VERSE NOVEL

GARVEY’S CHOICE

BIBLIOGRAPHY

Grimes, Nikki. 2016. Garvey’s Choice. Honesdale, Pennsylvania: WordSong.  ISBN 9781629797403.

SUMMARY

Written in verse, this novel follows a young boy named Garvey as he comes of age. Garvey feels like he is a disappointment to his father because he is not the athletic son his father wants. Instead, Garvey is interested in reading and singing, and he is everything but athletic. With the encouragement of his only friend, Garvey agrees to try out for his school’s chorus, where he makes a new friend.  Garvey soon finds himself as the lead soloist, and he slowly begins to gain confidence in himself. With his first recital coming up, Garvey finally confesses to his father that he is part of the school’s chorus. After his solo performance, Garvey scans the crowd for his father, whom he finds crying and moved.  Soon after, Garvey’s father confesses that he used to sing in a band many years ago, finding a way to connect with his son and embarking on a journey that unites him and Garvey.

CRITICAL ANALYSIS

The Poet

Nikki Grimes is a bestselling, award-winning author best known for her poetic works. She is the recipient of the NCTE Award for Excellence in Poetry for Children, the Laura Ingalls Wilder Medal, and the Virginia Hamilton Literary Award, among others. One of her best-known works, Bronx Masquerade, won the Coretta Scott King Award. Her works, including Garvey’s Choice and Words with Wings, have been featured on The New York Times bestseller list.

Layout

As this novel is a verse novel, each individual poem is arranged to help the reader follow along with the storyline.  The entire novel is made up of a total of 104 poems, each written in tanka form.  A Contents page at the beginning of the book lists each poem title.  This helps readers locate single poems and, more importantly, helps readers get a general sense of what the story is about. Since the titles are descriptive, it makes it possible for the reader to predict what each poem might discuss.  The first few poems appropriately set up the exposition of Garvey’s story, giving his background and setting up conflicts. The rest of the poems in the novel then follow the typical plot structure, moving into the rising action, climax, falling action, and resolution of Garvey’s journey, a suitable arrangement that allows readers to easily move along with the plot. At the end of the book, Grimes offers an explanation of the tanka form in which she discusses why she chose this poetic form for this novel, stating that her “focus is more centered on telling a story.”

Poetic Elements

Grimes relies on concrete meaning in this verse novel to be able to tell her story.  As the poems follow the traditional tanka form, they fit the particular rhythm of 5-7-5-7-7 syllable lines, creating a familiar beat for readers.  Because the poems primarily help tell a story, they do not focus too much on poetic sound techniques. Rather, Grimes uses sensory imagery to help readers visualize what is happening in the story. For instance, the poem “Garvey’s Choice” explains how Garvey “march[es] into the classroom/[and] squeak[s] out why [he’s] come[,]/Feeling numb [as he] take[s] a breath,/tickle[s] that first note, then soar[s].” By appealing to the sense of sound and sight, readers can experience what Garvey does.  Grimes also relies heavily on tone and mood throughout this verse novel.  In “Sci-Fi Novel,” she lets readers in on Garvey’s innermost feelings of anger as a response to his father’s disapproval of him. Grimes’ attention to poetic techniques makes this novel extra enjoyable.

Appeal

Garvey’s Choice will especially appeal to young readers, as they will relate to the protagonist’s struggle to pursue his own interests.  The parent-child conflict revolving around the child struggling to fit his father’s image will certainly resonate with juveniles, particularly pre-adolescent readers. They will be able to connect to Garvey’s insecurities as he ventures into new experiences, and they will root for him when he succeeds and finds a way to connect to his father. What is also appealing is that many young readers will find this novel non-threatening, as the chapters are short poems that can be read quickly and easily.  The language used throughout the novel is language that is typical of a young boy, adding a realistic dimension that readers will connect to.  Readers will also enjoy the syllabic rhythm behind each poem, even if they are unaware that the poems are written in tanka form.  Even though Grimes follows the strict syllable count of the tanka form, the poems have a natural flow that does not disrupt or distract readers.  In fact, readers will probably not be aware of the tanka form until they reach the author’s note at the end of the book.  Being aware of the form, however, will make the reading even more delightful, as they will appreciate how each syllable is carefully situated to create meaning and develop a story. Each poem consistently delivers the raw emotions and mood that will help readers relate to Garvey, and each also reflects thoughtful and thorough construction from the poet’s part.

Overall Quality

Grimes once again beautifully shows the range of her poetic abilities, as can be seen in the rich quality of each and every single poem that comprises this verse novel.  The original tanka form is meant to capture mood, which Grimes clearly does. In “Insult”, for instance, readers can feel the sting of a bully’s “word bombs [that] explode behind [Garvey].”  Because the poems trace Garvey’s story, readers are exposed to a variety of moods and emotions, ranging from fear to insecurity to passion. In “Assembly,” Grimes describes how Garvey’s “Legs [feel] like spaghetti” as he sings his first solo in public as well as the way
the music in [him] rises,” demonstrating his wavering emotions or nervousness and passion.  Readers can truly sympathize with Garvey, as Grimes makes him a believable, realistic character.

SPOTLIGHT POEM AND ACTIVITIES

“Fear” by Nikki Grimes

Fear is that flip-flop

in my belly, like when I

tried out for baseball.

All I got for my trouble

was being laughed off the field.

Will this be the same?

What if I open my mouth

And out comes—nothing?

Will kids laugh me out the door?

I can’t take that anymore.

In this poem, readers can see the internal conflict that Garvey, the novel’s protagonist, is experiencing. It beautifully captures his emotions through his thoughts of fear, which Grimes unfolds through her use of metaphors, similes, and imagery.  This poem clearly characterizes Grimes’ best poetic capacities, leaving readers wanting more.

An excellent way to introduce this poem is to have students generate a brainstorm of different emotions that one might have when trying something new. I would have students come up with ideas in small groups and write their ideas on a large paper. Then, I would have groups present their ideas with the rest of the class. I would explain that the poem we will be reading is called “Fear” and ask students to predict what the character may have a fear of.  After a class discussion, I would have students participate in a choral reading of the poem. After reading, students would be instructed to write a response tanka poem (having already gone over the tanka form in a previous lesson) giving Garvey, the character advice.