as we were required to do in our self-introductions), I will do my best to “omit needless words.” (Strunk and White) Rosemary’s advice was to be “preçis” or precise, because “no one wants to slog through endless wittering in a children’s book.”

Rosemary_Precis

Cut your picture book text down to four sentences per page at most. Leave some story exposition to the illustrator. Write what you know and find out what you don’t. “The art of writing for children is like being a contra-alto,” said Rosemary. “It requires unique talents.” We listened carefully, as this “off the cuff” talk struck a chord in all of us and should help us perfect our pitch in story creation.

“My stories are non-fiction,” began the author who creates beloved stories with bunnies and kittens as the protagonists. “They are based on life experiences.” As a writer, one has to have a sieve in the brain to collect memories and feelings. Max and Ruby are characters drawn from her own children. She described hearing her older child, the “Ruby” of the pair, attempting to instruct her younger nine-month old sibling, upon whom “Max” is modeled. “Table… T-A-B-L-E… TABLE. Say it!” To which the nine-month old would respond, “Bang.” Max’s dragon shirt and general countenance was drawn from a toddler with a withering glare wearing a shirt that glared as well, sitting in the heaping shopping basket ahead of her while she waited and waited one chilly raw night to bring one carton of milk home. The character, Yoko, began with a group of three girls from Osaka who attended Rosemary’s daughter’s school. They were teased about the sushi and seaweed in their traditional Japanese lunches which her daughter thought was totally unfair. Family memories and personal memories are the story starters for the author’s books. “Go back to your childhood,” advised Rosemary, “and remember.” Max and teenager2

“The art of illustration is a challenge,” explained Wells. “Try not to repeat in pictures what the text says.” The artist should look for elements that the text does not overtly mention. Find humor in the text. Marry the text without being the same as the text. Rosemary prefers the word “illumination” to the the word “illustration” harking back to the time of the beautifully, gold-leaf enhanced drawings with which scribes would enhance the scriptures. The pictures should make the story glow with deeper meaning and draw the reader further into the story’s embrace.

Rosemary Wells has been in the business since she was twenty. Now, at age seventy, she has seen publishing rise and fall. Publishing is “in the trenches now,” she explained. “Publishers grab for too much and authors cannot make a living. Publishers have wrecked things a bit,” she said. Rosemary has seen her own royalty percentages cut in half over the years. It is especially difficult for new authors. Still, she gave us hope by encouraging us to write what is true and deep. “Present it simply,” she advised, “with no affectation.” “Write for yourself,” she said, despite our protestations that editors ask writers to categorize themselves. On the other hand, she said, “You may not argue with your editor. Work without ego; listen to your editor and do it better. Only after you have produced 10 starred review books can you go at it with the editor.”

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And while a trained and experienced editor will have valid criticism, Wells did warn against listening to all the advice that one might hear in a writer’s group. “Advice given from a reader’s perspective is valid,” she admitted, “but amateurs may not know what they are talking about when giving publishing advice.” This is not to say that Wells does not encounter any friction with her own editors. She sometimes disagrees with their choices, but they are the ones paying to have the book printed, after all. She sent around a recently published book along with its original “dummy” so that we could note the changes that were made. She also mentioned that she does not illustrate for other authors as she will inevitably end up changing the original text and make changes all the way up until the deadline, and sometimes, even afterwards. The advantage of being both author and illustrator is that the two always agree on the finished product.

max could not relax

The importance of authenticity in writing for children was emphasized again and again. Children are dealing with life issues and they know they have to handle it on their own. “School is like a big bus. You get on with a bunch of people you don’t know and then they lock the doors of the bus and you can’t escape. You are stuck with these people for years.” Parents and teachers do what they can to help, of course, but Rosemary explained that it is as if they are on the outside of a thick Lucite bubble. They can see the struggles the child is going through, but in the end, the child must find his or her own solution. It is an author’s job to write about the person and the true emotions. The story should be about an individual, not about a problem or a conflict; “the person, not the peanut allergy.” Adult agendas have no place in children’s books. Children love stories that show characters overcoming obstacles with humor and grit. Be authentic and write simply. Young readers will love you for it.

Thank you, Rosemary, for sharing yourself with us.

– Ruth Gilmore Ingulsrud

belovedofbeasts.com

Princess Ramona, Beloved of Beasts

Princess Ramona, Beloved of Beasts; by Ruth Gilmore Ingulsrud, illustrated by Therese Larsson

 

 

 

 

The Kites of Hamamatsu

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A happy cacophony of bugles and drums greeted us as we approached the walking trail to Nakatajima Dunes where the annual Hamamatsu Kite Festival is held. Continue reading

Pocket Poems

April is Poetry Month! Ironically enough, it is also Mathematics Awareness month and while I gravitate towards poetry I flee from mathematics. If I landed in Norton Juster’s “The Phantom Tollbooth,” I would undoubtedly side with the denizens of Dictionopolis and not the inhabitants of Digitopolis. I am probably not being fair, since poetry celebrates math in its rhythm and meter, but for me, anyways, April is Poetry Month.

Like many libraries around the world, we are using a “Poem in Your Pocket” theme to generate interest for poetry of all types. In the junior library, the bulletin board posts a challenge to young readers… read the “Pocket Poem” and find the book that contains the poem and indicate the page number. All entries will be put into a drawing at the end of the month for a prizes. (I usually give away books.)

The beautiful pockets were made by our head librarian who is an accomplished seamstress. We selected some of the poems to match the material pattern of the pockets. The pattern that included buses and crossroads and maps ended up holding Robert Frost’s “Road Less Traveled” in the junior library and “Travel” by Edna St. Vincent Millay in the high school library. A pocket whose patterns is populated with owls holds “The Owl and the Pussycat” and Joyce Sidman’s “Dark Emperor.”

We have collected poem suggestions and even original poems from school staff members. All library patrons are encouraged to “pick a pocket” and take one of the many poems home with them.

As patrons pocket our poems, we will add new ones. Here in Tokyo, as the sakura petals pile in drifts on the ground, it does seem very appropriate for April to be Poetry Month.

It’s hard not to stop and stare at the spectacle of falling pink snow. Perhaps that is why April is also officially “Distracted Driving Awareness Month.”

Making the Second Grade Buzz

Credit: leemt2 (FlickR Creative Commons)

Self-published authors of children’s books tend to agonize over how to create a buzz around their work.

M. Knoop; Natl. Trust for Scotland

We try everything: Facebook, email, blogs, discussion boards, reader and writer organizations, library lists, book reviewers… all in the efforts to get some grown-ups to notice our books, buy our books and give our creation some validity in the mature world of children’s publishing.

Well, I may not even be a blip on the radar of the publishing world yet, but by golly I sure made a bunch of our second graders buzz. Here is a link to a class blog that our second grade teacher kindly posted: Making It Educational; Princess Ramona.

The student reactions posted in the classroom blog are priceless:

YeJin – I liked when after Princess Ramona said, “You hurt my friend’s owie,” because it was funny. The dragon was crying like a 4 year old.

Nykolas – I liked the part when the knight came through the forest and the animals were ready to attack him. I liked the part when the king was in his seat and the animals were next to him and the dragon behind him and he didn’t know it. It is about helping each other.

Devika – I liked the part when Ramona set free the animals from the cage. It reminded me of Noah’s ark. It is a good book because it has funny and interesting things in it.

Reading directly to the students and seeing their reactions and hearing what they are noticing and learning from the story make all of those hours of writing and rewriting and polishing and programming completely worth it.

When all is said and done, a writer of literature is not producing for the reviewers or publishers, we are producing our craft for the children. A buzz from the tiniest of bees is always sweeter than the sweetest honey to the soul.

Ripples in the Blogosphere… or Self-Publishing Promotion

Imagine that you are lying in sunlit pool of still water, and you are dreaming. Your dreams are vivid, colorful and profound; but you are the sole spectator and the sole participant. The pool remains still without a single ripple until you sit up and start to share your dream.

An author may write a masterpiece or at least a lovely poem of book that would be a delight to the eyes of many, but if no one knows of the creation, no one but the creator can enjoy it. So here is the frustration of many an independent author who has chosen the path of self-publishing.

 

The first step is, of course, to make sure that the dream in your soul is written and illustrated in the best and most excellent fashion. Too many self-published books are in dire need of editor and professional artist to rescue them from oblivion. In some cases, there is no earthly help for them and they should become the compost for stronger creations to follow.

If you do have a polished and carefully crafted piece of true literature, then your journey has only begun. The dream is over. It’s time to wake up and make some ripples in the blogosphere. Here are a few places to start:

1. Create a Webpage

  • This website may be dedicated to you as an author or an illustrator, or it may be created for one single literary endeavor; a book or a series of books, etc.
  • Your webpage should be simple, straightforward and well-designed. Keep in mind what it is you want the page to do… promote the book, author or series? become a gathering place for other creators? support educators with lesson plans relating to your book?
  • Update your webpage frequently to keep the content and interest fresh.

2. Create other promotional avenues

  • Consider creating a Facebook page or a Twitter account for the book. (twitter hashtags listed below)
  • Post jacket cover photos on the internet by way of TinyPics. (http://tinypic.com/index.php)
  • Become an active poster and sharer on Pinterest, LinkedIn, GoodReads or other social networking sites.

3. Get the word out!

  • Find relevant bloggers that may agree to review your book or mention it in a post. (Possible iBook kid lit reviewers listed below.)
  • Find legitimate book reviewers specific to your genre and intended audience. (These are few and far between for electronic illustrated children’s books.)
  • Try to get some airtime on GoodReads (but if you’re new, your title may not even show up in the search box)
  • Create your own blog posts and review site. (Yes, that’s what I’m doing now)
Keep splashing. Your first attempts to create waves may fall flat. Established publishers do not necessarily want you to succeed. You will have to be persistent and patient. Remember, ripples and waves create more ripples and waves. You never know how far your message will travel. I was recently surprised to find that folks from India, Iran, Indonesia and Italy were clicking on links to my book… and yes, there were some other countries that didn’t start with the letter “I” in there as well.
Good luck to all of you independent, aspiring authors and may all of your ripples be productive.
Lists:
Relevant Twitter Hashtags for Children’s Literature:

#ebooks, #ibooks, #kidlit (children’s literature), #tlchat (teacher-librarians)

#bookapps (book-like apps for iPad, Android, etc.), #childrensbooks, #dads, #moms

#ece (early childhood education), #edapp (educational app), #ePrdctn (electronic production or book designers)

#kidlitchat, #kidlitPRchat (marketing children’s books), #kids, #kidsbooks

#library, #librarians, #litchat, #literacy

#pblit (picture book literature), #pblitchat (picture book literature chat), #picturebooks

#publishing, #SCBWI (Society of Children’s Book Writers and Illustrators)

#selfpublishing

Sampling of Kid Lit Reviewers or Bloggers Who May Accept eBooks:

A Monster Calls; Book Review

A Monster CallsA Monster Calls by Patrick Ness

My rating: 5 of 5 stars

This book will rend your heart and then heal it.

If you have ever had to watch helplessly as someone you love is slowly taken away from you by a long-term sickness or health issue, then this book will resonate deeply with you. It is not a difficult read and can be finished in a day or two, but the message is deep. How do you forgive yourself when you simply want to let go… when you have hung onto the hope of recovery for so long that it has exhausted the last morsel of strength from your soul and you have to admit that you are ready to move on to the last chapter.

This book speaks to the exhaustion of caregivers, their resilience and pain, and the stages of grief that they begin to endure even before the one that they love has passed away.

Note: The illustrated version is excellent with evocative, expressive drawings throughout.

View all my reviews

The History of Books, Libraries, and Getting Kids to Write

My final project for the COETAIL course in which I am currently enrolled consists of supporting a group of 4th graders as we attempt to create a digital book on the expansive topic of… The History of Books and Libraries. I work at an international school as the elementary division librarian, and the project began as a frustrated attempt to find readable and understandable material on the subject for my 3rd grade class as part of the library curriculum. I had one decent picture book to start with and had developed the curriculum from that point. After searching online for more kid-friendly information, I finally came to the conclusion that we would somehow have to create our own material. And that is why last year’s 3rd graders are now creating material that will be used by this year’s 3rd graders.

From an authentic need and an authentic audience comes an authentic use of technology.  The SAMR model helps to identify and analyze the uses of technology to determine whether technology is being used for its own sake or for accomplishing something original that technology finally makes possible.

Although academic instruction can be enhanced by the use of technology, the transformative use is the most valuable in pedagogy. The task which the 4th graders at our school are now tackling would not be possible without the use of technology.

Each student was given a subject within the span of the “History of Books and Libraries.” They were given a folder which contained a copy of one relevant page of a book on their subject  along with a few other resources. They began to work on the “who, when, where, what, why and how” or their topic and were shown how to search for additional information on the web relating to their topic.

Some of their sources were over their heads and a teacher or helper had to sit next to the student translating into age-appropriate vocabulary what their source material was trying to communicate. Then the student would write down what they understood from the material. A few students were tempted to copy the source material word-for-word into their own document, but were quickly found out when they could not explain the vocabulary words that they had typed. The content was explained and they rewrote their page in their own words. This was essential since students who were at their grade level or lower would be the audience for this book.

As the students researched more deeply and wrote in greater detail about their topic, they became more confident in their abilities. Merely learning that your first draft is rarely your best draft was worth the process as students self-edited, peer-edited and received many successive corrections back from the teachers. It was amazing to see how well the students persisted in their editing. They knew that it had to be polished and presentable as it would be published in the final book. They also understood that the content was more important than the form. They were not given the option of choosing their own font as this tends to sidetrack many for hours. They were not even given the option of finding graphics or illustrations for their page until their final text had been approved.

Students who finished editing the text of their page more quickly than others, were challenged to take their research and creation to the next level. Some wrote emails to experts on their subjects and some created models or paintings or pictures that would enhance their page in the book. A few are even creating movies to embed into their page.

One of the drawbacks of using iBooks Author was that the software is not designed to accommodate many creators or contributors at the same time. One person needs to compile the data; it is not a multi-user, magazine or newspaper publishing type of tool where copy editors and writers can all submit material in real time to a work in progress. Actually, my husband works for a company called Woodwing that sells just such a tool. It works very well and is used by Time magazine and other large companies. It has recently been adopted by the Pulitzer Prize-winning Mainichi Newspaper in Japan who used it first with their image-rich publication, Tap-i, which incorporates interactivity and embedded video into their weekly digital news magazine.

But for our purposes, the tech tools that we have chosen have served us well. We did run into some problems as the students attempted to drop their pages into my teacher Drop Box folder which has “Write-Only” capabilities and the folder did not show up. The tech department is fixing the link so that the next attempt will be successful. Students in 4th grade do not have their own email accounts so for some purposes, we had to use memory sticks to transfer data. The students could not access their student folders from home and so some could not work on their content at home. Many did not have Apple computers at home, so they had difficulty transferring some of the files. We are working around these issues, however, and the students are getting closer and closer to being ready to publish.

If this project is successful, we may make this publishing unit a regular fixture in the 4th grade curriculum. It gives the students a jump on the research and writing skills that they will need to tackle the more in-depth Independent Study Project, or ISP, that they all must deal with in 5th grade. As it is, they are getting lots of practice in editing, online research, proper image attribution and digital publishing. Many students will be embedding links into their pages that will take readers to museums, universities and other sites where further studies can undertaken. The students can’t wait to see where in the world their book may be downloaded.

 

Convolutions of Connections

 

The connections that technology can weave are simply mind-boggling. On a personal scale, I can find old friends whom I have not contacted in years. On a global scale, I can discover new friends that bring fresh perspectives on the world. Facebook, LinkedIn, Twitter, email, online discussion groups (like SCBWI), online communities (like DeviantArt), all bring a network of individuals with common interests within reach.

This is all a bit daunting and challenging to a true introvert. I must admit that I was a bit put off by all this connectivity at first, but I can see the value in it. As certain political situations worldwide can demonstrate, it is neither wise nor healthy to live in a bubble of isolation. Connections with a variety of contacts keep us honest, humble and human. (Democrats and Republicans… are you listening? China, with your “Great Firewall,” are you listening?)

So, connections are good, but they can also be convoluted and confusing. While it may be prudent to sort your connections carefully into personal, hobby, business and political categories, the lines invariably cross. We find valuable connections where we least expect them to be. I found the illustrator for my children’s book on Deviant Art. I have discovered famous authors who have connected with me on LinkedIn. By way of my Kidsermons website, have been contacted by a pastor in Norway who translated my content and included it in a children’s sermon book, called Annerledeskongen, which has been distributed to many of the churches in Norway.

And although my blog is rarely read by anyone who does not know me, every once in a while, I realize that even this is a connection that can turn up in places where I would least expect it. I recently came across a link to my “View from the Trees” blog by a person in Sweden (who is a friend of my illustrator, Therese Larsson. I have included the blurb below for those of you who can speak Swedish:

Hi Ruth,
Stefan Zackrisson commented on a status that you’re tagged in.
Stefan wrote: “Eftersom mina google-skills är a+ ,http://ruth.ingulsrud.net/blog/2012/10/13/distractions-or-enhancements-the-interactive-question/ , Verkar helt klart intressant Therese Larsson :)”

In relating all of this to teaching… we are undoubtedly instructing our students on the importance of making good connections; not just in academic instruction (text-to-self, etc.) but in personal relationships. We are teaching them to be interested and connected to the world around them, and if we build into our curriculum, the chance to make authentic and valuable connections, we equip them for dealing with the complex interconnected world that they are growing into.

Just as we tend to straighten up and project our best image when we realize that we are being observed, students also straighten up and put their best effort forward when they realize that they have an authentic audience.

When I told the 4th grade students in our school that they would be publishing a digital book that could be downloaded by any student in the world, the intensity of focus was palpable. Most students have not even complained about the many drafts and corrections that they have had to make to their writing as they prepare to truly publish their work to the world. They know that their product, a book on the”History of Books and Libraries” will be used as part of the curriculum to teach the 3rd graders as our school, but they also realize that anyone around the world will be able to read this book as well. Connections are important.

We will be using iBooks Author to construct our book and the students are each writing a page on various topics related to the the history of books and libraries. Students are tackling subjects like, “Hieroglyphics,” “the Great Library of Alexandria,” “Pictograms,” “the Printing Press,” and even “Cave Paintings” as they attempt to show the progress of literacy and books throughout the history of man. It is a big undertaking, but I have been amazed at what the students have come up with. Some are even making connections beyond the classroom, emailing librarians at the Harvard Library system and at the oldest free public library in the United States, the Peterborough Library.

Through their research, the students are even creating connections to the past and beginning to understand history better. They are discussing ideas about what the world would be like if certain writing systems or inventions had never come to light. They are realizing the value of innovation, progress and record-keeping as they attempt to see the progression of a very big concept over time. Thinking and education should be about making connections; activating dendrites and synapses in the brain. It appears that through the challenge of research and creation, these students are certainly learning to think!