Monday, 10 June 2019

Art Attack! - When picture books inspire art and learning in schools - Lucy Rowland

In both my role as a Children's Author, and my role as a Speech and Language Therapist, I regularly visit primary schools and nurseries.  I always notice the beautiful displays of children's writing and their colourful artwork hanging in the corridors and have recently started to realise just how much of this artwork and learning is inspired by picture books.

Over the last year or so, with the schools' permission, I have been taking pictures of some of the work I've seen.  I decided to share my photos here in the PICTURE BOOK DEN ART GALLERY.

Please Mr Panda- by Steve Antony.





 In this school, Reception Class made Panda faces and wrote shopping lists for a Panda Party!  What a lovely idea!

A smiley Mr Panda awaiting his party!



 Gregory Cool by Caroline Binch


This class created collages based on the colourful art work in Gregory Cool 


You Choose- by Pippa Goodhart and Nick Sharratt
Always a popular book with schools, I saw 2 different 'You Choose' displays this year.


 Year 1 wrote about which pets they would choose.



        In this Reception Class, the children all drew their choice of pets.


Then they made their own You Choose books to document all of their You Choose choices! 


Oi Frog! by Kes Gray and Jim Field

Some children used Oi Frog! to explore rhyme.



Kevin by Rob Biddulph




This class made their own monster 'WANTED' posters after reading 'Kevin'.

A great way to practise describing characters.


Little Red Reading Hood by Lucy Rowland and Ben Mantle. 
During my author visits, I even spotted some learning and art work based on mine and Ben Mantle's book Little Red Reading Hood.





 


This school created a Little Red Reading Hood mural in their new library!

 And this school created Book Hoops for World Book Day! They looked wonderful! 


Owl Babies by Martin Waddell and Patrick Benson



In this Nursery class, the children read Owl Babies and then made their own owls from paper plates.


And in this school, the children chose to make their World Book Day book hoop using Owl Babies for inspiration.


One of my favourite things is when teachers tell me how they have used my books in class to support children's learning. I love to share photos with other authors and illustrators when I see the beautiful work that children have created based on their books. 

Do you have any other photos to add to our gallery? Please comment below if you've come across other examples where picture books have been used to inspire children's learning in schools.

Monday, 3 June 2019

Top 5 Tips for A Successful Author Tour • by Natascha Biebow




Some of you might recall my post about my 10-step Marketing Plan last year in which I confessed that I’d much rather hide under a rock than do erm . . . marketing, which involves shameless self-promotion and networking and generally being quite visible.
I’m pleased to report that chunking it down and blogging about said plan meant that I actually felt accountable and did all 10 things, plus one more: a mini-author tour.



Because THE CRAYON MAN: THE TRUE STORY OF THE INVENTION OF CRAYOLA CRAYONS is published by Houghton Mifflin Harcourt in the US, I was thrilled when I found out that I’d been awarded the 2018 SCBWI Book Launch Award so now I had some funding. By staying with generous friends and family, I was able to keep costs manageable and extend my tour to two weeks.



But how to begin?

Here are 5 insights I gained from the process that I hope might help other authors and illustrators:



1. Find a dopplegรคnger because you’ll need a ton of time to arrange everything yourself, unless, of course, your publisher is generous enough to fund a publicist to help you do some of the legwork. In addition to the usual marketing and promotion, the book tour required additional and unexpected time to organize.

- Start early! Be aware of school timetables so that you can try to avoid holidays, busy times, testing times, end of year field-trip times, etc. etc.
 
 

- Ask your publicist, other authors/illustrators, friends and family for contacts for schools, school and public libraries and booksellers. You can also find many of these online. 

Create a wishlist.



2. Figure out a system for keeping track of all the details as they come in and for following up: for each place you visit, you’ll need obvious things like times and contact details, but also to have agreed advertising for your event (see media pack below), parking, number of kids in the audience, AV equipment, flipchart, etc. There was a lot of back and forth to confirm everything!

 
- Create a media kit: From your website, you can link to a google.docs file, in which you can create a downloadable media kit – this will save time! – with your bio (long and short), photos, reviews, links to your social media, blogs, website, information about your books, and latest news.



3. Independent booksellers are key! I reached out to indies in the places I wanted to visit and found they would be keen to hook me up with local schools. It’s a win-win – they can pre-sell your book and you do a short storytelling assembly in return. Unless you are visiting affluent private schools, the understanding is that there is no charge for these sessions.

Contact booksellers at independent bookshops -
or ask friends to reach out to their local shop and put you in touch!


- Write a pitch for your book. Create a press release (including any good reviews!)
 

and a flyer about your school visits.
Craft a professional and friendly email. Link to your book trailer if you have one.
Then wait . . .  and wait . . .



- Be prepared to pick up the phone. Though I sent emails, sometimes, I wasn’t able to progress anything until I spoke to the busy bookseller on the phone to find out if they would be prepared to collaborate. Doing this, gave me an instant sense of what kinds of possibilities (or NOT!) would be available.  



4. Where else should you go? Think outside the box!



Some bookshops and libraries have regular storytelling sessions, but I found that these seemed to be mostly aimed at very young children. Often for events, bookshops requested a Saturday, and well, there are only so many Saturdays if you’re doing a two-week tour. Some bookshops also run half-term festivals that can be good opportunities.



I really enjoyed visiting bookshops and connecting with booksellers, but generally speaking, the audiences were quite small. 

My Saturday event at Hooray for Books in Arlington, VA,
though widely promoted drew a small audience.

I found that by working with the booksellers instead to set up school visits, meant I could connect with more kids, teachers and librarians and consequently sell more copies of my book.
 

- Consider alternative opportunities! Does your book tie in with some kind of local interest or museum or lend itself to an activity? One of the most successful events of my mini book tour was a Saturday stall at the Easton Farmers’ Market, in Easton, PA, home of the Crayola crayon. A simple craft activity drew in kids, and I was able to hand-sell my book to parents. Plus it was fun! They also invited me to help launch a new initiative - the Easton Book Festival, that will take place this Fall.

Easton Farmers' Market event

I was invited to help launch the new Easton Book Festival

- Even if you aren’t able to agree on an actual author visit, offer to stop by and sign stock. In this way, you make a personal contact with a bookseller and provide autographed books that consumers will like! 



- Think about how you’ll personalize each book – can you make it fun? I had a crayon stamp made and invested in a set of coloured Sharpies.




5. Create a cracking presentation that you can adapt to the audience and the amount of time available. For a long time I was stuck on this. I looked on in awe at all the other professional authors and illustrators doing school events and wondered how I would ever be able to come up with something great. But then I realized something key – I needed to make it true to me and my book. Who was I as an author? What kinds of stories did I like to write and tell? And how could the kids in the audience interact and have fun live during the presentation?
I decided to create a guessing game about my dream job as a child . . .

The other thing that I was stuck on was an opener. If you tell good jokes or can draw, these are easy ways to grab young audiences right off the bat. But I am neither . . . What I discovered is that my opener needed to be something that started a conversation with the audience and made a personal connection with them.



- I put together my presentation in a series of slides in Keynote. This way all the children could see the images, even in a large group.

- I practised over and over with my new clicker until I knew the presentation by heart. I made and bought props.

Slides help all the children view the images clearly in a larger audience.

- As the tour came together, I realized that though my ideal was a 45-minute presentation that allowed time for drawing (with Crayola crayons of course!) and questions, I needed a version that was short (25-30 minutes long). I also created a version of my presentation that I could use in a library or bookshop setting if the audience was made up of aspiring creatives and mostly grown-ups interested in the non-fiction topic of my book.

- I printed out a set of key slides onto A3. I shared these in smaller ad-hoc presentations in bookshops and libraries, and in case of tech failure.
In smaller groups, I used props and A3 printouts

- I invested in a portable speaker and a 3-way adaptor so I’d be prepared to hook up to all varieties of available AV equipment. I also loaded my presentation onto a USB stick. Include replacement batteries!

 

- For each stop, I allowed at least half an hour to meet my contact, confirm the details of timings and get set-up. 


Prepare for the unexpected!

- A simple, craft activity (Thank you, Jane Clarke!) that can be used in addition to colouring is useful for smaller bookshop visits when you've run out of things to say or the kids are too young for your book.
 
Oh, the things you can make with coffee filters!
- Uh, oh, I didn't sign up for this! At one school, my presentation took place in a school cafetaria: The lunch clear-up was underway, which didn’t allow very much time to set-up. In addition, the audience was comprised of 500 kids (way more than usual numbers). It was hot, it was after lunch. I needed to be prepared to manage a larger group or a set of jumpy kids.

 
I wanted to get my young audience to get excited about my presentation, but also needed a way to regain calm. I did this in two ways – I used the pacing of my presentation, interspersing me talking with interactive bits where the kids came up to draw and a really short video about the production of Crayola crayons. I also observed how teachers got the kids to quiet down at the start and used this as a way to re-gain their attention when excitement levels rose. Another great way to get kids to focus is by using rhythmical clapping that they repeat.

- If you have a very large group, it can be helpful to ask teachers to choose volunteers.
We did some group drawings with Crayola crayons - the audience suggested what each of the eight volunteers -
who represented the first 8 Crayola crayon colours invented by Binney – should draw!

- Questions . . . be prepared to get odd questions that you won’t know how to answer. Like how much you earn and what year Crayola first made markers.


Top tip!

There is so much going on that sometimes I forgot to ask someone to take a photo at my events! If you have snaps of your presentation (taken from the back so as not to show kids' faces) or of the kids' drawings, you can post on social media to create a buzz about your book.



5*: SMILE AND HAVE FUN!  

Afterwards . . .

 

- Defnintely eat CAKE. You deserve it!
- Send out thank you notes and ask for testimonials that you can post on your website.

- Create the next book.


 

Have you got any author visit
tips to share?

________________________________________________________________

Natascha Biebow,
MBE, Author, Editor and Mentor
Natascha is the author of The Crayon Man: The True Story of the Invention of Crayola Crayons, illustrated by Steven Salerno, Elephants Never Forget and Is This My Nose?, editor of numerous award-winning children’s books, and Co-Regional Advisor (Co-Chair) of SCBWI British Isles. She is currently working on more non-fiction and a series of young fiction. She runs Blue Elephant Storyshaping, an editing, coaching and mentoring service aimed at empowering writers and illustrators to fine-tune their work pre-submission. Find her at www.nataschabiebow.com






Monday, 27 May 2019

Why Are We Afraid of the Dark? by Timothy Knapman


The great writer and illustrator Tomi Ungerer died this year.  I was very fortunate to see him a few years ago at Waterstone’s in Piccadilly, launching a “treasury” of six of his books that Phaidon were publishing. He was in his mid-eighties but still as spry and as sly as ever.  

Gripping his walking stick and looking like an Old Testament prophet who had spent more than his fair share of time in the wilderness, he was full of firmly held and not-to-be-questioned opinions: principally, that anyone who wanted to write picture books should teach themselves to draw because it was imperative that they illustrate them as well.  I’m not sure I agree with him on that, but something else he said did resonate with me.  For years, he told us, he’d been trying to get his books republished but in vain (the Phaidon edition is excellent, but it’s large and expensive: more an exercise in nostalgia for those of us who read him years ago than a practical way to introduce him to younger readers).

I think I know why. I loved Tomi for his storytelling and for his visual style (the รฉclair-like fingers and pudgy, good-enough-to-eat limbs and faces looked almost like the work of an especially witty pรขtissier) but most of all for what we would now call his “darkness”.

Zeralda’s Ogre by Tomi Ungerer

My favourite of his books – one of the few picture books I still own from my childhood – is called Zeralda’s Ogre.  Zeralda is a farmer’s daughter, a girl of pluck and resource who is also a wonderful cook.  One market day, her father falls ill so Zeralda elects to take the farm’s produce to the local town to sell it (the setting seems to be a fairy tale nowhere land in the vicinity of Ungerer’s native Alsace).  What Zeralda does not know is that the town has been living in fear of a terrible ogre who eats children.  Parents have taken to hiding their children away so that they won’t get carried off. Good news for the children, bad news for the ogre, who has had nothing to eat for a long time now.  So imagine his joy when he sees little Zeralda on her cart, heading heedlessly straight into town.  He waits until the right moment and pounces on her.  Only his senses have been dimmed by lack of food and he misses the cart, falling on the road and bashing his head.  Zeralda – not knowing he’s an ogre – takes pity on this apparently poor, injured man, bandaging his head and cooking up some of her farm produce as she nurses him back to health.






The first mouthful is a revelation to the ogre – there’s something that tastes even nicer than children! – so Zeralda cooks him a banquet of ever more wonderful dishes (for some reason, “Chocolate sauce Rasputin” and “Pompano Sarah Bernhardt” always stuck in my memory) until he gives up on the whole being-an-ogre business. The parents of the town let their children out to play safely in the streets again.  The ogre shaves off his beard and, when she is old enough, marries Zeralda.  On the last page, we see a picture of the happy family; proud parents Zeralda and her ex-ogre are surrounded by their offspring and Zeralda has a baby in her arms. One of her older children leans over his new-born sibling, apparently adoringly.  But behind his back – visible to us but not to his parents – he holds a knife and fork.
  




I don’t know why that image has stayed with me ever since.  I do remember thinking it was funny rather than scary.  I was a ghoulish child, I suppose.  But – more than that – it’s the subversiveness of the image, the feeling that “you’re not supposed to do that! How did he get away with it?” that was – and remains – truly thrilling.  It was a glimpse of a world beyond the safe and saccharine fare that comprised the bulk of what was on offer to children then, and is even more prevalent today.

Because - as Tomi Ungerer discovered - there is no way you could get a book like that published now. Public taste in children’s books has turned decisively against anything that might be thought to be in anyway scary or upsetting.  And that is a huge shame – and a great loss, I think, for the current generation of children.

Don’t get me wrong, I love my young readers (it may sound pretentious to say it, but writing is an act of love: it has to be or it’s not worth doing); I don’t want to give children nightmares and I don’t want to upset or traumatise them.  Of course I understand that loving parents want to keep bad and hurtful things away from them.  But it worries me that the books they are allowed to read nowadays deliberately avoid territory that used to be part of the landscape of children’s books, limiting the very important job that stories for the young are supposed to perform.

There’s no doubt that the folk and fairy story collections – by the Brothers Grimm and the rest – that stand behind modern children’s literature are full of robustly bloodthirsty stuff.  At the end of the original Snow White, the Wicked Queen is made to dance herself to death in red-hot iron shoes.  Hansel and Gretel only escape being the main course at a witch’s cannibal banquet by beheading the old woman before she can murder them.  And then there are all those big bad wolves waiting to devour you if you take a wrong turning off the forest path.


One of Arthur Rackham’s illustrations for Little Red Riding Hood

Of course, these stories were intended, in part at least, to be warnings.  When they were being told in the years before the Grimms started writing them down, the countryside was a dangerous place for children.  They needed to be taught to keep an eye out for the threats that lurked in the dark places of their world if they were going to stand any chance of making it to adulthood.  The perils of the time also accounted for the level of cruelty depicted.

It might be argued that such warnings are no longer needed.  Why ruin a child’s bedtime by telling her a story about ravening wolves if she is going to spend her early years constantly supervised by caring adults who’ll spend their lives driving her from home to school to birthday party to sleepover? And it is true that, while the world is still, for many, a dangerous place, the lives of my readers are (thank goodness) infinitely safer and more enjoyable than those of their many-times-great-grandmothers and fathers who grew up in the shadow of the wolf-infested forest.

But metaphorical wolves can be as dangerous as real ones.  I am writing this on the day of the European elections (which may explain the dark turn my thoughts have taken) and the polling station where I voted is my local primary school.  Its walls are plastered in warnings and exhortations about “school values” and the correct way children should behave towards one another.  You don’t have to study them for long to see that today’s children still have problems to confront – about learning to control their antisocial impulses and cope with those of others: about dealing with the darkness inside all of us – just as earlier generations did.  The difference is that fiction and the imagination are no longer seen as appropriate places to engage with those problems.  There should only be sweetness and light on the bookshelf, at which point the bookshelf becomes a kind of lie because life isn’t like that.

I’m not saying that the principal purpose of children’s books is to tell their young readers how to behave and I know that the time for a book such as Struwwelpeter, with its threat of amputation as a way of discouraging thumb-sucking, has come and gone. I don’t, in fact, like “cautionary tales” except when someone of a particular genius, such as Hilaire Belloc, is writing them, because then you’re not reading for instruction but for entertainment.  Art is art and doesn’t need to be useful to justify itself.  And that’s the thing about a lot of scary books – one of the reasons I think children should read them is because they’re fun!

Some of the fun is obvious, because a lot of scary books are also very funny.  That shouldn’t come as a surprise: fear and amusement are very similar – both provoke a physical response,  be it screaming or laughter.  Also, comedy is an intellectual process: it resists emotional identification and so makes scary things easier to deal with.  Just think of the comedy staple of a man tripping over a banana peel: it’s hilarious providing you remain at a cool intellectual distance from the man and his plight and don’t start to feel for him, and imagine his physical pain and his embarrassment.  As Horace Walpole said, “this world is a comedy to those that think, a tragedy to those that feel.”

Call me cool and distant but I think a house is not a home unless it contains a copy of Ruthless Rhymes For Heartless Homes (“Making toast at the fireside,/Nurse fell in the grate and died;/And, what makes it ten times worse,/All the toast was burned with nurse.”).  I’m equally certain that your family will be all the happier for spending time with the family created by Charles Addams.  One of Addams’ disciples at the New Yorker magazine, the appropriately named Edward Gorey, built brilliantly on his legacy.  If you’ve never encountered Gorey’s work, I recommend The Gashlycrumb Tinies, an alphabet of luckless children and how they died: “M is for Maud who was swept out to sea/N is for Neville who died of ennui.”  And in Gorey’s wake came Lemony Snicket and his Series of Unfortunate Events (who said Americans don’t do irony? That’s three generations of it).


The Gashlycrumb Tinies by Edward Gorey

Apart from Snicket (real name Daniel Handler, born 1970), those writers and illustrators belong to an earlier age, and it’s only because some of them are too big and canonical to ignore that modern children have a chance to read them.  On this side of the Atlantic, the great example of that is Roald Dahl.  A reclusive chocolate factory owner who carelessly tortures and punishes the children he disapproves of? A coven of witches plotting to turn children into mice so that their parents and teachers will stamp and poison them to death? Dahl had problems getting published in the 1960s and ’70s, but I think I can confidently say that no writer submitting similar material now would have any hope of having it accepted.  You only have to look at the books of the Dahl-lite David Walliams.  They’re designed and illustrated to look like Dahl, in a clear attempt to place Walliams in a line of succession, but there’s no way he would ever stray into territory as troubling as his infinitely superior precursor.


Quentin Blake’s picture of Roald Dahl’s Grand High Witch doing her worst

Which is, as I keep saying, a shame.  For not only can scary books be fun, I believe that they are also a necessary part of a child’s reading.  I believe that we are ineluctably drawn to the darkness as children – at least in our imaginations – despite the fact that we know bad things await us there.  It’s partly curiosity about the unknown – and human beings have always been unfailingly curious creatures.  But it’s mostly because in the world of the imagination, in the safe space provided by books, we have a chance to practise having emotions: joy and sorrow and envy and wonder, but also fear.  

I think it’s an evolutionary advantage, hard-wired into us, perhaps even the reason we have an imagination at all.  A self-conscious creature such as a human being wouldn’t last long if her first experience of fear was the first time she was confronted by actual danger.  The shock of the strangeness and power of the emotion would disable her and render her helpless in the face of the threat.  I believe that we are naturally disposed to imagine ourselves in many different kinds of danger, so that we can give fear a trial run and learn to master it.  That’s why there’s a strange comfort in seeking out the scary, a perverse feeling that we are actually doing something that we are supposed to when we are investigating that which is always forbidding and often forbidden.

I’m not suggesting that all children’s books should be scary.  Of course books should be places of joy, of course they should be refuges, sources of relief and reassurance.  But they should also help us to live our lives and prepare us for times that are not easy.  We may have left the forest far behind but the wolves will follow us forever.


Timothy Knapman has written lots of books that aren’t in the least bit scary.  There are funny ones, such as Dinosaurs in the Supermarket and Who’s Afraid of the Big Bad Bogey?; sweet ones, such as Soon, Big Digger Little Digger and What’s Next?; loving ones, such as Superhero Mum, Dad and Gran; adventurous ones, such as Captain Sparklebeard.  Those made of sterner stuff are invited to seek out his Little Ogre’s Surprise Supper and Please Said Percy.