The author/illustrator uses the brightly coloured pictures to enhance the text. Ms Lester has drawn diagrams, continually updated maps as the trip continues and included some actual photos of an leaves/flowers that related to other illustrations. Some of the picture are quite humorous and there’s a 4 stage picture of Uluru as it changed colour during the day.
Offer/Demand Illustrations - mostly offer but a few demands:
Demand – at start of trip – picture of all ppl going; Billy when in ladies’ toilets (unhappy); eating sandy sandwiches at Eucla; Dad at Monkey Mia dolphin feeding (he didn’t like the crowds); Grace proud in her new cowgirl hat; Grace snorkelling in an ‘underwater carnival of fish and coral; Billy in a bushranger helmet at Glenrowan; Luna Park face at St Kilda.
Vectors: Due to the nature of the story, your eye is drawn to all of the pictures.
Salience: Lester has also used colour to illustrate and emphasis the text (‘we made letters with our shadows … the giant boulders glowed in the afternoon sun)
Framing: Alison Lester has used a variety of ‘frames’ in her text. Sometimes the illustration is a long rectangle – usually depicting a panoramic view; at other times she uses a rounded ‘cloud’ type outline to soften the image. Her family stand out on the page because they have been ‘cut out’ and labelled on the white paper; some pictures are presented as if they would have been included in a report for school (e.g. what the Pinnacles really are! And the Uluru colour change). She also used size to emphasise the text – when Grace says she felt as ‘tiny as an ant’ when she walked around Uluru, there’a a picture which is mainly rock with her family depicted at the bottom looking high up the rock where the guide’s finger is pointing – the guide’s finger is a vector)
Distance: Most pictures are at a public distance – when there’s a close up, it’s to draw your attention to something – like Grace and her new hat and when she was snorkelling
If you’ve got any other ideas about this text, please let me know! Vivian Schmiedte
Wow, Vivian, you've looked at the pictures in a lot of detail. Thank you. What aspect do you think you might point out when you are reading this book with your students?
i think just introducing some terms - like salience and vectors - as A Lester uses the illustrations to extend / enhance the text and with year 2, i think that is as far as they can go using this book. What ideas do you have? I will bring along several copies of the book for this afternoon.
Visual Literacy The Treasure Box Margaret Wild and Freya Blackwood Salience/Colour: Starting at the title page, the red library book contrasts starkly with the muted colours of most of the text – the colours of war, hardship and loss – a world without books. After the war, the colours become brighter, and red starts to appear in the images. The climax of the narrative is a library full of books – predominantly red and gold – the colours of treasure. The treasure can now be shared – not burned, not locked up in a box and buried. The treasure is also the truth – the history of the people Symbolism: There are scraps of print blowing in the wind, as clouds and smoke, as driving rain, as a bare tree and snow-covered ground, and as the endpapers. The written word is pervasive and ever-present – even in a world without books. Possibly the extensive use of collage is intended to convey the idea that life is comprised of different people and circumstances which stand out in one's memory superimposed over time Directionality - Vectors: The people fleeing the city, the boy looking over the village as they are leaving an d the man looking over the city when he returns – suggest the narrator is taking a long view of the circumstances. The spreading branches of the tree when he buries and later digs up the book suggest protection.
ARE WE THERE YET? Alison Lester
ReplyDeleteThe author/illustrator uses the brightly coloured pictures to enhance the text. Ms Lester has drawn diagrams, continually updated maps as the trip continues and included some actual photos of an leaves/flowers that related to other illustrations. Some of the picture are quite humorous and there’s a 4 stage picture of Uluru as it changed colour during the day.
Offer/Demand
Illustrations - mostly offer but a few demands:
Demand – at start of trip – picture of all ppl going; Billy when in ladies’ toilets (unhappy); eating sandy sandwiches at Eucla;
Dad at Monkey Mia dolphin feeding (he didn’t like the crowds); Grace proud in her new cowgirl hat; Grace snorkelling in an ‘underwater carnival of fish and coral; Billy in a bushranger helmet at Glenrowan; Luna Park face at St Kilda.
Vectors: Due to the nature of the story, your eye is drawn to all of the pictures.
Salience: Lester has also used colour to illustrate and emphasis the text (‘we made letters with our shadows … the giant boulders glowed in the afternoon sun)
Framing: Alison Lester has used a variety of ‘frames’ in her text. Sometimes the illustration is a long rectangle – usually depicting a panoramic view; at other times she uses a rounded ‘cloud’ type outline to soften the image. Her family stand out on the page because they have been ‘cut out’ and labelled on the white paper; some pictures are presented as if they would have been included in a report for school (e.g. what the Pinnacles really are! And the Uluru colour change).
She also used size to emphasise the text – when Grace says she felt as ‘tiny as an ant’ when she walked around Uluru, there’a a picture which is mainly rock with her family depicted at the bottom looking high up the rock where the guide’s finger is pointing – the guide’s finger is a vector)
Distance: Most pictures are at a public distance – when there’s a close up, it’s to draw your attention to something – like Grace and her new hat and when she was snorkelling
If you’ve got any other ideas about this text, please let me know! Vivian Schmiedte
Wow, Vivian, you've looked at the pictures in a lot of detail. Thank you. What aspect do you think you might point out when you are reading this book with your students?
ReplyDeletei think just introducing some terms - like salience and vectors - as A Lester uses the illustrations to extend / enhance the text and with year 2, i think that is as far as they can go using this book. What ideas do you have? I will bring along several copies of the book for this afternoon.
DeleteVisual Literacy
ReplyDeleteThe Treasure Box Margaret Wild and Freya Blackwood
Salience/Colour: Starting at the title page, the red library book contrasts starkly with the muted colours of most of the text – the colours of war, hardship and loss – a world without books. After the war, the colours become brighter, and red starts to appear in the images. The climax of the narrative is a library full of books – predominantly red and gold – the colours of treasure. The treasure can now be shared – not burned, not locked up in a box and buried. The treasure is also the truth – the history of the people
Symbolism: There are scraps of print blowing in the wind, as clouds and smoke, as driving rain, as a bare tree and snow-covered ground, and as the endpapers. The written word is pervasive and ever-present – even in a world without books. Possibly the extensive use of collage is intended to convey the idea that life is comprised of different people and circumstances which stand out in one's memory superimposed over time
Directionality - Vectors: The people fleeing the city, the boy looking over the village as they are leaving an d the man looking over the city when he returns – suggest the narrator is taking a long view of the circumstances. The spreading branches of the tree when he buries and later digs up the book suggest protection.