Video/DVD

Gr 6 Up–This production profiles artists from the French impressionist movement including Monet, Manet, Morisot, Renoir, Degas, Cassat, Lautrec, Seurat, van Gogh, and Cezanne, with a detailed exploration of several key works. It offers a brief history of the museum and traces the historic development of the impressionist and post-impressionist movement. Snippets of the artists’ letters are presented via voice-over. The sound quality is unclear and muddied by background music. The home video quality of some of the footage and rudimentary production values lend an awkward, amateur feel to the program. The reproduction of the artwork is fair, but it doesn’t offer the textured close-ups that allow for a greater appreciation of the style of the artists that can be seen in Jumby Bay Studios’ Ambient Art: Impressionism (Nov. 2004, p. 71), which would be a better and more versatile choice for schools.–Meghann R. Matwichuk, University of Delaware, Newark Art Instruction

Gr 4-7–One of a series of six films that introduces students to the style of a particular artist, this title features sculptor Kai Chan working with a group of youngsters in their school. Chan, a Chinese-born artist living in Canada, challenges the students to look for the beauty in ordinary objects and to transform everyday materials into graceful and charming works of art. After students are introduced to the three basic shapes, they use thin strips of bamboo and masking tape to make two-dimensional shapes and then three-dimensional cubes, balls, and pyramids. Joining and adding to these shapes, the youngsters’ sculptures seem to take on a life of their own, developing into recognizable objects such as fish and boats. They add bits of colored tissue paper, bottles, and other found objects to complete their sculptures. The film, narrated by students, focuses on the young people and shows them working on their creations and talking about art and the sculptures. The online teacher’s guide provides curriculum connections; objectives; previewing tips; an overview of the studio components; tie-ins to math, social studies, history and language arts; and ideas for follow-up discussions and activities. Although it has a distinctly Canadian flavor, the film’s content and message are universal, combining art appreciation and visual awareness into an exciting and inviting presentation that will inspire young artists’ creativity.–MaryAnn Karre, Horace Mann Elementary School, Binghamton, NY

Gr 4-7–Ron Noganosh, sculptor and installation artist, visits a school and helps students create sculptures to express their culture or ideas. He explains how social issues and his Ojibwa culture are the basis for his sculptures. Viewers watch as the youngsters create sculptures using materials found in junkyards, as well as with natural objects and craft supplies. They also explain the rationale for creating their projects. The focus is on art as a personal expression. Nogonosh offers positive criticism to the young artists. At the end, each student’s work of art and a description is displayed at an art show open to the school community. The film will help students understand the process and meaning of modern sculptural art and provide some insight into Native American culture. Viewers will be inspired to make their own sculptures from found objects and perhaps put on an art show.–Teresa Wittmann, Westgate School, Edmonds, WA

PreS-Gr 3–A puppet named Boca stars in this bilingual introduction to 100 words and 15 phrases in English and Spanish. There are several six-minute segments covering vocabulary and activities related to different rooms of a house, such as the bathroom, the bedroom, and the kitchen. Subtitles are easy to read, and each segment is spoken first in Spanish, then in English, and then in Spanish again. The music and songs are engaging, and the voice of Boca is encouraging. However, the puppeteering is awkward and almost amateurish, and the lighting is inconsistent. The vocabulary sometimes seems a bit difficult for an introductory program (e.g., the beginning segment starts with a complete sentence). Still, the bright colors and peppy music should captivate most young children.– Denise A. Garofalo, Astor Learning Center, Rhinebeck, NY

Gr 7 Up–Over half of all crashes caused by driving while drowsy are caused by drivers under the age of 25, despite the fact that these young adults represent only about 19 percent of all drivers. The program opens with a young woman describing the night that she fell asleep while driving and the crash that resulted. Next, a man who was paralyzed as a result of a car crash recounts how he ignored the signs of drowsy driving (he was awake for 36 hours) when he was a teenager, fell asleep at the wheel, and was ejected through the sunroof of his car (he wasn’t wearing a seatbelt). The program also offers valuable information about the amount of sleep teens need and important warning signs that should alert sleepy drivers that they are in danger. The narrator then moves on to popular but ineffective methods of staying alert. “Even when they recognize the warning signals, many drivers think that there are tricks to fight off the drowsiness, but these tricks don’t work or only work momentarily,” the narrator says. She emphasizes that the most important thing to do when you feel drowsy is to get off the road. Carol McDonnell, whose daughter was killed by a driver who fell asleep at the wheel, believes that drowsy drivers, like drunk drivers, should be held accountable, and she campaigned to change the laws. An important purchase for all teen drivers, and especially those in driver education classes–Margaret B. Miller, University of South Dakota, Vermillion

Gr 10 Up–Since traffic accidents continue to be the principal cause of death among America’s teenagers, parents and schools need to utilize as many tools as possible to improve our kids’ driving and decision-making skills. Twenty-something Indy Racing League driver Arie Luyendyk, Jr. hosts this chaptered presentation which aims to help drivers—especially those in the 16-25 age range—avoid the most common causes of accidents and, if necessary, react appropriately in those situations. The film offers information about driving in inclement weather, using alcohol, suffering a blowout, acknowledging the blind spot, and many other potentially dangerous circumstances. Crisp video clips, computer simulations, and reenactments will engage the intended audience. There is an option for narration in Spanish. The producers are donating five percent of the profit from sales to non-profit organizations which provide driver training for teens. A wonderful asset in school and public libraries.–Dwain Thomas, Lake Park High School, Roselle, IL

PreS-Gr 1–Each of these new titles in the series, which begins with a musical number that introduces the adults and diverse children, is divided into six sections: “Crafty Kids,” “Imagination Station,” “On Our Block,” “Hop N Bop,” “Super Snack,” and “Molly Manners.” These segments can be accessed individually on the DVD menu. In “Crafty Kids,” an adult and a group of children show how to make a specific craft project. For example, in School, they make play dough. In Imagination Station, children and an adult participate in an activity that encourages youngsters to use their imaginations. For example, the youngsters in Animals pretend to be different animals and play a game called “Lion Hunt” based on the story, “We’re Going on a Bear Hunt.” The “On Our Block” segment introduces the children to a community member who works in a related field, such as an airline pilot in Transportation. “Hop N Bop” encourages children to sing and dance. “Super Snack” presents themed munchies that can be made with the help of an adult. “Molly Manners,” a puppet, talks to the youngsters about manners. The various activities are engaging and will entertain young children. An additional purchase for public libraries, especially where the previously released titles are already available.–Maren Ostergard, King County Library System, Issaquah, WA

Gr 5-8–This fable tells the story of a little girl whose “heart beat faster than other people’s.” It beats so loudly that it disturbs the people who live around her. She slowly begins to understand that hers is a bird’s heart and that she is inhabiting the wrong body. She runs away to the country, and later returns home willing to accept herself. She finds that the people in her small community gradually grow accustomed to the sounds of her heart and learn to accept her as a part of their lives. With that acceptance, her self-esteem increases, and she notices that her body is changing. She grows wings and flies off to begin a new life. The people in her village observe her flight and don’t know if someone was “born or had died,” but her departure is viewed as the way that people would “have liked to leave” themselves. The surrealistic, animated production is done in black-and-white woodcuts. The young heroine looks like a baby bird. This beautifully made film would add little to most classes, and the brief shower scene that shows the girl’s budding breasts will be distracting to elementary and middle school viewers. However, it should be considered as a supplemental purchase for programs that need materials about self image and the importance of recognizing and accepting differences in others.–Mary Mueller, Rolla Junior High School, MO

Gr 7 Up–Crimes committed by teenagers are becoming more violent, while the perpetrators are becoming younger and younger. Coupled with our society’s heightened calls for harsher punishment (mandatory felony charges, three strikes rules, trying teens as adults), more and more young people are being incarcerated. This program presents interviews with young men and women of different races who have been incarcerated for a variety of criminal offenses: robbery, manslaughter, murder, gang activity, etc. Offenders speak of a violent urban culture where “kids can get guns quicker than a job.” The film contrasts these young adults’ glorified impressions of jail as a place to earn street credibility with its harsh reality. Some of the interviewees discuss the challenges they encounter as they struggle against recidivism, entering vocational programs and exploring creative outlets for their frustrations. In the Mix’s by teens, for teens approach lends credibility to this difficult topic, and the program will serve as an important discussion starter, especially with at-risk students.–Meghann R. Matwichuk, University of Delaware, Newark

PreS-Gr 2–This entertaining and educational animated production addresses the issue of noise pollution. The six anthropomorphic characters, three males and three females, are attracted to a local rock band, the Decibulls. Sully, one of the Danger Rangers, decides to convince the rock band that their music is dangerously loud, but instead is persuaded to become the star of their opening act. The rest of the Danger Rangers convince him and the band that they are harming themselves and others, prompting a change in behavior that benefits everyone. The use of music throughout the storyline helps drive the lesson home. The production addresses an important topic in a motivating manner. Perhaps, if young children learn about the dangers of loud music, as teenagers they will remember to keep the volume down. A good choice for health units as well as for individual viewing.––Kirsten Martindale, formerly Menomonie Public Library. WI

PreS–This wonderful workout video features moms of various shapes and sizes working out with their babies and toddlers. The session is led by Barbara H. Colby, a personal fitness trainer, who designed the workout so that it is challenging to mothers and allows for interaction with their children. In addition, the workout follows the guidelines for working out during pregnancy as outlined by the American College of Obstetrics and Gynocologyeso that expectant mothers may also safely participate. The exercises are divided into easy-to-follow sections. The first two are warm-ups, one for the tots using the action songs “The Itsy Bitsy Spider,” “Row, Row, Row Your Boat,” and “Head Shoulders Knees and Toes,” and the other more intense warm-up for moms. The next segments are “Squats” and “Tone and Sculpt” which include hand-weight safety guidelines when exercising with children present. Floor workouts focus on crunches and stomach tightening exercises. Colby is an excellent instructor and provides encouragement throughout. The workout contains a variety of exercises that moms and children will enjoy doing together over and over again.–Veronica Schwartz, Des Plaines Public Library, IL

Gr 6 Up–Three teenage sisters demonstrate basic Hatha yoga poses that are suitable for teens and others new to yoga. All three seem very comfortable with the poses and are knowledgeable about the correct posture for them. The DVD begins with a disclaimer and encourages viewers to go slowly and be mindful of any pain or discomfit. At the beginning of the program, the girls provide an informative introduction to yoga. For each pose, one of the teens explains the pose while the other two demonstrate. The youngest sister models a modified pose which is helpful for beginners. The DVD can be watched in its entirety or viewers can select either the floor, standing, or seated classes. The program was filmed outdoors and occasionally the sound is muffled, but overall the production quality is good. Bonus features include interviews, sun salutation routines, and a glossary of yoga terms. This excellent, well-paced introduction to yoga will appeal to teens.– Wendy Woodfill, Hennepin County Library, Minnetonka, MN

Gr 4-7–Chef Desiree Dorwart, an instructor of culinary arts at The Art Institute International Minnesota, in Minneapolis, offers budding chefs cooking instructions. In six themed episodes, she teaches groups of boys and girls not only how to make simple items like scrambled eggs and cookies, but also more sophisticated delicacies such as sushi, truffles, and Caesar salad. A bonus DVD covers kitchen safety, pan identification, knife skills, and more. The chef does an excellent job of supervising the diverse group of boys and girls cooking with her, and they seem to be having lots of fun. During food preparation, she defines terms that might be unfamiliar and is never condescending. Most recipes are for ages ten and above, but children as young as six can prepare a few of them. Episodes are broken down into chapters for easy reference. Recipe ingredients are available in the booklet and on the DVD as a pdf file. Perfect for young chefs!–Stephanie Bange, Wilmington-Stroop Branch, Dayton Metro Library, OH

In honor of the 10th anniversary of the Pura Belpré Award, this brief film was created to introduce teachers and librarians to the history and importance of the award which was named in honor of the first Latina librarian at the New York Public Library. An introduction by children’s author Pam Muñoz Ryan acquaints viewers with Pura Belpré. Interviews with award winners across the years, and photographs and live-action shots of children enjoying the books combine to create an intriguing overview not only of the history of the award but also of the impact it has had on Latino literature, including its authors, illustrators, and readers. This informative program offers viewers insight into the excellent collection of award-winning literature by Latino/Latina authors and illlustrators. Narration and optional subtitles are available in either English or Spanish.–Deanna Romriell, Salt Lake City Public Library, UT

PreS-Gr 2–Jenna and Jason need to find their cat Pepper in this interactive DVD which is in the “Choose Your Own Adventure” tradition. All the humans in this production perform against cartoon-like backgrounds, while the cat, the aliens, the robot, and others are cartoon characters. The acting is good, the artwork is acceptable, and the cartoon characters are appealing. As Jenna and Jason make plans to find Pepper, they have to make a variety of decisions; for example, should they turn to Fireman Fred or to Dr. Rocket for assistance? Viewers are given the two choices and must use their DVD remote control to click on the desired circle, and then the story continues. This happens numerous times throughout the adventure, with youngsters deciding in which direction to move the story. There are no incorrect choices. Each time children watch the DVD, they can make different choices and create a slightly different adventure. This is an interesting, well-executed concept that encourages youngsters to interact with the story.–Beverly Bixler, San Antonio Public Library, TX

PreS-Gr 2–Set in Texas and modeled after The Little Red Hen tale, Helen Ketteman’s story (Albert Whitman, 2004) of friendship and sharing is beautifully illustrated in vivid cartoon artwork by Will Terry. When Miss Billie the armadillo asks her friends Tex the tarantula, Mackie the bluebird, and Taffy the horned toad to help her make her famous chili before the storm arrives, they all tell her that they are too busy to help, so she goes off alone to gather all of the ingredients. As soon as the chili is ready, Miss Billie’s friends arrive and ask for some, but she turns them away because they didn’t help her when she needed it. However, when the armadillo sits down to eat, the chili doesn’t taste right because her friends aren’t there to share it with her. Soon they return, each with a gift for dinner, and when they all sit down to eat the chili tastes just right. The pacing of this iconographic representation of the picture book is perfect, showing the entire picture then slowly panning to the character or item that is mentioned in the text. Ketteman reads the text at a pace that allows viewers time to take in the words and the pictures. On a few occasions, the background music is a bit too loud and almost overwhelms the narration. As a bonus feature, youngsters are treated to “A Conversation with the Author” at the end of the production. A sound choice for collections where picture book DVDs are popular.–Veronica Schwartz, Des Plaines Public Library, IL

Gr 1-4–Mrs. Hen has two children. The youngest follows her about constantly as she prepares meals and putters around the kitchen. The older child is a picky eater, who rejects nearly everything his mother prepares. Finally, in frustration, Mrs. Hen leaves the house and perches in a nearby tree, leaving the children to fend for themselves for a bit. They learn to better appreciate their mother and all is well until a new chick hatches, who is a picky eater. This humorous wordless story is animated in a whimsical fashion showing a delightfully plump chicken family. The only sounds are background music with a western twang and clucking. Although it teaches a moral about family dynamics without being preachy, even with the lesson plans that accompany the program, the curriculum applications are somewhat limited. Still, this is a fun story that might lead to a writing assignment to create dialogue for the chickens.–Teresa Bateman, Brigadoon Elementary School, Federal Way, WA

Gr 6 Up–This animé series presents the story of three girls’ quest to become pop singing idols like their favorite star, Reika. Akari is a singer in her local church. Yuki is a streetwise kid who works for a soundman at concert halls. Nozomi is a wealthy girl whose manservant follows her around. The three meet at a Reika concert and decide to apply for the music school run by the singer’s manager and mentor, Kisaragi Akiba. The trio are accepted and enroll in a special class for gifted students taught by Kisaragi. They discover that their voices blend together exceptionally well and they form the group R3 (Resonance 3). This is not a Hollywood “three stars are born” story of unbelievable luck—each girl has very real problems to overcome and they work hard to make the best of their talent. Things get complicated as Akari and Yuki discover that they are sisters and that the three girls have mysteries in their past. As their careers begin to take off, the mystery of who they are begins to have consequences for them and those around them. The music throughout is terrific, and viewers will gain a new appreciation of the Japanese popular music culture as well. Middle and high school students will enjoy this story about how people can bring out the best in each other. The back cover has a rather racy picture of the trio, but since most libraries don’t circulate DVDs in cardboard boxes, this is not a problem and in no way reflects the content of the program.–Jane Halsall, McHenry Public Library, IL

K-Gr 3–Meena doesn’t like to read. This is a particular problem since her parents are avid readers and have literally filled the house with books. One day while her parents are away, Meena’s actions accidentally lead to a massive bookslide. Suddenly people and animals are popping up all over the house—jarred out of their books and into Meena’s world. Her home is soon in shambles. What can Meena do? An aardvark offers a hint, and soon Meena is reading books aloud, luring the occupants back to their proper homes and learning to love reading. This film is based on the book by Manjusha Pawagi (Second Story Press, 1998). However, while the story is the same, the wording is quite different, as are the animated pictures. There is more emphasis here on Meena’s Indian heritage, and the largely pastel-toned animation is simple, elongated, and stylized. The result is a nicely-paced, humorous story that is visually intriguing and that teaches an important lesson about reading without being didactic. Children will enjoy the film, and teachers will find it useful for classroom discussion and for introducing the subject of literacy. It would also lead naturally into a writing assignment: What would happen if the characters in your favorite book came to life?–Teresa Bateman, Brigadoon Elementary School, Federal Way, WA

PreS-Gr 2–When a fuzzy, neon-green tennis ball drops down a prairie-dog hole, life changes for the simple creatures. They harvest the green fuzz and soon jealousy and greed abound as all seek this amazing new stuff with which to adorn themselves. Will things ever return to normal? This humorous story by sisters Janet Stevens and Susan Stevens Crummel (Harcourt, 2005) may have adults drawing profound conclusions about the destructive influences of new ideas or products on an established culture. Children will just appreciate the silliness of prairie dogs in neon-green fuzz toupees, and understand their desire for new things. Reminiscent of “The Emperor’s New Clothes,” a young prairie dog supplies the voice of reason and draws the animals back to their core values for a satisfying ending. The clever writing, with its delightful inner rhymes and alliteration, is a treat for the ears as the male narrator provides the story line and “The Spoken Art Players” create unique voices and personalities for each prairie dog. The comic illustrations are scanned iconographically, with minor animation, and bouncy original background music adds a nice touch. In this “Special Appearance Video,” the story is introduced by the authors, who also offer information about themselves and the story’s origins in a conversational manner. This live-action section includes facts and video about prairie dogs, providing a nice non-fiction element. Both children and adults will enjoy this amusing and witty presentation.–Teresa Bateman, Brigadoon Elementary School, Federal Way, WA

Gr 5 Up–This animated short, a YALSA Selected Video/DVD for Young Adults, addresses the problems of communication. A suburban family is relaxing in their backyard when the father becomes angry because he can’t make sense of the assembly instructions for his new barbecue. Soon a flying saucer shaped like a sunnyside-up egg lands on the roof of the house and two large lobsters carrying a machine descend to the lawn. Efforts at communication are futile as the crustaceans push buttons on what appears to be a translator of sorts. Soon reporters, lawyers, and bureaucrats show up while the translator spews out unintelligible gibberish. When the military arrives quite ready to open fire on the lobsters, the father recognizes that the words from the translator are assembly instructions. In fact, all of the translations have been legalese, military terminology, and other uncommunicative tracts and speeches. When the translator is filled with ordinary books and newspapers, the lobsters declare their peaceful intentions and sit down to enjoy the barbecue. The film highlights the need for plain, clear language for all forms of communication from assembly instructions to political speeches to legal contracts. This zany short could be used in English, writing, and sociology classes.–Jane Halsall, McHenry Public Library, IL

Gr 5-8–In this animé production rated TV PG, Tokyo student Wataru Minakami is a brainy nerd in middle school but, due to a computer glitch, he’s denied admission to the only high school he applied for. Family retainer Jeeves arranges for Wataru to attend Stargazer’s Hill School on remote Promised Island. After stumbling around rather lost, Wataru comes to a big house where a group of girls welcome him. He spends time with each of the 12 young ladies in residence and discovers that all of them are his sisters. As Wataru develops sweet and real relationships with all of his sisters, he becomes a kinder, happier, and better person. All of the sisters are unique, have different personalities and talents, and are too cute and engaging for words. A 2001 television series in Japan, Sister Princess will appeal primarily to upper elementary and middle school girls.–Jane Halsall, McHenry Public Library, IL

PreS-Gr 2–The humorous adventures of irrepressible Stanley the dog are narrated by the author, Linda Bailey, in these iconographic productions of two picture books (Kids Can Press, 2003, 2006). Bailey is an excellent raconteur with lots of humor in her voice and a strong sense of pacing. The stories lend themselves to being read aloud, and viewers can concentrate on all the little jokes in Bill Stavin’s textured illustrations painted in acrylics that are panned iconographically to give them a sense of movement. In the first humorous tale, Stanley begins a cycle of misbehaving by putting one paw on the couch, dancing to loud music from the stereo, and eating food from the refrigerator. He has so much fun that he decides to have a party for the neighborhood pooches when his “people” go out for the evening. The dogs make a mess of the house, and after spending two days cleaning up, Stanley’s owners decide to take him with them whenever they go out for the night. In Stanley’s Wild Ride, the dog feels a sense of ennui about his backyard. Yearning for excitement, he digs a hole and he and four of his friends escape. The pals have a grand adventure involving lots of howling, chasing cats, and ultimately finding wheeled vehicles of all sorts. His people clear things up with the cops and Stanley realizes his familiar old yard is a wonderful place. Background music adds to the humor of the tale. Youngsters will love these hilarious stories told from Stanley’s point of view.–B. Allison Gray, John Jermain Memorial Library, Sag Harbor, NY

PreS-Gr 2–Nib the mouse lives under the subway tracks and dreams of going to Tunnel’s End. When his nest is trashed by cousins, he decides it’s time to follow his dream. Along the way, he meets Lola, and together they crawl out of the subway tunnel to find a beautiful and exciting but somewhat dangerous world. This iconographic film based on the book (Scholastic, 2005) is narrated by author/illustrator Barbara Reid. It is a story of friendship and making dreams come true. The artfully done illustrations are photographs of collage illustrations made with found objects in Plasticine. Nib’s nest is filled with paper wrappers, sticks, beads, and all the detritus of the humans who ride the subway above him. The illustrations translate well to film, retaining their 3-D appearance. Reid’s soothing voice is joined by the sounds of trains, night noises, and music to support the text. Students will be challenged by the beautiful artwork to try their hand at creating art using three-dimensional objects.–Marilyn Hersh, Hillside Elementary School, Farmington Hills, MI

Gr 1-5–In this amusing animated version of a traditional folktale, Koppel, a poor junk dealer who is down on his luck, finds a talking meat grinder that grants him three wishes. “Make a wish. Turn my crank. Whatever you wish for will come true,” it promises. He returns home to tell his wife. Yetta can’t believe it at first, but finally succumbs to dreams of being young and beautiful, living “like a queen in a golden palace on a mountain of Turkish delight.” But before she can actually make a wish, her hungry husband impulsively wishes for a plate of his grandmother’s kishke. “Oy, Koppel…you had any wish in the world, and you wished for stuffed sheep guts!” cries the exasperated woman, who proceeds to wish that the kishke stick to his nose. “I look like an elephant!” bemoans Koppel, aware that there is only one wish left. Yetta suggests that they go for the palace, but seeing her miserable husband, she relents: “I wish this kishke would drop from your nose.” Though relieved, he complains that now they are just as poor as before. The grinder admonishes him, inviting him to look around. When he does, Koppel realizes he has more than he thought, “A little kishke, a loving wife, who could wish for more?” The couple’s exaggerated Yiddish accents and the lively background klezmer music enhance this entertaining tale. In addition to imagining what they would wish for, viewers can reflect on the moral of the story. Enumerating the good things in their own lives that they may take for granted is a natural Thanksgiving tie-in.–Barbara Auerbach, New York City Public Schools

PreS-Gr 2–Amy Reichert’s picture book (Atheneum, 2005) about a young girl’s adventures trying to prepare for bed while her Mama has a quick chat on the phone with Uncle Fred is successfully translated into an iconographic video. While her Mama talks, the doorbell keeps ringing and in come waiters, guests, musicians, and a magician to set up for a party. Rose keeps trying to get her mother’s attention, but to no avail. Finally, mama is about to hang up and Rose gets all the visitors and their mess out the door. Alexandra Boiger’s engaging and detailed watercolor illustrations are scanned while the rhyming and rollicking text is narrated by the author and her daughter. A welcome addition to public and school libraries.–Maren Ostergard, King County Library System, Issaquah, WA

Gr 9 Up–”At the threshold of truth sits the gatekeeper.” So begins Theodore Ushev’s stark, haunting film based on Franz Kafka’s parable, “Before the Law.” The title character asks for permission to enter a closed door, but the gatekeeper refuses to let him in, so the man waits. Ushev’s man is more passive than Kafka’s who tries to bribe the gatekeeper. After he has given the gatekeeper everything he’s brought for the journey, Kafka’s man goes so far as to ask the fleas in his fur collar to try to persuade the gatekeeper to allow him entrance; in the film, it’s the gatekeeper who inexplicably has fleas, a minor flaw in an otherwise brilliant marriage of interpretation, narration, animation, and music. Tony Robinson’s narration is appropriately and chillingly detached. The stark animation, in the style of relief-print linocuts, makes use of black and, usually, one contrasting color. Not until the man is dying are three colors used. Images morph into one another: the waiting man becomes the dial of a sundial, his head becomes a lantern; a button becomes a set of columns, table legs, the gatekeeper’s doorway, and the man’s chair. The images are carried along by cello and piano music which begins with a lively tempo and becomes disconcertingly frantic as we hear the man’s footsteps echo at a quickening pace and his breath grow ragged. As the man loses his mind and sight and nears the end of his life, the music slows with a melancholy cello solo. Permission is never granted for the man to go through the door, and the gatekeeper closes the door as the man dies. There is much for students to discuss in the film, from the images employed to illustrate it to the philosophical questions pertaining to the nature of truth and the choices we make.–Constance Dickerson, Cuyahoga County Public Library, Beachwood, OH

Gr 2-4–The series follows the insipid adventures of two children, Sam and Amber, who are supposedly unable to return to Earth after their space bus breaks down, forcing them to live on a small planetoid with their Uncle Zak. Each episode requires the children to use a math concept to solve a problem that they face (often due to their own disobedience). When they fail to arrive at a solution on their own, a dancing octopus-like creature named Numberella appears to provide guidance—often via song. Each DVD is divided into five segments with a brief story line devoted to each. The computer animation is mediocre and the math concepts are covered very briefly, making this a poor choice to either teach math skills.–Deanna Romriell, Salt Lake City Public Library, UT

Gr 6 Up–Beautifully produced and featuring insightful interviews and superb performances by masters of the genre, this DVD offers a sampling of the first season of the Legends of Jazz TV series. This volume includes four half-hour episodes filmed before a live audience: “The Golden Horns,” “The Jazz Singers,” “Contemporary Jazz,” and “The Altos.” Pianist Ramsey Lewis has an informal, easygoing style, and is at ease with all the guests. In these segments, Ramsey offers a brief historical review of the subject of the program and then introduces and interviews each musician. The musicians then play (or sing) alone and as a group. Inventive use of vivid colors (especially blue and red) enhance the atmosphere. Among the musicians interviewed are Clark Terry, Roy Hargrove, Chris Botti, Al Jarreau, Kurt Elling, and Phil Woods. The accompanying CD provides the musical performances from the DVD. This rich and interesting program will intrigue listeners in middle school and above, and would be a welcome addition to both school and public library collections.–Melody Moxley, Rowan Public Library, Salisbury, NC

PreS-K–Very young children who are not yet ready for formal piano lessons are introduced to musical concepts such as solfège, ear training, piano skills, finger coordination for both treble and bass clefs, and musical staff note placement in both clefs. The DVD is divided into short segments, several of which feature a classic piece of music, such as “Die Fledermaus” and “Hansel and Gretel,” with live–action footage of children engaged in a variety of activities. Other portions teach the solfège method of assigning a musical syllable to each piano key in the key of C (e.g., do, re, mi, etc.). Each note is shown on either the treble or bass clef and depicted in a different color, which corresponds with its syllable. The remaining segments each take two or more of the syllables and use them in a song. For example, “The Bumblebee Song” has a repeating motif of do, re, do. The fingering for the keyboard is also demonstrated. Then the entire song is played, with an emphasis on the repeating motif, so that a young child can play just that part of the song. Among the other songs are “The Bicycle Song.” “The Cat Song,” and “The Bubble Song.” The DVD also includes program notes to give parents information and insights into each segment. This production’s fine videography and animation make it a better choice than Introducing Trebellina (May 2006, p. 66), which also teaches basic music concepts. Parents and children will learn a great deal from this production.–Beverly Bixler, San Antonio Public Library, TX

PreS-Gr 1–In this sing-along story, Billy the Bean becomes a thriving bean plant with the help of friends Mr. Soil, Mr. Rain Cloud, Mr. Sun, and Mr. Wind. Singin’ Steve (Stephen Lemberg), with lively piano accompaniment to his rich voice, guides viewers through the story and seven songs. The tale is animated, and text is highlighted as sentences are read. The menu screen offers viewers the option of reading and singing along with the “full text version” or the “early childhood” version that features 15 vocabulary words. The “page selection” option allows youngsters to skip to different parts of the story. While the DVD is conceptually right on target for early childhood education, the animation is mediocre and there are inconsistencies in grammar ranging from missing quotation marks to incorrect period usage in the read-along text. Although musically catchy, some of the vocabulary in the songs might be too difficult for the youngest viewers (e.g., singing about chlorophyll and photosynthesis). Billy the Bean doesn’t do much except rock back and forth and is scaled inconsistently in some frames. Detailed instructions on growing a bean plant are easy to follow but can’t be printed. The best song is the uplifting “It’s a Great Life,” sung with soul-like rhythm and blues, which sets the mood for a positive outcome for Billy’s life. Although the animation may not hold their attention, persistent first graders will learn about the lifecycle of a bean plant.–Ann Crewdson, King County Library System, Issaquah, WA

Gr 6 Up–This program explores the four members of the animal phyla that are almost always covered in biology class units on organisms. Using amazing close-up live-action photography, mostly through a microscope, viewers can observe the details of the animals’ structure and behavior. The segment on paramecium opens with a look into a smelly neglected fish tank, a perfect habitat for single cell animals feeding on bacteria. Raising paramecia, their feeding and digestion, water balance, cell surface, and reproduction are covered. The planaria and hydra sections cover feeding, reproduction, and other behaviors. There’s also a fascinating demonstration of planaria feeding on an earthworm. Two types of daphnia are featured along with information about anatomy, reproduction, locomotion, and more. Asexual and sexual reproduction cycles and shared habitats for all four organisms are shown and explained. A male and female narrator alternate commentary over subtle background music. Only the last still slide in each section labels all the parts of the organism. Each section offers a choice of a narrated play through, a menu of modules to get to a specific section of information, and a still image bank of slides that can be paused and discussed in the classroom. The study guide on the DVD-ROM is in pdf format and includes a great deal of additional information. This extremely well-done program will be a staple in biology classes and especially useful where virtual lab work is necessary.–Joan Karasick, Greenwich High School, CT

Gr 7 Up–More than 20 vehicles, piloted solely by computers, race to complete a grueling 130 mile trek across desert terrain to win a $2 million prize sponsored by the Defense Advanced Research Projects Agency (DARPA), a research and development organization for the Department of Defense. John Lithgow narrates the trials of several competitors, including rival engineers from Carnegie Mellon and Stanford Universities. The production’s linear progression begins with footage from the previous year’s heartbreaking race (which ends with all robotic contestants sidelined within the first 7 miles) and ends with a climactic showdown between the two archrivals. The sound and visual quality are top-notch; the computer animation demonstrating the function of the technology is smooth and appropriate. While this title is informative, it may only hold the attention of viewers interested in robotic technologies and its applications in military situations. The robotic vehicular competition is a male-dominated arena with no female team leaders represented; the few women involved are presented only in the background and are never interviewed, an unfortunate message to send to girls with interests in math, computer programming, and engineering (all fields represented in this competition). Also, all team leaders are Caucasian, further reinforcing the white male dominance stereotype of this field. Productions focusing on cutting-edge technology can become outdated quickly, and the technology depicted here is already a year old.–Ryan Henry, Daviess County Public Library, Owensboro, KY

Gr 9 Up–Through a combination of historic film footage and short interviews with various experts and eyewitnesses, this film paints a vivid picture of the devastating effects of air pollution during the early 20th century. For students who take clean air for granted, film clips from Germany, England, and the United States showing belching smokestacks and blackened cities provide a stark picture of life during the period of rapid industrialization. Yet, at the time, smoke was considered a sign of progress, and people accepted air pollution as an inevitable cost of industrial development. During the 1940s and 1950s, when people began to die from toxic smoke, public outcry finally began to lead to efforts to reduce air pollution. The second half of the program traces the increase in automobiles during the 1950s, protests and environmental awareness during the 1970s, continued troubles with smog in our large cities, and the increasing problems of air pollution in developing countries. The film also briefly mentions some of the steps taken to deal with air pollution through legislation and emissions standards. However, it is the first half of the program, with it’s footage of smoke pouring from smokestacks and blackening the sky, that will leave a lasting impression on students. An effective film to introduce a unit on air pollution or the environment.–Tim Maret, Shippensburg University, PA

Gr 9 Up–This documentary about five Israeli and Palestinian teenage girls who spend their summer traveling across the United States in an RV shows both the potential and the problems to ending the violence between Israelis and Palestinians. Their goal is to make their pitch for peace in person to President Bush. Not surprisingly, that proves unsuccessful. But they do get to know each other and gain a better perspective of their complex region. The girls’ problems begin even before they leave Israel, as a Palestinian from the West Bank has trouble getting a visa from the Israeli government and ends up having to catch up with the group days later in the U.S. The group includes another Palestinian from Gaza, an Israeli Druze, and two Jewish Israelis. As they travel across the country, they work together on art projects, meet Americans from all walks of life, and hold often intense discussions among themselves. At Mount Rushmore, two girls get into an emotional dialogue about the Israeli Army. In California, the girls meet a Holocaust survivor. In South Dakota, they make a joint appearance on a radio show on a Native American station, and also visit the site of the massacre of Native Americans at Wounded Knee, which prompts one Palestinian to worry that the same thing may happen to her people. In Dearborn, Michigan, the American city with the largest Arab-American population, the girls hold a panel discussion with a mixed group of Arabs and Jews. “We’ve had enough (of the violence) and we want to change it,” says one of the participants at the end of the film. Most useful for advanced classes studying the complex Middle East conflict.–David Bilmes, Schaghticoke Middle School, New Milford, CT

Gr 9 Up–Kandice, an African-American teen, shares her story about being part of a present-day school integration program since she was in kindergarten. Bussed to a predominately white suburban school 45 minutes from her Boston home, Kandice is a high achiever who is feeling the stress of the college application process and meeting her parents’ expectations for success. The non-narrated documentary follows the teen over several months, reality-show style, accompanying her on early morning bus rides, through the halls of Weston High School, at dance rehearsals, and even to her college interview at Brown University. Interviews with the teen’s mother reveal her own positive experience during the mandatory bussing of the 1960’s, although Kandice tells her mother that it isn’t always easy for her to fit in with her Caucasian classmates who sometimes assume that she lives in the “projects” with a single parent. She states that she’s learned “to play the game of white culture” in order to get ahead. When the young woman learns more about her grandfather, a slain civil rights leader, it boosts her self-confidence and pride in her heritage. The camera is rolling as Kandice receives an acceptance letter from Spelman College and a rejection from Brown; there are also glimpses of her prom and graduation speech. Social studies classes will benefit from this personal experience with school bussing and will empathize with Kandice’s senior-year pressures.–Vicki Reutter, Cazenovia High School, NY

Gr 7 Up–This “visual journey” through China has no commentary or host. It is the work of two people who spent six weeks traveling through the country “without a certain route and …go[ing] with the flow of the country,” resulting in a collage of footage of ordinary Chinese people going about their lives. The journey begins with a man tending his goat herd, and the rest of the film offers many scenes and vignettes, including traffic scenes in crowded Chinese cities, a sampling of the offerings on Chinese television, Chinese tourists visiting a shrine, the crowded conditions in a train station, young boys practicing martial arts, visits to iconic Chinese sites such as the Great Wall, and shots of panda bears and images of dragons. There is no discernable order or organization in the parade of people and places. Technical quality is average. The visuals are muted in both color and lighting, and the footage is backed by Chinese music. Although the film features many scenes from contemporary China, it has no clear educational objectives, and the lack of narration doesn’t provide any context about the country’s history or its rapidly changing culture and economy. A better choice for most American students is National Film Network’s Song for China (SLJ, Dec. 2006) which follows a group of American students on a visit to China and offers a more complete perspective on the country.–Mary Mueller, Rolla Junior High School, MO

Gr 6 Up–This documentary shadows three teenage Mohawk girls from the Kahnawake Native reserve in Montreal, Canada. Lauren is the daughter of a Mohawk mother and an African-American father who chose to stay in the Army and leave his family. Amy’s parents were so young when she was born that she is being raised by her grandparents and flourishing as valedictorian of her class. Felicia, the youngest of the three, is uninterested in academics and struggles to pass ninth grade, but joins the wrestling team and a cultural singing group. The stories flow from one girl to the next, focusing on family and self-awareness as they near the end of the school year. Filmmaker Tracy Deer inserts some black-and-white video from her own Kahnawakean childhood, providing the perspective from a young woman who felt a cultural tug to return to her community. Deer tells about being called an “apple,” which meant “red on the outside, white on the inside.” The three teens understand the importance of retaining their native language, dance, and customs even though their lives are largely integrated into the French Canadian community. The girls are refreshingly honest and viewers will empathize with the trials and tribulations of their lives and the cultural challenges they face. Appropriate for the social studies and multicultural curriculum.–Vicki Reutter, Cazenovia High School, NY

Gr 10 Up–This film describes how the ideas and philosophies of the Renaissance and Reformation gave rise to the Enlightenment ideas of human rights and self-government, resulting in the revolutionary era that created modern self-governing democracies. It briefly reviews the origins and development of the Renaissance and Reformation, and discusses how they transformed traditional medieval cultural beliefs about science and technology, religion and philosophy, and personal property and liberty, and encouraged the new ideas of the Enlightenment. The film also describes the contributions of some of the most important scholars and philosophers of the era, and examines how the beliefs and philosophies of the Enlightenment affected the American and French revolutions and created non-revolutionary change in other countries, notably England. Attractive visuals include period art and portraits and live-action footage of the locations discussed in the narration. There are two student quizzes—one links to video clips and the other checks student mastery. While this production offers a good overview of the topic, it discusses complex events and concepts using an advanced vocabulary and assumes that students have some background knowledge. This film is not as entertaining and comprehensive as Library Video Company’s The Renaissance for Students series (June 2004, p. 65), which is better suited to a middle-grade audience. A supplemental purchase to introduce or review the topic.–Mary Mueller, Rolla Junior High School, MO

Gr 9 Up–This interesting and often entertaining film follows a youth choir from the Missouri Ozarks town of West Plains on its June, 2001 tour of China. Along their journey, the young people endure travel snafus, visit tourist spots, eat Chinese food, perform for and with Chinese musicians, and quickly learn much about a culture that differs greatly from their own. The choir members thoroughly enjoy their visit to China, and the teens quickly and easily form bonds with their Chinese peers, including the exchange of e-mail addresses, which leads them into “oriental intrigue” when the Chinese authorities arbitrarily limit their access to Chinese young people. The young people comment with typical American candor about what they see, eat, and experience, including their observations about the crowded conditions in Beijing and Shanghai and their perceptions of Chinese restrictions on speech and religious freedom. Technical quality is very good. The film, narrated by the filmmaker, captures contemporary China from the perspective of American young people, and that viewpoint will interest student audiences. Viewers will learn about the contradictions and stresses of life in a country that regulates religion, speech, and free association even as it offers its people increasing economic opportunities. A good choice for classes needing material about contemporary China.–Mary Mueller, Rolla Junior High School, MO