Sherri

Sherri Morrill  EDU 886   May 16, 2008 ** The Anatomy of a Picture Book ** Bibliography Anderson, Hans Christian. **__The Little Mermaid__**. Illus. by Francesca Salucci. Columbus, OH: McGraw-Hill Children’s Publishing, 2002. ** Summary: ** A little sea princess, longing to be human, trades her mermaid tail for legs hoping to win the love of a prince. ** Single-Image Covers: ** The Little Mermaid is on the cover blended into the blue-green ocean. The ocean colors are on the back cover but no other image. Brett, Jan. **__Comet’s Nine Lives__**. New York: Puffin Books, 1996. Ehlert, Lois. **__Waiting For Wings__**. San Diego, CA: Harcourt, 2001. ** Wraparound Cover: ** The wraparound cover shows a beautiful blooming garden. Art Element – Value/Hue: ** The vibrant and intense colors used in Ehlert’s book are eye-catching but void of emotion. She does include a lot of bright yellow which does make the reader feel some sense of happiness, but the eye is so busy taking in the highly saturated colors that the emotion is a little flat. Fleming, Denise. **__Beetle Bop__**. Orlando, FL: Harcourt, 2007. Hills,Tad. **__Duck and Goose__**. New York: Schwartz & Wade Books, 2006. McCloskey, Robert. **__Make Way for Ducklings__**. New York: The Viking Press, 1969. Art Element - Line: ** The use of vertical line here gives the reader a sense of adventure and excitement. The reader feels like something big and exciting is happening or about to happen which is perfectly suited for this humorous duck tale. McCloskey is also trying to create some perspective for the reader so he/she can see how everything looks tall when you are down waddling on the ground. Ray, Mary Lyn. **__All Aboard__**. Illus. by Amiko Hirao. Boston, MA: Little, Brown and Company, 2002. Shannon, David. **__David Gets in Trouble__**. New York: Blue Sky Press, 2002. Strete, Craig Kee. **__The Rattlesnake Who Went to School__**. Illus. by Lynne Cravath. New York : G.P. Putnam’s Sons, 2004. Tafuri, Nancy. **__Have You Seen My Duckling?__** New York: Greenwillow Books, 1984.
 * Art Element - Shape: ** All the illustrations in this book have a circular shape or implied circular shape to give the reader a sense of floating. The reader feels like jumping into the ocean with The Little Mermaid to go swimming.
 * Summary: ** Comet the cat uses up eight of his nine lives trying to find the right place to live on Nantucket Island.
 * Borders: ** Brett uses borders for decoration, story enhancement, and foreshadowing. In this book, she uses them to tell another storyline of a lighthouse keeper and his cat who are looking for a new pet cat. In the end, this is where Comet finds his home.
 * Art Element - Shape: ** Brett uses many pointy objects and implied triangles throughout the story as Comet has constant conflict and tragedy when he loses each of his eight lives. She also layers many circular and rounded objects (i.e. sea shells) over the illustrations and in the borders to keep the ocean setting in the reader’s mind.
 * Summary: ** Caterpillars turn into different types of butterflies who visit the garden in bloom.
 * Summary: ** Illustrations and rhyming text reveal the great variety of beetles and their swirling, humming, and crashing activities.
 * Gutters: ** Because Denise Fleming wants her younger audience to feel a part of the book, she did larger than life bugs on all double-page spreads. Every gutter was carefully considered and does not interfere with the visual layout of the illustrations.
 * Art Element - Texture: ** The implied texture in this book is fabulous. Fleming uses cotton fiber paper pulp poured into hand-cut stencils to create illustrations that the reader wants to run their hands over and touch again and again.
 * Summary: ** Duck and Goose learn to work together to take care of a ball, which they think is an egg.
 * Dual Image Covers: ** The cover has Duck and Goose sitting on the ball they think is an egg. The back cover has Little Bluebird who changes the storyline when she tells Duck and Goose, who are arguing about the egg, that it is really a ball.
 * Art Element - Line: ** The first couple illustrations are horizontal in nature but as the conflict between Duck and Goose heightens, the illustrations become much more diagonal. After the conflict is resolved, the last illustration becomes horizontal again.
 * Summary: ** Mr. and Mrs. Mallard are trying to find the perfect home for their eight little ducklings.
 * Flaps: ** The front flap gives a nice summary of the story. The back flap gives some information about Robert McCloskey. Most importantly, on the back flap you learn that the book is based upon a true story which is important information to share with students.
 * Summary: ** Mr. Barnes goes on a train trip and enjoys all the sights and sounds of the ride.
 * Copyright Page: ** The copyright page is the last page of the book instead of the verso of the title page. The copyright page includes a final illustration, the CIP: Cataloging-in-Publication Data, and information about the art media used to make the illustrations. The illustrations were made with cut paper and colored pencil.
 * Art Element - Texture: ** The illustrator used colored pencil and cut paper to create a lot of dimension and texture. The cut paper objects are photographs of real objects. They are placed so well on the page that the reader wants to reach out and pick up the newspaper folded on the table. The illustrator also uses colored pencil and shading techniques to create texture. The animals look soft and furry. The walls of the cave look rough like concrete. The hair and grass look so real you want to run your fingers through them.
 * Summary: ** When David gets in trouble, he has excuses right to bedtime, when he realizes he is really sorry.
 * Typeface: ** The typeface used is a child-like manuscript. This style is used to give the character, David, voice.
 * Art Element - Value/Hue: ** Because Shannon’s //David// books are meant to be light and fun, they are vibrant and full of saturated color. The reader takes little emotion from the illustrations and is left to be humored by the silly text.
 * Summary: ** On the first day of school, Cowboy pretends he is a rattlesnake, but then he meets a girl in his class who wants to be a rattlesnake too.
 * Text Layout: ** When the little boy in the story is pretending to be a snake and slither along, the text turns curvy like a snake body. This is used to create interest, movement, and pacing.
 * Art Element - Shape: ** The use of curves and circles in these illustrations is very evident. The illustrator wants the reader to get a sense of movement like a snake and also a sense that the main character is pretending and using his imagination, almost a like a dream.
 * Summary: ** A mother duck leads her brood around the pond as she searches for one missing duckling.
 * Double Page Spread: ** Nancy Tafuri wants her young audience to feel a part of the story so she does double page spreads. This allows her to make the characters and outdoor scenes bold and large.
 * Art Element – Value/Hue: ** In this book Nancy Tufuri uses a lot of gray in the illustrations so the reader feels calm and cozy. Although mother duck is looking for a missing duckling, the reader never worries that everything is okay. I think she does this so as to not worry her young audience.

Van Allsburg, Chris. **__Jumanji__**. Boston, MA: Houghton Mifflin Company, 1981. Waber, Bernard. **__Fast Food! Gulp! Gulp!__** Boston, MA: Houghton Mifflin Company, 2 001.
 * Summary: ** Left on the own for the afternoon, two bored and restless children find more excitement than they bargained for in a mysterious and mystical jungle adventure board game.
 * Single Page Illustration: ** The single page illustration is always on the right with the text on the left. Both the illustrations and the text have the same size box around them. The reader knows what to expect but also gets a very formal feeling while reading.
 * Art Element - Value/Hue: ** Although void of color, Van Allsburg’s use of shading is incredible. It makes for such an eerily realistic picture that the reader feels instantly drawn into the story. The pictures are all gray and done with charcoal so the reader feels calm and comfortable even at the most mysterious and scary points of the story.
 * Summary: ** Food is served fast and faster until the cook has had enough!
 * Vignettes: ** The vignettes used here are perfectly suited for this fast paced read. The text is quick and rhyming so there isn’t a lot of time for detailed illustrations. This also allows Waber to develop some characters rather than focus on intricate scenes and settings.
 * Art Element - Line: ** Other than the first and a few pages at the end, there is no horizontal line used, not even implied. The line used is constantly diagonal and creates a sense of urgency and chaos. The reader does not feel at ease until the end when the horizontal line is restored.

Ward, Nick. **__Don’t Eat the Teacher__**. New York: Scholastic, 1998.
 * Summary: ** Sammy the shark is so excited about the first day of school that he tries to eat everything in his path.
 * Shape: ** There is a shark bite out of the top corner of the book. Every page in the book has that bite mark. This is a fun and playful reference that enhances the story line.
 * Art Element - Shape: ** There is a lot of contrasting shapes used in these illustrations. The circular shapes are used to give the reader the feeling that the characters are swimming under the sea. The use of pointed shapes is used to create tension and anticipation when Sammy is going to bite his next victim.

Willems, Mo. **__Knuffle Bunny Too: a case of mistaken identity__**. New York: Hyperion Books for Children, 2007.
 * Summary: ** Trixie’s first day of junior kindergarten starts off to a bad start when she and Sonja discover they have the very same “one-of-a-kind” Knuffle Bunnies.
 * Panels: ** Willems uses panels to tell the reader more of the story than just what the text states. He also uses them to show elapsed time and dramatic moments.
 * Art Element - Color: ** Willems uses hand-ink sketches over black and white photography. This unique contrast draws the reader in instantly. The color ink sketches emphasize the importance of the characters over the setting. We immediately feel a part of Trixie’s dilemma. The background paper throughout the whole book is a medium cornflower blue. This grayish-blue gives the reader the feeling that everything is going to be okay in the end. It holds the contrasting illustrations together.

Yolen, Jane. **__How do Dinosaurs Go to School?__** Illus. by Mark Teague. New York: T he Blue Sky Press, 2007.
 * Summary: ** Ten dinosaurs show that although they have the potential to cause trouble at school, they can control themselves.
 * Endpapers: ** The endpapers show each of the 10 dinosaurs in the story and how they behave at school. The dinosaur names are also included. This allows the reader to make some predictions and gain some background before starting to read.
 * Art Element - Line: ** The use of vertical line here is used to magnify the massive presence of dinosaurs. The illustrations make you feel like something big and exciting is going to happen as should be when we imagine a dinosaur coming to school.