38 pages 1-hour read

Ivy and Bean

Fiction | Novel | Early Reader Picture Book | Published in 2010

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.

Symbols & Motifs

Nice

The story transforms “nice” into an insult and a symbol of a dull person. The narrator makes the link explicit when they say, “[N]ice, Bean knew, is another word for boring” (8). Ivy seems “nice” because she wears dresses and reads books. Bean assumes that the dresses mean she follows traditional gender norms for girls and, since she’s reading constantly, she infers Ivy isn’t up to anything eventful. Reading doesn’t require motion or dramatic activity, which Bean prefers. As Bean realizes that Ivy isn’t “nice,” she understands that there are multiple ways not to be nice. Reading and wearing a dress can be exciting. The books Ivy reads presumably relate to witches, and the dresses are a part of her witch identity. More so, reading can create adventure. The spells Ivy learns about in her book provide the basis for Ivy and Bean’s plan to get back at Nancy. Initially judging reading books to be too “nice,” Bean now sees the thrill their contents offer her and Ivy.


The symbolism becomes ironic, with the twist being that neither Bean nor Ivy are particularly mean. In other words, Bean and Ivy are, as their mothers say, “nice girls,” because they possess character traits connected to nice people. They care about one another, and they help each other out. Ivy offers to bring Bean food when she thinks Bean will stay in her backyard indefinitely, and Bean sticks up for Ivy after Nancy ridicules Ivy’s wand and robe. Ivy and Bean aren’t easy to categorize, as their characters deviate from traditional expectations of young girls, but they’re not “mean girls.” They’re “nice” in the common understanding of the word, but they’re not “nice” as Ivy and Bean understand it, as their friendship is far from mundane.

Witches

Witches symbolize imagination because witchcraft represents the girls’ inclination toward creativity and their inventive perceptions. The symbolism showcases Ivy and Bean’s commitment to one another and their identities. Reality doesn’t interfere with their imaginative accounts. After Nancy lands in the worm pit, the narrator provides a practical description, “Back and forth she wobbled, trying to keep her balance.” The girls, under the influence of witchcraft and their imaginations, see something else. Bean yells, “She's dancing!" Ivy adds, "The spell worked!" (103). In Bean and Ivy’s reality, Nancy isn’t trying to keep her balance: She’s dancing because Ivy successfully applied the dancing spell.


The symbolism empowers Ivy and Bean. By sticking with their imaginations, the girls acquire a sense of control. In their imaginative version of events, Nancy didn’t fall into the pit because of inattention but due to Ivy’s spell. The girls now believe they possess mastery, and they can bring vengeance to people who deserve it. Witches and imaginations give the girls the means to feel like they can combat the unjust and unfair world. Thus, their next target is the unfriendly Mrs. Trantz, whom Ivy wants to punish with “a storm of grasshoppers" (108).

The Barbie Doll

As Bean observes Ivy’s compartmentalized room, she notices one section contains a diverse group of dolls around a blanket, and, as the narrator explains, “in the middle of the blanket lay a Barbie doll, wrapped up in toilet paper. All the other dolls were watching her” (40). Bean grasps that Ivy turned the Barbie into a mummy, and Ivy says that she plans to bury the Barbie in a pyramid. A mummy is a dead person that remains preserved because their organs have been removed and they’re wrapped in bandages. One interpretation of Barbie is that it represents the death of confining norms for young girls. As Ivy turns Barbie into a mummy, she kills it and the restrictive gender norms that Barbie often symbolizes.


The contemporary journalist and editor Rachel Treisman has noted, “Has a doll long criticized for perpetuating outdated gender norms and unrealistic body image become a feminist icon?” (Treisman, Rachel. “Is Barbie a feminist icon? It's complicated.” NPR, July 27, 2023). This implicitly suggests that Barbie is a harmful influence. Treisman also notes that studies have linked playing with ultra-thin dolls to children’s negative body image and the increased risk of developing eating disorders. Since Ivy intends to bury the Barbie, she extinguishes the potential negative influence that it can have on her.


At the same time, Barbie is viewed as empowering and "a feminist icon.” Treisman adds that Barbie has held over 200 jobs, including astronaut and president “to show girls like [the founder’s] own daughter that they could be anything” (Treisman, 2023). From this angle, Barbie represents a young girl’s mobility and endless possibilities. She can do and be anything— a sentiment Ivy and Bean share. They don’t limit themselves to labels, and they don’t let antagonists like Mrs. Trantz or Nancy circumscribe their adventures. Showcasing her imagination and creativity, Ivy gives Barbie another role—that of a mummy. The different perspectives of Barbie turn the doll into an elusive figure that symbolizes its titular characters’ creativity and possibilities. Neither Barbie nor Ivy and Bean are easy to categorize, and they possess the skills to concoct and execute plans with imagination and resourcefulness.

Differences

The motif of differences supports the theme of Judging a Person Versus Knowing Them. Based on Ivy’s looks and behavior, Bean assumes Ivy is opposite to her and the two would never get along. The narrator compounds Bean’s assumption by enumerating all the differences between the two girls. Ivy wears dresses, and Bean only wears them when her mom forces her to. Ivy has long hair, and Bean has short hair. Confident in their incompatibility, the narrator says, “Bean was sure that Ivy never stomped in puddles. She was sure that Ivy never smashed rocks to find gold” (9). Bean’s certainty doesn’t come from first-hand knowledge but from superficial observations. Bean hasn’t interacted with Ivy yet, so any assumptions she makes about her are speculative.


Once Bean and Ivy engage one another, the judgments stop. The process of getting to know one another starts, and the motif of differences vanishes. The girls realize that they’re not different. Neither is a “nice girl,” meaning that Bean and Ivy share the commitment to create identities that don’t confine them or dull their imaginations. As Ivy warns Bean, “I will get in trouble—really huge trouble—if I do what I want to do. What I plan to do” (43). The trouble relates to witchcraft and spells, and as Bean encourages Ivy’s witch identity, she continues to counter their alleged differences.


The motif of differences functions like a red herring. It’s a false clue that Barrows establishes to create the surprise when she reveals that Ivy and Bean are more similar than they are different. They have much in common, and their similar traits and sense of purpose propel the story. United by imagination and thoughtful drama, the girls create a peculiar and enchanting world where more is possible together than apart.

blurred text
blurred text
blurred text

Unlock the meaning behind every key symbol & motif

See how recurring imagery, objects, and ideas shape the narrative.

  • Explore how the author builds meaning through symbolism
  • Understand what symbols & motifs represent in the text
  • Connect recurring ideas to themes, characters, and events