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The CILIP Kate Greenaway Medal - Visual Literacy Activities
by Liz George

THE SHORTLIST

Harris Finds His Feet
How to Heal a Broken Wing
Little Boat
Molly and the Night Monster
The Savage
The Snow Goose
The Way Back Home
Varmints

Harris Finds His Feet
Written & illustrated by Catherine Rayner
ISBN: 978-1-84506-590-4

Use the double page spread of Harris, his Grandad and the wolf.

Harris Finds His Feet

LEARNING TO LOOK
This activity is to encourage children to look more closely and critically at illustrations. It can be modelled whilst working with the whole class or a mixed ability group, it encourages children to offer their personal interpretation of the illustration and to share and shape their ideas orally in a collaborative setting.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (participate)

The following questions have been designed to help children to look more closely at the illustrative work of Catherine Rayner, 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.

If possible give children one copy of the picture to share between two or use an enlarged picture that everyone can see.

TELL ME ABOUT CATHERINE RAYNER’S ILLUSTRATION…

Please select/adapt questions, which you think are most appropriate for the children you are working with…

How do you read this double page spread? Consider carefully how your eyes travel across the page.
Through whose eyes are you observing the hares?
What is the mood on this page?
How has the illustrator created this tension?
How does the colour on this page make you feel, how does it contrast with the colours used on the other pages of this story?
Where do you think this part of the story is taking place?
Is the setting important at this point?
Is there any cover or places in which the hares can hide?
What do you notice about the application of colour and the textures created?
What time of day do you think it might be what clues has the illustrator given you?
In what ways has the illustrator helped you to imagine the fear felt by the hares when the ‘wolf came near’?
How has she brought the wolf nearer to them?
Consider the position of the hares in the bottom corner of the left hand page-how does it make you feel, how do you think they feel?
The wolf is seen in a distance shot. How are we given a sense of its size and power?
Look at its position on the page in relation to the hares how does this help to build up tension?
How would you describe the shapes used to depict the wolf in contrast to the loose curving shapes used to depict the hares?
How would you describe the wolf’s shadow? How has Catherine Rayner used this to intensify its threat to the hares?
What is the effect of the wolf’s shadow on them and on you?
What materials do you think the artist has used to achieve these visual effects?
Consider her use of light and shade and the way in which she has used this to focus on the alarmed hares. Shapes are often used to convey emotions, what are the predominant shapes used by the illustrator to contrast those of the wolf and the hares?
How has Catherine Rayner maintained Harris and Granddad’s hare-like qualities?
How would you describe the application and contrasts of colours used to depict Harris and his Grandad, how do they accentuate their differences in age and energy?
What do you notice about the layout of the text, its size and prominence amongst the illustrations?
In what ways do the words and pictures work together?
This picture fills the double page spread, there is no border around the picture. How does this help you to imagine the hare’s environment beyond the 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 to Heal a Broken Wing
Written & illustrated by Bob Graham
ISBN: 978-1-4063-50716-0

Use the double page spread of William and his parents looking at the pigeon in the box with the TV on.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (participate)

The following questions have been designed to help children to look more closely at the illustrative work of Bob Graham, 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.

If possible give children one copy of the picture to share between two or use an enlarged picture that everyone can see.

TELL ME ABOUT BOB GRAHAM’S ILLUSTRATION…

Please select/adapt questions, which you think are most appropriate for the children you are working with…

What sort of room is this? How would you describe it? What detail has the illustrator provided?
What do you know about where these people live egg urban or rural?
What time of day do you think it is?
Is the setting of this picture significant?
What do you think might have happened to this bird?
Why might the family have got the bird in their home? What clues has the illustrator given to help you know what they are doing?
How would you describe the mood evoked by this illustration?
Is there anything that puzzles you in this picture?
Where is the light coming from in this picture?
What do you notice about the way your eyes travel across this page?
What does the illustrator want you to focus on/think about?
Why has the illustrator placed the family in the bottom left hand corner?
What is the dominant feature of this room?
What kind of programme is on the television?
Are the family aware of what is on the TV?
How would you describe the planes seen on the TV screen? What do you think they are doing?
There are three ornamental birds on the wall above the television. How do they contrast to the pigeon in the box, the fighter jets on TV and the owl on the calendar?
What is the significance of birds in this picture?
How does Graham want you to respond to this family? What do you notice about their body language and their facial expressions? How would you describe their attitude towards the bird in the box?
How has the illustrator triggered your response to this picture?
What emotions are being expressed - how does it make you feel?
How has the illustrator controlled your emotional responses?
What do you notice about the use of colour in this illustration?
Why do you think blue has been used to such an extent?
This is a line drawing with occasional washes of colour. Where is the colour and why has it been used?
How would you describe these illustrations, are they-realistic, warm, comic, cartoon-like, gentle, sympathetic, lively, expressive etc?
Why do you think Bob Graham decided not to put any words on this page?
How many stories are being told on this page? Would reading them all in words have the same impact as seeing them all?
What kind of audience do you think this book is intended for?
What messages do you think Graham is giving through this illustration? If so what is it? Who is this message intended for?

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?

Little Boat
Written and illustrated by Thomas Docherty
ISBN 978-1-84011-0826-1

Use the double page spread depicting the little boat sailing around the treacherous rocks.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (participate)

The following questions have been designed to help children to look more closely at the illustrative work of Thomas Docherty, 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 THOMAS DOCHERTY’S ILLUSTRATION…

What is the first thing you notice about these pictures?
Why have both these pictures been depicted in the round? What do they remind you of?
What do you notice about how your eyes travel around the pages?
In what ways has the illustrator taken us from one scene to the next?
How has the illustrator controlled how you look and where you look?
In what ways do the words and pictures work together to help you navigate these pages?
What time of day do you think it is in the first illustration? How does the artist’s use of colour influence your response?
What are your initial impressions of the rocks?
What pictures do they create in your imagination?
Are all the rocks really rocks? Or are some of them what we think the little boat’s fears might be? What clues has the illustrator given us?
How do your ideas of what the rocks might be impact on the vulnerability of the little boat?
What kind of boat do you think this is, how is it powered?
In what way is the little boat’s route demarcated?
How has the illustrator animated the little boat, how would you describe its expression?
The mood in the second phase of this picture changes, how has the illustrator created this emotional shift?
Had you noticed that the little boat doesn’t appear in the first scene? How are we made aware of its presence and what is the impact when you do notice it?
How do you feel about the little boat? What do you think might be going to happen to it?
Look on the surface of the sea. How would you describe its movement?
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 both scenes?
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?
Is there any humour in this illustration? Where is it coming from?
What colours has the illustrator chosen to depict the boat and why?
Does this drawing of a boat depict a real sea going vessel or something else?
Do you think this boat is a metaphor, if it is what is the sea a metaphor of?

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?

Molly and the Night Monster
Written and llustrated by Chris Wormell
ISBN 0-978-0-224-07073-7

Use the double page spread DEPICTING THE CROCODILE.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (participate)

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.

TELL ME ABOUT CHRIS WORMELL’S ILLUSTRATION…

What colour would you associate with the dark or night time?
Why do you think Chris Wormell has chosen to use blue?
How would you describe these tones of blue?
How do these colours make you feel?
The ‘gutter’ of the book is where the pages have been stitched together. How has the illustrator made the gutter part of the picture?
What is the effect of the door he has created?
In what ways has the illustrator portrayed the crocodile’s ferocity?
What do the balusters/rails on the stairs remind you of?
If these rails are like a cage, what is the crocodile doing?
The illustrator has used shadows on both sides of this picture, how would you describe the ones around the crocodile on the stairs?
What has the illustrator used to give the shadow of the crocodile some features?
How do the crocodile’s shadows compare to those in the little girl’s bedroom?
Where is the light coming from in the girl’s room?
How would you describe it?
Where is the light coming form on the stairs and on the landing, how would you describe it?
Look at the texture of the crocodile’s skin. How do you think the illustrator has created the rough 3D effect? If you were to touch, how would it feel?
How would you describe the features of this creature?
Only the front half of the crocodile has been shown. What is the effect of showing us only part of its body?
The little girl is depicted in a softer less defined style. What effect does this have?
What is the little girl doing?
How would you describe her posture and facial expression?
What is your response to this girl? How does she make you feel?
What do you think she is doing or going to do?
What sounds could there be in this illustration?
Can you hear what the little girl is listening to?
How is the tension created in this picture?
There is a white border around the edge of both these pages, what does it do to hold the composition of the picture together?
Which has more impact on the reader, the picture or the words? How do the words and picture work together?
What do you think the illustrator has used to create this picture?
How do you think the colour might have been applied, do you think he has used the same tools for making this entire picture?
Where do you notice movement in this illustration?
Look at the girl’s nightgown, why do you think that the illustrator hasn’t erased the sketch marks around the edge of it?
This story is presented in the same tones of blue throughout the book, why do you think the illustrator has decided not to introduce any other colours?

The Savage
Written by David Almond & Illustrated by Dave McKean
ISBN 0-978-1-4063-0815-0

Use the double page spread depicting the savage and Hopper looking frightened with blood on him.

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…

What is your immediate emotional response to this page?
How do your eyes travel across the page?
What are you drawn to?
By giving emphasis to the mouth and the nose of the Savage how is the illustrator depicting the nature of his character?
What do you notice about the size of the mouth, the roughness of the teeth, and the twist of the nose?
How would you describe the facial expression of the Savage?
What is the effect of the hints of feather flowing from his hair?
What is the overall impression created?
Why do you think the illustrator has chosen to take the head and shoulders across the gutter of the page?
What is the effect of inserting a smaller bordered picture of Hopper?
Why do you think the border is just on two sides of his image and why do you think it has been so boldly defined?
Hopper is trapped on the corner edge of the page, there is nowhere for him to escape. In what ways does the illustration work with the text and influence your response to Hopper’s plight?
What are you immediately drawn to on these pages?
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?
As an observer, does your viewpoint change as you look at different elements of the composition?
How would you describe what’s going on in this picture – in what ways has the artist changed your view of the Savage and of Hopper?
What can you hear as you look?
What can you smell as you look?
How would you describe the colour and tones of this picture?
There is a strong sense of movement on these pages-where is it coming from and how has the artist achieved these effects?
Look at the use of borders and the definition of edges-how do they impact on the mood and atmosphere created here?
Look at the depth of colour in the wash which spreads across the middle of the Savage’s face and into the text, how does this give emphasis to the rage of the Savage and the written words?
How would you describe the atmosphere it evokes?
Consider the size and style of the font, it is meant to portray the handwriting of a young child. Does it have any other effect on the composition of the page and the mood created?
Why do you think Dave McKean has used these loose green- blue washes over most of the scenes?
What do you notice about the colours used to depict Hopper?
How has McKean demonstrated Hopper’s submission to the Savage?
McKean has made no attempt to make the blood look lifelike. Does this lessen your revulsion of this scene?
What is the effect of the splattered blood as it crosses the border onto the Savage’s body?

The Snow Goose
Written by Paul Gallico & Illustrated by Angela Barrett
ISBN 978-0-091-89382-8

Use the double page spread depicting the evacuation of Dunkirk.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (participate)

The following questions have been designed to help children to look more closely at the illustrative work of Angela Barrett, 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 ANGELA BARRETT’S ILLUSTRATION…

What is the focus of this painting?
How does it make you feel?
What do you notice?
What is it about?
What do you notice about the colours in the painting?
How would you describe the quality of the blackness dominating this scene and the way in which appears to be enveloping the scene?
What is the source of this blackness?
Why is it obliterated from our view?
When is this scene taking place? Consider: time in history, time of year, time of day
How has the painter drawn your attention to these details?
Is the setting significant?
How would you describe it?
Look at Barrett’s depiction of the people, what clues does she give us about who they are and what they are doing?
What is the mood amongst these people? How can you tell?
Some of the characters are more animated than others, how do they influence your interpretation of the scene?
Why are all these people on the beach? There is a sense of entrapment from the sand dunes and the sea. How does the illustrator portray a sense of freedom in this picture?
How would you describe the grouping of the figures, what is the significance of this?
Why has the illustrator chosen to give us a long shot view of this scene without any detailed descriptions of the characters involved?
Does it matter what these people look like?
Whose view of this landscape are we seeing?
Are you in this picture or are you an observer?
Does the use of light and dark affect your response to the painting?
What do you notice about the tide?
There is a stillness, a tension in this painting, how has this been evoked by the illustrator?
What do you notice about the use of white in this picture? What is its significance?
How does the depiction of the snow goose contrast with the enemy planes?
Where is the colour in this picture and how does it impact on you?
Describe the colours chosen by the illustrator. How do these muted tones add to the mood created?
Where is there movement in this illustration?
What can you see in the distance?
What kind of boats can you see? What are they doing?

The Way Back Home
Written and Illustrated by Oliver Jeffers
ISBN 978-0-00-718228-2

Use the double page spread depicting the plane running out of petrol.

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 (observe and describe)
to encourage them to build on their previous experience, imagination and understanding to make sense of visual information (interpret)
to consider a variety of graphic forms and their interaction with a text in order to convey layers of meaning (appreciate)
to recognise different styles and techniques used and developed by a variety of illustrators (analyse)
to begin to recognise and appreciate visual metaphor, irony, puns and jokes etc (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…

Where do you start reading these pages, how do your eyes travel across the page?
What is the effect of varying the audience’s viewpoint from, close- up, to long shot to wide shot across the double page spread?
In what ways has Oliver Jeffers given the impression of the plane loosing power?
What do you notice about the clouds of smoke?
How has the puthering effect been created? What materials and techniques do you think have been used?
Why has Jeffers included words for the sound effects at this point?
Are these the only sounds you imagine on this page?
How has Jeffers created an illusion of the passage of time?
How would you describe the boy’s facial expression as he discovers his plane had run out of petrol?
What is the effect of not being able to see his eyes behind his goggles?
Why do you think Jeffers chose not to depict a crash landing on the moon?
How would you describe the stance of the plane on the moon? What effect does this have in terms of how you might predict the resolution of this story?
Consider why Jeffers might have chosen to select a crescent moon and not a full moon. How does this impact on the vulnerability of the boy?
Describe the boy’s body language as he peers over the edge of the moon?
How can you tell what he might be thinking?
Look at the position of his eyes on his face where does his gaze make you look?
Whose view of the Earth are you seeing? How would you describe it?
There is no mouth on his face, what is the effect of this on your interpretation of this scene?
Look at the way the text is arranged on the page. How does it influence the way you read the words and the pictures? Does it affect your involvement in the story?
Where are you in this story? Are you part of it or an outside observer looking in?
There are no borders on these pages, allowing your imagination more freedom to create the bigger picture for yourself. Why does the illustrator want to include you in setting the scene?
What materials do you think have been used to make these pictures?
How has the colour been applied?
What colours have been used to create the night sky, what is the effect?
How would you describe Oliver Jeffer’s illustrative style?

Varmints
Written by Helen Ward & Illustrated by Marc Craste
ISBN: 976-184011-323-5

Use the double page spread depicting tall buildings scratching the sky.

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 Marc Craste, 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.

If possible give children one copy of the picture to share between two or use an enlarged picture that everyone can see.

TELL ME ABOUT MARC CRASTE’S ILLUSTRATION

Please select/adapt questions, which you think are most appropriate for the children you are working with…

One of the main themes running through this book is the lost opportunities we have for silence and peace in our lives. Often it is difficult for us to hear the sound of bees or the birds singing above the constant noise of people, machinery and traffic.

We use all our senses to enjoy and appreciate the world around us.
What is the first thing that you notice when looking at this double page spread?
How easy is it for you to, make out the detail of the picture?
How clear are the words on the page?
What must you do to make meaning of these pages?
Sight is a valuable sense but even with both eyes wide open, do we always ‘see’ what is happening to the world around us?
What is your initial impression of this page?
How does this picture make you feel, curious, fearful, anxious, frustrated etc?
What’s happening here? Is it clear? What is obstructing your view?
How would you describe the mood created?
What is the effect of the picture going to the edges of the pages? How does it affect you as an observer? Are you allowed into this place?
Do you want to be there, can you escape it?
Have you any idea about the time of day or the time of year in this place?
Where the light coming from that is is reflected on the varmints in the foreground?
This picture is full of tension, how has Marc Craste achieved this effect?
What are the varmints? Where have they come from? What are they doing?
How has the illustrator created an illusion of an infinite number of varmints?
How are the varmints organised? Can you see anyone in charge?
What visual images do you think might have influenced the illustrator in his composition of this picture?
What would it be like to live in this place?
Does it remind you of anywhere you have been or seen?
What visual images do you think might have influenced the illustrator in his composition of this picture?
If you could hear in this picture, what would the sounds be? What parts of the picture generate these noises/sounds?
What would you be able to smell in this picture? How would these smells make you react?
How do you think this picture has been made?
What is the effect of using monotones?
How would you describe the style of font and the way it is almost ‘scratched’ onto the page?
In what ways do the words and pictures interact? Could one work without the other?
In what ways has the illustrator made the reader work with the visual and written texts?

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?