Sometimes a wall... /

Enhanced descriptions from Syndetics:

An afternoon in the playground introduces different kinds of walls: a brick wall to draw on with chalk, a water wall, and a climbing wall. What follows is a playful yet profound exploration of the many ways walls can divide us or bring us together. When one child is excluded from a game, another builds a castle to leave him out. When the builder declares the castle MINE, other kids feel alienated--but the builder becomes lonely, too, when the others have fun without him. The book ends with the optimism of a new start: friendship, forgiveness, and imagination give the wall new meaning.

Told with short, simple lines of playful, rhyming text and loose line illustrations by internationally known artist Barroux, this book sparks questions with empathy, insight, and charm. It's a timely tool for inquiry-based and social-emotional learning, sharing the important message that walls can unite or divide, depending on the choices we make.

Reviews provided by Syndetics

School Library Journal Review

PreS-Gr 1--In this idealistic and touching tale, a group of friends discover the power of choosing kindness and empathy. Readers are introduced to the "many ways a wall can be," initially presented in physical forms with young children playfully enjoying a water wall and climbing wall. The children then come together to build a castle. As the walls come up, their height mirrors the opportunity for selfishness and other bad behaviors. One character takes this to the extreme and proclaims the castle "MINE," turning everyone else away. The walls take on a more metaphorical state as the lone castle resident begins to feel isolated and remorseful. The larger group of children decide to colorfully redefine the wall and generously include everyone, even the one who had shut them out. The simple rhyming text allows space for reflection about the array of emotions expressed by the children. There are opportunities to discuss what it feels like to be excluded or treated unfairly. The loose line illustrations reinforce the concept that walls are open to interpretation, and intention is what makes them unite or divide. VERDICT Hopeful and compassionate, this story uses simple language to create concrete connections, and may inspire children to choose a more inclusive way.--Sophie Kenney, Aurora P.L., IL

Kirkus Book Review

Rhyme, rhythm, and simple art--all including references to walls--show children expressing different emotions and behaviors. The pages are sturdy and shiny, with plenty of bright-white negative space for the colorful artwork and sparse words. All words are printed in spindly, black capitals in a typeface that emulates hand-lettering. The text scans well and uses a fairly complex rhyme scheme, with each "verse" moving across several pages of artwork. The text cleverly begins by showing literal kinds of walls: "chalk wall / spill wall / rock wall / hill wall." As it progresses, figurative meanings of walls appear. Loose, thin black lines and bright watercolors show racially diverse people throughout, initially happily engaged in activities involving walls. The text is already predicting trouble ahead on a double-page spread that shows children cooperatively designing and building what eventually becomes a life-sized castle of gray brick. If careful attention is not given to the art's details, it is easy to miss the growing tension between the light-skinned kid in the shirt with vertical blue stripes and the ruddy-faced kid in the shirt with horizontal blue stripes. The latter child apparently enlists others in cruelty to the former, but the bully's increasing megalomania leads eventually to loneliness and isolation. There is an interesting balance between the fantasy of children building a life-sized castle and the reality of their feelings and behaviors. The end reassures readers that reconciliation is possible. Mending walls for the nursery crowd. (Picture book. 2-4) Copyright (c) Kirkus Reviews, used with permission.

Author notes provided by Syndetics

Previously an elementary school teacher, DIANNE WHITE has a master's degree in Language and Literacy, and an MFA in Writing for Children and Young Adults from the Vermont College of Fine Arts. She now writes full time, and lives with her family in Gilbert, Arizona.
BARROUX lives in Paris, France, and has studied photography, art, sculpture, and architecture. His work has been published in The New York Times and The Washington Post. He believes that the world needs fewer walls and more trees.