The document discusses picture books and their illustrations. It begins by defining different types of picture books such as those where text and pictures are equally important, illustrated books where text is primary, and wordless picture books. It then discusses the key elements of illustrations including line, space, shape, color, texture, composition and perspective. Specific techniques like illusion are also mentioned. The document also covers common story types found in picture books, important narrative elements, and social considerations.

1. Picture Books
Picture Book: A book in which the text and pictures are equally important
•
o Illustrated book: A book in which the text is primary
o Wordless picture book: A book containing only pictures. NB: There is
controversy as to whether a wordless book can be considered literature.
Many wordless picture books can the literary elements we look for in texts:
view, theme, character studies, setting, tone.
Narrative art: art that tells a story. Picture books are a form of narrative art.
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THE ILLUSTRATIONS IN PICTURE BOOKS
Illusion: a technique used by artists to make us see things that are not really there:
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distance, depth, texture.
Illustrations in picture books must project a mood that is appropriate to the text.
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Principal Elements of the Art of Illustration
The principal elements of the art of illustration are: line, space, shape, color,
texture, composition, perspective.
Line
o
to define objects by outlining

to suggest movement, distance, feeling/emotional responses

 curves, circles: warmth, coziness, security
 sharp, zigzag: excitement and rapid movement
 horizontal: calm, stability
 vertical: height, distance
 figures at top of page: further away than those at bottom or
sides
Space (very powerful)
o
 draws attention to specific forms on the page
 generous use of space: emptiness, loneliness, isolation
 lack of open space: claustrophobic feeling, confusion, chaos
Shape
o
 massive grouped shapes: stability, enclosure, confinement,
awkwardness
 lighter, delicate shapes: movement, grace, freedom
 rounded: similar to curved and circular lines
 squarish, angular shapes: excitable reaction
Color
o
 children do not require brightly colored pictures
 color can detract from the text if overpowering or inappropriate

2. the least imaginatively used artistic element in children¹s picture

books (that is, conventional colors are used, for example, for the
sky, grass, etc.)
 psychology of color (cultural phenomena)
 reds, yellow: excitement
 blues, greens: calm, quiet
 purple, royalty
 green: envy, illness
 blue: depression
 yellow: cowardice
 used to suggest cultural distinctions
Texture
o
 creating characteristics of a three-dimensional surface on a flat
surface
 used to emphasize the realistic quality of a picture
 used to enrich the visual experience and to stimulate the viewer¹s
imagination
 Composition/Perspective
 Composition: the arrangement of the details in the picture
 good composition creates a sense of rhythm in
moving from page to page--a rhythm that is in
keeping with the narration
 good composition creates a sense of unity between
the illustrations and the text integrating them into
one on the page
 Perspective: the vantage point from which the viewer looks
on at the objects or events in the picture
Artistic styles found in children¹s books
Representationalism: presents objects realistically, but not

necessarily photographically; may be used with non-realistic
subjects
Expressionism: deliberate distortion and exaggeration using line,

space, color, shape, texture, composition; abstraction is extreme
expressionism
Impressionism: uses splashes, speckles, dots of paint to achieve an

interplay between color and light; creates a dreamlike effect;
distances the viewer from the action
Surrealism: an otherwise realistically depicted object subjected to

unnatural juxtapositions and bizarre incongruities; the product can
be nightmarish
Cartoon: uses gross exaggerations and distortions for satiric or

humorous effect; uses solid lines and bold, unshaded colors
Folk Art: designs and images peculiar to a specific culture--to effect

the mood of the culture; particularly suited to folktales

3. Photography: used mostly in realistic stories and informational

books
Artistic media
Painterly techniques:using paint as the primary medium--

watercolors, tempera, gouache, poster color, oil paint, acrylics,
pastels, chalk, pencil, ink, crayons
Graphic techniques: blocks or plates that are inked and imprinted on

paper--woodblocks, linocuts (linoleum), scratchboard, stone
lithography
Montage (grouping of different pictures or designs to create a single

picture) and collage (grouping materials--string, cotton, weeds--with
pictures to create a single picture)
Picture-book layout
text must be carefully placed in relation to the pictures

the pictures must illustrate what the accompanying text describes

(called juxtaposition)
THE STORIES IN PICTURE BOOKS
Principal types of stories

 Folktales, legends, myths
 initially passed by word-of-mouth
 adhere to the traditional storytelling patterns: often
begin with ³Once upon a time² and end with a
³happily ever after²
 typically take place in an imaginary place where
magic is commonplace
 Modern fantasy stories
 take place in modern settings and employ magic as a
principal feature
 most omit the potentially threatening forces of evil
that characterize the folktales
 Talking animal stories
 avoid magic
 focus on everyday issues in quite realistic
contemporary settings
 early exposure to symbolism: animal or inanimate
characters symbolize facets of human nature
 Realistic stories
 few subject taboo in children¹s picture books today
 includes complexities of our world
 literature for children is foremost for enjoyment

4. expose children to other cultures; depict sympathetic

characters with whom the child can identify or
empathize
 children like to read stories about other children who
are like themselves
Narrative elements

 Plot: sequence of events leading to a specific goal
 must be clear and fairly direct
 should have a clearly defined beginning, middle, end
 focuses on a conflict which must be resolved
 conflict can be internal (struggle within a
character) or external (between characters)
 for young children the plot must use a simple,
chronological time frame; more complex plot
structures for older children
 young children like action, suspense, humor
 Character
 focus is one character
 character is a human (usually a child) or an animal
with childlike qualities
 characterizations are quite simple (picture books are
not long enough for complex character development)
 Setting
 usually conveyed visually by picture
 still a story element because setting determines much
of how and why things happen in the story
 success depends on effective selection of scenes
 Subject and theme
 subject should hold meaning for a young child (e.g.
child disobedience but not toxic waste disposal)
 theme--the principal idea that governs the story (e.g.
disobedience of parental authority often results in
dire consequences)--should not be confused with
morals or lessons (didactic stories)
 Literary style
 boredom results which something is either too simple
(all common monosyllable words) or too hard
(complex sentences with many unfamiliar words)
 as picture books are often written for non-readers,
they must read well aloud
 he best picture books challenge children¹s thinking
without overwhelming it
Social concerns and the picture storybook

 need to be aware how picture books portray and interpret
society (e.g. stereotyping)

5. need to be aware of the underlying message but this does not

mean we must censor or forbid certain books
children¹s reading should include a diverse selection of

social attitudes.
From: http://www.southernct.edu/~brownm/Gpic.html