week 5 session task

• The content of the title is about fairy's - a title of one of the poems in the book. The book is made up of lots of poems about fairies. it uses paper sliders that change the scene of the topic they are talking about.


• From the information on the powerpoint it has a visual change, which will appeal to children that learn better visually, the illustration are very complex and detailed which back up this theory.


• The senses used are mainly sight with a small element of touch with the paper sliders.


• I think they have used an appropriate way of presenting the content as the book is full of short poems that only take up a paragraph. Its main focus is on the imagery with the sliders adding an extra interactive element. I think its displayed really well.

• The title is called 'gallop' it reflects the movement of the book. Board book with minimal text which mainly focuses on the 'scanimation' element.


• It's mainly a visual book that focuses on the scanimation aspect but it also offers a physical element swell as you can change the speed of the animal, or make it go backwards depending on how quick you turn the page.


• Senses used are mainly visual.


• It could have another aspect to it such as more imagery of the animals environment around the view finder. to add more of a visual aspect. The typography is minimal which allows you to focus on the 'scanimation' it maybe would have been nice to see more relative visuals to fit in with the added element.

session 5 - powerpoint notes

How Children Learn

"children learn best when the experience is pleasant and free" - John Holt, author and educator.

• Children have short attention spans. And books compete to grab their attention over video games, tv and friends.

Although they are more creative and more receptive to information than adults.

• phycologists believe a babies mind was blank and experiences were impressed after birth, a blank canvas.

• (habituation) tests show that babies get bored of repletion.

• When babies are asleep, they are still learning and absorbing information. It has been shown that they respond to their surroundings when they are sleeping, e.g. blowing on their face or twitching to music.

• Babies learn through 5 senses, they explore through taste, touch sight, sound and smell. they are always putting things in their mouths and up against their face to work out textures etc. This is used in babies books with material pop outs and bright colours. and musical elements.

• At school age, children have found their preferred way of learning, theses are split up into these categories Auditory, Visual, Kinaesthetic (physically learning). Auditory and visual learners are proven get on better in a school environment. 

• "I hear i forget, i see i remember, i do i understand "- Ancient chinese proverb. Children learn better in a group environment, a more social situation with parents or friends.

• Self motivated and self directed learning - Children are very inquisitive as they are willing to learn. Can often be self motivated, like a jigsaw puzzle for the sense of accomplishment and to see a pretty picture. They have a need to problem solve like children games such as putting different shapes into the correct holes.

• 3 recognised approaches to aiding and improving children's learning:

Building on pre-existing knowledge- taking the familiar in order to explain the unfamiliar.

Transferring knowledge - applying the learned information to a real life situation, e.g cooking or instruction book.

Memory Strategies - repetition or rhyme to remember things. Like the the difficulty rhyme.

• Eric Carle's, the very hungary caterpillar - had lots of elements to learn from e.g. counting, days of the week, a lifecycle of a caterpillar, sensory elements. visually stimulating, done i a subtle way as i only has 250 words in.

• Added features of a children's book include: paper engineering, pull tabs, flaps and folds, pop ups, die-cuts, textures, specialised inks, digitised, stickers crayons, wipe clean, puppets.

Suitable childrens typography

http://typophile.com/node/42632

here is a link to a blog showing some interesting aspects to think about when thinking about typography for a children's book. Things such as not talking down to a child and making it fun to look at and that the typeface needs to fit the theme. It also gives links to possible typefaces. Another consideration is that it depends how long or short the copy is as to what typeface you use. e.g  fancier for titles and short snippets of text and maybe a san serif typeface for longer paragraphs etc.

This shows a method given by fonts.com about what approach to take when looking for a typeface suitable for children. typefaces used are: Sassoon Primary, Gill Sans Schoolbook, Bembo Schoolbook and Plantin Schoolbook. I personally like Gill Sans Schoolbook as its warm, friendly with simple and open letter shapes suitable for my age group of 5 - 7 year olds. I think a sans serif typeface is more appropriate also, especially as this age group won't be competent readers, this will make it easier for them to read.


Below is an article from fonts.com. I think its a great resource when thinking about children's typography. Important considerations such as text legibility, making text readable and titles etc.

Typography for Children

Most children learn to read going letter-by-letter, learning which sounds go with which shapes until they can blend the sounds together to form words. This is why new readers proceed slowly and sometimes struggle with pronunciation and syllable stress.
The efforts of new readers can be supported by making sure their texts use inviting, easy-to-read typefaces, set in the most readable way.

Text legibility 
When selecting a typeface for a children’s text, look for a warm, friendly design with simple, generous letter shapes. The counters (the enclosed shapes within characters) should be rounded and open, not angular or rectangular. Avoid non-traditional letterforms. A good example of a typeface with these attributes is Sassoon Primary, designed specifically for children.
Typefaces with larger x-heights are generally easier to read than those with short x-heights, and this is especially true for children. For very young readers, select designs with one-story ‘a’s and ‘g’s (also called infant characters), since these are the lowercase shapes preschool and school-age children learn to write. Save the two-story versions for more experienced readers.
Either sans or serif designs can be used as long as they avoid any extremes that could impair readability. For example:
• Don’t use condensed or expanded typefaces, which make character recognition more difficult.

• Select a book or medium weight; stay away from hairline or very bold weights.

• If you plan to use italics, make sure they too are easy-to-read, and not overly condensed or stylized.

Both the serifed Bembo Infant and Plantin Infant, as well as Gill Infant, a sans serif style, have been designed for children and exemplify the principles above.


Making the text readable
New readers have to learn to follow words from left to right and “jump” their eyes from the end of one line to the beginning of the next. To make this easier, set the text large (14 to 24 point depending on the typeface and age of the reader) and with very generous leading (4 to 6 points).
Keep line lengths short, and don’t put too much text on a page. Dense blocks of type can be very intimidating to young readers. Avoid all cap settings, which are difficult for readers of any age!
Make sure there is ample contrast between the type and the background. This is especially true when setting light type against a dark background, as is common in heavily illustrated children’s books. When setting more than one paragraph on a page, consider using line-spaces instead of indents to separate paragraphs. This gives the text and the reader a visual break.


Headlines and Titles
Headline or title type gives you the opportunity to be more playful in style, color and layout, since there are fewer words to read. Decorated typestyles, lots of color, and curved and jumping baselines can all be used to attract and entertain the young reader. Keeping it light and fun is the key to keeping a young reader interested and turning pages.

Task 4 - Research

1. Louis Ehlert


Louis Ehlert has created a series of information books about plants and vegetables including 'Planting a Rainbow' and 'Eating the alphabet'. Straight away the titles show that he uses enticing elements to go along with the subject of planting and vegetables. These topics could seem boring to a child but make it more appealing with things they could enjoy or like e.g bright colours and eating. He illustrates the images with paint and a collage affect that i find quite child like, i think this strategy relates to the child more, making it more fun to read.

Instead of a simple book form he adds interactive elements into the pages. This draws the audience in further which could add a more effective way of learning. This also creates a fun experience between the parent and child, which can then be carried forward to the task itself.

The standard page form shows big, bold images with bright colours and minimal typography. He lets the images speak for themselves, because of this i think these books are aimed towards the 5-7 year old age bracket.

2. Eric Carle

I found this short video about the very hungry caterpillar. I like the idea of using something random that could keep a child occupied like 'hole punching' and transferring this into a texture or background. This will sub-concioulsly appeal to the child. He uses this hole punching method in and interactive physical away as well with holes in the pages.


I like how this video shows different techniques in creating the images by using various textures, materials and colours.


3. Annabel Karmel - children's cook books


Annabel Karmel is a childrens cook book author, I found her books a great way of encouraging children to cook and the way her books are designed are fun and very easy to follow. The typography and images are relative, friendly and fun. She uses children in her photographs which shows the child they can do it. The hierarchy of the page and it's step by step formation are broken up into easy to read sections but every things still athsetically pleasing. I think this is a great example of a step by step children's information book. And something i can consider within my own designs.

4. Activity books


I really like the idea of having some interactivity with my children's book, and i think the topic of 'foraging' may benefit from an exciting angle to engage with its audience. Below is an interesting angle that could work with my own designs e.g maybe at the end of the book I could have a colouring page where they can colour in what they want their products to look like etc.

The example below shows a book where the reader chooses the adventure and makes them think about colour texture and materials, this also encourages creative thinking as well as making it fun. I think its an interesting strategy that I'm keen to incorporate in some way for my own book.

Session 4 research task

What is 'Foraging for food?'
Foraging for food is searching through environments for foods such as berrys or nettles to seaweed and mushrooms. A way of gathering natural foods without buying them from the supermarket. You can use these as ingredients for cooking.


Places for foraging


Hedgerows

Here you can find items such as elderberries,  Blackberries, wild horseradish, wild garlic, mushrooms, chive and many more. Many hedgerows are near roads or industrial sites, you need to be careful not to harvest these products as they can be harmful if eaten, so only forage in clean, safe places.




Forests












Here you can find foods such as apples, blackthorn, nuts and garlic etc. You need to have a knowledge of what items could be dangerous or harmful. Don't pick a poisonous berries or plants and be sure to research whats what before you go.


Beaches

When foraging on beaches you can expect to find things such as molluscs, winkles, whelks, shellfish and seaweed as well as many other things. When foraging in beaches you need to be aware of the tied, what times it comes in and goes out again. You need to be careful not to get stranded or drown. You also have to be considerate of other foragers and not to take too many items, this could also decrease the amount available on later seasons especially with shellfish etc.

session 3 task

References:


secretseedsociety.com
www.gardeningwithchildren.co.uk


Here are my double page spreads for instructions on how to plant carrot seeds. I decided to use a style in between a story book and a reference book, to try and capture a quality from each. I have used simple, child like illustrations that are easy to follow. I have also use a san serif typeface with i think is more appropriate for younger children who are learning to read.


I've tried to lay out the typography to fit in with the flow of the illustrations and highlighted key words. I feel this approach can appeal to both children and adults. I love the style that Eric Carle uses in his works, this has given me some inspiration for this. I like how he uses clear backgrounds and minimal text with ridged, irregular illustrations. 

week 3 - session task

Book 1

Book 2

• Does the style of type complement the illustrations? Explain your answer. 

book 1 fits its typography with it's illustrative style really well. They have used a serif typeface that suggests traditional qualities and for a story i think this fits in well. Although i do feel a san serif typeface would be more appropriate as its easier to read for a younger audience.


Book two is clearly aimed towards an older audience, its has sold, loud illustrations that will appeal to this age group. The typography fits this really well also. They use a variation of serif and san serif typefaces which, along with the images and colour scheme, suggests an element of attitude which draws this audience in. They irregularity between typestyles helps this also, i like the way they have swapped typefaces and styles to highlight key aspects.

• Does the design of the type use any visual ‘tools’(colour/ bold text, movement etc) to enhance the information/story. Is this successful? 

Book 1 uses a method with in its chapter title to highlight what the chapter is about. They have overlapped type with a lower opacity in the background. I really don't think this works as you have to look hard to work out what it says, something that isn't appropriate for children learning to read.

Book 2 uses bold text and a variety of typefaces and styles to emphasise key aspects. In this case i think its worked well as its relevant to the informational elements that the book carries. It also makes it a more interesting read for it's targeted audience.

• Select one spread from both books that you think works well and one that doesn’t. Explain your choice.


I don't think book 1 works as well as it potentially could do. I don't like how they have used a serif typeface, its harder to read which i don't think is appropriate for children learning to read. I  also don't think the chapter title, with the over lapping of words works well for the same reasons. If the corrects use of typeface an the layout of the title were slightly different, the spread would work a better.


Book 2 is a great example of a good spread, it keeps it's audience captivated with it's irregularity, its busy, loud and interesting to look at. It shows attitude and holds a certain 'cool' aspect which fits in perfectly with its target audience.

 

Task 2 - Art Styles

Art styles for 9-11year olds.

I think this is a great style for 9 to 11 year olds. Its different to a normal conservative design. I think its creativity will enhance the imagination of the child. The typeface is also relevant to the style, it relates to a child's handwriting which could seem more approachable and adds a friendly tone. They use a collage style in darker colours, they use textures such as the tree to add depth to the image.


As this book is aimed towards 9 - 11 year olds, it offers minimal images with in the copy. Every 7 - 10 pages is a small image at the start of a new chapter, like the image below. This is a great visual and helps direct the child along with their imagination. I also think that its a great form of motivation, as when i was a child a read these kind of books, i would get excited about getting to the next picture so kept reading until i got to it!

Here is an information book for 9 - 11 year olds. Its brilliant and is very suited to its audience. Its uses bright, relevant colours in its images to relay the information. You can't see from this image here but inside the book shows minimal text that follows the images around the page which highlights key information needed, mainly letting the images speak for themselves. I feel in this case that clear lines and relative colours are vital as you don't want to perceive something in the wrong way the the audience. and i feel this book achieves this.




Art styles for babies and toddlers

Although quite detailed i think this art style fits the baby and toddler age group. It has great depth to it and mainly uses primary colours but still has clean, simplistic lines that are easy to digest. It's images also include a baby and young child which will relate to a young child. I think all these elements are important to include with in the style for this age group to make the book appropriate and easy to take in.

Here is an example of a childs first object book called White on Black by Tana Hoban. I think this is a great example of the perfect first book for a really young child. Its extremely simplistic with clear outlines of an object. Its also in black and white. I think this is important as for the first few weeks a child can only see in black and white and there eyesight is minimal. So this method will help distinguish shapes. This goes along with the theory that young children take in static images seen over a period of time   quicker than in every day life as its too hectic and busy.




Art styles for 3-6 year olds
















I think this is a really appropriate style for this age group, its character includes a child and animal which is relatable, the typeface is creative and follows the flow of the way the author wants you to read it. It shows very fine, illustrative lines through out the images to give a softer, friendlier approach. The colour scheme is bright, vibrant and stimulating which will encourage and excite the child to carry on reading. I think these aspects are important because it needs to be friendly and relate to the audience that includes and element of interactivity for the reader and/or child.

Lecture notes - History and development of illustration.

• “Pictures are the most intelligible form of learning a child can look upon.”

-       John Amos

The visible world – 1659 first recorded recognition about how children learn with images. He created ‘ The Tales Of Mother Goose’ and ‘Little Red Riding Hood’.

• John Newbury – Produced the first published children’s picture book.

His style was quite basic and linier as this was due to the print press technique. This further developed and the use of a hard surfaced wood allowed more depth into the image. More runs were also an advantage as the quality of wood was more hard warring.

• A ‘Golden era’ approached with illustrators such as Walter Crane and William Nicholson. They produced more intricate, detailed and coloured images. This is when authors, publishers and illustrators came together to work on a project.

• In the mid 50’s and 60’s the industrial revolution and higher incomes enabled better quality books to be produced and the awareness of children’s learning patterns became clearer making the picture book and children’s publishing more popular.

• Baby books also developed as research showed babies responded to images using simple shapes and colours.

• Lauren Child – created ‘Charlie and Lola’.  The modern era boasts a bolder, interesting dimension with a clearer layout. Text and images work together to aid children with the story, also, more playful attributes that interact the reader and child with the story.

• For older children and picture books, fiction came into play. These included heavier text and smaller images to support the story, allowing for imaginations to take over.

• Reference and information books – Strong visuals help inform children on topic’s, letting the images explain the main bulk of the subject.

• Graphic novels are used to tell a story with minimal text. Images are in a more mature nature but still in a visually stimulating way.

Video notes continues …

• Picture books originated from nursery rhymes. Playful sounds, rhythmic words and games.

• Beatrix potter was inspired by Caldecott technique of evolving nursery rhymes.

• Using an animal or small child as a character relates to children as they are small and vulnerable. Like Beatrix potter and peter rabbit. She makes him human like with their fitted clothing.

• Short stories and memorable characters are a useful quality.

• Awdry: Thomas the tank engine- turning a play item into a character and story.

• The story can have an element of teaching the child a lesson. E.g. When Thomas didn’t come out of the bridge into the rain as he didn’t want to get his new paintwork ruined. So they blocked up the bridge and took away his tracks so he could get out. He learned that no one would be able to see his nice, new, shiny paintwork.

•  Enid Blyton introduced bright, bold, appealing colours into her works with ‘Noddy’.

• Enid and Blake designed the layout of the children’s book with a logo and layout features.

• She turned toys into characters.

• Some people found her series of ‘Noddy” inappropriate, She used quite a lot of crime and punishment with in her story lines and some people found this unsatisfactory.

• Brian Wildsmith – made the ABC books more stimulating than ‘A is for Apple’ he formed a proper layout using letters and colours for type, then on the opposite page, painted textured images. This was around the time picture books became more popular. A fresh, clean look came into force and publishers grew.

• Rosie’s Fox: this book added more interactivity; there are hidden things that adults reading the book can’t see. The child then experiences power knows something the adult doesn’t.  E.g. the fox is always hidden and doing something but he is never brought up in the text.

• Shirley Huges – Dogger. Images follow the text and adds rhythm. She turns the story into a rollercoaster of emotion for the child. Lost Dogger throughout the story in various events but finds him in the end. She studies a child behaviour to add an element of realism into her illustrations.

• Children who are learning to read or cant read perceive the story through the images.

• John Buningham – Grandpa Book. Brings the old and young together. Uses minimal words but lets the images make a conversation between the readers e.g. the young and old, child and grandparent.

• Books let young children take in information in a static form where as in every day life there’s a lot to take in and its very hectic.