Genre and Literary Analysis: the Elements of Great Writing in the Upper Grades - Essay Example

Genre and Literary Analysis: the Elements of Great Writing in the Upper Grades Picture Book A picture book refers to a literary format whereby authors use pictures to complement the text when presenting information. Picture books can be categorized as counting books, ABC books, concept books and illustrational books, participation books, wordless picture books, predictable books, beginning reader picture books, picture story books, engineering books, and bay/board books (Tunnell, & Jacobs, 2012). Picture books make use of pictures or a combination of pictures and words to reinforce and make it easier for children learn because words and pictures express more than the text only (Tunnell, & Jacobs, 2012). Picture books fall under the umbrella category since it encompasses all books with picture-book format. Authors therefore employ elements of writing like line and color on picture books to achieve a cohesive work by working closely with the teacher to ensure the text and words complement each other to make learning more meaningful (Tunnell, & Jacobs, 2012). Illustrations make it easy to understand books even in the absence of text since they provide an abundance of visual experience to the reader. Picture books therefore appeal to young children from 3 to five years and make them enjoy learning and also learn fast. Authors of these books are artists who use their skills to determine matters of style, media and other relevant elements to use after determining their target audience. For example, they can either use realistic or abstract forms as a style, depending on who they want to reach and can be used across topics including biographies, informational books, or even basic foundation books. The pictures in such books are thus used to develop characters within the book, while also conveying thoughts and emotions. In addition, pictures can be used to indicate a difference in perspective between the characters. Equally, pictures serve the purpose of building up the plot while also setting up the prevailing mood within the book (Tunnell, & Jacobs, 2012). These are things that words may not necessarily communicate effectively for children. An author working closely with the illustrator can therefore use artistic styles such as realism to represent real life phenomena or surrealism to express that which exists in the dream world. The artist may also choose expressionism or impressionism to express elements of his work depending on which he deems suitable. Some artists have been noted to prefer naïve folk arts in their illustration. These are attained by use of simplistic images that are devoid of perspective. Most artists show a strong preference for the cartoon style by using caricatures filled with humor as a technique. Artists therefore have a wide array of media or materials at their disposal. Equally important are media through which an illustrator can convey his preferred style. For example one option includes painterly media which includes things like oil, tempera, acrylic, or water based color. Apart from these, the artist draws materials such as crayons, pen, pencils, chalks, or even charcoal. Besides painting and drawing, an artist may opt for a constructed artwork which involves the use of materials like collage, worn out fabric, or other small objects. In the picture book genre the modern day artist can also use photography. The illustrator and writer choose their elements wisely in order to evoke the right emotional response from the audience. If elements such as color, shape, line or texture are used well, then the desired result should be realized within the book when it is used to teach young children (Tunnell, & Jacobs, 2012). The ultimate prize for artists who show exemplary work with the picture-book model is the Caldecott Medal. This award has been given to some U.S. artists in the children’s literature category and has been the norm from the year 1938 to this day. It is therefore every illustrator’s dream to win this award. Benefits of Picture Books to Children Experts like Tunnell, & Jacobs (2012), argue that picture books provide several benefits to children in the course of their studies. For example, picture books offer children an opportunity to develop their language. In addition, picture books increase the scope of their understanding since it allows them to imagine and think for themselves. It also develops their social skills since in encourages interactions. In addition, picture books draw their attention to story elements including plot and characters in the book (Kurstedt & Koutras, 2000). Picture books also help the overall curriculum since it makes learning easier. Lastly, picture books equip children with analytic skills which they can use later on in their lives to study and appreciate art. Picture books can thus be used by both young and old students as an effective learning tool. The illustrations are tweaked by the artist to speak to different age groups through media and style. Teachers must therefore exercise wisdom in choosing and using picture books as part of the learning tool. For example, the chosen books must be written and illustrated to meet the required standards. Likewise, the books must be objective and devoid of issues such as racial stereotypes. In addition, the books should be able to offer a holistic development to the student. Lastly, the book must have a broad variety of genres to cater for different interests. When using picture books for younger students, teachers should remember that books with fewer words are also known to evoke creativity. Secondly, teachers should strive to inculcate a spirit of storytelling from the children besides building their pool of vocabulary (Tunnell, & Jacobs, 2012). Lastly, trainers should make use of pattern books as a creative way of confidence building. On the other hand, teachers should adopt a different approach with older students. For instance, there is need to use such books as an introduction to other subjects so as to develop their interests in those areas (Tunnell, & Jacobs, 2012). In addition, such books can be used as a benchmark with regards to illustration. Picture books can evoke many responses from students through the use of several techniques. One such way is through the use of such materials as graphic organizers or journals. Secondly, picture books can serve as book clubs, literature circles and oral discussions. Students can also respond by creating their own book, through which they hone their writing or illustrating skills. This encourages the students to adopt a more analytical approach in the course of the coursework. The students can also spend more of their free time conducting research on the works of such authors and generate more information about them as part of their coursework (Kurstedt & Koutras, 2000). The picture book titled Grandpa Green which has been authored by Lane Smith is a children’s fiction book that can be used as a case study for the picture-book genre. For example, the author and artist have made use of both text and illustration to tell the story of a fictional heroic grandfather to the children. As can be seen from the front cover of the cover of the book, the artist has used naïve fold arts in his illustration of the elephant to evoke an emotional response from the children. The artist has also used both paint and drawing materials in his illustrations through-out the book. It is also notable that the author has used surrealism as a concept for this book in developing the lead character/ Grandpa Green. This has been done to appeal to an age bracket whose outlook of life is that of fantasy and wild imagination. Annotated Bibliography Awards ALA Notable Children's Books, 2013. Caldecott Medal Honor Book, 2013. Toni, B. (2012). One cool friend / story by Toni Buzzeo ; pictures by David Small. New York : Dial Books for Young Readers During a one impulsive visit to the aquarium, a young boy known as Elliot discovers his dream pet which is penguin. When he questions his father on whether he can have one, his father obliges to his request. However, Elliot does not realize that his father’s idea was to give him a toy penguin and not a real penguin. Through having intelligent depictions and illustrations of wild surprises, the ending comes about devious occurrence through making a ridiculous tale a child-pleaser from the beginning to the end. The boy is a suited and bow tied youngster. The boy is delighted when his father gives him $20 to buy the penguin but the boy manages to get a live penguin and comes with it at home and gives it the name Magellan. Elliot loves the penguin and provides it with a skating rink in a room that is air-conditioned. Elliot’s father discovers the penguin in the bathtub and comes to an agreement with him about keeping the penguin. The use of ink, pen colored pencils and watercolors provides very good illustrations of the text. However, it should be established that Elliot and his father live parallel lives. The scenes in the picture book provide good illustrations through conversational exchanges that is very amusing to readers. Awards ALA Notable Children's Books, 2003. Caldecott Medal, 2003. Eric , R. (2011).My friend Rabbit / Eric Rohmann. New York : Roaring Brook Press My friend rabbit commences with the mouse as the narrator. It is a simple story about the mouse and the rabbit in spite, of the rabbit’s penchant trouble, the rabbit and the mouse are friends. At one point in time the rabbit pitches an airplane belonging to the mouse onto a tree. The rabbit convinces that he will come up with a way of bringing down the airplane. Eventually he does so through having animals get stack on top of each other starting with the elephant and the white rhinoceros till they get close to the toy. The stack of the animals which are coached to stand on top of each other presents the animal as very angry with the act. The rabbit is seen as holding the squirrel up so that the squirrel can get to the plane. Next the live ladder gets into trouble and what is seen are flying feathers and limbs when the ladder upends. However, in the commotion, the airplane finally comes free and the mouse in the air forgives his friend even as everything indicates here will be more trouble. The hand colored relief prints, double page provides expressive pictures that children will immensely enjoy. Awards Awards ALA Notable Children's Books, 2012. Caldecott Medal Honor Book, 2012. School Library Journal Best Books of 2011. New York Times Best Illustrated Books of 2011. Lane S. (2011).Grandpa Green / Lane Smith. New York : Roaring Brook Press. The picture book is about a loving grandson and topiary garden which forms the basis of the story. An adoring great-grandson and a topiary garden tell the stories of one man’s life. The little fellow does some work in an astonishing world made up of memories through pulling a wagon, watering garden and collecting gloves that have been dropped in the garden. Trees are used to tell the story of his grandfather commencing from birth, chicken pox then his life in high school, a time in military service then in marriage. The illustrations depicted are characterized by morph with page turns. It seen that the tears being shed become much that they get transformed into water from a hose; an unexplained conical shape turns to a cannon; a bunny close to a small tree munches a carrot topiary; there are splashes of red berries, gun fire, a hair bow and heart making brief appearances in the existing green world but green is the star of this show just like grandpa’s name. When the little fellow reunites grandpa green with some missing things, it is clear that even though grand pa forgets the garden remembers for him. The illustrations in the book say something about the relationship between the little fellow and the grandpa as one made up honesty and elemental. Award 2013 Randolph Caldecott Honor Award Logue.M.(2012). Sleep like a tiger / written by Mary Logue ; illustrated by Pamela Zagarenski.Boston : Houghton Mifflin Harcourt When the central character announces that she is not sleepy, her parents who are filled with wisdom tell her they do not require her to sleep but wear pajamas, teeth brushing and face washing. After that the protagonist feels good that she adored stretching her toes on the crispy sheets when her sleep was like floating in a stream. Logue’s words are still and stroke as parents and the child talks about where and how animals sleep. Some of the animals appeared on early pages as toys. Seen alone the young one replay every scene and she inserts herself in the cozy images for her to relax. Zagarenski’s wonderful composition is put digitally and in mixed media on wood hence providing a lot to ponder. The paintings are great as depicted by the starry pajamas and a whale that glows which supports the protagonist journey to sleep. The sense of gentle movement is made possible by blending patterns, transparent alleys, wheeled objects and complex textures. The tiger with both the real deal and the beloved cloth version is a feature that is prominent and the kid contributes this example by highlighting the link between rest and cradled in the arms of the girl and she strength. When sleep comes the animal is cradled un the arms of the girl and she sleeps. Awards Notable Book for a Global Society award winner, 2011. Coretta Scott King/John Steptoe New Talent Award (Illustrator), 2011. Cullerton, J., J. (2010).Seeds of change: planting a path to peace / by Jen Cullerton Johnson; illustrated by Sonia Lynn Sadler. New York : Lee & Low Books. During her early years Wangari was taught to respect nature. She grew up loving nature that included trees and animals including the Mugumo tree which her Kikuyu people held dear at heart. Even though most Kenyans did not receive an education during this period of her childhood Wangari got a chance o go to school. Her mind spouted like a seed during her studies and she eventually got a chance to go study in the United States. After retuning from the United States, Wangari used her skills and education to promote human rights and saving nature one tree at a go. She was an environmentalist who eventually won a noble peace prize for her work. References Kurstedt, R., & Koutras, M. (2000). Teaching Writing with Picture Books as Models: Lessons and Strategies for Using the Power of Picture Books to Teach the Elements of Great Writing in the Upper Grades. New York: Scholarstic Inc. Tunnell, M. & Jacobs, J. (2012). Children's literature, briefly)(fifth edition). Boston, MA: Pearson Read More