Thursday, August 30, 2018

Upcoming Events!

PJ Library Sukkot Story and Craft Hour

Friday, September 21, 2018
4 - 5 PM
Dover Public Library, 56 Dedham Street, Dover, MA

Celebrate Sukkot, the Harvest festival! Come in your PJ's and bring your favorite plush pal. Jane Kohuth, author of Estie the Mensch, will be reading and signing copies of her new book, Who's Got the Etrog?. We'll have activities and snacks to get us in the Sukkot spirit. For more information, contact metrowest@jccgb.org. 

Please RSVP: Bostonjcc.org/metrowestrsvp


Who's Got the Etrog Interactive Storytime
Learn about the Jewish Harvest Holiday Sukkot and the Abayudaya Jewish Community of Uganda

Holliston Public Library 
Wednesday, September 26, 2018
6:30 PM
752 Washington Street, Holliston, MA
Free and Open to the Public!

Bring a stuffed animal friend and join Holliston author Jane Kohuth for an interactive read-aloud of her new picture book, Who’s Got the Etrog?, a story about the Jewish harvest holiday Sukkot in the Abayudaya Jewish community in Uganda.  Auntie Sanyu builds and decorates a sukkah harvest hut in her garden. On each of the holiday’s eight days a new guest comes to join the celebration — Warthog, Lion, Giraffe, Rhino, Camel, Parrot, and Auntie Sanyu’s niece Sara. They all want to shake the lulav branch and hold the fragrant etrog fruit, but Warthog just can’t seem to let it go. . . . Hear the story, shake a lulav and etrog, help decorate our sukkah fort, and learn more about the Abayudaya, one of the many diverse Jewish communities around the world.  

Wednesday, November 4, 2015

I Will Be at the Writer's Loft Holiday Bazaar & Book Fair at An Unlikely Story

I am excited that I will once again be signing and selling books at the Writer's Loft Holiday Bazaar and Book Fair! And I am even more excited that the fair will be held at An Unlikely Story, the brand new indie bookstore founded by Jeff Kinney, author of the Diary of a Wimpy Kid series (and staffed by former colleagues and friends!). If you live in the area, this is a fantastic and unusual opportunity to meet an whole room full of authors at once and get signed, personalized books for everyone on your gift list, all in one place.

Thursday, January 8, 2015

Young Authors Club and Grub Street Writing for Children Classes at the Greater Boston JCC


Do you know someone who would be interested in joining the Young Authors Club at the Greater Boston JCC in Newton? This class is open to young writers ages 8-11 (approximately). The next class session begins Sunday, January 18th. I've been inspired working with such passionate talented kids and I hope to meet some more of them this winter. Here's a link to the registration page: http://www.bostonjcc.org/CalendarDetails.aspx?eventID=5633

I will also be teaching a Grub Street class for grown-ups at the JCC on writing for children. This class will take place on Thursday afternoons beginning January 22nd. We'll be focusing on picture book and middle grade writing, and I will tailor the class according to the interests of the students. Here's a link with more information about that one: https://www.grubstreet.org/findaclass/class/writing-for-children-2/

Thursday, August 21, 2014

Young Authors Club at the Greater Boston JCC this Fall!

Excited to share that I will be teaching a kids' writing class at the Greater Boston JCC on Sundays this fall, starting Sept. 14th. The Young Authors Club combines fun writing exercises and a real professional writer-style critique group for kids in grades 4-6 (and advanced 3rd graders). We had a blast last winter, and I'm hoping for lots of new poets and storytellers. You do not need to be a JCC member or Jewish to sign up!

Sunday, April 13, 2014

So . . . What's a Skype Author Visit and Should I Do It?


The Sock Poem


Stinky
Soft, Sweaty, Smooth, Slippery, Stretchy
Soggy and Soaked!

by the first grade at Cleveland Road Elementary School in Bogart Georgia


First graders recited this original alliterative poem for me when I visited them to read and talk about my book, DUCK SOCK HOP. They were in Georgia. I was at home in Massachusetts. For the last few months, I've had the pleasure of doing quite a few Skype in the Classroom visits with schools around the world. It's been remarkable to sit down at my computer in my office and be able to talk with students in Ohio, Virginia, North Carolina, British Columbia, Texas, and Grodno, Belarus, to name a few. (Next week, Xiamen, China!) Though it takes a little while to get the hang of interacting through a screen, seeing the faces and listening to the thoughtful questions of students and teachers has been a valuable experience for me as a presenter, a writer, and a person. You send your books into the world and imagine children reading them, enjoying them, and thinking about them, but how else would I have the opportunity to see HOW children are interacting with my words, what they are responding to, what makes them laugh, what makes them bounce. They may be learning from me, but I'm also learning from them. Also, it's been said many times before, but writing can be a lonely vocation, and actually seeing my tiny impact is something to hold onto when things get hard.

Art from the Malta Avenue School in Ballston Spa, New York

I do want to say that electronic visits aren't a full substitute for in-person visits. They let me go to far-flung places that neither schools nor I could otherwise afford, they help me out as a person with a disability who has trouble traveling distances. There's nothing quite like an in-person visit, though, at least for me. When I go to my local schools and libraries, I can be more interactive, more kinetic, and even more creative. So if you're a teacher or librarian, have local authors come in person, and have far-away authors come by screen.

And here's some frank talk. I get asked a lot if I get paid for Skype visits. Right now I'm offering twenty minute visits free. I get asked to low-income schools, which now have an opportunity to have an author visit when they never would have before. I want to be there for those kids. But writers are people, too, and we rely on selling books. So I hope that if schools can pay, they will. I hope they buy my books so that students can borrow them from the library after our visits. I've had one teacher (that I know of) reach into her pocket to buy DUCK SOCK HOP for her classroom.  I'm going to send her the rest of my books. But I'm not sure we can go on this way. What do you think teachers? Authors?

Saturday, December 7, 2013

Duck Sock Hop Christmas Tree!

 From November 27th - January 1st, There is Duck Sock Hop-themed Christmas tree on view at the Concord Museum in Concord Massachusetts. The tree is part of their annual Family Trees exhibit, in which dozens of trees are decorated in the themes of picture books old and new. You can go to their website for more details.  I will be signing books at the museum from 1pm - 4 pm on December 8th, along with several other authors and illustrators. I'd love to see you!

The Duck Sock Hop Tree was created by two very special artists, my mother Leslie Kohuth and my sister, Emily Kohuth. You can see some of Emily's other work in the Locket Scientist shop on Etsy.com.

Monday, September 16, 2013

One Thousand Words: Writing Anne Frank’s Chestnut Tree


In one week, my first non-fiction book for children, Anne Frank's Chestnut Tree, will be published. Creating it was one of the greatest writing challenges of my life. I wrote about the experience for Shalom Magazine and am reposting it here with permission.


A sapling from Anne Frank's Chestnut Tree was planted on Boston Common in the summer of 2013. 
(Boston Herald photo)

One Thousand Words: Writing Anne Frank’s Chestnut Tree
by Jane Kohuth

It’s utterly impossible for me to build my life on a foundation of chaos, suffering and death. I see a world being slowly transformed into a wilderness, I hear the approaching thunder that, one day, will destroy us too, I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that everything will change for the better, that this cruelty too will end, that peace and tranquility will return once more.  -- Anne Frank, 1944

The most challenging thing I’ve ever written was only one thousand words long. I write for young children, so I’m familiar with the challenge of keeping language simple and concise while also making it interesting. But in 2011, I received a call from my editor at Random House asking if I’d like to write an early reader about Anne Frank. I had written an early reader before, I had a background in Jewish Studies and had already published one Jewish interest book for children, so why wouldn’t I want to tackle this? But I didn’t say yes right away. The publisher wanted a book for early elementary school students. I wondered, how could someone explain Anne Frank to children without delving deeply into a complicated and dark time in history? Was I prepared for the enormous responsibility of writing a book that could be a child’s introduction to the Holocaust? Was it possible to be both honest and gentle in writing about such terrible subject?  And finally, how could I say anything about Anne Frank’s experience that she hadn’t said better herself?

I thought about the first time I learned about the Shoah, in a Hebrew School class in the 1980s. The lesson felt abrupt and dramatic, fascinating and confusing. The teacher tried her best, I believe, but a good book written for children might have helped her and helped us to better understand in a way that was appropriate for our age. Since that time many more children’s books have been published about the Holocaust. Some are very good. But there isn’t much out there for younger students about Anne Frank. I first read The Diary of a Young Girl when I was in middle school. And as with so many children before me, I felt like Anne was talking to me. Her voice made history real in a way that the photos and facts and numbers I’d been taught did not. I thought that if I could use as many of her words as possible, I could, perhaps, write a worthy book for children who were still too young to read her diary. Perhaps Anne could speak to them the way she had spoken to me. 

I had one thousand words. I couldn’t use complex vocabulary. I had to keep clauses to a minimum. I could have no more than thirty characters in a line and no more than twelve lines on a page. When I explained my project to people they thought it might not be possible. In the end, it helped that I needed to choose an “angle” -- a way in to Anne’s story. Over and over, in her diary and stories, Anne returned to the agony of being shut inside and the power of nature to give her courage, to ease her suffering, and to help her overcome despair. She wrote about the attic window where she was able to see a sliver of sky and the branches of a chestnut tree. The tree, I learned, had become a symbol of hope to visitors of the Secret Annex, which is now the Anne Frank Museum. It had a story of its own, and its saplings, planted around the world, have come to represent Anne’s legacy. (Just this June, one was planted on Boston Common.) This was an aspect of Anne’s story I hadn’t seen in another book. It was a way to talk about Anne’s feelings that children might understand.

In researching and writing Anne Frank’s Chestnut Tree, I also drew on my background in Jewish Studies and my experience teaching in Jewish classrooms. I grew up in Brooklyn, NY, where I attended a Conservative synagogue. When I was fourteen, my parents moved to Falmouth, MA, where we became members of Falmouth Jewish Congregation, and I became active in NFTY. At Brandeis, I studied Near Eastern and Judaic Studies, along with English and Creative Writing. For graduate school, I attended Harvard Divinity School, where I focused on women in religion. I’ve been a teacher at several Hebrew schools, and spent time as a synagogue’s Assistant Director of Education. I found that my reading over the years had already immersed me in Jewish History and given me an understanding of Anne Frank’s era, while my classroom experience helped me to think about how children might relate to Anne’s story and how teachers might be able to use my book in the classroom.
 
As Jewish educators and parents we find that we must, at some point, introduce our children to the reality of the Holocaust. I hope that in focusing on something a child can imagine -- being shut indoors and longing for outside -- I have written a book that will allow children to empathize with Anne, a book that is both honest and gentle, and a book that is true to Anne’s view of the world.