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WNDMG — Interview and Giveaway with Karla Arenas Valenti

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We Need Diverse MG

Artwork by Aixa Perez-Prado

 

Loteria

Cover art by Dana Sunmar

I recently had the pleasure of interviewing Karla Arenas Valenti, author of the extraordinary new MG novel, LOTERIA. This story blends the magic with the real in the spirit of much Latin American literature, and takes places in Mexico. As a writer who strives to celebrate diversity in language and culture in my writing, I found this book especially inspiring and had lots of questions for Karla.

Diversity as a Transformative Experience

APP: Karla, I very much enjoyed reading LOTERIA! Thank you for taking the time to answer some questions.

I love it when authors mix languages and incorporate diverse cultural perspectives in literature. Is that something that you feel was important to this story, and to your other writing.

KAV: Absolutely! In fact, this was one of my objectives in writing “diverse” literature. I see diversity in storytelling as having two prongs: (a) writing or illustrating stories in which all readers can see themselves (diversity serves to ground the reader in the familiar) and (b) writing or illustrating stories that diversify the reader’s experience (diversity serves to transform the reader).Of course, I hope that readers will see themselves in LOTERIA (as I do), but I also wrote this book with the intent of diversifying the personal experience of non-Mexican readers. My goal was to plunge readers into life in a Mexican city: experiencing sounds and sights that are familiar to children in Mexico; exploring culture themes and ideas that are common and beloved in Mexico. By immersing readers in this “diverse” world, I hope they will be transformed, incorporating aspects of this new world into their existing one.

Exploring Big Questions

Illustration by Dana Sunmar

APP: I love that idea, literature as a transformative experience.This book is about one girl but it is also about a philosophical question – whether or not there is free will. How did you come to write about that and why?

KAV: I am a philosopher at heart and am always exploring big questions. As a writer for children, I always try to pose some of these big questions in my stories. This one (the one about free will vs fate) was one I had been trying to write about for many years.

I wanted to find a way to pose the question and present both sides of the argument in a thought-provoking and engaging manner for children. It occurred to me that a game of chance would provide a perfect setting. The question was, which game?

As it turned out, my father provided the answer when he came to visit us and brought a reminder of home: a LOTERIA game set. As we laid out the boards and shuffled the cards, the story began to take shape in my mind and before I knew it, Life and Death had made their grand appearance.

APP: As a  critical and creative thinking teacher, I love the idea of introducing big questions through stories. When you are writing, how important is it to you that your stories make your readers think?

KAV:All of my stories explore some “big” question, whether in a picture book format or a novel. In fact, my biggest challenge as an author is not straying too far in the weds with the big ideas. But making sure there’s enough of a plot to keep my readers engaged.

Extraordinarily Ordinary

LD

Illustration by Dana Sunmar

APP: There certainly is plenty of plot to keep readers very much engaged in Loteria! I enjoyed the relationship between Life and Death, both of whom are characters in the book. Did you base these characters’ personalities purely on your imagination or are they grounded in Mexican folklore and/or belief systems?

KAV: Catrina is a beloved Mexican figure that I cannot take credit for. And in a way, she created Life, for he needed to be her equal – as riveting and wise as Death – in order for the story to work.

APP: I found their relationship very interesting. Yet, they are not the main characters in the story. The main character is an eleven year old girl named Clara. Was it important for you that Clara not be particularly good at anything or have any special talents or abilities?

KAV: Thank you for pointing this out. Yes! This was a deliberate choice. I wanted Clara to be “extraordinarily ordinary” precisely to show that her transformation from ordinary to heroic was not the result of a special trait but rather the ordinary magic that lived within her.

Twists and Turns

APP: I love the idea of being ‘extraordinarily ordinarily’ and still being the main character in a book. As it turns out, her experience is anything but ordinary. Clara is the focus of an extraordinary game played by Life and Death. Did you invent the game of Loteria as it is played in this book, or is this based on an actual game that is played by people?

KAV: It is an actual and very popular game in Mexico. The game is a bit like Bingo with a board that has a grid of sixteen boxes on it. Each board has different images printed on each of the boxes (instead of numbers as is traditional in Bingo).

The game master (cantor) will flip a card from a deck of 54 cards and call out a riddle that relates to that image. Once the players figure out the riddle, they must find it on their board. If they have that image, they place a token on that square. The first person to get four squares in a row wins the game.

APP: Well, now I really want to play the game myself! Solving the riddles sounds like fun. On another note, I was quite surprised at how the story ended. Without giving away any spoilers, can you tell us if you changed your mind about how the story would end while writing it? Or did you know the end from the beginning?

KAV: I knew pretty early on how I wanted the story to end. However, I needed the philosophical justification to make sense. So, I was very deliberate in how I built up the arguments for free will vs fate along the way, such that by the time the reader got to the end, it would all make sense. Unfortunately, that was not at all how things panned out in my first draft.

Ironically, the fate I had planned for Clara did not unfold as I intended. And I had also argued Life and Death into a philosophical conundrum that I could not resolve. What did I do?

You’ll laugh, but I had to give Clara free will to tell the story as she wanted it told. To my great surprise (and relief!) she came up with an answer to the question of free will that I had not anticipated. And it also led to the surprise ending!

Challenge by Design

APP: Wow, that is amazing and it really works for the story. Congratulations on a masterful plot! Ia m wondering about the challenges you faced as you wrote this story.

KAV: The biggest challenge I had was making sure the philosophical debate lined up with the plot, and that every argument (for or against free will) unfolded seamlessly in Clara’s life. My second challenge was making sure I didn’t get too lost in the philosophical aspects of it all. Fortunately, my brilliant editor (Katharine Harrison), was able to give the right amount of guidance to make this work!

APP: Yay for brilliant editors, and editors who are willing to take on books that explore stories from diverse perspectives that may not quite fit mainstream narratives. I find that much Latin American children’s literature is a bit edgier than what is often published in the United States. Did you feel that your book was pushing the limits a little bit or were you confident that it would appeal to a US audience?

KAV: Yes, and that was by design (part of my attempt to diversify the experience of non-Mexican readers).

What’s Next?

APP: I think you definitely accomplished your goal! What’s next for you as a storyteller?

KAV: I am currently working on a second book for Knopf. This is not in the LOTERIA world but will have similar elements: a big philosophical question, magical realism, set in beautiful Mexico. I also have a number of picture books coming out in the next two years with Knopf and Chronicle. As well as a number of story drafts in the pipeline.

And here are some upcoming events:

APP: That is wonderful! I look forward to all of them!

And now for the giveaway! Karla and her publisher have generously agreed to give away a copy of LOTERIA, with beautiful illustrations by Dana Sunmar, to one lucky winner – U.S. entries only please.

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Embracing Diverse Talents and Perspectives: Using Creative Projects to Dive Deeper into Fiction

For me, the brisk fall weather always brings with it a burst of creative energy. Most likely, you and your students are feeling that too. Why not use this season as an opportunity to engage your students in diving deeper into books in creative ways? As we all know, students have different styles of learning and a variety of talents. What if you could offer your students a number of fun options to explore the fictional books they’re reading and to demonstrate their knowledge? I have included several ideas below:

  • Invite students to consider books as not only works of literature but also as works of art. Begin by showing students several well-known hardcover books and discussing how the text, images, and other design elements on the front and back cover, the spine, and inside flaps relate to the central themes of each book Then invite students to rewrite and redesign the front and back cover, the spine, and inside flaps of the book they’re reading. Students can select a color palette that they believe best fits the book, create new images, and re-write the front and back flap copy to highlight things that they believe would appeal to potential readers. They can put those elements together in a new book design. Ask students to also consider elements such as text, font choice and placement, and how themes and design elements from the front cover continue onto the spine, back cover and flaps. Students can even choose a new book title.
  • Invite students to create a playlist including a song for each chapter with a short paragraph explaining why they selected each song and how it relates to the chapter. I recently put together a playlist for my book Smack Dab in the Middle of Maybe featuring artists from Mississippi, where the book is set. Even for someone like me who is not musically inclined, putting the list together was surprisingly fun. I discovered new artists and thinking about chapter pairings gave me the opportunity to re-examine the central theme of each chapter. Limiting the playlist options to artists from Mississippi also allowed me to highlight the talented musical artists from that state. You might try a similar approach with your students. You can ask them to select songs from the historical period of the book, to feature only artists from the geographical region where the story is set, or to limit their choices to a particular genre of music.
  • Invite students to create a graphic novel presentation. If the book your students are reading is not already a graphic novel, you can invite students to select what they consider to be the five most pivotal chapters and to present those chapters in graphic novel form.
  • Invite students to create a poem to have a conversation with a book. Another idea is to invite students to create a poem inspired by questions that they had about a book they’ve read. First ask students to consider why the writer chose certain elements in the book. Then invite students to create a poem that explores the meaning of those elements or that asks questions about the writer’s choices. Students can use any poetry form that they wish, including free verse. Sometimes limiting options is the best way to inspire creativity. If students get stuck, they can write the letters of the book title vertically down the left side of a page. They can then use each letter as the beginning of a word in a line of their poem.
  • Use art to explore and express the way the main character changed. Novels involve change and growth. One way to engage readers in exploring the changes in the main character over the course of a novel is to ask them to create an illustration of the main character at the beginning of the book (utilizing elements of composition including setting, choice of color palette, clothing and accessory choices and other items to show the main character’s traits). You can then invite students to illustrate that same character at the ending of the book, again using elements of the composition to show how the character has grown and changed.
  • Turn students into book ambassadors. You can invite students to imagine that they are booksellers and ask them to create a short video sales pitch for the book. What types of readers do the students believe would be interested in the book? What elements of the book did the students find most appealing? What would they tell someone to try to persuade them to read the book?
  • Challenge students to become book marketers. Once students are comfortable becoming book ambassadors, you can invite them to take the next step and become book marketers. Challenge them to create at least five new taglines for the book they’re studying. As you know, taglines are short phrases included on the front or back cover or inside flaps intended to intrigue potential readers. For example, the tagline for Refugee by Alan Gratz is “Three different kids. One mission in common: ESCAPE.” The tagline for When You Trap a Tiger by Tae Keller is “Some stories refuse to stay bottled up.” The tagline for All of the Above by Shelley Pearsall is “When all the pieces fit together, dreams can come true.” As you can imagine, creating a tagline takes lots of brainstorming. If students get stuck, invite them to create lists of key words that capture important elements of the story. Student then can combine the words in different order and phrasing to come up with potential taglines.
  • Invite students to create a word-inspired poem. Ask students to pick a number at random that is smaller than the number of pages in the book they are reading. Then invite them to turn to that page, select at least seven words that intrigue them, and create a poem about the book that uses each of those seven words.
  • Invite students to immerse themselves in the setting of the book. You can invite students to research the setting of the book. They can then create an annotated map of the place where the major story action occurred.
  • Invite students to get social. You can invite students to create fictional social media posts from the point of view of the main character in the story at key action points.

 

Whatever activities you choose, I hope that you and your students enjoy diving even more deeply into the world of books. You can learn more about new releases at https://fromthemixedupfiles.com/mixed-up-files-book-lists/ and find a list of books by Mixed Up Files contributors at https://fromthemixedupfiles.com/about/contributor-books/. I’m wishing you and your students loads of reading and creative adventures.

Interview with Author Karen Pokras, author of THE BACKYARD SECRETS OF DANNY WEXLER, and BOOK GIVEAWAY!

I’m so thrilled to have Karen Pokras on today talking about her newest book, THE BACKYARD SECRETS OF DANNY WEXLER! Karen and I met at a writer’s conference many years ago and have since been part of a super cool writer’s group that meets once a week at a café to write alongside each other. It’s been a while since we’ve met up, of course, but even better for readers at From The Mixed Up-Files—we get Karen here today to talk about her new fun, adventurous, and heartfelt story! PLUS you could win a hardcover copy of THE BACKYARD SECRETS OF DANNY WEXLER. Just enter the contest at the end of this post. U.S. residents only please.

What’s THE BACKYARD SECRETS OF DANNY WEXLER all about? …

Eleven-year-old Danny Wexler, the only Jewish boy in his town during the late 1970s, is obsessed with the Bermuda Triangle. When a local child goes missing, Danny’s convinced it’s connected to an old Bermuda Triangle theory involving UFOs. With his two best friends and their Spacetron telescope, Danny heads to his backyard to investigate. But hunting for extraterrestrials is complicated, and it doesn’t help that his friend Nicholas’s mom doesn’t want her son hanging out with a Jewish boy. Equipped with his super-secret spy notebook, Danny sets out to fight both the aliens and the growing antisemitism in the town, in hopes of mending his divided community.

Interview with Karen

Donna: The story is rich with family bonds, community connections, and 1970s nostalgia that adds a fun and deeper layer to the story. How much research was involved in writing a story set in this time period and how much of the 1970s references were inspired from your own childhood?

Karen: First, thank you so much for having me on From The Mixed-Up Files today!

In 1978, the year the story takes place, I was ten years old, so there is definitely a lot that is taken straight from my own childhood. At the same time, that was many years ago and I wanted to make sure I was capturing the time accurately. That’s mostly where the research came in, looking up things like what movies were the biggest box office hits (Grease), whether or not nurses wore caps on their heads (yes and no), and what pizza toppings were the most popular (pepperoni.) A couple of other fun facts I learned: the video game Space Invaders came out in 1978 and movie prices were only $2.00. I also put out a crowdsource call on Facebook asking friends to share some of their own favorite 1970s memories. The responses were so fun to sort through.

Donna: Danny is a sweet and endearing character who struggles at times and fumbles a bit in his choices and beliefs, making him very relatable to readers. Is his character based on anyone you know?

Karen: Like most of the characters I write, Danny is a combination of many people I know. I love to mingle real life observations and memories when creating characters. Part of the fun in writing a character like Danny is exploring his fumbles and watching him figure his way through, even if messy. The goal is for young readers to say yeah, I get it, I’ve been there, or I’m going through that, or this is something I want to remember because it’s important and it can help others.

Donna: The story is full of zany adventures for Danny and his friends such as investigating The Bermuda Triangle, aliens, werewolves, and urban myths that young readers will be sure to enjoy. How did you create the idea to blend all these things together in a story?

Karen: As a child, I remember being so curious about the Bermuda Triangle and UFOs. Those were always big topics in my house and among my neighborhood friends. I also had a completely irrational fear of a white van kidnapper. I honestly have no idea where it came from, but to me it was very real. I’m sure my older brother put it my head. (P.S. I’m not at all sure he did, but when I was 10, I blamed everything on him, so we’ll go with that.) When sitting down to write a story that took place in 1978, I knew I wanted all of these elements that were a big part of my own childhood. As for the werewolf, I have no explanation, other than: welcome to my ten-year-old writing brain.

Donna: While a fun adventure, the story also has more meaningful threads of cultural divides, multi-generational relationships, anti-Semitism, and strength of community bonds. What prompted you to combine light-hearted high jinks with these rich and heartfelt threads?

Karen: In 2017, when I’d first started thinking about writing a new story and began brainstorming with memories from my childhood, I knew I wanted to write about a small town in the 1970s with a strong community bond. I also knew the story would have humor and high jinks as that’s where my middle grade voice always tends to land. At the same time, however, I’d been watching acts of antisemitism nationally and locally month after month: Charlottesville, Jewish cemeteries being vandalized just miles away, people finding KKK fliers on their cars in my community. While it all terrified me, I also felt compelled to write about it, and so my focus shifted to make room in the story’s underlying themes, adding in the multi-generational relationship to help facilitate the discussion.

Donna: Unfortunately, anti-Semitism and bullying in many forms are just as relevant today as they were in the 1970s—and often go hand-in-hand. Were there any experiences of both from your own childhood that helped drive your writing?

Karen: There definitely were. It’s funny how we keep certain memories buried. The deeper I got into Danny’s story, the more I would remember specific incidents from my childhood, through college and graduate school, straight into adulthood, all of which helped to drive the story. There’s no doubt this was a difficult book to write, particularly the ending, because there is no neat “tie it in a bow” resolution-type ending for antisemitism and other forms of bullying on a wide-scale.

Donna: There are many “what if?” scenarios throughout Danny’s story that add to the mystery and mayhem and will appeal to young reader’s imaginations. Do you use your own “what-if?” process to write books and if so, how does that work?

Karen: I’m pretty sure my brain is on a constant loop of “what-if.”  When it comes to writing books, I absolutely gravitate toward a “what-if” approach. For this book in particular, I spent a good deal of time journaling and exploring my own personal memories and feelings. I had a very, very loose picture with a few random scenes, but really no idea of how to get there or even how these scenes would fit together. I remember early in the process sending chapters to my critique partner with the message “here’s another chapter to the story without a story.” Slowly though things started coming together. So yes, there were a lot of “what ifs” and my critique partner is basically a saint for letting me run them all by her.

Donna: I love Danny’s Super Secret Spy Notebook. Where did this idea come from—and did you have your own secret notebook as a child to record secrets in?

Karen: I wish I had a really cool answer for this one, but I don’t. It’s one of those things that popped into my head at some point during one of those “what if” moments. While I did keep diaries as a child, they were very different from Danny’s Super Secret Spy Notebook. They were the kind with a lock and silver-edged paper, and I was always losing the key. I have no idea what became of them, and occasionally wonder if they wound up in the trash, or if someone has all my secrets stashed away somewhere.

Donna: Can you share what current story you’re working on, and does it explore similar themes in The Backyard Secrets of Danny Wexler or new ones?

Karen: I have a couple of manuscripts in the works and while both are very different than Danny Wexler, they both have multi-generational relationships, quirky/funny characters, and meaningful underlying themes. The first, about a science-loving girl who moves into a house that’s rumored to be haunted, is on submission, and the other, about to head out on submission, is about ballet and also examines antisemitism, but under very different circumstances. I’m hoping to share more information about both of these stories soon! Thank You, Donna!

About Karen:

Karen Pokras is a daisy lover, cat wrangler, and occasional baker. She has been writing for children for over ten years, winning several indie literary awards for her middle grade works. Always an avid reader, Karen found her passion for writing later in life and now runs all of her stories past the furry ears of her two feline editorial assistants before anyone else. A numbers geek at heart, she enjoys a good spreadsheet almost as much as she loves storytelling. A native of Connecticut, Karen is the proud mom to three brilliant children who still provide an endless stream of great book material. She lives with her family outside of Philadelphia. ​For more information, visit karenpokras.com.

Karen’s social media links:

Website: www.karenpokras.com

Instagram: @karenpokras_author

Facebook:  www.facebook.com/karenptoz

Twitter: @karentoz

 

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