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The CILIP Kate Greenaway Medal -
Visual Literacy Activities |
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DOUGAL'S DEEP-SEA DIARY Use the double page spread three-quarters of the way through the book depicting Dougal illuminated in sunlight, looking through a porthole.
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 Simon Bartram, 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.
Please select/adapt questions, which you think are most appropriate for the children you are working with… What is the first thing you notice in this picture? What do you notice about how your eyes travel around the page? How has the illustrator controlled how you look and where you look? Where is the light around Dougal coming from? Why do you think Simon Bartram has chosen to focus on a close up of Dougal and depict him in this gold frame with a golden glow? How would you describe the expression on Dougal’s face? Now look at the same porthole in the submarine where does Dougal’s gaze take you? What other techniques has the illustrator used to take your attention to the bottom right-hand corner of the page? Have you got any ideas about what this place might be? Why has he drawn it so small? (Contrast this with the next double-page spread.) How has Simon Bartram created the depth of the sea in this picture? Is there anything that puzzles you in this picture? Does Dougal notice everything? What does this tell you about his character? Look on the surface of the sea. How would you describe the ships and boats? Why do you think the illustrator has chosen to include them all? Does the use of light and dark affect your response to the picture-how does it make you feel? How would you describe the colours that have been used? Is the same atmosphere consistent throughout the picture? What do you notice about the textures created by the artist? What medium do you think the illustrator has chosen to use to create these effects? Describe the textures and contours of the bottom of the sea. What do they remind you of? Why do you think Simon Bartram has chosen to portray Dougal’s submarine as a old fashioned tin toy? How do you think the submarine is powered? Can you imagine the noises it might make as it travels? Consider the layout of the text. Why do you think it’s on the right-hand page? Why do you think this choice of font has been chosen? In what ways do the words work with the picture?
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? |
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GUESS
WHO'S COMING FOR DINNER Use the double page spread where Horace Pork-Fowler is raiding the fridge in the middle of the night.
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.
What do you notice first in this double page spread? Is your attention on the words or the pictures? Which way do your eyes travel around the pages? What is your response to the picture of Horace entering the kitchen? What tones has the illustrator chosen to use and how do these affect the mood created and your response? Does this picture remind you of anything you’ve seen before? Now look at the picture of Horace with his hand in the cookie jar. Why do you think the illustrator chosen these soft pinks and pastels to colour Horace and the books behind him? How do these colours make you feel? Look at the soft-focus of Horace. What words would you use to describe him at this point? Do you think Horace has notice the book titles? How does this make you feel? How do you respond when you read each title? In what ways do you think that the illustrator is trying to control your responses to this story? How do you feel about Horace in the ‘pink’ picture? Now look at Horace at the fridge. What do you notice about the colours, the dark and shade which the illustrator has chosen to use? The outline of Horace is much harder now - how has the illustrator’s use of light changed the mood? Has your response to Horace changed in any way? How would you describe Horace’s appearance in this picture do you feel the same about him now? Why has the illustrator drawn your attention to the contents of the fridge? How has he done this? Where is the humour in this illustration? Do you think that the plate of food is really a midnight treat for Glenda? What effect does the glinting meat cleaver and rack of knives have on you? Why do you think the artist has chosen to conceal them in the shadows of the kitchen? Where are you observing this picture from are you in the kitchen, outside the book or in the control room with the wolf? Whose side are you on? When you noticed the remote control camera how did it make you feel?
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? |
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GULLIVER'S
TRAVELS Use the double page spread on pages 18 and 19.
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.
What are you immediately drawn to on these pages? From which side do you read these pages? Notice how the picture almost seems to be squeezing the text off the left hand side page what is the effect of this? How do your eyes move across this page to read this visual image? How does it make you feel? How might Gulliver be feeling with all these small people scurrying around him? Describe the patterns and shapes of the fabric, the structure of the building and the scenery. What do you notice about the colours and textures? How do these impact on you? Why do you think the illustrator has chosen to cram so much detail and clutter into this picture? What does this tell you about the people who inhabit this place? Focus in on the character with the megaphone. What do you think is his role? How has Chris Riddell defined the groups of people, their roles and jobs? What do you notice about the detail of their costumes, hairstyles and expressions etc.? Why do you think some of the characters have been given canes and ducks on leashes? What techniques has Chris Riddell used to give us a sense of the proportions of this illustration? Can you imagine the rest of the picture? How has the illustrator conveyed movement in this picture? Why do you think some groups of people seem to move more than others? What is the function of the black and white drawings inserted in the text? In what ways does this illustration support and extend the text? How would you describe the overall feeling of the characters within these pictures? How does the illustrator involve you in the illustration, e.g. an outside observer, a bystander, a friend, a participant in the action etc? What can you hear, taste, or smell in this room? What do you notice about the line/brushstrokes, why has the illustrator chosen to use for example water colour, pen and ink, chalk etc? Are you drawn to revisit the illustration, what more do you learn from it, in terms of the story being told, the layers of meaning added by the illustrator etc? How would you describe the style that Chris Riddell has chosen for this?
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? |
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MICHAEL
ROSEN'S SAD BOOK Use the double page spread depicting memories of ‘my mum in the rain’ and ‘Eddie walking along the street’
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.
What is your first impression of Quentin Blake’s style of drawing-how would you describe it? How do you imagine he works on a picture-quickly or slowly? What do you think he is interested in telling you or showing you in these pictures? What do you think is the focus of each picture? What is your first impression of the mood and atmosphere created in each of these pictures? When do you think this first picture is set? Think about: Where it is Time of year/ time of day Period in history How has the illustrator drawn your attention to these details? How does this picture make you physically feel? What do you notice about the figures in the illustration for e.g. facial expression, bodily gestures, position in the picture etc?
What kind of relationship do you think he had with his mum? Why do you think he remembers this particular occasion? Does looking at this make you remember things? Look at the weather-describe how the rain is falling? What noises can you hear as you look where are they coming from? Look at the surface of the pavement and the road-what techniques has the illustrator used to create the wetness everywhere? As you look at this picture where are you? Are you an outside observer, a bystander in the picture or one of the characters portrayed? What do you notice about the line/brushstrokes, why do you think the illustrator has chosen to use pen and wash? How would you describe the mood of this picture and how do the colours used influence how you feel? Now look at the second picture-is the mood the same? What do you notice about the use and application of colour in this picture? Describe the atmosphere that you can sense-how has the artist created this? Consider the movement and gestures of the characters, their size and where they are placed on the page . Which boy is Eddie, how would you describe him? What’s his relationship with the people he’s with? What are they doing, where are they going, where have they been? Do you think Michael Rosen is present in this picture where might he be-somewhere in this picture or on this page or just out of view? Where is this picture set? Do you think the setting is significant? How do the two pictures work together? What is your overall feelings as you look at both? How does Michael Rosen feel as he remembers these scenes?
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? |
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ONE
MORE SHEEP Use the double page spread depicting ‘the wet windy moor’.
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.
How do you read this page how do your eyes travel across it? Which way is the wind blowing? How have the shapes of the trees, the smoke from the chimney and the hillside controlled the way that you read this page? Can you imagine the sound effects created here? Do you have an idea of the surrounding landscape and where the wolf might have come from? What kind of place do you think this is in the daylight? What kind of place is this moor can you imagine the creatures that might lurk there? How would you describe the colours and tones of the moor land? How do you think that Russell Ayto has created the depth and texture of the hillside? Look at the contrast between the application of colour on the moor and that of the sky. What do you notice? Where is the darkest part of the picture? Is this significant? What words would you use to describe this place? Now look at the house. How would you feel about spending the night here? Do you notice any humour or jokes, how has the illustrator engaged your attention with this? Are you drawn to revisit the illustration? What more do you learn from it, in terms of the story being told, the layers of meaning added by the illustrator etc? 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 these illustrations-realistic, zany, comic, cartoon-like, angular, jerky, lively, expressive etc? Describe your feelings about this wolf. How has the illustrator developed his character? This illustration reflects colour themes and patterns which recur throughout the book have you noticed them and why do you think the illustrator has chosen to use them?
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? |
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THE
BOAT Use the double page spread with the text ‘The boy looked out through the rain.’
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.
What do you notice first about these pages? How do these pictures make you feel? Look closely at the shape and composition of the cameo of the boy:
Consider the first three lines of print. What do you notice about the use of font and their layout? In what ways do these words interact with the pictures? What mediums has the artist used to create these pictures and why do you think he has chosen them? Does the use of light and dark affect your responses to the pictures? What do you notice about the use of colour in these pictures? What do you notice about the sky? How would you describe the colours and tones and what are the moods created by them? Look at the different techniques of line and shading that the artist has chosen to use- how do these affect your emotional response to the pictures? Compare for example, the softness of shading on the boy’s shape in contrast with the harder diagonal lines of the rain. What words would you use to describe the scene on the hillside? Why do you think the artist has chosen to draw so much sky? Can you describe what you can hear as you look at the picture of the sky and the hill? In what ways has the artist helped you to create these effects in your mind’s ear? Do you notice any movement in this picture-how has it been expressed? How would you describe the movements of the animals-what are they doing? Can you see the old man-what do you notice about his gestures? How do you think he is feeling now? How do you feel about what’s happening there? Could you do anything to help? Would you want to go on to the hillside alone-how would you feel? |
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THE
WHISPERER Use the double page spread which starts ‘Stars … poetry … fish … what was all that about?’
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.
What are you immediately drawn to on these pages? How do your eyes move across the page to read this visual image? Consider how the scaffolding crosses the gutter of the book and unites one page with the other. As an observer, does your viewpoint change as you look at different aspects of these pictures? How would you describe the scaffolding and what is the significance of the barbed wire wrapped around it how does it make you feel? Should you or the rat be there? Look beyond the scaffolding what kind of place is this? Is the setting significant? Does it affect your view of the characters who might live here? How have the pictures been presented for example as a cartoon strip, a series of fragmented images, a freeze frame, a close up etc.? As you look can you hear anything-how would you describe these sounds? In what ways does the rat pass on his gossip? Look at the two close-up frames with the cats hearing the whisper. How would you describe their responses and how would you imagine they would react to the information they received? What is the effect of framing these cats in this way? Consider: how they are lit, character development, colour and focus? The third frame is seen from a distance where are you standing to see the rat talking to the birds? Consider: Why the illustrator has chosen to change the perspective of this? What will be the impact of this whisper? Why the compilation of this frame has been created in silhouette? How has Nick Butterworth chosen to depict the character of the rat? Consider: his posture, gestures, facial expression, colour and shape of his eyes and nose. Do you think he’s in good shape? Would you trust him? Consider the quality of the sky it’s colour and stars why do you think the illustrator has chosen to depict it with such clarity and cleanliness? What is the effect of a black on the pictures and text? What do you notice about the size and style of font? Why do you think this has been chosen? How do the pictures make you physically feel?
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? |
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