In this short letter, Wayne Kent writers to Robert Cormier to ask him about where he found the information he used to portray the terrorist characters. He also compliments Cormier on the realism of the traumatic experiences he depicts. Kent concludes by asking about the general's mental health.
In this letter, Troyia writes to Robert Cormier to ask about the title of the novel, Tunes for Bears to Dance To. She also asks about his thoughts on prejudice. Further, she reflects on the personal strength needed for a young boy to refuse the offer Mr. Hairston poses. Henry seems both a perpetrator and a victim.
Robert Cormier's response to Mrs. Anti's class
Mrs. Anti's Class Project "Hallowell Highlights"
Belinda Lothrop letter to Robert Cormier 25 October 1988
David Key letter to Robert Cormier
Denise Concheri letter to Robert Cormier
Jamie Argento letter to Robert Cormier
Kimberly Dawes letter to Robert Cormier
Kristi Kozak letter to Robert Cormier
Kristin Doton letter to Robert Cormier
Michael Ryan letter to Robert Cormier
Mrs. Barbara Anti letter to Robert Cormier
In this hand-written letter, Sally-Anne shares with Cormier a number of quotes from After the First Death exploring the idea that Mark and Ben are the same character. She also asks a number of questions that are left obscured in the novel - having to do with the dream sequences. She poses specific questions with the goal of understanding the answers and better teaching her students. She closes with just a few questions about I Am the Cheese.
Robin Scallon writes a rationale for using Tunes for Bears to Dance To in the classroom. Sections of the document include: Grade Level and Audience; Plot Summary; Theoretical Support and Redeeming Values; Literary Value and Summary of Reviews; Objectives, Teaching Methods, and Assignments; Possible Objections; Why Tunes for Bears to Dance To Should Not Be Banned; Literary Qualities; Alternative Books; References; Reviews; Awards Earned by Robert Cormier; and Books by Robert Cormier. Scallon defends the use of Tunes for Bears to Dance To by citing cognitive theorists on the egocentrism of young adults and the belief that morality is learned. The 11-year-old protagonist, Henry, is developing personal ideologies and emotional independence, which makes him a good model for young readers to explore their own development. Scallon also defends the book against censorship, saying that the book helps students come to a personal understanding of the world and of a period in history students aren't familiar with. Studying literature increases empathy and awareness of social justice. She considers the plot, theme, characterization, and dialogue as unified and purposeful as well as appropriate to young adult reader abilities.
This three-page marked typescript of Chapter 16 of Tunes for Bears to Dance To includes penciled line edits. In the chapter, Henry has a nightmare about smashing the village and his mother tries to comfort him.
Tunes for Bears to Dance To Chapter 3
Tunes for Bears to Dance to Chapter 6
Tunes for Bears to Dance To Chapter 7
Tunes for Bears to Dance To Chapter 10
Tunes for Bears to Dance to Chapter 11
Tunes for Bears to Dance to Chapter 15
Tunes for Bears to Dance to Chapter 17
This three-page marked typescript of Chapter 13 of Tunes for Bears to Dance To includes pencilled line edits. In the chapter, Henry arrives at work and diligently does his chores. He waits for Mr. Hairston to go in the locker to grind meat so he can peek at the drawing of his brother's cemetery monument.
Tunes for Bears to Dance To Chapter 3
Tunes for Bears to Dance to Chapter 6
Tunes for Bears to Dance To Chapter 7
Tunes for Bears to Dance To Chapter 10
Tunes for Bears to Dance to Chapter 11
Tunes for Bears to Dance to Chapter 15
Tunes for Bears to Dance to Chapter 17
Tunes for Bears to Dance to Chapter 19
Tunes for Bears to Dance To Chapter 16