Crazy Hair
Written by Neil Gaiman and Illustrated
by Dave McKean
ISBN 978-0-7475-9526-7
Use
the double page spread depicting the character saying, "Miss, just be Aware
This is really crazy hair."
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Dave McKean, moving from the whole picture to the smallest
part and to search for and use all available clues given by the artist to make
meaning. Please select and adapt the questions to make them appropriate for
your setting.
TELL ME ABOUT DAVE
McKEAN'S ILLUSTRATION. . .
Who do you think
the character with the hair is?
How do you think
they feel about their hair?
What do you
notice about the perspective of this illustration?
From what point
does the illustrator intend you to view this picture?
What do you
notice about the proportions of the man's body?
Notice how his fingers
go off the right hand side of the page, what is the effect of this?
Look at his
facial expression, how would you describe them?
How do you think
the illustrator has created this three dimensional face?
Consider the
impact of the disc eyes and the presence of real eyeballs in the 'a's' in
'crazy' and 'hair'. What or whom might have plucked these eyes out?
The body and the
arms are in a loose style, how does this contrast with the strength of the
hair?
Notice the
pattern on the clothing, what does this suggest to you?
How do you think
the hair has been created and styled?
Why do you think
that the illustrator has chosen to allow the top of the hair to continue beyond
the top of the page?
Can you see
anything in the hair?
The man says, "This
is really crazy hair." What 'crazy' things can you imagine happening in the
hair that you can't see?
What noises can
you hear in this picture as the hair unfurls?
If you could
smell anything in this picture what might it be?
How do you feel
as you look at this picture?
Where has the
artist made you be, in the action, a bystander or an outside observer?
Does where you
are affect how you respond to the picture?
It appears that
the hair is falling off the page and on to your lap-how does that make you feel?
The hair on the
left hand side of the page seems to be trying to write something-what do you
think its message might be? Who might this message be for?
The arms and the
hair of this man go across the gutter of the page-what affect does this have on
you?
How would you
describe Bonnie's depiction and size in contrast to the man?
Why has Bonnie
been drawn in the bottom left hand corner reaching up and across? What is the
impact of this?
Look at the colours
chosen to depict Bonnie, what do you notice?
Why do you think
we are unable to see Bonnie's facial expressions? What does the illustrator
want you to focus on instead?
Bonnie is thrusting
a comb towards the man, what is his response to the comb?
Look at the comb
and describe how you think it would go through the hair.
The illustrator
has packed a lot of movement into this picture. Consider how he has done this?
Look closely at
the quality and textures in this picture, how would you describe them?
What do you
notice about the illustrator's use of colour?
How has Dave
McKean created this picture?
Is there
anything that puzzles or surprises you about his techniques?
Can you imagine
the rest of this scene beyond the hair and the fingertips - how has the
illustrator helped you to do this?
How does your
imagination of what is happening in the rest of the picture impact on your
interpretation of this page?
How is the text
integrated into the overall design of the page?
Notice the
thread of a speech bubble and how it directs you as a reader.
How does the
layout of the text influence how you read the words and pictures?
Why do you think
that different size letters have been used?
What is the
effect of using different colours and sizes for the fonts?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
Harry and Hopper
Written by Margaret Wild and Illustrated
by Freya Blackwood
ISBN 978-1-407111-39-1
Use
the first double page spread "When the puppy came to live with Harry and Dad. . . "
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Freya Blackwood moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT FREYA
BLACKWOOD'S ILLUSTRATION. . .
What is your
initial impression of these two pages?
What did you
do first, read the words or read the pictures?
How has the
layout and shape of this page influenced the way you have read it?
There are no
borders to this page, and the background is plain white with no details. Where
do you think Hopper has bounded in from?
Why hasn't the
illustrator provided a background for this scene? Does it matter?
How has the
illustrator involved you in the creation of this scene?
What setting
has she helped you to create in your mind's eye?
Where do you think
this part of the story is taking place?
What materials
do you think the illustrator has used to draw this picture?
Why do you think she has drawn the dog so loosely and not 'rubbed out' any of
her sketch lines?
Where does the
movement and energy come from in this picture?
What words
would you use to describe the ways that Hopper moves?
The gutter is
the central part of the book where the pages are stitched together. The
illustrator has taken the picture across the gutter, what impact does this have
on the speed at which Hopper is crossing the page towards Harry?
What does
Hopper's movement tell you about his personality and his relationship with
Harry?
What are the
predominant colours used on these pages?
What do you
notice about the application of colour?
Where is the
colour and how does it help to focus your attention?
Hopper's black
spots and patches go over the edge of the drawn lines in places, what is the
effect of this?
If there were
sound effects on this page, what would you hear?
What time of
day do you think this is?
How does this
page make you feel?
What is the
relationship between Harry and Hopper?
How has Freya
Blackwood demonstrated the love between Harry and Hopper?
How would you
describe Harry's posture? How has he ended up rolling back on the floor in this
way?
Look at Harry's
face, his eyes are closed, what does this suggest to you about the way he is
feeling?
Do you think
Harry minds Hopper climbing all over him?
How old do you
think Harry might be?
What can you
tell about Harry's personality from this illustration? What clues has the
illustrator given you?
In what ways
do the words interact with the illustration?
Why do you
think the dog is so important to Harry?
When a story
starts with so much energy and love, how does it help you anticipate what might
happen next?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
Leon and the Place Between
Written by Angela McAllister and
Illustrated by Grahame Baker-Smith
ISBN 978-1-84011-860-5
Use
the double page spread depicting Leon holding the white rabbit and the crowd
cheering.
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Grahame Baker-Smith moving from the whole picture to
the smallest part and to search for and use all available clues given by the
artist to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT GRAHAME BAKER-SMITH'S ILLUSTRATION. . .
What is your initial
response to this page?
Is there anything that
you notice first of all - how is it significant to the story being told?
How do your eyes travel
across the page?
Who do you think is the
central character on this page and how has your attention been drawn to him?
How is our attention
drawn to Leon? What is Leon engulfed in?
What do you notice about
his facial expression, is there anything that puzzles you about it?
Symbols float above a
garland around Leon, what do they suggest to you?
Where do the symbols lead
your eye?
Who do you think is the
source of these symbols and what might they mean?
What is your response to
Abdul Kazam?
What do you notice about
the shape of his face in contrast to Leon's and those of the other children?
How would you describe
the colours on this page?
How would you describe
the rabbit Leon is clutching?
Compare the depiction of
the rabbit with that of the doves. What do you notice?
How would you describe
the style used to draw the characters; realistic, caricature, cartoon, stylised
etc?
What is the mood on this
page?
How is the sense of magic
and mystery created by the illustrator?
How has the illustrator
created this?
What is the function of
the ladder? Where does it lead your eye?
Why has the illustrator
used a 'cut-out' in the page and what does it make you do as a reader?
If you were able to hear
sounds from these pages, what would they be? How has the illustrator suggested
these sounds? How do they make you feel? In what ways do they help to create
the magical atmosphere on the page?
What materials do you
think Grahame Baker-Smith has used to achieve these visual effects?
Look at his use of
texture, application of colour and use of real materials. What is the impact
of using mixed materials and techniques?
Where has he given most
attention to detail?
Consider his use of light
and shade and the way in which he has used this to focus on the central
characters.
Where is the light coming
from?
Do you have a sense of
the time of day? How is this conveyed?
What is the significance
of the stars?
What do you notice about
the size of the stars and where they have been applied on the page?
What do you notice about
the layout of the text and the different styles of font?
What do these make you
think of? Do they affect the way that you read the words?
In what ways do the words
and pictures work together?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
Millie's Marvellous Hat
Written and Illustrated by Satoshi
Kitamura
ISBN 978-1-84270-924-5
Use
the double page in the park where, "Everyone had a hat of their own and they
were all different."
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Satoshi Kitamura moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT SATOSHI
KITAMURA'S ILLUSTRATION. . .
What is your
initial response to this page?
How does it make
you feel?
How do your eyes
travel across the page?
Notice the
directions that people are walking, what affect does this have on how your read
the page?
Is there anything
in particular that captures your attention, what is it and why?
Who is the central
character in this picture?
How is your
attention drawn to Millie? What do you notice about her position and stance on
the page?
Notice the colours
used for Millie's clothing and hat. How do they contrast with the colours on
the rest of the page?
Look at Millie's
face, how would you describe her facial expression, what does it tell you about
how she is feeling?
How has your
attention been drawn to the text?
Choose a character
or pair of characters and consider the way the illustrator has portrayed them.
What is special
about their particular hat/s?
What does each hat
tell you about each personality, what they might like doing, what they are
thinking about or what job they might do?
Which is your
favourite hat and why?
What hat would
Millie imagine you to be wearing?
How can you tell
the mood of the character, what clues have you been given?
Look at their
facial expression, body language, posture and their relationships with other
people, what more do these things tell you about them?
Consider the way
that they move, how has the illustrator conveyed this?
What can you find
out about this setting, the time in history, the time of year, and the time of
day?
Why do you think
that Satoshi Kitamura chose a park for the setting of this particular scene?
How would you
describe the style used to draw the characters; realistic, caricature, cartoon,
etc?
Does the way in
which the characters have been drawn affect your understanding of their
personality and nature?
What medium do you
think has been used?
Where is the park,
what helps you to decide?
Where is the
humour to be found in these illustrations?
Where is the
movement coming from in this picture?
What do you notice
about the use of line and application of colour?
If you could hear
sounds coming from this illustration, what might they be?
What would make
you revisit this page?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
The Dunderheads
Written by Paul Fleischman and Illustrated
by David Roberts
ISBN 978-1-4063-2255-2
Use
the double page spread, page numbers 22 and 23.
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of David Roberts moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT DAVID
ROBERT'S ILLUSTRATION. . .
How do your eyes
move across the page to read this visual image?
How have the pictures
been presented for example as a cartoon strip, a series of fragmented images, a
freeze frame, a close up etc.?
Why do you think
David Roberts has chosen to frame these pictures-what effect do the frames
have?
What are you
immediately drawn to?
How would you
describe these characters-what kind of story do you associate them with?
Which character
does the illustrator draw you to the most-why has he done that and how has he
done that?
The peacock's cage
and Breakbone's house are very similar in shape, why do you think the
illustrator has juxtaposed these two structures?
What do you notice
about the trees around Breakbone's house, how do they contribute to the
atmosphere created?
Have you seen a
house like this before? What does this visual image tell you about the
character who lives there?
What do you notice
about the walls surrounding the house?
The dogs and the
signs deter visitors, how does Pencil's body language convey her feelings
towards Breakbone and her deterrents?
If you could hear
sound effects around Breakbone's house, what would they be?
What is the impact
of the technical detail of Pencil's diagrams in terms of your predictions about
plot development?
What do these
drawings tell you about her character?
What do you notice
about the characters in the illustrations for e.g. facial expressions, bodily
gestures, their positions in the picture, their movement and size etc?
á
who do you think they
are-what pictorial clues has the illustrator used?
á
what are they doing?
á
what is their relationship
to one another?
Why do you think
the illustrator has chosen to draw the tail of the aeroplane outside the
picture border?
What do you notice
about the artist's use of line, colour and shading-what medium do you think he
has used?
What techniques
has the illustrator used to convey movement?
How does the
illustrator involve you in the picture for e.g. are you an outside observer, a
bystander, a friend, a participant in the action etc?
Are you drawn to
revisit the illustration, what more do you learn from it in terms of the story
being told?
What is the
relationship between the written text and the visual text-what devices has the
illustrator used to draw your attention to both at the same time?
How would you
describe the illustrations-realistic, zany, comic, cartoon-like, angular,
jerky, lively, expressive etc?
How is the
tension built in these pictures?
Where are these
pictures taking place-can you describe them?
How does the
illustrator involve you in the illustrations?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
The Graveyard Boook
Written by Neil Gaiman and Illustrated
by Chris Riddell
ISBN 978-0-7475-9480-2
Use
the illustration on page 55 with the text 'Above them in the sour red skies,
things were circling on huge black wings.'
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Chris Riddell moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT CHRIS
RIDDELL'S ILLUSTRATION. . .
What is the impact
on you as a reader of finding an illustration such as this one in a longer read?
How do your eyes
travel across this page, when do you notice the caption, is it significant in
your interpretation of what you see?
Where is the sense
of danger coming from?
This is a black
and white line drawing, what do you notice about the illustrator's application
of ink and where is it more intense?
Why has the
illustrator chosen to place the attacking monsters above Bod rather than below?
Consider the layout
of the page and the distance that Chris Riddell has created in order to give
power to the attack of the winged beasts.
The illustration
has a thin black line border which crops the picture. How does this affect
your ability to imagine the rest of the scene beyond the border?
How are you
involved with this illustration, are you in the action or an outside observer?
Look at the
quality and shape of the beast's wings, how would you describe them?
How has the
illustrator conveyed their size and shape?
If you were able
to hear, what would be the sounds in this picture?
The beasts are
heavily shaded, in contrast to them what do you notice about the detail of line
given to the creatures transporting Bod?
Although savage
and other worldly these creatures maintain elements of human kind, what are
these and how do these symbols affect your attitude towards them?
Bod is perched
aloft these formidable characters, what do you notice about the way he has been
illustrated in terms of application of ink and density of line?
What do you notice
about his facial expression?
How has the
illustrator conveyed his youth and innocence?
What is the
significance of the claw grasping for Bod's leg?
Look at the
features of these creatures, what are the most striking?
Who is the
creature in the foreground looking at, how does this make you feel?
There is a great
sense of speed and escape in this illustration, how has this been created?
In what ways does
the illustration interact with the text?
In what ways does the
illustration inform the quality of the images in your minds eye?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
The Great Paper Caper
Written and Illustrated by Oliver
Jeffers
ISBN 978-0-00-718229-9
Use
the double page spread depicting the bear line up at the police station.
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Oliver Jeffers moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT OLIVER
JEFFERS' ILLUSTRATION. . .
How do you read
these two pages?
What is your
immediate response to the bear?
How would you
describe the bear's position on the page - what
effect does this have on the reader?
Can you relate to
or empathise with the bear -why has he been drawn in this way?
What do you notice
about the bears in the line up?
Why do you think
the teddy is the only one without stick legs?
What is the impact
of the shadows around the bears and how do they give emphasis to the polar
bears attitude to brown bear?
What do you notice
about the polar bear's body language and facial expression?
How do you feel
towards brown bear in the line up and how does this contrast with your
attitude towards him in handcuffs on the next page?
Oliver Jeffers has
used light and shade powerfully in both these pictures, what affect do they
have on how you view the characters?
How does the
illustrator's attention to detail in both pictures control the way in which you
read these pages?
Do you notice any
humour or jokes, how has the illustrator engaged your attention?
When and where are
these scenes taking place?
How has the
illustrator drawn your attention to these details?
How would you
describe the interrogation room?
What do you notice
about the composition of this picture?
Why has the
illustrator chosen to include so many artefacts – what is their effect?
What is the
significance of the other characters in the picture?
What do you know
about the new characters introduced in these pages? How has the illustrator
conveyed elements of their personality and attitudes?
How much has the
illustrator involved you in telling this part of the story?
How does the
illustrator involve you in the illustration, e.g. an outside observer, a
bystander, a friend, a participant in the action etc?
How has this
picture been created for example, pen and ink, watercolour etc?
How does the use
of colour influence the mood and atmosphere of the picture?
What do you notice
about the layout and font of the text, how does it interact with these pictures?
How would you
describe the style Oliver Jeffers has used to draw the characters, realistic,
caricature, cartoon, etc?
WRITE IT
DOWN
Harvest
children's responses and record their descriptions and comments on a flip
chart. Are there any aspects of the picture that they find particularly
interesting or puzzling? How do these pictures interact and work with the rest
of the book?
There Are Cats in this Book
Written and llustrated by Viviane
Schwarz
ISBN 978-1-4063-0094-9
Use
the double page spread DEPICTING THE CATS UNDER THE BLANKET with multiple flaps.
Working in pairs,
encourage children to explore the picture discussing their responses and
working together to make meaning of what they see. Ask them to jot down words
and phrases, which reflect their responses to looking.
The aims of
this activity are:
- to increase the interaction with and enjoyment of picture
books for children of all ages
- to develop children's confidence and vocabulary to
respond to what they see – to observe and describe
- to encourage them to build on their previous experience,
imagination and understanding to make sense of visual information –
to interpret
- to consider a variety of graphic forms and their
interaction with a text in order to convey layers of meaning – to
appreciate
- to recognise different styles and techniques used and
developed by a variety of illustrators – to analyse
- to begin to recognise and appreciate visual metaphor,
irony, puns and jokes etc. – to participate
The
following questions have been designed to help children to look more closely at
the illustrative work of Viviane Schwarz, moving from the whole picture to the
smallest part and to search for and use all available clues given by the artist
to make meaning. Please select and adapt the questions to make them
appropriate for your setting.
TELL ME ABOUT VIVIANE
SCHWARZ'S ILLUSTRATION. . .
What
colours have been used for the blanket?
What
time of day does the blanket make you think of? Why?
What
words would you use to describe how the cats might be feeling under this
blanket?
What
does the illustrator's choice of font and layout of the text tell you about the
cats that are under the blanket-how many do you think there are?
What
do you think you will see when you turn back the blanket?
Turn
back the blanket. How would you describe the expressions on the cat's faces?
Look
at the cat's eyes – how has the illustrator used their eye shapes to
depict their sleepiness, surprise and pleasure?
The
red cat has a speech bubble, how does this help you to understand the way s/he's
thinking?
Can
you make up a speech or thought bubble for the blue and yellow cats to show how
you think they are feeling?
Who
are the cats looking at?
How do you think
s/he is feeling about you looking at them?
How
has the illustrator involved you in this story?
As you lift each
flap what more do the pictures reveal about the cat's characters-how would you
describe them now?
What do their
facial expressions, features and bodily gestures tell you about their
personalities and character?
How would you
describe this illustrative style?
What do you notice
about the outlines and the application of colour on the characters and objects?
Why
do you think Viviane Schwarz has chosen to use these colours for the cats?
What medium do you
think has been used?
How
do the speech bubbles help you to find out more about the cats personalities?
Who
are the cats talking to?
There
is no background or background colour on these pages. How has the illustrator
used the blanket to help set the scene for you?
What
further setting does the blanket help you to create in your mind's eye?
Where
do you think this story is taking place?
Look
at the right hand page of this double page spread (under all the flaps).
The
red cat is pulling on a piece of wool. How has the illustrator created the
tension on that thread? Look at the angle of the wool and the angle of the red
cat's body. Look at its toes; it seems as if its claws are gripping into the
floor.
What
is the effect of that illustration on you as a reader? What does it make you
want to do?
WRITE IT DOWN
Harvest
children's responses and record their descriptions and comments on a flip chart/IAW.
Are there any aspects of the picture that they find particularly interesting or
puzzling? How do these pictures interact and work with the rest of the book?
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