The magical meeting of words and pictures
Picture books may not always have a lot of words, but the combination of words and pictures can tell a LOT of story. In this lesson, find out all about how picture book creators work together to make story magic.
Video Chapters:
00:00 Introduction
00:23 Meet the creators
01:11 How picture book words are created
03:04 How picture book illustrations are created
04:07 How words and illustrations come together
06:03 Final words of advice
06:49 Here's what we've learned
Learning Intentions
1. Learning about picture book creation, and the process by which an author and illustrator can work together.
2. learning about picture book storytelling, and exploring works to discover different storytelling techniques.
2. Learning about collaboration, and how working with a partner can help shape and refine our story ideas.
SUCCESS CRITERIA:
1. Collaborated with a partner to create a draft of a picture book.
2. Evaluated a range of picture books to identify different storytelling techniques.
Discussion Questions
PRE-VIDEO:
- What is your favourite picture book?
- What do you love about this book?
- Do you remember who wrote this book? Were they the same person who illustrated the book, or were these two different people?
- Think about picture books that have a different author and illustrator (NB – perhaps give students an example).
- Who do you think might come up with the story idea?
- Who do you think might come up with the look of the main character?
- How do you think the author and illustrator could work together to make their picture book?
POST VIDEO:
- Jane talked about some of the ways that she comes up with picture book ideas, and how she might start with ‘a character, a memory, or an image’. How do you think these things can inspire a picture book story?
- Jane also mentioned writing many drafts of her books before she is confident enough to show it to her illustrator. Why do you think Jane might be a little nervous
handing her story to someone else to illustrate? - Anna mentioned some of the things she thinks about when she receives an author’s story, before she starts to draw.
- Do you remember what some of those things were?
- What do you think she means by ‘quiet’ and ‘loud' scenes? Can you think of examples of these from a picture book?
- Jane and Anna talked about how they collaborate to make a picture book. Can you recall what their process was?
Curriculum Links
Australian Curriculum V9.0 Links
ENGLISH Y3-4
Language:
● Text structure and organisation: AC9E3LA03, AC9E4LA03, AC9E3LA05,
AC9E4LA05
● Language for expressing and developing ideas: AC9E3LA09, AC9E4LA09
Literature:
● Literature and contexts: AC9E3LE01, AC9E4LE01
● Examining literature: AC9E3LE03, AC9E4LE03
● Creating literature: AC9E3LE05, AC9E4LE05
Literacy:
● Texts in context: AC9E3LY01, AC9E4LY01
● Analysing, interpreting and evaluating: AC9E3LY03, AC9E4LY03, AC9E3LY05,
AC9E4LY05
● Creating texts: AC9E3LY06, AC9E4LY06
GENERAL CAPABILITIES
LITERACY
Writing:
● Creating texts: Crafting ideas Level 5-6
Reading and Viewing:
● Understanding texts: Comprehension Level 5-6
CREATIVE AND CRITICAL THINKING
Generating
● Create possibilities: Level 3
Reflecting
● Transfer knowledge: Level 3
CREATORS
Resources
