The Three Pigs

Wiesner, D. (2001). The three pigs. NY: Clarion.

About the Book

The Three Pigs is not your traditional story. The pigs leave the pages in their book and enter a dimension between story book pages. They go on an adventure through the other stories. At one point they take the page of their story where the wolf is trying to get into the brick house. They fold it up like a paper airplane and fly around. They encounter a story with a dragon and they liberate the dragon. In the end they return to their book with a few extra characters.

Visual Elements of Art Evaluation

Texture – The book begins in 2-dimensional coloring, like a traditional picture book. As the book continues the pigs fall out of the story book into this other plane. The pigs and other characters that fall out of the story book pages take on a 3-dimension appearance. The shadowing and use of color and lines help to give this 3-D feel to the book. I especially love the page where they fold the story book page with the wolf up like a paper airplane and go flying.

Literature Evaluative Criteria

Setting – The setting is the story books and the world of story creation. The beginning you know you are in the story of the three little pigs. Then the first pig is blown out of the book. He discovers this parallel place. Without the caption bars and the pictures the reader could be very confused as to where and when this story is happening. It was definitely a nice twist on the traditional fairy tale/nursery rhyme.

It's a Book

Smith, L. (2011). It's a book. NY: Roaring Brook.

About the Book

The use of satire in this book is very ingenious. It is a parity on the use of technology in our society causing people to forget how to do things with out it. The monkey has a book and the donkey has a computer. The donkey asks the monkey all kinds of questions about computers to see if his book can do them. The monkey grows annoyed with the donkey's ignorance. So eventually he takes the computer away and hands the book to the donkey. The donkey reads it and acts like he gets it. Until the last statement he makes, "Don't worry I'll charge it up for you."

Visual Elements of Art Evaluation

Abstract Art – The drawings are very simple with basic shapes and basic colors. The monkey and the donkey are drawn to resemble simple familiar images to the reader, so the author does not have to specifically state the characters for the reader to understand the characters. Rectangles, squares, circles and triangles are used to create the images throughout the book.

Literature Evaluative Criteria

Understatement – The pictures and the text work together to present the sarcasm and dry humor throughout the text. Irony is also unspoken in the book. I think the book is making fun of our society’s dependence on tablets and technology, and when faced with the traditional ways of gather information some are at a loss. Which is perfectly illustrated with the donkey not understanding how a book works and the monkey being dumbfounded and annoyed with his ignorance.

Mirror, Mirror

Singer, M. (2010). Mirror, Mirror. NY: Dutton.

About the Book

Mirror, Mirror is a poetry book written about popular fairy tails. The book is a little different from traditional poems. Each poem is written in reverse of each other. My favorite one is Bears in the New's written about Goldilocks and the Three Bears. Identical words are written, in both poems, but each is flipped from the other. The message from each is a little different though, almost like one was written from the perspective of the Bears and the other from Goldilocks. I though the word choices was ingenious.

Visual Elements of Art Evaluation

Graphic Techniques – Each verse has a unique picture that illustrates the reverse of the fairy tale. For example The Doubtful Duckling has a picture cut into 4 parts and the swan and duckling are patterned around the page opposite of each other in the four corners of the print.

Literature Evaluative Criteria

Features of Sound – Each poem pair illuminates different features of sound. Rhythm and rhyme are abundant. Some example of rhymes are eat - sweet – treat, wood – hood, way – stay, etc…The verses are very unique in the first one is said straightaway and the second one is the reverse of the first. 

Where the Wild Things Are

Sendak, M. (1963). Where the wild things are. NY: HarperCollins.

About the Book

Max causes mischief in his house. His mother has had enough and sends him to his room. While he is in his room his imagination goes wild. He dreams his bedroom turns into a forest and he sails across the ocean to the place where wild things live. He tames the wild things and plays with them. All the animals participate in a wild rumpus with Max. As time passes he becomes lonely and hungry. He returns to his room and has a nice warm meal waiting for him.

The book won a Caldecott Medal.

Visual Elements of Art Evaluation

Painterly Technique – The drawings in the book are created using a technique of cross hatching with paper and ink over colored paint. The illustrator uses great care to use less vibrant colors in the real world and more vivid colors in the dream world. 

Literature Evaluative Criteria

Plot – I think the book depicts Max’s conflict with his surroundings. At the beginning he is having conflict with his mother and she sends him to his room. Where his imagination and dream world goes wild. At first he is happy to be in charge and boss all the monsters around, but by the end of the story he grows tired of being alone. He returns home happy to have dinner hot and ready for him. I think this shows his coming to terms with his power struggle with his mother. 

Rodeo Red

Perkins, M. (2015). Rodeo Red. New York: Peachtree Publishers.

About the Book

Rodeo Red is a little girl who has a special stuffed friend named Rusty. A new brother is introduced into her life, who she calls - Sideswiping Slim. As Slim grows up he causes Rodeo Reds world to get turned upside down. The biggest problem is when Slim takes Rusty for his own. She tries to take him back only to get herself put into jail. One day she gets a new stuffed animal from her Aunt. It was a white cat. She swiped the cat for Rusty from Slim. In the end all was right at the ranch once more.

Visual Elements of Art Evaluation

Color – The color in this books is very simple but smartly chosen. The little girl “Rodeo Red” is a little fiery red head. She is very emotional and territorial. The color red is a warm color that supports the personality of the character. Green is used in the background a lot to help keep the calm in the storm of Rodeo Red’s world. Slim is the protagonist who is also drawn wearing the color red. The big white fluffy cat is very eye catching and catches Slim’s eye which helps restore order in the story.

Literature Evaluative Criteria

Figurative Language – Rodeo Red uses a lot of cowboy language to colorfully express thoughts and feelings throughout the text. Some of my favorite sayings are: “Slippery as a snake’s belly in a mudslide”, “Cantankerous lemon custard”, “I threw in the sponge”, “a wiener roast gone bad”, etc. The figurative language used adds humor to the story.

Meet the Dullards

Pennypacker, S. (2015). Meet the Dullards. New York: Balzer + Bray.

About the Book

The Dullards are a family who pride themselves on being boring. The parents try their best to keep their children away from fun and exciting world. Each time the children find a little fun or adventure the parents move them to a new home. In the end the children still find fun, but they do it when their parents are not wake and can not find out. The more the parents try to shelter their children the more rebellious they become. 

Visual Elements of Art Evaluation

Realistic / Representational Art – The art in book is drawn to represent regular people and their simple basic community. The people are drawn in real events that the reader can relate to which gives the realistic feel.

Literature Evaluative Criteria

Characters – Pennypacker uses her words throughout the book to express how dull and boring the Dullard family are. The parents try to keep their children as dull as possible, but no matter what they try on the surface the children appear dull, but when the parents are not watching they try to explore their world. The illustrator helps the character development with the facial features that are used on the children and parents of the Dullard family.

This is Not My Hat

Klassen, J. (2012). This is not my hat. Boston, MA: Candlewick.

About the Book

Little Fish has stolen Big Fish's hat. He admits he just took it. He rambles on and on about how and why he thinks it is Okay. All the while he is swimming somewhere to hide from Big Fish, so he does not have to give the hat back. In the end, Big Fish finds Little Fish and retrieves his hat. Leaving Little Fish in a situation where he can not steal any more.

Visual Elements of Art Evaluation

Shape – The illustrations in this book are very simple and repetitive. The oval shape of the fish is used in large and small form. Most of the drawings are done with curved shapes, circles and ovals. 

Literature Evaluative Criteria

Theme – I think this book illustrates dishonesty and stealing as the theme. The thief very proud and boasting about what they did, only to be put in their place in the end. The moral of the story: If it is not yours do not take it, no matter what you think or feel. If you choose to help yourself to someone else’s things, than be willing to take the consequences.

Once Upon an Alphabet

Jeffers, O. (2014). Once upon an alphabet. New York: Philomel Books.

About the Book

Each letter of the alphabet has a short story written using that letter in the text. For example the letter Ee, is about an Enigma. How many elephants can you fit into an envelope?The letter Ll is about a Lumberjack's Light. My favorite letter is Dd. The short story incorporates 11 different words that begin with D. Delilah is a daredevil who runs the neighborhood doing dangerous things. I also find Delilah to be a free spirit, which reminds me of my daughter.

Visual Elements of Art Evaluation

Bookmaking: Font/Typeface/text/illustrations –

The illustrations and the text work together to balance out the information in the book. The reader needs to words to explain the pictures and vice versa. 

Literature Evaluative Criteria

Pun / Wordplay – Each letter of the alphabet is used in the book. A different story is shared using the letter of the alphabet in the word choices. For example the letter D is for Danger Delilah who is a daredevil who faces Death and dances at the door of Disaster. 

Olivia

Falconer, I. (2000). Olivia. NY: Atheneum.

About the Book

Olivia is a fun loving, free spirited pig. She lives with her mother, father and brother Ian. The story is an illustrated version of what her daily like is like. She enjoys art and dance. Two pieces of art are incorporated into the text and illustrations. One of them is Degas's "Ballet Rehearsal on the Set" and the other is Jackson Pollock's Autumn Rhythm #30.

Visual Elements of Art Evaluation

Space – The three main colors used in the drawings are red, black and white. The main character is drawn throughout the pages in several different poses or actions. Falconer uses the space on the pages to draw small pictures with parts of the text. As the reader reads the pictures help support the text and add more clarity and depth to the story. In the book two different masterpieces from two different artists in the story to help support the text. They are spaced out on the page as the focal point on those pages with Olivia being much smaller.

Literature Evaluative Criteria

Illustration – The illustrations in Olivia add more depth and complexity to the text. They also add a humorous touch to the text. The pictures help to extend the words so the reader can more fully enjoy the story and make connections to the character. For example the text says, “Olivia gets dressed,” and the illustrations shows Olivia in 17 different silly outfits. Another example would be at the beach when Olivia says they head home when her mom sees that she has had enough. Without the illustrations you would not know what that means. She is a sun burned, very pink pig with a swimsuit outline on her body.

The Legend of the Bluebonnet

dePaola, T. (1983). The legend of the bluebonnet. NY: Putnam.

About the Book

The story is written about an old Texas tale. The Native American people called the Comanche, asked the Great Spirits for rain because the land and people were dying from the drought. The Dancers sang and danced but no rain. A little girl by the name of She-Who-Is-Alone sat removed from her people with her special warrior doll. The doll had blue feathers from the Jay bird. The shaman returned from the hills were the Great Spirit spoke to him. The people need to make a sacrifice to the land in order to bring healing rain. None of the people thought their objects were special enough to sacrifice. The little girl decided she need to sacrifice her doll. She went to the hill and lite a fire. The doll was burned and the ash was scattered. The rains came and brought beautiful blue flowers all over the hill. Today this land is known as Texas.

Visual Elements of Art Evaluation

Folk Art – In the book the characters are doll like and slightly distorted in scale to other items in the drawings. Intricate patterns are used on the native American dress. Brilliant color was used to highlight parts of the drawing to enhance the folk tales development.

Literature Evaluative Criteria

Cultural Markers – dePaola uses typical native American names for the characters. In the writing details of the time were shared, for example the description of what the doll was made from and how the paint came from berries and had beaded leggings with a belt of polished bone. Throughout the story Native American vocabulary was used to describe different things, for example fire stick, tipi, night bird, shaman, etc.

Martina the Beautiful Cockroach

Deedy, C.A. (2007). Martina the beautiful cockroach. Atlanta, GA: Peachtree.

About the Book

Martina the Beautiful Cockroach is a Cuban folktale. The story is about a young female cockroach who must choose a suitor. Her grandmother gives her advice. The advise is to spill hot coffee on each of the suitors. The reaction the suitor has will tell Martina if she wants to live with that individual for ever. Several suitors come calling, a Rooster, a pig, and a lizard. Each suitor has an unfavorable reaction. Martina becomes saddened that their is not a special someone out there in the world for her. Her grandmother convinces her to go next door and visit Perez the mouse. Perez has been quietly observing the other suitors and Martina. Before Martina could spill coffee on him, he spilled it on her. She was to delighted to have found the perfect match that she did not care.

The book is a Texas Bluebonnet Award Nominee in 2009-2010.
The book is also Pura Belpre Honor Book.

Visual Elements of Art Evaluation

Composition – The illustrations are very colorful, wonderful shadowing and detail. The pictures can stand alone and practically tell the story on their own. My favorite picture is the one of the last ones in the book. The picture of the mouse and Martina. The detail and balance of all the elements is beautiful. The mouse looks like if you could feel him he would be so soft and silky. The flowers are a wonderful shading of pinks, I can imagine the lovely fragrance. Martina is so delicate and dainty.

Literature Evaluative Criteria

Hyperbole – Martina in counters several suiters. Each time she spills coffee on them they express strong emotion. The language used to share their reactions is very expressive and colorful. Some of the examples are: Ki-ki-ri-kiii!, Gronc!, Gronc!, Psssst! Psssst!. The language also expresses shy pleasure, “The little mouse turned pink under his fur.” Another example is “With a heavy heart.”

My Teacher is a Monster

Brown, P. (2014). My teacher is a monster. NY: Little, Brown Books for Young Readers.

About the Book

In the story My Teacher is a Monster a little boy named Bobby was in Ms. Kirby's class. Bobby liked to through paper airplanes during class. Ms. Kirby did not appreciate his distractions; so she would stomp and roar in reaction to Bobby's choices. Bobby decided she was a monster. Every Saturday Bobby went to the park. One day Ms. Kirby was there too. The two had a discussion and started to see each other in a different light. By the end of the story each character had a better appreciation for each other, but Bobby still made poor choices at school sometimes and Ms. Kirby still became upset by his choices.

Visual Elements of Art Evaluation

Cartoonish – The book has cartoon like drawings. The book feels like an early graphic text like a comic book, with all of the text bubbles. The teacher is drawn as the boy’s imagination feels she should look based on the way she treats him. Then at the end of the book when the boy and the teacher become more understanding of each other, the illustrations change and the teacher is drawn more human like.

Literature Evaluative Criteria

Symbolism – I think the illustrations portray the symbolism in this book. The picture of the monster lends the reader into feeling the teacher might be mean to the boy. If the words were read without the pictures some of the underlying meaning would be lost. The view that just because you think someone might be one way does not mean they are, get to know the person better before you pass judgment.