“Evoke to Know” : Learning from K. A. Holt
Novelist Kari Anne Holt has dedicated her writing career to making sure kids (and adults) understand that anyone can be the main character of a book, and everyone deserves to see themselves reflected on the page. From her award-winning middle grade novels-in-verse, Ben Bee and the Teacher Griefer, Redwood & Ponytail, Knockout, House Arrest, and Rhyme Schemer, to her prose novels From You to Me and Gnome-a-geddon, to her picture book, I Wonder, illustrated by Kenard Pak, KA Holt’s readers will discover main characters that struggle, celebrate, wonder and discover in ways both new and familiar.
I was delighted to have this opportunity to ask her a few questions, share a writing prompt (hands-on activity suggestion that she kindly provided), and showcase some of her verse contributions that celebrate our diversity.
K. A. Holt
Padma Venkatraman: Why are you attracted to the novel-in-verse format? And have you studied poetry, formally?
K.A. Holt: There's something about novels in verse that create a really special partnership with your reader. You have to center the narrative around the emotions of each scene, you know? (Or at least, that's how I approach my own writing.) There isn't a lot of room for overt physical descriptions of things or logistics--like the specific setting, for instance, or what a character's classroom looks like. Verse is there for to talk about what the classroom feels like. By leaving specifics in the whitespace of the page, you allow your reader to fill in the blanks with specific details that feel familiar to them. So while they're reading verse about a character who might be very different from them, they're also understanding the universal emotions the scene evokes. And when they fill in the whitespace with their own lived-experience scene-setting details (this classroom must look just like mine!), that one-two punch creates a bridge that allows for your readers to empathize with characters who might be living in different circumstances than the reader is be familiar with, but who still feel very resonant in an almost intangible way. I hope this makes sense! It's basically my (very!) long-winded way of saying that I think verse novels are incredibly well-suited for creating empathetic readers.
I have not studied poetry formally (as in having an MFA in poetry or anything like that). But I've been writing poetry for decades now, so I feel like my informal training has been quite thorough. :)
Padma Venkatraman: Well, my formal training was in oceanography, not writing, so I can absolutely attest to the fact that we can study and learn the art of writing on our own, if we put our minds to it.
Speaking of learning through writing, would you share with us a writing activity that stems from one of your novels-in-verse - or a hands on writing prompt that a teacher who is using your work in the classroom may build on, or that any poet (young or not so young) reading this post might want to try?
K.A. Holt: One of my favorite writing exercises to use with students of any age is something I call Evoke to Know. If you're in a classroom, you can choose an object and have your students shout out every single word they can think of that decsribes that object. Physical, sensory, everything. Write down every word on a whiteboard that all the students can see. Once things wind down and you have a huge list of descriptors, you ask the students to write a poem about that object, but they aren't allowed to use ANY of the words on the board.
This will create a lots of shrieks and moans. Haha.
But then, you know what happens?
The students create the most beautiful and surprising poems... about a stapler. Or a package of gum. Or any other object.
It's a lovely exercise for proving to students that everyone is a poet when it comes down to it, you just have to practice seeing the world through the filter of figuartive language and poetic devices. They learn how to evoke rather than describe. It's a really beautiful lesson.
Padma Venkatraman: It sure is! I absolutely love it! And I’m sure every writer who tries this will learn a lot - I'm going to give it a try myself later today! What a fantastic challenge!
Unfortunately, the word challenge also brings to mind some negative challenges, what with banned book week coming up at the end of September this year. You've received widespread recognition for your work - but also encountered pushback. Could you speak about why you write the books you write and how book banning has affected you?
K.A. Holt: The short answer to this is an answer you hear from so many other writers for young readers: I write the books I wish I'd had when I was younger. More than that, though, I write the books where the main characters are not your typical stars-of-the-show. I write books for kids who hate reading, and for kids who've not yet found a feeling of success from reading. I write books for queer kids and questioning kids, and for kids who have queer friends or queer parents or loved ones. I write books for kids who have never met an out queer person in their lives--who only know about what pop culture stereotypes have told them about queer people. I write books that show adults making mistakes, owning up to those mistakes, and learning from them. I do the best I can to elict empathy from readers who are reading about characters and circumstances very different than their own.
When my books are banned, or when they're quietly just not ordered for a school library... when I'm uninvited to do an author visit, or just quietly not invited at all, it definitely hurts my feelings. It even more definitely hurts me financially (my author visit income is down over 75% from two years ago). The worst part, though, is knowing that there are so many kids out there who won't get to read about experiences that mirror their own, or that help them build empathy for people who are different than they are. It is a travesty that there are folks who want to ban my existence as a human, not just my books. That means fewer author visits, fewer events, and fewer kids who get to see and meet the regular dorky mom who wrote their favorite book, who also happens to have a wife and family. The visibility of just beingthere--and not being a stereotype or some demonized caricature--is gone. That's what really hurts.
Padma Venkatraman: I agree with every syllable. Not only do book bans hurt authors, they also hurt our readers. Do you have any suggestions for those who may wish to actively combat book challenges, and/or tips for other writers on maintaining an even keel at this time when we're seeing an unprecedented level of censorship, especially in the field of literature for young people?
K. A. Holt: I wish I had good advice here, but honestly I find myself having a tough time maintaining an even keel. One thing I've done is to join my local chapter of Authors Against Book Bans. I also closely follow PEN America's statistical work. I've gone to the federal courthouse a couple of times to listen to arguments in book banning lawsuits. And I'm doing my best to just keep writing, no matter how tough it feels these days. I also encourage everyone to vote, vote, vote, especially in down ballot races. The elections that decide local school board members, city councils, etc... these especially cannot be ignored right now.
Padma Venkatraman: You are absolutely right. I’m going to take a short detour now and say that as I’m the co-leader (along with Jeanette Bradley) of the RI chapter of Authors Against Book Bans, I want to highlight our candidate scorecard list, in case any of the readers of this post are voting in Rhode Island and want to inform themselves about a candidates’ stance on censorship, freedom to read and write, and book banning.
And I know I’m joined by every member of our Diverse Verse coalition, as well as the many admirers of your work in the world, when I wish you the very best. I know you’ll stay creative despite the hateful cruelty of censorship - and I can’t wait to read you next book, whether or not it’s in verse. Thank you so much for taking time to share your wisdom with #DiverseVerse.
