Riding Horses at the Deuker Ranch

by Marie A. Fasano

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The Deuker Ranch Equine Assisted Adaptive Riding program is located in Star Valley, Arizona, about 10 minutes from Payson. They teach riding and horsemanship skills with a focus on participants who are challenged physically, cognitively, or socially. Their instructors and volunteers work with youngsters to safely develop independent skills and confidence from horses.­

“I’m really riding!” beamed Charley as she sat astride Autumn, the 850-pound Halfinger. This was her first time riding around the paddock. Dennis, the owner and instructor, walked beside them, quietly giving Charley directions. Prior to this, the little, 9-year-old was petrified to go near a horse. Autumn stands over six feet tall at the shoulders. Her strong, sturdy build provides a safe and stable ride for the children.

“Charley, you are doing so well, tomorrow you can ride big Rex,” Dennis said. He is a Belgian draft horse who weighs in at over 2,000 pounds and over six feet tall at the shoulders, but a gentle as they come.

Although there are several Equine Assisted programs in Arizona, the rural Dueker Ranch, run by husband and wife team, Dennis and Kathy Dueker never charge a fee. It is a 501c3 charitable organization. The ranch began in 2015 after Dennis experienced the power of horses changing lives. Kathy has spent a lifetime around horses, even having worked at Disneyland in California taking care of the draft horses that pull the street cars on Main Street, USA.

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I remember the first time we went to Deuker Ranch and how my niece, Charley cowered as we got near the horses. Kathy gently took her hand and said, “Charley, I have to feed all the horses and I need help, want to come with me?” By the end of the afternoon, Charley was feeding the horses out of her hand. Kathy is as gentle with the horses as she was with Charley.

This is what happens every week at Deuker Ranch with Kathy and Dennis and their volunteers. This Equine Therapeutic riding program is a treatment strategy that in­cludes equine activities or an equine environment. Through the miracles of horses, riders can overcome barriers through the unique power of love and friend­ship with the gentle giants or miniature horses. Their trained volunteers do several tasks. They can be sidewalker/coaches, horse leaders, barn hands, facility maintenance workers, or complete grooming and tacking. They enjoy being around horses.

Research, and the Deukers’ own experience, shows the benefits of therapeutic riding for the participant may include increased strength, flexibility, improved balance and coordination, improved coping and social skills (reduced stress and hyperactivity) and increased quality and quantity of communication.

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The equine movement engages the sensory, neuromotor, language and cognitive systems that support functional daily living skills. Each participant needs a medical release before they are able to ride. The rider always has a volunteer walker next to them while they are on the horse for support, encouragement, and safety.

“I have seen children that were nonverbal speak their first words while sitting on a horse. I have helped children in wheelchairs feel freedom for the first time on the back of a horse. I have taught autistic children to focus and follow directions while riding.” said Dennis.

I spent an afternoon at the Deuker Ranch observing Dennis and Kathy following PATH (Professional Association of Therapeutic Horsemanship International) guidelines working with three teens diagnosed as developmentally challenged, on horseback, each with a volunteer at their side. Adriana, Becky, and Jacqueline come for their riding lessons on Thursdays and call themselves “The Girls Club.”

“I’ll do anything to be around horses,” Adriana said. “It’s stress free, no drama.” Smiling as she mounted Merrigold, a pony breed, 14 hands with stout muscles and strong bones.

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Becky had a big smile when Mat, the volunteer walking by the side of her horse said, “You’re directing Autumn really well today.”

“The horses make the girls feel alive,” says Susan, Becky’s mother. “She is shy, but around the horses she talks more.

When the girls were asked if they have a special horse, Jacqueline quickly responded, “We like them all. We mix it up and ride different ones.”

Jacqueline agreed to write a poem about her experiences at Deuker ranch.

      

Riding Horses

Riding a horse makes me relax.
Riding horses makes me brave and strong.
Riding is fun to do.
Riding is fast sometimes.

 

The in-depth following of directions has helped Jacqueline achieve gold medals in Special Olympic events. “I see more confidence and assertiveness in her, since she began riding here,” says her mom, Lucy.

Today Jacqueline is riding Ruby, who is over 1,800 pounds. These are work horses. Ruby and Rex, two Belgian Draft horses worked side by side pulling a tourist wagon around Yosemite National Park.

“They like to work,” says Kathy. “The Drafts are not so excitable. They are people friendly.” Kathy is the one at the Deuker Ranch who makes sure the horses are trained. 

The classes progress each week from getting up on a horse, handling the reins, balance, and various exercises.

The exercise on this day was balancing on the horse while drawing. Dennis asked each rider to pick a fun drawing that is on a clipboard. The teens are laughing a lot and look again and again at the papers trying to decide. Once they make their decision they move around the paddock directing the horses around the large round drums. They are very good at riding the horses around the drums as they have done it many times.

As they are riding, they get to pick crayons of their color choice that are on the drums. This takes thinking about choices. The volunteer working with each girl hands them their chosen crayons. Once they have gone around all the drums and selected their colors, they must stop the horse, and balance while drawing.

After stopping the horse with a “Whoa,” then holding the horse quietly, the girls start coloring. It’s a lesson in balancing and keeping the stopped horses in control so they can color.

Once they have completed the task, they continue riding. It was a pleasure to observe the teens exercising with the horses, practicing balance and having fun at the same time.

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What about the horses? Children and adults alike fall in love with the herd. At the Deuker Ranch there are three miniature horses, Willow, her daughter Gracie and Kenny. Their small size makes them the perfect horse to meet with small children and those in wheelchairs.

Dennis and Kathy bring the miniature horses to programs and events so children can experience being around horses. One day, at the Payson Community Kids program, the children learn about being around horses by gently brushing them while a volunteer holds the reins. You can sense their calmness while they complete this repetitive task.

Recently, the Ranch acquired Hamish, a Clydesdale colt, its newest addition. Hamish, like their other draft horses, “has an instinct that they want to work and they want to help.” said Dennis. The other “gentle Clydesdale giants” at the Deuker Ranch are the ambassadors often  and used for the Veterans program.

“What makes us different is that our services are free! That’s how important we feel therapeutic riding is,” said Dennis. 

Dueker ranch is a nonprofit Corporation and a 501(c3) Arizona-qualified dollar for dollar tax credit charity.

 

For more information, contact the Deukers at 928-978-7039, DuekerRanch@gmail.com, or visit duekerranchhorsetherapy.com.





Alzheimer’s Disease: The Importance of Minimizing Change


by Patricia M. McClure-Chessier

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June is Alzheimer’s and Brain Awareness Month—a time for people of all ages to get involved to fight against the disease. It doesn’t matter if you’re 5 or 95. One of the important facts that should be highlighted this month for anyone that is impacted by this disease is how change can have a tremendous impact on a person with Alzheimer’s or Dementia. The more prepared the family/caregiver is, the better.

The main underlying cause of memory loss and confusion is the progressive damage to brain cells caused by the disease. Sometimes your loved one may remember an important date about one person and not the other. Sometimes they may remember something significant about someone who they aren’t close to, but can’t remember something significant about the caregiver. There is no rhyme or reason in most cases. The human brain is very complicated, and the condition presents other challenges that scientists still cannot fully answer.

Your loved one may even lash out at the person taking care of them for no apparent reason, and the caregiver may not understand the precipitating factors. The person may get upset easily, use bad language, scream, or hurl insults. Your loved one might even throw things, or resist your care by pushing and/or hitting you. This behavior could be a symptom of the disease, or just a response to them feeling confused. Aggressive behaviors can be verbal or physical, occur suddenly, and could be the result of anxiety and/or confusion. While aggression can be very difficult to cope with, it’s important for you as the caregiver to understand that your loved one is not behaving this way on purpose. Behavior is a form of communication. Aggression can be caused by many factors, including physical discomfort, environmental factors, and poor communication.

Environmental factors play a huge role, but are often overlooked. Caregivers have to be careful with making changes in the environment. For example, modernizing a home could create some significant challenges for the person with Alzheimer’s. Changing from a rotary phone to a touch-tone phone could deter the person from using the phone. We have to give a lot of thought to upgrading microwaves, stoves, refrigerators, dishwashers, etc. Changes could have a negative impact on the person’s independence and quality of life. The more they can continue to do for themselves, the better. As caregivers, please consider the impact the change could have on your loved one. Even simple changes can complicate their world, and cause them to regress. So be careful and minimize change!

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Award-winning author/speaker Patricia M. McClure-Chessier, (MBA, MPA) is the author of Losing a Hero to Alzheimer’s The Story of Pearl and A Caregiver’s Guide for Alzheimer’s & Dementia Nine Key Principles. She has worked in the healthcare industry for 25 years and is available for presentations. For more information, visit www.patriciammcclure.com or contact Patricia at pmcclurechessier@yahoo.com or www.authorbookings.com/members/patricia-m-mcclure

A Special Classroom: Visits


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by Dr. Dawn Menge

“Help Queen Vernita with our days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.” I encouraged the preschool students with Autism as I read to nine different preschool classes. Each class has a population with ages ranging from 3-6 year old and the students’ abilities range from non-verbal to verbal communicatively. “During the Sundays in January, Queen Vernita and her friend Debbie stayed home and read three books. Do you like to read? “Yes,” chimed in several of the students while others nodded their head or attempted to grab the book.

“In February, Queen Vernita and her friend Tommie had a huge snowball fight and made beautiful snow angels.” It has been a highly unusual winter in Southern California with rain and snow for weeks. “Did you get to make a snowman or have a snowball fight?” I asked the little ones, as I imitated throwing a snowball in the air. “The class of nine preschoolers all attempted to throw their own imaginary snowballs through the air. “On Sundays, they lay by the fireplace and took long naps, snoring loudly! Do you guys snore when you sleep?” The room was filled with nine little children snoring loudly and laughing.

“In July, Ashlie and Queen Vernita spent 31 glorious days at the beach. What is she doing in the picture? “Several of the students got up out of their chairs and pointed to the illustration of Queen Vernita and Ashlie building a sandcastle while the verbal students excitedly started reliving their experiences at the beach. “I played in the ocean, but I didn’t like the feel of the sand.” A little boy told me as he rubbed his hands together. Many students with Autism have sensory needs, as textures bother them. This little boy was sensitive to the feel of sand, while others are more sensitive to smells or visuals such as the lights in a classroom. Many of our students cannot tolerate loud or noisy areas and wear sound reduction head phones to limit the input coming to them from outside their worlds. “Queen Vernita ate fried fish tacos on Fridays. Who likes fish tacos?” Most of the students wrinkled their noses but a very verbal little boy informed me, “I go to Hawaii every summer and play in the waves and make sandcastles, but we do not eat fish tacos. That is yucky!” as he turned his head back and forth in an obvious sign of distaste.

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“Then came August and Hannah came to visit. It is a very hot time in the land of Oceaneers. Queen Vernita and Hannah spent all 31 days camping in the mountains. On Wednesdays, they slept outside of their tents so they could count all the stars. Can you help me count the stars?” A little girl jumped onto my lap and grabbed my hand as I pointed and began to count the stars. Those little ones that could count joined in on star counting, fading away as we reached past the number ten. “How many frogs are there? One, two…,” as I held up each finger the students followed along. “Saturday nights they made a campfire and cooked S’mores. They were so gooey and yummy, made of marshmallows, graham crackers and chocolate. “Have you ever had a S’more?” I asked as I rubbed my stomach, “I like the melted marshmallows, and I like the chocolate.”

“As the season of summer left, fall came. Along with the changing of the leaves colors, came Virginia. September is apple picking time. Do you like apples?” Apples, repeated a little girl that had been silent up to this point. Echolalic speech is frequent with people who have autism. They will repeat specific words or phrases. The more verbal students who are echolalic come to school and repeat phrases they’ve heard on movies or TV. They also repeat out of context, prior conversations they have had at home or in the community. Their speech is halted short, sometimes limited to a word or two to convey their message to the listener.

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“Tyler Ann stayed until the end of the year. I’m so glad that I have 12 such great friends to come and visit me on each of the 12 months of the year. Thank you so much for allowing me to come and read Queen Vernita’s Visitors to each and every one of you.” I thanked my last group and headed back to my classroom of high school and transition students who are have moderate to severe disabilities. It is always such fun to read to the little ones at the educational center in which the preschoolers who have Autism attend school. Their teachers all refer to them as their friends, creating a warm and friendly environment for children who have high anxiety in social situations. But, after reading to 90 friends in nine different classrooms, my voice is tired and I’m ready to rest until the next year.


Dawn Menge, PhD has won 29 national awards as the author of the Queen Vernita's Educational Series. As an educator, she holds a Master's and a Clear Credential in moderate/severe disabilities and a Bachelor's in human development. Dr. Menge has been teaching severely handicapped students for 16 years.

    

Dr. Dawn Menge Makes Book Reviews a Classroom Project

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“I want to go to the 13th floor!” Mariah exclaimed as we began reading, There’s a Dinosaur on the 13th Floor. My students listened intently as I read the children’s book that was sent to me by Story Monsters Ink magazine to review. “The man was sleepy. He slept in a big room with a dinosaur,” Ryder answered as he wrote his book report. “The dinosaur did not like Mr. Snores on the 13th floor.”

Several years ago I began writing reviews for Story Monster Ink. This is a great opportunity for me as I am able to branch out on my author journey to see the other side of the publishing world. I am the author of an educational series titled, Queen Vernita’s Visitors. My series has won 31 awards; including seven Purple Dragonfly and seven Story Monsters Approved awards. I have a PH.D in Curriculum and Instruction and use many forms of literacy in my classroom that educates students with moderate to severe disabilities ages 12 to 22. During my over 20 years as an educator for students with disabilities, we have provided many forms of academic opportunities including functional reading and recreational reading.

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“Eww, something is dripping on his head!” Jesse notes, “What do you think it is?” I asked, “An ocean or an aquarium?” As an educator, it is heartwarming to hear the animated responses I receive from my students as we read the various books we are given by Story Monsters to review.

As a direct result of these opportunities, I and those around me have been exposed to many quality children’s books that we might not otherwise have had the opportunity to read. “It’s great to participate in reviewing the books, so that we can recommend them to others or buy for gifts.

I am also an active member of the United States Board on Books for Young People (USSBBY). I sit on the committee that creates the International List for the Outstanding Books for Young People with Disabilities. These books are written either for or about people with disabilities. I have been able to recommend several of the books I have reviewed for recommendation for this list.

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The books presented to me by Story Monsters vary in publishing formats from self-published to traditionally published. Allowing a wide range of exposure to gauge the many components required to judge the quality of the literature. Having been connected to Story Monsters throughout many years, I have been able to watch it grow and expand to an amazing publication that now includes bestselling author James Patterson and Judy Newman, president of Scholastic Book Clubs, and I’m proud to be a part of it.

  

 To submit your book for review, email cristy@storymonsters.com for submission guidelines.

Subscribe to Story Monsters Ink magazine! Get the best news in books for just $5 a year!

 

 



Young Eagles: The Story of a First Flight


by Marie A. Fasano, EAA 635640
photos by eaa.org

Launched in 1992, the Young Eagles program has dedicated more than 25 years to giving youth ages 8–17 their first free ride in an airplane. It’s the only program of its kind, with the sole mission to introduce and inspire kids in the world of aviation.

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I open my eyes and turn in bed to look out the window. I can see it’s a crisp, fall morning with a clear, bright blue sky—perfect flying weather. I learned this is the best time to fly … early morning just after sunrise when the weather still has the cool feel of nighttime. The air remains smooth with fewer bumps. I hurry to get dressed and run to the kitchen to eat my breakfast.

After eating, I jump up from the table and yell, “Mom, let’s go to the airport, I want to fly.”

At the airport, I leap out of the car and run to the hangar. I’m so excited. I’m finally going to take my first airplane ride in a small plane. I see the planes lined up. I later learn they are a Cessna, Piper, Cirrus, home built and more, ready to go. They each can hold from one to three passengers. I grab my mom’s hand as we see the volunteers setting up the desk and registration forms for the parents to sign.

Mom says to a volunteer, “I have two important questions. What does it cost for Danny to fly and is it safe.”

The volunteer answers. “It’s free. The EAA, Experimental Aircraft Association has been flying kids since 1992. So far, over 2 million young people from ages 8 to 17 have had airplane rides for free all over the United States. The pilots donate their time and their planes. It’s the only program of its kind, with the sole mission to introduce and inspire kids in the world of aviation. Each pilot is licensed by the Federal Aviation Administration (FAA) and all aircraft are likewise licensed by the government. The flights are conducted according to federal regulations.”

After mom registers and gives her permission, a volunteer pilot, Paul, says, “Come on over for the pre-flight, the walk around. You’ll learn what the pilot must do to be sure everything on the airplane works OK. The pilot does this check before every flight. Let’s take a look at how the airplane flies. You can get in the cockpit, the area where the pilot sits.”

I climb up and settle in the pilot’s seat in the airplane.

Paul tells me, “The wheel or stick inside the airplane moves to turn the airplane in the air.”

As I turn the wheel, he says “Look outside the plane at the wing and see the ailerons, the small part of the wing. It goes up and down whenever the wheel turns right or left. This is how the airplane turns in the air. Now push the wheel forward and back. As you do this, look at the tail of the plane, with the elevator and see it go up and down. This is how the plane goes up and down in the sky. Next, look at the rudder pedals on the floor. They look like gas pedals in a car. Push one at a time and look out the back of the plane to see the rudder on the tail move. The rudder helps to turn the plane on the ground and in the air. See that lever in the center of the panel in front of you? Push it down to let the flaps on the wings of the airplane go down. Here the pilot checks to be sure there are no obstructions that would interfere with the flap movement.”

“Wow, I see them moving down.” I say.

He helps me out of the plane and says, “Let’s go outside and we’ll do the final check. I’ll drain the fuel from a small opening under the plane to be sure we find no water or dirt in the fuel.”

All my questions are answered from how the fuel pump provides gas, to how the pilot talks on the radio. After the pre-flight, I am eager to fly.

Paul walks me to the airplane to be sure I don’t walk into the spinner and propeller, “A big deal when being around an airplane is safety first,” he says. “Don’t go near the propeller blades because if there is a problem, they may turn without warning and you can easily get hurt.”

In this Young Eagles program, the pilots enjoy introducing youngsters to the joys of flying as much as the kids do. It may be a man or woman, someone who flies for fun, uses the plane for their business, or someone who has spent his life as a commercial, professional pilot flying for the major airlines or the military. Diane, the pilot who is flying me today says, “Most kids want to sit up front with the pilot to be the co-pilot.”

As Diane helps me into the right seat of the plane, I see there are pillows on the seats, so I can reach the wheel and see out the plane.

“I’ll show you how to strap in with the seat belt just as you do in a car,” says Diane. “Then we’ll make sure the doors are shut tight.”

She gets in the plane and helps me put on a headset. “OK, all set, can you hear me OK? We are ready to taxi to the runway.”

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“I can hear you, I’m ready, let’s go,” I answer. The plane moves forward and we are on our way to the runway.

Before we take off, Diane stops at the end of the runway. “I’ll do a pre-check pushing the power up to make sure the engine is running OK,” she says. We’ll use the radio to make a call on the microphone, so other pilots know we are leaving. Pilots use a special alphabet called the phonetic alphabet. “November Five Niner Mike Juliet is ready for takeoff, runway two four.” Diane looks to the sky to be sure no one else is coming in to land. All is OK and she turns to the runway, pushes in the power and I feel the airplane racing down the runway.

In a moment the plane lifts off. “I can see everything on the ground get smaller and smaller,” I say. For the next 20 minutes we’re in the air flying over our town. “There’s my school and Green Valley Park. I think I see my house!” I yell excitedly.

“Do you want to take the wheel and fly for awhile,” says Diane. I grab the wheel. “Gently, she says, it doesn’t take much to control the airplane. I’m here to back you up.”

As I lighten up on the wheel, I say, “Like this?”

“Great job she says,” You’re a natural pilot.”

“How about you make a radio call to let the other pilots know where you are?” “Repeat after me, “Five Niner Mike Juliet on left downwind runway two four at sixty-two hundred feet.”

I call on the radio and think, “I can’t believe she let me do that, just like a real pilot.”

Too soon we are on final to the runway and ready to land. I look down and see my mom waiting. Once we’re on the ground and out of the airplane, I say “Bye, Diane. That was awesome. I want to be a pilot, too.”

“Here’s your certificate and Young Eagles logbook with a personal code to activate your free EAA Student Membership and Sporty’s Learn to Fly ground school course,” says Diane, “You are now a Young Eagle.”

I run to my mom with a wide grin. “That was super.”

EAA will send the new Young Eagle follow-up information about their free online ground school course, details regarding other youth aviation programs, and EAA scholarships. So, take a free flight and become a Young Eagle. Check the website to find an EAA Chapter in your town.


Marie A. Fasano RN, MN, MA, commercial, instrument pilot with multi-engine and seaplane ratings. Marie’s flying, an important part of her life, entailed coordinating for the EAA Chapter #810 Young Eagles for about five years, flying the kids in her Cessna 182 59MJ; taking rural patients to medical appointments with Angel Flight West; and flying medical personnel to Baja, California to dirt strips for clinics for indigent peoples. Marie also spends her time teaching nursing, nutrition, and helping clients with long term care health insurance. On the side, her photojournalism has appeared in nursing and aviation journals and general newspapers.

James Patterson Joins Story Monsters Ink as Monthly Columnist

 

James Patterson has a way with words. Best known for his suspenseful thrillers and middle grade book series, his titles have sold over 375 million copies and he holds the record for the most New York Times bestsellers. With a generosity as endless as his imagination, he has donated millions of dollars to school libraries over the years through his partnership with Scholastic with one simple goal: To get kids reading. From his vantage point as a literary lion, Patterson knows as well as anyone the power that words can wield.

photo by Stephanie Diani

photo by Stephanie Diani

Not only does Patterson write for kids, he will now be writing directly to them and their teachers and parents in a monthly column with Story Monsters Ink magazine. His column will debut in the October 2018 issue of the popular magazine. 

With content kids can relate to, Story Monsters Ink is the go-to literacy resource for K-12 teachers and librarians. Each issue offers the latest book news, reviews, author interviews, reading lists, and more. In their efforts to get more students reading and writing, the editors also work with teachers and parents to publish student-written articles and book reviews in each issue.

“There’s no such thing as a kid who hates reading,” Patterson says. “There are kids who love reading, and kids who are reading the wrong books. If we can put the right book in their hands, the story will do the rest.”

To learn more about Story Monsters Ink, visit www.StoryMonsters.com, email info@storymonsters.com or call 480-940-8182.

New Author Enjoys the Challenge of Large Group School Visit

by Carol Hageman

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I am a first-time author of a children’s book entitled Bubby’s Puddle Pond: A Tortuga’s Tale of the Desert. My book has been in publication for less than a year and I have had several book signings and school visits, but recently, I was invited by a school to read my book and do a presentation on the artwork before 800 students in grades K-3.  

The academic coach wanted the students to become more aware of the arts. I accepted the challenge, but after I hung up the phone, I realized what I had just agreed to. Up until now, my presentations were typically in the range of 50 students. However, I reminded myself of the years of experience I had acquired as a volunteer in my daughter’s elementary school and library. I thoroughly enjoyed working with children, tutoring them in reading, and being involved with the Art Masterpiece Program. That’s when I realized, I could take on a project of this size, too.

Just a month earlier, I had the opportunity to purchase all of the artwork from the book. It included pencil and ink sketches, a small draft of the book and all of the watercolors. I thought the children might be interested in learning how a book is produced. I would tie that in with the art that made the book special.

When I arrived at the school, I was led to the auditorium to set up. I was told there would be two sessions. The kindergarten and first-graders would be together for a slightly simplified version of the presentation, followed by the second- and third-graders for a more advanced version. I prepared the tables by laying out the pencil sketches, ink sketches, and the watercolors in succession, as they appeared in the book.

After introducing myself, I asked the students how many of them liked to draw, how many liked to read, how many liked to write. After all the little hands went down, I told them there are many new authors and artists in the audience. I told them art comes in many different forms from paintings to sculptors to crafts and drawings. Just like in my book. All of the artwork was done in watercolors.

I shared a story of my experience years ago, when I volunteered in the classroom helping children produce their own book. The students would hand-write their story and I would type them and make a cover out of construction paper. The students would then illustrate the pages and cover. After everyone completed their book, they would read it to the class.

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I then proceeded to explain what it took to produce my own book. I started with the front cover, the copyright page, the dedication page, content of the story, fact pages, glossary, curriculum page, and the creative team pages. Finally, the back cover. I explained how many professionals are involved in the production process. Starting with the author, followed by the illustrator, editor, graphic designer, curriculum writer, proofreaders, project manager, production staff, and printers.

The academic coach had scanned the book in order to project it on a large screen as I read it to the students. After the story was finished, pre-selected students came up on stage to ask a question, using the microphone before the student assembly. I answered their questions, and followed up by encouraging them to follow their dreams. If they enjoy reading, writing, and drawing, someday they might be an author, or work on a professional team to produce a book.

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Finally, the children were invited to walk by the table to view the artwork. I was so pleased with their responses of enthusiasm! They shared with me who their favorite character was in the story, had positive comments about the watercolors, and thanked me for visiting their school. Needless to say, I left feeling very gratified. I felt very comfortable before 800 children and would love the opportunity to do it again.