PICTURE BOOKS

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Unit 3

• PICTURE BOOKS

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THOUGHT FOR THE TEACHER

• Whenever I need something I can really count on,
  I read aloud a picture book. I know students
  will pay attention to a good book and I choose
  one that will cause them to talk.
• A Picture books a great springboard for me to
  get the kids to talk, to read, and to write.

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Picture Books

• Reading for meaning.
• Predict what will happen.
• Meanings of language/vocabulary (example ring).
• Trigger excitement and talk.
• Focus student attention.
• Elicit surefire responses.
• Fiction and nonfiction
• Assists those not at reading level.

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Picture Books

• Tell stories.
• Elaborate concepts.
• Impart information.
• Defined by format -- combination of words and
  art, rather than content.
• Made for all ages and grade levels.

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Levels of Picture Books

• Infants and toddlers -- cardboard or cloth,
  bright pictures.
• Nursery/primary -- read aloud, develop concepts
  through the experience.
• Older students -- vivid examples of literary
  techniques, the writers craft, to explore
  difficult concepts.

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Evaluation of Picture Books

• Genre.
• Text quality.
• Artistic quality.

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GENRE OF PICTURE BOOKS SPAN ALL POSSIBILITIES

• Fiction
• Folklore
• Fantasy/Science Fiction
• Realistic Fiction
• Historical Fiction

• Nonfiction
• Informational Books
• Concept Books
• Poetry
• Biography/Auto-biography.

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TEXT QUALITYFiction

• Setting -- time and place of the story.
• Characterization.
• Plot -- sequence of events.
• Theme -- storys major overriding idea.
• Style -- language.

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SETTING

• presented quickly
• present, pasts, future.
• real or make-believe.
• Can usually tell before read one word
• reflect ethnic and cultural traditions

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CHARACTERIZATION

• stereotypes of folklore prince/princess.
• evidence of growth change across the story.
• historical -- recognizably human
• pictures usually childlike
• well developed.
• active rather than passive
• children identify with them

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PLOT

• Straightforward
• Chronological order.
• Something happens and happens fast.
• Usually centers around a problem or conflict --
  one children recognize (too young, too scared to
  act)
• Well defined, recognizable endings

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THEME

• Overriding idea.
• Reflects childs world.
• Examples
• growing-up increasing independence,
  self-reliance.
• Not blatantly stated.
• Evolve naturally.
• Permeates illustrations and plot.

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STYLE

• Language essential to quality.
• Words limited -- must be carefully chosen.
• Language adults read -- kids can understand.
• Not meant to be beginning readers.
• Interesting words, build excitement, drama, or
  images.
• Internal rhythm or melody.
• Sounds natural when read aloud.

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TEXT QUALITYNonfiction

• Same criteria for all nonfiction.
• Text readable.
• Appropriate to readers age/developmental level.
• Accurate.
• Up-to-date information.
• Consistent with current knowledge.

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Readability Appropriateness

• Explained simply understood scientifically
  accurate.
• Convey meaningful message with clarity and style
  thru lucid text and artful illustrations.

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Accuracy and Recency

• Accurate, up-to-date, consistent with current
  knowledge.
• Illustrations match text -- provide extra details
  -- enhance verbal information.
• Contain accurate words used in precise ways
  sentence patterns have internal rhythm - easy to
  comprehend when read aloud.

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Poetry and Song

• Artists visual interpretation of song, poem or
  verse.
• Text -- one or two lines per page.
• Brief, rhythmic verses, narrative verses,
  childrens songs, and folksongs.
• Illustrations depict both action and feeling,
  matching mood established by author.

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ARTISTIC QUALITYElements of Art

• Media -- medium/material used to produce
• watercolors, oils, acrylics, ink, pencil,
  charcoal, pastels, tissue paper, acetate sheets,
  or fabric.
• artists makes choices color, style, composition
  line, shape, placement on page, negative space,
  texture.
• Techniques - painting, etching, wood and linoleum
  cuts, air brush, collage, photography.
• Styles

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Basic Elements of Art

• Line -- mark on paper or boundary where different
  colors meet.
• Shape -- area or form with definite outline.
• Texture -- surface of an illustration.
• Color -- or lack of it -- express character,
  mood, and emotion.
• Vary in hue.
• Intensity.
• Design -- composition -- balance, rhythm,
  variety, emphasis and spatial order

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Basic Elements of Art (cont)

• Media and Technique --
• Media -- material used.
• Technique -- method of creating. (can be
  combination)

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When Evaluating Artistic Quality

• Reflect words.
• Present information.
• Extend story.
• Elaborate concept.
• Present fresh visual interpretation -- enable
  reader to view in a new or different way.

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PICTURES AND TEXT WORK TOGETHER

• Illustrations are equal with the text.
• Different -- than just verifying or co-telling
  the same story.
• Presents visual information -- creates story
  within a story.
• Wordless Books.
• Test and art are interwoven.

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Styles of Art

• Reflects the individuality artistic strength of
  artist -- influenced by content and mood of text
  and intended audience.

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STYLES OF ART

• Representational -- realistic depiction.
• Surrealistic -- startling images, incongruities
  --attitude or mockery.
• Impressionistic -- emphasize light and color --
  break image into smaller bits of color.

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Styles of Art (cont)

• Folk Art -- simplifies, exaggerates and distorts
  reality.
• Naïve Art --technically unsophisticated -- clear,
  intense emotions visions.
• Cartoon -- emphasizes line, reduces features to
  simplified shapes -- exaggerates in 2 dimensions
  to create caricature.

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Picture Books for Very Young Children

• Board Books -- infants and toddlers up to 3 years
• Participation Books
• Storybooks and poems

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Picture Books for Nursery and Primary Grades

• Concepts Books
• Alphabet Books
• Counting Books
• Books for Emerging Readers
• Wordless Books
• Patterned Books -- predictable books
• Beginning to Read --

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Picture Books for Intermediate Advanced Readers

• MTV generation
• Learn more quicklty from picture books
• ESL students learn more quickly

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CONNECTIONS BETWEEN LIFE AND LITERATURE

• INNER WORLD
• FAMILY WORD
• SOCIAL WORLD
• NATURAL WORLD
• AESTHETIC WORLD
• IMAGINARY WORLD