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Middle Grade Sidekick Super Review: The Picasso Curse (2025) by Dan Gutman
- Apr 9
- 6 min read
The Basics
Page Length: 192
Audiobook Length: ~3.5 hours
Grade Reading Level: 3+
Target Audience Age: 8-15
Goodreads Score: 3.60 out of 5
Buy it HERE
Setting: Small town, Illinois, 2024
Genre: Middle Grade Contemporary Fiction (with sections of nonfiction)
Topics: Art, Viral Fame, Wealth, Family, Crime, Middle School, Luck, Curses
Plot: When 12-year-old Edwin Hodge buys a framed Kobe Bryant poster at a local flea market, he has no idea what’s in store. After discovering a small piece of paper with a doodle hidden inside the frame, he brings it to school for show-and-tell—only to find out that the drawing is an original work by the famous artist Pablo Picasso.
At first, Edwin and his family believe they’ve stumbled upon incredible luck. Not only could they become rich, but Edwin quickly rises to fame, becoming the most popular boy in his hometown—and soon, one of the most famous kids in the world. There’s even an honorary “Edwin Hodge Day,” along with late-night talk show appearances and viral TikTok songs. However, fame comes with serious downsides. Reporters begin crowding around Edwin and his family, and the attention leads to some serious safety concerns. Everyone wants the Picasso drawing!
Before long, the negatives begin to outweigh the excitement. Edwin learns about the so-called “Picasso Curse,” the idea that many people connected to Picasso met unfortunate or tragic ends. As unsettling events continue, Edwin starts to wonder if the curse could be real. Will he be able to overcome it? Will he ever receive the fortune he was promised? Or will he decide it simply isn’t worth it?
Themes: How money changes relationships, trust and safety in the modern world, decision making and timing, the consequences of viral fame, luck and fate
You might like this book if you like:
Thrifting/Antiquing/Flea markets
Kobe Bryant
Art History and visiting museums
Books like: The Van Gogh Deception, The Mona Lisa Vanishes, Chasing Vermeer, Frindle, Matt Sprouts and the Curse of the Ten Broken Toes, The 39 Clues
Shows like: Art Detectives, Surfside Girls, Odd Squad, The Sparticle Mystery
Movies like: Holes, National Treasure, Night at the Museum, Monuments Men
Other books written by this author: The Genius Files series, A Baseball Card Adventure series, The Million Dollar Shot, The Homework Machine
Teaching The Picasso Curse in Class
Content
Language: None
Sex/Romance: None
Violence/Scariness: The main character in this book experiences several scary moments. A tornado destroys part of his house, and he receives multiple threats demanding that he give up his valuable Picasso drawing. At one point, his house is even broken into in an attempt to steal the art.
Drinking/Smoking/Drugs: None
Class Novel-ability: I think this could definitely be a strong candidate for a class novel. It’s very short, making it accessible for students. While it’s primarily contemporary fiction, it also includes a few short nonfiction chapters. The main protagonist is a boy with a very interesting storyline, and I think the book is engaging enough to spark interest at a class-wide level. It explores some great themes and would provide plenty of material for thought-provoking discussion questions. Its length also makes it well-suited for a book club or literature circle.
The Star Qualities
This book has wide audience appeal and is a great choice for reluctant readers. The protagonist is a boy, the storyline is engaging, and the book itself is relatively short. It’s an excellent option for readers who may struggle to finish a full-length novel.
Most of the book is fiction, but it includes small snippets of nonfiction that offer interesting art history. A few short chapters are woven into Edwin Hodge’s story, focusing on Picasso and the theft of the Mona Lisa. At the end, the author also includes a section explaining what is fact and what is fiction, which adds an extra layer of interest. These nonfiction elements are informative without being overwhelming, making them a strategic and effective addition to an already engaging story.
The book doesn’t have a traditional ending; in fact, it doesn't really have an ending at all. Instead, it concludes with a cliffhanger and a chapter titled “Decidophobia.” Rather than revealing what happens, the author asks readers what they would have done. This creates a fun and thought-provoking conclusion that works especially well in a classroom setting. The open-ended nature of the ending encourages strong reactions and meaningful discussion, making it a great tool for student engagement.
Book Talk Read Aloud Section
If you have the physical book, read chapter one (p. 1-10)
If you don't, read the same pages in the Kindle reading sample here.
"Reading Like a Writer" Mentor Texts
I like this passage for two main reasons. First, it’s an excellent example of voice and tone. It feels like it was written by a real middle schooler, which is important for students to see and connect with. I also appreciate how the author builds suspense and drama through the use of foreshadowing and repetition. These are effective craft moves that students can easily imitate and learn from.
I like this passage because of its voice and tone. It’s casual, conversational, and humorous, which makes it engaging for readers. Writing with this kind of conversational tone is surprisingly hard, this is an easy way to show students how to do it. It’s also a strong example of how to effectively use and construct dialogue.
This is the final passage of the book. Its pacing—created through repetition and the countdown—builds suspense and drama. The author also uses internal monologue and rhetorical questions to reveal the character’s thoughts and heighten tension. Most effectively, the passage ends with a cliffhanger, which keeps readers engaged and eager to know what happens next.
Sentences for Combining and Imitation
Sentence sets for combining:
"I figured I could take a picture of the doodle with my dad’s phone and email it to some website, where they would look it over and tell me what it was worth." (The Picasso Curse, p. 49)
I figured I could take a picture of the doodle.
I could take a picture with my dad's phone.
I could email it to a website.
A website where they would look it over.
They could tell me what it was worth.
"Somebody asked for my address, and I was about to say it when my mom grabbed the phone and told him it was none of his business." (p. 99)
Somebody asked for my address.
I was about to say it.
My mom grabbed the phone.
She told him it was none of his business.
"Picasso was ruining my life, the same way he ruined the life of his wife, his sons, his grandson, and just about everyone he knew." (p. 140)
Picasso was ruining my life.
The same way he ruined the life of his wife.
The same way he ruined the life of his sons.
The same way he ruined the life of his grandson.
The same way he ruined the life of just about everyone he knew.
Sentences for Imitation:
"Why would anybody want to look at–much less buy–people’s old stuff that they’re trying to get rid of?" (p. 1)
"During this whole thing, I discovered something interesting. People treat you differently when you have money, or when they think you have money." (p. 118)
"It's just a silly little line drawing. But it changed my life, for better and for worse. How's that for a tease? Do you want to hear the whole story?" (p. 1)
Used this book in your classroom? Tell us how in the comments!
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