Picture Books Mini Workshop: Part Four:Layouts

Workshop: An Introduction to Writing for Children and Young Adults

“Furthermore, the words don’t repeat what is in the picture and vice versa; their relationship is contrapuntal, they complement and complete each other.” Uri Shulevitz

Drafts-Revision-Layouts

Whether or not you are an illustrator, or perhaps especially if you are not an illustrator, it’s a good idea to do a preliminary layout of your story in order to examine the focus of each scene. The best time is after your first/second drafts before you prepare to do the final polish.

Stick figures are the only level of art skill needed, and/or write the word down that answers the questions.

Scene-by-scene draw the picture.

Answer questions box by box.

1.    What happens first? 2. What happens next? 3. Then what happens? 4. What happens? Repeated 5 throughout until, The End.

Questions each box needs to answer.

1. What is the dominant emotion in each scene?

2. Who’s in the picture?

3. Are there transitions?

4. Does each square change emotion?

Reasons

1   No matter how solid the plot is if emotions don’t change then the story remains flat.

2   Depending on who shows up in each square may indicate the need to change the main character. And who exactly is telling the story? Also note that if an adult is included it should be the child who solves the problem.

3   The transitions will show the movement of the action.

                         1. What happens?               2. What happens next?        3.Then what happens?

                                            Emotion                              Emotion                           Emotion     

                  

                               And next…                       What happens now?            The End           

                                        Emotion                            Emotion                               Emotion

 Action Steps:

1.     Type up one published picture book to see how long the text is.

2.     Put squares on a sheet of paper.

3.     Practice laying out six to eight squares on the practice grid working only from your typed version and not looking at the book illustrations.

Share: What did you notice? Did emotions or actions change square to square?

Read deep, marcy

Picture Books Mini Workshop: Part Three: Language

Workshop: An Introduction to Writing for Children and Young Adults

“One can see the importance of reading the words aloud from a picture book: it is more important how the words will sound when heard, than seen when read.” Uri Shulevitz

Language always matters, but for this age words need to be chosen with precise purpose. Shulevitz points out that as an audience of mostly non-readers, they will see the pictures and hear the words.

Choices to consider:

1.     Simplify the form.

2.     What’s the exact problem?

3.     Is the emotion clear?

4.     Is the story line straightforward?

5.     Rhyme can either help or be a roadblock.  Ask yourself, “Why do I want to use this?” How could it strengthen the story or weaken the story?

6.     Consider potential of Rhythm—poetry without rhyme but with meter.

7.     Develop the sound of words by reading poetry and picture books aloud.  One quote given somewhere says that before writing a book an author should read at least 100 in their genre.

8.     Music helps shape your prose as well. Listen for melodic lines and patterns to borrow, such as liturgy or a rap.

9.     If you use Repetition it must serve the story. Look for simplicity here as well.

Action Steps: Build a Sensory Vocabulary           

Start a reference Journal

1. In a workshop I once took with author Ethel Herr, she suggested choosing a different sense per day and paying close attention to just it. So on Monday notice everything you smell. On Tuesday touch, Wednesday taste, Thursday hear, Friday see.

            2. Then next to each word on each list expand. Again, did something smell rotten? Was it rotten like an egg, a sewer, or a dead fish? What distinguishes each ‘rotten’ smell? Repeat for any words that you want more depth to.

            Suggestion. Next to your list above have another column with words that babies to five year olds can identify with. The two year old in my family is not shy about saying ‘yucky’, which to him can be a truly bad odor, like garbage, as well as a delicious soup simmering on the stove. If he doesn’t like the smell—it’s yucky.

            3. Add to this reference journal any time you notice a characteristic that enhances emotional connections.

Share: Which sense do you rarely notice?

Read deep, marcy

Picture Books Mini Workshop: Part Two: Characteristics

Workshop: An Introduction to Writing for Children and Young Adults

There are so many excellent picture book authors that a long list would still not be able to name all of them. Below are a few of those who have written in the three categories mentioned last week so you can study the work of one particular author, if you would like. Or you may already have a favorite author. Choose one to study and see what voice they carry throughout all their picture books. Or do they?

Bryan, Ashley.

Carle, Eric.

Lyon, George Ella. Dreamplace

Root, Phyllis.

Sis, Peter. Starry Messenger

Wells, Rosemary.

As you study them watch for the following details.

Picture Book Characteristics

•             Text needs to stand-alone. However full meaning needs illustration.
•             Language needs to be concrete.
•             Story has some kind of conflict. Remember a conflict for this age might appear very simple but to them it is a problem. A timeless example is a child’s reluctance to go to bed as so softly addressed in Goodnight Moon.
•             Light sentences for beginning readers.  For example, no description and basic specific words.
•             Short sentences.
•             Distinct beginning, middle, and end.
•             End has a twist. There are some exceptions but generally the twist or surprise is why the story will sustain repeated reading.
•             Brief or no transition.
•             Repetitive words if they help the story.
•             Limited setting. Illustrations will show.
•             Simple problem.
•             Short time frame.
•             External conflict rather than internal—very important.
•             Simple characters—usually only one defining characteristic such as curious.
•             Keep audience in mind.
•             Some sort of action.
•             Important to keep to essence of story.

Plot Patterns

Here are a few patterns to consider as well that engage this audience.

1.     The ending is set up on very first page. Story goes up, story goes down.

2.     Circular story.  In Papa’s Bedtime Story, it opens with a baby being rocked to sleep and moves around the house and farm to see all the baby animals nestling down. The circle comes back to a mouse family in the house and through their doorway across the room is the baby from the first frame.

                       

3.     For a series there may be small mini plots with over-arching plot such as the sister stories Zelda and Ivy.

Other patterns to consider include the structure of tone such as a “once upon a time” or modern.

Patterns include rhythms of words such as short, snappy, or long flowing.

One writer said that picture books are closest to acting while another writer compared them as closest to film making.

Action Steps:

1.     Choose one of the books you enjoyed the most and one that you didn’t connect with. Using the list above write down how each book measured up to each characteristic.

2.     If any parts were missing, how would you fill them in?

3.     Now apply the same list to your own work in progress. Or if you haven’t yet, draft a picture book of your own.

Share: What have you noticed so far that surprised you?

Read deep, marcy

Picture Books Mini Workshop: Part One: Types

Workshop: An Introduction to Writing for Children and Young Adults

“Look at picture books as scenes in a play.” Phyllis Root

Types

 

We don’t always think of genre in picture books, however even the youngest versions still have different types and a wide range of interests.

1.     A storybook is a pre-schoolers’ version of a novel.

2.     A concept is 1/2 way between essay and advertisement; it explores an idea.

3.     An information book is like a young child’s encyclopedia.

How do you decide which one you are drawn to write? If you have a strong imagination and love to tell stories, then a storybook is a good place to start. If you are interested in explaining ideas and are a little philosophical, then try a concept book. If you are a curious collector and lover of facts and enjoy exploring the world around you, then information books might be a fun fit.

Interests

To a young child everything is new. They love the books that connect especially to their world. I have lost the reference note as to where this list originally came from but it is an excellent reminder to identify with the voice and emotional perspectives of toddlers and pre-school ages.

Subjects include: “animals, everyday excitements such as trucks, stoves, marching bands, relationships with siblings, parents, grandparents, and monsters who spill milk and keep children awake at night. Three year olds are interested in the bathroom, spilling, making a mess, and making fun of adults.”

Be prepared for the unexpected ideas as well. I had taken my grandsons for a walk and parked the stroller’s emergency brake as I went to help my older one. And suddenly heard the two-year old gasp loudly. I quickly turned around and saw him mesmerized by the sight of the waterfall, that I had forgotten he had never seen before. For days afterwards he wanted to see pictures of waterfalls. I know if I ever write a story for him there must be a waterfall somewhere in the setting.

When you can find your own place in the story and your interests as well, then the more depth and originality you will be able to convey. Plus your own personal curiosity will sustain you throughout the whole process.

Action Steps:

Note that the action movement should go from left to right. Think in scenes rather than lines as you read.

1.     Make a library visit to the picture book area and pick out a random number. Then, without reading any content, scroll through and see if you can identify them according to the categories above. Upon what details did you make your decision?

2.     Read at least two or three in each category. What differences do you notice in presentation both verbally and visually?

3.     Choose one category that interests you the most and find five or six books to take home for study over the next few weeks. This week make a mini chart and note the similarities and differences among them.

Share: What is one of your favorite picture books? Why?

Read deep, marcy