Picture Book Unit

By Carol Thiessen, Doug Boyd and Jason Brunett

2002

E112.87

Teaching Materialsfrom the

Stewart Resources Centre

Table of Contents

Unit Objectives....................................................................................................1

Procedure ...........................................................................................................1

Activities and Assignments .................................................................................3

Resources.........................................................................................................14

Reprinted/ posted with permission from The Medium, 40:1, Spring 2000.

1

This unit has been collaboratively planned, taught, and evaluated. The unit objectivesand CEL objectives are as follows:

Unit Objectives• To develop an appreciation and understanding of picture books.• To understand the value of picture books (both historically and in modern times).• To be able to critically evaluate picture books.• To produce a group picture book.

CEL ObjectivesA. Communication

• To use language to think about, listen to, view, read, and write a picture book.• To share understandings of the art forms and media.• To share understandings of types and themes of picture books.

B. Critical and Creative Thinking• To develop character and plot line.• To recognize the dual importance of illustration and text.

C. Personal and Social Values• To understand the changing values portrayed in picture books over the years.• To learn, interact, co-operate, and collaborate in the production of a picture

book.

D. Independent Learning• To develop an appreciation for the art and story of picture books.

Procedure

Day 1Introduction and History of Picture Books. Students are given a handout called“Picture Books”. Examples used from the picture book kit available at the SaskatoonSchool Board CMC and the school library. Much of the background necessary for theteacher is available in Charlotte Huck’s Children’s Literature in the Elementary School.Students take notes. Teacher reads an old classic picture book. (Eg. Millions of Cats byWanda Gag.)

Day 2Types of Picture Books. Students are given a handout with the types listed. Studentstake jot notes re: characteristics of the various types of books. The teacher presents thetypes of picture books along with several books belonging to each category. (This mayrequire more than one session.)

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Day 3Media of Illustration. Students are given a handout with the media listed. Studentstake jot notes re: qualities of the various media. The teacher presents the various mediaalong with several books exhibiting illustrations using that form. The teacher alsodemonstrates how to use the various media. (This will require more than one session.)

Day 4Parts of a Book. The teacher will discuss parts of a book with students. The teacherwill discuss plot and the parts of a story using the story mountain. The teacher will reada picture book and the class will identify the parts of a story for that book. (Eg. Little RedCowboy Hat.)

Day 5Evaluating Picture Book Art. The students are given a handout. The teacher thenworks through the handout discussing the concepts and showing the students examplesin a variety of picture books.

Day 6Evaluating Picture Books. The teacher reviews the information necessary to completethe evaluation form. Students are required to complete evaluations on two picturebooks. (Each evaluation will take the student about one hour to complete. Theevaluations are graded on attention to detail, communication, and accuracy. Seegrading grid.)

Day 7Review plot outline. Discuss concepts of introduction, setting (time and place),characters (minor and major), problem, suspense, conflict, climax, and resolution.Review storyboarding and the necessity of a dummy book. Show the students a dummybook and discuss format. Students will break into their groups and spend timebrainstorming ideas for their original book. Each group will complete the plot outline orparts of the story.

Day 8Review the evaluation form for the original picture book. Give students time tobegin work. Students will be given help along the way. Students will turn in all notes,evaluations, the rough draft, the dummy book, and the final bound production. Studentswill be given the picture book overview to enable them to track their progress.

Teachers will need to determine the amount of class time available for actual writingand production, and set deadlines for their individual classes.

When the books have been produced, have an author’s day when the students are ableto share their books with their classmates and other children in the school.

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PICTURE BOOKS

During the next six weeks, we will be studying and creating picture books.You will be responsible for completing the following activities and assignments.

History of picture books

Types of picture books

Media of illustration

Quiz

Evaluating picture book art

What is a plot?

Plot outline

Parts of a book

Evaluation of two picture books (given evaluation guide)

Due:

Creation of an original picture book

Rough draft of story – due:

Dummy book (storyboard) – due:

Final copy of picture book – due:

Have fun with these activities! Work hard and you will producesome commendable and exciting picture books.

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PICTURE BOOKS

“...conveys its message through –art of illustration –art of writing”Marcia Brown said, “A picture book is as concise as poetry.”

1. Audience

2. Reflects: ________________, __________________, ________________, and__________________ of man and the universe. (Huck)

3. Orbus Pictus

4. Chapbooks

5. Purpose: (17th and 18th centuries). For adults to ______________ in ____________,__________________, __________________.

6. Changes:John Newbery

7. Horn book:

8. Battledore book:

9. Change of purpose:Edmund Evans

10. Awards:CaldecottKate GreenawayHans Christian Andersen

11. Modern

12. Technology

13. Value• stimulate imagination• help individual mature• develop verbal and artistic creativity• aid sharing

“Picture Books are for Everybody!”

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TYPES OF PICTURE BOOKS

1. Lap Books

2. Mother Goose Books

3. ABC Books

4. Counting Books

5. Concept Books

6. Wordless Picture Books

7. “Easy-to-Read” Books

8. Informational Books

9. Biographies

10. Historical Fiction

11. Realistic Fiction

12. Fantasy

13. Folk Tales

14. Fables

15. Myths

16. Epics

17. Bible Stories

18. Classics

19. Poetry

20. Songs

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PARTS OF A BOOK

1. cover

2. end papers

3. title page (verso page)

4. dedication page

5. blank page

6. draft

7. dummy book (storyboard)

8. edit (self, peer and/ or adult)

9. good copy

10. binding

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EVALUATING PICTUREBOOK ART

Picture books give you time to explore, interpret and reflect.

Things to check:Are the illustrations realistic? (exact appearance)Are the illustrations idealized? (perfect, as they should be – not as they are)Are the illustrations abstract? (changed subject into parts)Are the illustrations cartoon-like?Are the illustrations photographs?Are the illustrations closed in a frame or open beyond your view?

What about style?Are they linear? (line is most evident)Are they painterly? (colour and tone is most evident)Are they mixed-media? (collage)

What about line?(thick, thin, straight, curved, horizontal, vertical, continuous, broken)

What about colour?(hues, tones, shades, tints, gray, white, black, dull, bright)

What about value?(light or dark, highlight, backlight, textured, movement, cross-hatch)

What about shape?(found in nature, found in human-made objects, figure – shape itself, ground – areaaround shape, closed shape, open shape – allows ground to enter, proportion –change scale to indicate importance)

What about space?(deep, shallow, flat, foreground, middle ground, background, view)

What about format?(large book, small lap book, square, horizontal-rectangular, vertical-rectangular, dustjacket, single cover illustration, front and back illustrations, wraparound – continuesacross spine, single-page spread, bleeding, double-page spread, full page, textsuperimposed, text above, text below, text between, art around or through gutter)

What about influence?(personal, artistic, political, geographical)

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EVALUATING PICTURE BOOKS

Remember: Picture books should educate, mature the reader, help readers share, and aidin verbal and artistic creativity.

There should be harmony between the text and illustrations. In an excellent picture book,the illustrations reflect, extend, and interpret the text.

Title: ______________________________________________________________

Author: _________________________ Illustrator: ________________________

Genre: ____________________________________________________________

Theme: ____________________________________________________________

___________________________________________________________________

___________________________________________________________________

Content

How appropriate is the content for its intended age level? ____________________

__________________________________________________________________

Will this appeal to children or adults? Why? _______________________________

__________________________________________________________________

Where and when does it take place? _____________________________________

__________________________________________________________________

How has the artist portrayed this? _______________________________________

__________________________________________________________________

Are sex, race, and other stereotypes avoided? _____________________________

__________________________________________________________________

How is the theme developed through text and illustrations? ___________________

__________________________________________________________________

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IllustrationsHow do the illustrations extend the text? ___________________________________________

Are the pictures accurate and follow the text? ____________ Explain. ____________________

____________________________________________________________________________

Do the illustrations show the setting correctly? _______________________________________

____________________________________________________________________________

In what ways do the illustrations help to create the meaning of the text? ___________________

____________________________________________________________________________

Medium and styleWhat medium has the illustrator chosen to use? _____________________________________

Is it appropriate? ______________________________________________________________

____________________________________________________________________________

How would you describe the style of illustrations? ____________________________________

____________________________________________________________________________

Is it appropriate? ______________________________________________________________

FormatIs the size of the book appropriate to the content? ____________________________________

How does the jacket or cover design express the theme of the book? _____________________

____________________________________________________________________________

How do the endpapers convey the spirit of the story? __________________________________

____________________________________________________________________________

Is the book durable? ___________________________________________________________

What is the quality of the paper? __________________________________________________

____________________________________________________________________________

Explain why you think this book may or may not make a lasting contribution to children’s

literature. ____________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Give your reaction to the book. ___________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Plot OutlineIntroduction:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Setting:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Time:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Place:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Characters:Minor: _______________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Major:_______________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Problem:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Increasing Suspense: (Usually 3-5 events leading up to a climax)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Climax:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Resolution:____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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DUMMY

• write the storyline (follow plot outline)

• plan size

• stick figures

• watch viewpoint

• watch perspective in illustrations

• watch action (illustrations should show this)

• fill page

• use variety (full and half page spreads, text at top, text at bottom, wraparound,

through gutter)

• use the ‘suspense of a’ page turn (predict)

• lines for words

• plan the number of pages needed

• plan the endpapers

• plan title (and verso) page

• plan dedication page if you desire one

• plan the cover

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EVALUATION OF ORIGINAL PICTUREBOOK CREATED BY STUDENTS

Name: ________________________________________ Date Due: ____________________

Title of picture book: __________________________________________________________

Type of picture book: _________________________________________________________

Theme: _____________________________________________________________________

Content (40)Appropriate for its intended age level /10

Appeal /10

Development of theme through text and illustrations /20

Illustrations (30)Extend the text /10

Accurate and follow the text /10

Show correct setting /10

Medium and Style (30)Appropriate /10

Carefulness /20

Mechanics (20)Spelling /5

Punctuation /5

Legibility /5

Clarity /5

Overall Impression (50)Cover /10

Title page /5

Binding /5

Neatness /10

Quality /10

Creativity /10

Additional Comments: ________________________________________________________

____________________________________________________________________________

Final Mark: /170

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Resources

Aliki, How a Book Is Made. New York. Thomas Y. Crowell, 1986.

East, Shirley. Snowy Days, Moonshine and Magic Pebbles: An Approach With PictureBooks. Saskatoon. Saskatoon School Board, 1983.

Hearn, Emily, and Mark Thurman. Helping Kids Draw and Write Picture Books.Markham. Pembroke Publishers, 1990.

Huck, Charlotte S. Children’s Literature in the Elementary School. 4th ed. Toronto. Holt,Rinehart and Winston, 1987.

Lowell, Susan. Little Red Cowboy Hat. New York. H. Holt, 1997.

Stowell, Charlotte. Step-by-Step : Making Books. New York. Kingfisher, 1994.

Sutherland, Zena, and May Hill Arbuthnot. Children and Books. Dallas. Foresman andCompany, 1977.

Swain, Gwenyth. Bookworks : Making Books by Hand. Minneapolis. Carolrhoda Books,1997.

Wide variety of picture books encompassing every genre, type, and media of illustrationfrom the school library.