These were some of the questions which were answered by Australian children’s author, Lisa Shanahan, as she spoke at the NSW Australian School Library Association conference this weekend at the King’s School.

The focus of her session, ‘On knitting a vision: picture book collaboration’, was the way in which author and illustrator were both intensely involved in the birth of a picture book. Following this analogy through, Lisa likened a good collaboration to a good marriage, where both partners are involved in bringing their offspring into the world, and dedicating different time and talents to the resulting ‘child’. She even spoke of 2 births for the book – the first being when the writer has finished (the first edited draft at least), the second when the artist has completed their interpretation of the text of the book.

Lisa described the source of her first inspirations (a child’s comment, a snippet of conversation in her head) and how she develops the story by asking why? how? and what if? Much of her writing is triggered by dialogue, and relying on her aural instincts to develop her stories. With an inner recognition – a tingle, she allows a story to evolve.

With reference to books such ‘Bear and Chook’ and ‘Daddy’s Having a Horse’, Lisa then spoke of the partnership, and how a good illustrator contributes to a book. She believes that illustrator, Emma Quay, helped widen the perspective of ‘Daddy’s having a horse’ with her interpretation of the reaction of Lachlan and his sister to the imminent birth of a baby in their family. Clever additions to the pages as the story progressed, display Lachlan’s inner world realistically,  and also give a true picture of family life once the baby arrives. 

Very often, the visual story extends from the text – lending further meaning to the story, (as with Caitlin’s development of love for her baby brother, after initial indifference and disappointment). Wordless comments are also possible with the illustrator’s interpreation giving great impact, even to the end pages.

The relationship between author and illustrator appears unique, and when combining great talents like Lisa Shanahan and Emma Quay or Wayne Harris, both parties can sometimes be in for a surprise. It can also be valuable to to be open to changing parts of the story – especially after trialling books with young friends and family. Thus, there is professional sharing from both sides as the story reaches its birth. And aren’t we glad when the parents are as talented as Lisa, Emma and Wayne?

Have you ever wondered how a picture book develops? Have a careful look at some of Lisa’s books and try considering the parts (text & illustrations) in isolation? Then comment on the whole.

NB Visit Inside a Dog and you can read/listen to a chapter of Lisa’ novel for young adults, ‘My Big Birkett’.

Visuwords is a great online tool which helps you to not only understand the meaning of a word, but to see the relationships between words. As mentioned by Judy O’Connell (Hey Jude), it is a great visual tool which will have immense appeal to many – and for many different reasons.

Being easy to use and fun to play with, it should prove wonderful for anyone facing a writer’s block. Students might also like to use it to collect ideas for a brainstorm at the beginning of an activity e.g. defining the term ‘journey’ for HSC English Area of Study.

And developing writers could use it to broaden their vocabulary – much quicker than compiling a long list of words to use instead of ‘walk’! Even hobby or sports fans could use it to review the areas to cover when discussing their favourite. Try typing in ‘cricket’!

Many thanks for the alert, Judy!

Try it out and let others know how you have used it.

Students often wonder why it is necessary to study the life and times of writers. The study of Shakespeare in Australian schools is certainly one which demands an understanding of the context of his world, which of course was very different to our own modern world.

A recent article in the Sydney Morning Herald (April 26, 2007) gave a slant on this, when it revealed an engraving which Shakespeare composed for his own tomb at Stratford-on-Avon. The prose read:

Good frend for Jesus sake forebeare, To digg the dust encloased heare; Bleste be the man that spares thes stones, And curst be he that moves my bones.

He wrote this to prevent grave diggers from opening his tomb and removing his remains after his death in 1616 – since this practice was common in Shakespeare’s times.

According to the SMH article, “Philip Schwyzer, a senior lecturer at Exeter University, said: ‘Shakespeare had an unusual obsession with burial and a fear of exhumation. The stern inscription on the slab has been at least partially responsible for the fact that there have been no successful projects to open the grave.’ ”

So did Shakespeare really have the last word? His preoccupation with themes of death in his writing certainly followed him to the grave.

If you are an apprentice writer,where better to get ideas and inspiration than from the masters themselves? We are looking forward to reading what Markus has to say and to get the scoop on his next tale or future plans – aren’t you?

See ‘Inside a Dog’ from this link and then let us know what you think!

This type of controversy is not new, and books have been banned for many reasons over the years. It is interesting to view some books which have been banned in the past, which are now accepted parts of school curriculum – - like ‘Bridge to Terabithia’ and ‘Of Mice and Men’.

Australian children’s author, Andrew Daddo, recently had his book , You’re Dropped!, panned – it included a story about a girl getting her first bra. Of course, the Harry Potter series has been notoriously controversial, being banned in many countries around the world!

“The Higher Power of Lucky,” by Susan Patron, is this year’s winner of the Newbery Medal, the most prestigious award in children’s literature. However, it has caused great controversy since it mentions a particular word within the first few pages. One word, in a book of 144 pages, has created a crisis which has seen it banned from school libraries, and resulted in major discussions about the suitability of the book for young readers. Author Susan Patron is quoted as describing the word in question as being “one of those words that’s so interesting because of the sound of the word.”

If that’s the opinion of the creative person (the author), do readers have the right to question the author’s choice of words? Also , is it appropriate to censor a book based on one word? How do you judge the value of a book?

Earlier this year, writer Justyn Walker spoke to students at our school about using their dreams to begin the writing process. As he is a fantasy writer, this made a lot of sense. As some of his books involve heroine Georgie Tanner tackling dragon pits, booby-trapped meals, traitors, spies and combat croquet. He must have very vivid dreams.

What happens in your dreams? Can you remember them when you wake? Would they spark the start of a story if you jotted down some ideas? Why not try it and see? I’m going to start a ‘Dream Diary’ and see how far I fly! (and how often!!)

In this, I hope to add some comments – whether I enjoyed the book, if it was deep-and-meaningful or light and entertaining, useful for work or play, or just an interesting view of the world.

The first book I have read is called ‘Wolf Brother’ by Michelle Paver – chosen after hearing the author describe the trouble she went to with her research, and the stories she told about her unusual childhood – she must have had very understanding parents! 

“…we lived in London, my options were limited.  I bought a rabbit from the butcher’s “with the fur still on”, and skinned it and cured its hide with salt.  I got rid of my bed, and slept on the floor. I dug up the lawn to grow obscure medicinal herbs.  But although my parents tolerated the herbs and the sleeping on the floor, they drew the line at a wolf, and got me a spaniel instead.” (from http://www.harpercollins.com/)

Do you think this is a challenge you might take on too. (Might be useful for those studying journeys at HSC level – to keep track of books, poems and journal articles you come across?? Just a thought!)

Authors, Markus Zusak and Ursula Dubosarsky will run writing workshops at the Children’s Bookshop at Beecroft in January. Markus’ latest book, ‘the Book Thief’, has had rave reviews world-wide and is contracted to make a film also. ‘Real Reading’ has also noted that Ursula’s latest book, ’the Red Shoe’, has received many accolades this year.

Students in Years 10-12 can work with Markus on January 18-19 (cost $80 for 2 days); while 9-12 year olds can work with Ursula on January 23 (cost $50). What a great opportunity! For more details and bookings, ring 9481 8811 as soon as possible!

Much of her drive and inspiration undoubtedly comes from her family background:

“My mum is an English teacher, and so is my dad, my aunt and my uncle. I have grown up with family writing competitions and I can’t remember a birthday or Christmas present that didn’t include books.” (SMH 27/10/06)

In signing a 2 book deal with the publishers, Alexandra has achieved what many would-be authors can only dream of – acceptance of an unsolicited manuscript. In spite of the lengthy and frustrating wait, Alexandra is over the moon with her deal. In her own words:

“It’s hard but if you really want to write you make the time and you work on the weekends and find time for homework as well. It can be done,” she said. (SMH 27/10/06)

Is it your dream to write? Does Alexandra’s story offer you hope? We wish her well and look forward to her book!

Novelist and picture book writer, Bernard Cohen, is set teach students about creative writing; an activity he has done since the late 1980s. He presents students with challenges and encourages their youthful imagination to come to the fore. The workshops run over 3 days from 10am to noon (for Years 5-8); and from 2pm – 4pm (Years 9-12). Since places are strictly limited, booking is essential. Cost $120. See http://www.writingworkshop.com.au/ for complete details and booking form.