What defines a picture book? This is an issue that had been a source of angst for many years. Does a picture book have to be for emergent readers? Clearly not, as a browse of the Curriculum shelves will indicate. Margaret Wild’s Woolvs in the Sitee, and Let the Celebrations Begin, along with Roberto Innocenti and Ian McEwan’s Rose Blanche challenge the definition of a picture book. They look at complex stories, and open a world which is not purely aimed at the early learner. Likewise, Anthony Browne’s Voices in the Park introduces the reader to an entirely different way of reading.

These pictures are often a challenge to those who have not encountered the range and diversity of textual meaning which can be retrieved through a picture book. Increasingly, students in senior English classes are being asked to become involved in the analysis of a picture book, and are often surprised at the depth of meaning to be found through reading the visual.

I’ve started creating a page on wordless picture books on the teacherwiki, and I have just discovered the wonderful world of David Wiesner. This creator of wordless picture books has a fabulously whimsical and quirky imagination that really comes through in his works.

The two titles I read today were “Sector 7″ and “Flotsam”- two highly original and imaginative stories. “Sector 7″ is about a boy who meets a cloud and gets transported to the mysterious Sector 7- a type of weather factory that “designs” the different types of clouds and designates their destinations in the world to set weather patterns!!! However, the clouds are unhappy with the seemingly repetitive types of clouds that are being manufactured, so they employ the boy to draw new blueprints of fantastical desgins.

It’s an original take on the revolution, similar to the ideas in Geroge Orwell’s “Animal Farm” or from a child’s point of view, “Farmer Duck” by Martin Waddell (which I always refer to as ‘Animal Farm for children’!) Here the revolution takes place to make the world a much more joyous and beautiful place with the newly designed clouds taking to the sky.

We did a bit of a brainstorm about the possible KLA links with “Sector 7″ and we came up with a lot of ideas. Cross-curricular links could be made with: Science (formation of clouds, types of cloud, weather), CAPA (architecture of buildings, MC Escher, not to mention drama and dance activities such as machines, hotseating, dance a page) and maths (patterns and algebra, latitutdes and longitudes, time)

Also, I find the reading of wordless picture books fascinating- the cultural “milieu” required to read and understand wordless picture books is an extremely complex process. A reader of wordless picture books must activate their prior knowledge about how narratives work in order to make meaning from it. This has implications for children who are reluctant readers or writers. For the former: I think that all children will be able to read and understand the story of wordless books, because they are activating their knowledge of images and visual grammar. I conjure up images of children poring over the illustrations time and time again, and finding new meaning and new connections each time. For the latter: wordless picture books can be used in the classroom for creative writing- students can write the narrative behind the pictures, or even the speech bubbles in a comic strip style format.

Immersing yourself in poetry is such a great way to play with the language, and develop skills in speaking as well. In the workroom we have been playing with the poetry of Ogden Nash, whose “Custard the Dragon” is a particular favourite. It is a great read allowed and gives wonderful opportunities for dress ups and reader’s theatre

One of the more enjoyable experiences I have had this year has been the discovery of Steven Herrick’s verse novels, capable of painting a visual imagery in the mind while offering a gentle understanding of his characters. This would be a great way to open up the concept of poetry to a reluctant reader.

 If you would like to learn more about Steven Herrick the poet and author, goes to his web page at http://www.acay.com.au/~sherrick/. If you want to read some of his verse novels, they are available in bookstores, and, for those close to Sydney Uni, in the Curriculum Resources Library.

My experience of picture books has a long history. From my earliest childhood memories, I can dredge images of sitting with a book, snuggled down to be read to, and I can add to that a kaliedescope of visual experiences which continue to this day. One of the main reasons that I still experience that joyous feeling when I pick up a new book is the wonderful way a successful one builds a tertiary meaning through the way text and image meet.

Hi, this is a blog of thoughts on all and anything to do with children’s literature, reading it, writing it and using it in a classroom. You are very welcome to join me in adding to our collective knowledge about the children’s literature environment