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The CILIP Kate Greenaway Medal -
Visual Literacy Activities |
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ALWAYS
AND FOREVER Focus on the double page spread portraying the tree in winter with snowdrops in the foreground.
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:
Tell me about this illustration from Always and Forever … How does this picture make you feel what impact do the colours have on your emotions and sense of well-being? Have you any ideas about when this picture is taking place in terms of:
How does the illustrator draw your attention to these details? When you first look at this double page spread, what do you notice first? What is the main focus? Why do you think the illustrator has chosen to work right across both pages? How would you describe the tree would you like to live in it? What do you notice about the creatures that are in the tree? Why has the illustrator chosen to portray them framed in separate windows? How would you describe the animals’ posture and mood? Look at mole, follow his gaze, what is he looking at? What other creature has the illustrator used to draw your attention to the tree? What kind of tree are they looking at, is this significant? There is a hat in the tree and a walking stick leaning against it. Why have these been left here who do you think they belong to? What effect does snow have on the quality of sound? What noises, if any, can you hear in this picture? There are single drops of melting snow coming from the roof and the table. What do these remind you of? Look at the front door of the house. What would you expect to see in the snow on the ground outside the front door? What does this tell you about how they have been living? What do you notice about the illustrator’s attention to detail in the treehouse such as the candle-lantern? As you pay closer attention to the details, does your attitude or mood alter in any way if so, how? What do the snowdrops symbolise for you are there any other signs of Spring? What else does Spring symbolise? What do you notice about the use of light and dark-what are the effects? What do you notice about the application of colour, is it the same all over? What medium do you think the artist has used for example, watercolour, pen and ink, pastels, crayons etc.? Are you familiar with this kind of style of illustration would you expect it to convey this particular kind of mood? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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BEEGU Focus on the double page spread portraying Beegu playing with the children and the adult approaching.
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:
The following questions have been designed
to help children to look more closely at the illustrative work of
Alexis Deacon, 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 this illustration from Beegu… What is your immediate impression of this picture how does it make you feel? How does your eye travel across the page - how does the illustrator draw your attention to detail? Is this a familiar illustrative style? What do you notice about the artist’s use of colour and tone? How have the figures been drawn? Does the style of drawing affect the movement and expression of the figures? How does the use of colour affect the overall mood of the picture? Are the colours consistent throughout this picture? What do you notice about the portrayal of Beegu? Is there anything that puzzles you about Beegu? The movements in this picture have contrasting rhythms and pace-where is the movement coming from and how has the illustrator achieved these different effects? How do you read this picture-where is Beegu in relation to the woman? Why has the illustrator positioned them on either side of the gutter of the book? How would you describe Beegu’s mood? What is the attitude of the woman? Who do you think she is? Why has the illustrator chosen to portray her so tall? How does she make you feel? What do you think she is going to do? How has the illustrator helped you to make decisions about this woman? Look at the background detail-what kind of place is this? Is it a sympathetic environment for Beegu and friends? Is there any sound in this picture-if so is it clear or muffled-why? What do you notice about the shadows-what does it tell you about the time of day and the weather? How has the illustrator used light and dark to control the moods of this picture? Would you want to be in this playground? How do you feel towards Beegu? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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BOB
ROBBER AND DANCING JANE Focus on the double page spread portraying Bob Robber’s house on a back lane.
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:
The following questions have been designed to help children to
look more closely at the illustrative work of Bee Willey, 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 this illustration from Bob Robber and Dancing Jane … What is your immediate impression of this picture - how does it make you feel? How does your eye travel across the page - how does the illustrator draw your attention to detail? Where do you think the road is leading? How is it lit? How would you feel if you were to walk along it? How has the illustrator emphasised Bob Robber’s isolation from the rest of society? Have you any ideas about when this picture is taking place in terms of:
How does the illustrator draw your attention to these details? Describe the quality and texture of the thorns - what effect do they have on how you respond to this environment? What do you notice about the landscape? How would you describe the place where Bob Robber’s house is situated? What is below and to the side of where he lives? The spider’s web is captured in the moonlight - why do you think the illustrator has featured it in this way and what do you think it might symbolise? What kind of village is portrayed in the distance? How has the artist’s use of light and colour influenced your perception of it? How does the village contrast with Bob Robber’s house? How is Bob Robber portrayed? What is the impact of a silhouette as opposed to a detailed depiction? Flowers contrast to the cruel thorns. Why do you think these have been incorporated and featured in the composition? This picture is full of texture and contrasts. What medium do you think the artist has used to produce these effects? How has the text been incorporated into the picture? Does the picture illuminate the text or does the text illuminate the back lane? What is the effect of white lettering on a black background? - what do you notice about the size and style of the font? Where are you viewing this picture from - as a bystander, as an outsider or as part of the action? How has the illustrator controlled your viewpoint? How does this picture make you feel - what impact do the colours have on your emotions and sense of well-being? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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ELLA'S
BIG CHANCE Focus on the double page spread portraying the slipper and the proposal and engagement.
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:
The following questions have been designed to help children to look more closely at the illustrative work of Shirley Hughes, 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.
When you look at this double page spread, what do you notice first? What is the main focus? How is your eye drawn across the two pages? Explore the composition of the left-hand page. Who are these people - what is their relationship to one another? Look at the posture, body shapes and body language of them all - what does it convey to you? Compare the presentation of Ella’s features to those of the other three women? Why has the illustrator chosen to show them differently? Look at the background. Why is there no detail? What do you notice about the illustrator’s use of colour? How has the ink been applied - why do you think green predominates? Shirley Hughes has not placed a formal border around this picture. Why do you think this is? Have you any ideas about when this picture is taking place in terms of:
How does the illustrator draw your attention to these details? How would you describe the presentation of these people? Look at their faces - are they naturalistic, stylised, caracatures, stereotypes - have you seen people like this before? Where? Why do you think Shirley Hughes has chosen to place a border around the text? Notice the line drawings and how one of the characters breaks out of the border - what is the overall effect of this on the double-page spread? What can you hear as you look at these three women? How are these pages presented - for example, fragments, montage, strip cartoon etc.? How would you describe the colour around the right-hand picture of Ella and the Duke - how does it make you feel about their relationship? Look closely at Ella’s face and her body language in comparison to that of the Duke’s - what does this suggest? The Duke is wearing a flower in his buttonhole - what is the significance of this symbol? What medium has Shirley Hughes used to create these pictures? How would you describe her style - what is the effect of her line drawing on the expression and movement of the characters? Why do you think Shirley Hughes has chosen to portray the traditional story of Cinderella in a 1920’s setting? What effect does this have on the observer? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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THE
PEA AND THE PRINCESS Focus on the double page spread portraying the queen, the prince in his explorer’s gear and the gardener sawing branches off a tree.
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:
The following questions have been designed to help children to look more closely at the illustrative work of Mini Grey, 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.
What do you notice about the composition of this double-page? Who are the dominant characters? How has the illustrator drawn your attention to them? Consider how the queen in her chair predominates the left foreground - how does your eye travel from the queen? What is the significance of the open door - where is it leading? Why do you think the illustrator has chosen not to show a view from the door What do know about the prince from this illustration? Imagine the weight of all his gear - how would it make him feel? Do you think that despite his equipment he is ready to make this journey - what helps you make your decision? Describe the prince’s posture and gestures - what do they tell you about his attitude towards his search? Does this picture of the queen remind you of anyone you’ve seen before? How would you describe her facial expression - how has the illustrator achieved this? How are the peas used? What else gives you information about her character? What do you notice about the predominant themes in this picture - where do they eminate from? Who is the character up the tree? What is she doing and how does this contrast with the actions of the queen and the prince? How has the illustrator portrayed the differences between the royal family and the gardener? Why has the illustrator chosen to frame the gardener through the central window and between the prince and his mother? What is the possible significance of the saw and the cut branch? What do you notice about the illustrator’s use of colour - for example, is it warm or cold? Where is the main source of light in the picture and what effect does it have? How would you describe the style of Mini Grey’s illustrations - are her techniques familiar to you? How is the text integrated into the picture - does it affect the way in which you read the words and pictures together? |
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THE
SHAPE GAME Focus on the double page spread portraying the family walking along Millbank and the front view of Tate Britain.
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:
The
following questions have been designed to help children to look
more closely at the illustrative work of Anthony Browne, 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 these illustrations from Shape Game by Anthony Browne… When you first look at this double page spread, what do you notice? How does the overall effect make you feel? Why do you think the page has been laid out in this way? Look at the picture above the text, why do you think it has such a heavy border around it? How does this picture make you feel? What do you notice about the background-why do you think the illustrator has chosen to incorporate so much detail? Is it the kind of detail you would expect from Anthony Browne? Have you any ideas about when this picture is taking place in terms of:
How does the illustrator draw your attention to these details? What do you notice about the people’s responses to their environment? Who are these people, what is their relationship with one another? Look at their body language, posture and movement. What does this tell you about their characters and attitudes? Where is the colour in this picture? What do you notice about the subtle tones that Anthony Browne has chosen to use, why do you think he has done this? Look at the text on this page, why do you think this font has been chosen, how does it work with the picture, does the overall effect remind you of anything? Where are you on this page-do you consider yourself to be part of the action, a bystander or an observer? Now look at the ‘posh’ building, where are you now-has your viewpoint changed? How has Anthony Browne drawn you into this picture? Compare the layout of the facing pages-what do you notice? What is your initial impression of this second page-is your response the same as to the one on the left? What do you notice about the mood and atmosphere? What do you notice about the colour now-where is it-what is it? How would you describe this building, does it remind you of anything you have seen before? What sort of people might use it? Would you want to go in? Why has Anthony Browne decided to incorporate base-ball caps, bows and brollies on such a classical building? Do the things you’ve noticed change how you feel about this place? Have you seen any of these things before-where? These things act as trigger images, which let you know that AB is up to his tricks again and wants you to join in with his fun and jokes. Who or what do you think he is making fun of? Do you think those people will come out of that building the same as they go in? What medium has been used to create these pictures for example, pen and ink wash, watercolour etc.? How would you describe these pictures-realistic, stylised, humorous, surreal, detailed and so on? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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THE
WOLVES IN THE WALL Focus on the single page showing the family being chased down the stairs.
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:
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 this illustration from Wolves in the Wall… What is your immediate impression of this picture - how does it make you feel? How does your eye travel across the page - how does the illustrator draw your attention to detail? As you look at this picture, what can you hear? How have the sounds been created by the illustrator-where are they coming from? In what ways does the noise help to emphasise the feeling of panic? Does the panic stay on the page-how do the emotions of the characters affect you? What techniques have been employed in the compilation of this picture? What media has the illustrator used? What effect does this collage of textures and tones have on the overall quality and mood? Why do you think that the stairs have been portrayed in silhouette? Look at the flimsy depiction of the walls, are they thin enough for the wolves to break through? How has Dave McKean produced so much movement? Consider the posture of the brother and the father-how would you describe their descent of the stairs? What are the effects of Lucy pointing up the stairs-what can she see that the others cannot? What is happening to the mother? How do the actions of the mother and the father in this picture affect your feelings of fear? How has the wolf been portrayed in this illustration? How does the shadow of the wolf work on your imagination? What other shadows can you see? How does the illustrator’s use of colours effect the mood of the picture? Where are the strongest colours used-is this significant? Is this a familiar illustrative style? Look closely at the features of the people-how have they been depicted? What is the effect of their small black eyes and their open mouths? Do you see any other expressions on their faces? How is the text distributed across the page? What are the effects of chunking it in this angular way? Why do you think different colours, sizes and styles of fonts have been chosen? Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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TWO
FROGS Focus on the double page spread portraying a close up of the frogs with one frog looking round for a dog.
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:
The following questions have been designed to help children to look more closely at the illustrative work of Chris Wormell, 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.
When you first look at this double page spread, what do you notice first? What is the main focus? Why do you think the illustrator has chosen to work right across both pages? How would you describe this pond, what would it feel like if you were to jump in? Do you think the pond is a safe place? Do the colours used influence your concept of the pond? What do you notice about the use of light and dark-what are the effects? What do you notice about the application of colour, is it the same all over? Look at the way the lily pads appear to float so lightly across the pond. Consider how the illustrator has achieved this through his use of light and shade. How would you describe the wash of colour on the horizon-what effect does this have on your interpretation of the setting? What is your immediate response to the frogs? How has the illustrator chosen to portray them? The illustrator has given the frogs human characteristics (anthropomorphism), how has he managed to maintain their ‘frogginess’? Look carefully at the texture, quality and colour of the frog’s skin, how has Chris Wormell achieved these effects? What has the illustrator used to create this picture, inks, watercolour, pastels? Have you seen frogs depicted before-what are the similarities and differences with these two? Is there anything that puzzles you about the frogs? Comment on the frogs’ facial expressions, what do they tell you about their personalities and dispositions? The frogs’ eyes are very predominant and expressive, follow their gazes-what has the ikllustrator achieved here? Look at the right hand frog-what do you notice about his posture? What do you think he’s doing? What has he got in his hands-what could it be for? How would you describe the frog on the left? How has Chris Wormell introduced movement into the picture? Describe what you see. How is the left hand frog feeling-how does he influence your feelings? How does the attitude of the frogs help you to anticipate what might happen next? How has the illustrator involved you in the picture-where are you standing or sitting? In what ways does the illustration reflect the text and develop your understanding of the two characters? Why do you think that the text has been set outside the picture on white pages. Working as a whole class or group, harvest children’s responses and record, encouraging further looking and comment. |
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