Picture Book Workshops where groups of about 25 children spend the day "spinning a good yarn" and illustrating it. Along the way, they learn something about literary structure, characterisation and visual design. I work with children aged 7 -14, usually with one group for one school day, or with two groups for two days in alternate morning and afternoon sessions. The day also includes a half-hour presentation for the whole school, in which I show draft texts, sketches, dummies and finished art work for one of my own picture books.

At the workshop, each child invents a character who has a problem to solve. Using 12-strip draft sheets, the children then write their stories, pacing them so that their character solves the problem by strip 12. (Alternatively, they may draft their stories beforehand.) I work with individual children, helping them to provide selective information in their stories and enliven them with direct speech.

Using previously prepared dummies, the children then put their stories into book form. I suggest ways of bringing out the best in each narrative: by adding or subtracting bits of text; by varying the scale, perspective and colours of the drawings; by trying out different text/picture compositions; by adding a speech bubble or two; or even by splicing in an extra page or deleting another. The children and I conclude the workshop by reading aloud and discussing as many of the projects as possible.

Workshop 1: individual projects

Materials: One A-4 draft sheet (sample enclosed) and one blank I² page concertina dummy for each child, plus extras on hand; plenty of blue tack, scrap paper, pencils, rubbers, scissors. Sellotape, felt tips. Each dummy page should be A5 (210 mm. across and 148 mm. from top to bottom).

At the workshop: Each child invents a character who has a problem and one or two special traits. The children then draft their stories in pencil, using their 12 strip draft sheets to tell, strip by strip, how their character solves that problem by strip 12. Alternatively, they may first write their stories on scrap paper before re-writing them on the draft sheets - whichever seems better for the children and for the time schedule.

Susanna then works with individual children, helping them to a) provide selective information in their stories; b) enliven them with direct speech; and c) pace the events so as to sustain the narrative tension. If time permits, the children start putting their stories into book form. Finally, Susanna and the children read a loud and discuss as much of the work as possible

Workshop 2: individual projects

Materials: Same as for Workshop 1.

Pre-workshop preparation: The children should have written a) a brief description of their main character(s) and b) a simple story in pencil on their draft sheets, writing complete sentences (but no more than two or three of them!) in each strip (see below for suggestions to children for planning a story)

At the workshop: the children first cut up their strips of text and stick them with bluetack into their dummies. Before they start work on their drawings, Susanna gives them some general suggestions for bringing out the best in the stories. This may involve adding or subtracting hits of text; varying the scale, perspective and colours of the drawings; trying out different text/picture compositions; adding a speech bubble or two; even splicing in an extra page or deleting another. As in Workshop 1, Susanna and the children conclude the workshop by reading aloud and discussing as many of the projects as possible.

Workshop 3: group project

Materials: Either a blackboard, whiteboard or flip chart (Susanna brings along a giant blank 12-page dummy, some extra dummy pages and some drawing materials.)

Pre-workshop preparation: none.

At the workshop: Susanna helps the children decide on the main character(s), special traits and a problem (see Workshops 1 and 2). After discussing possible ways of solving the problem (making a list of potential trials and errors which the character might experience), she and the children begin drafting the story directly-into the dummy. She encourages the children to propose different ways of illustrating each page (see Workshop 2) and responds with rough sketches (which they can elaborate and complete in post-workshop sessions).

As in Workshops 1 and 2, Workshop 3 ends with a discussion about the story. Could it begin at a different point in time? Could it he told from another characters point of view? Which parts of the story could be made longer? Shorter? Any further ideas about the pictures? (Etc.)

Susanna Gretz
Picture Book Workshops


SUGGESTIONS TO CHILDREN FOR PLANNING A STORY:

1) This story is for children younger than you. Do make sure that they understand it!

2) Give your main character a problem, and let your readers know about it straight away: on page I, page 2, or (at the very latest) page 3. Then he careful not to let your character solve the problem until the end! Keep us in suspense.

3) Give your main character a special trait, is he or she shy, daring, inventive, forgetful, determined, hot-tempered, vain, generous - or does he or she have some other special quality or talent? This special trait just might help your character to solve the problem.

4) What do your characters say to each other? Try to include some direct speech in your story.

5) What is the most exciting bit of your story?. Save that hit until nearly the end.

6) Keep your story simple in some of the 12 sections on your draft sheet, you may want to write only one short sentence in other sections you may want to write a hit more. Try to write no more than 3 lines in each section, always ending the section with a full stop.

SUGGESTIONS TO TEACHERS (especially for Workshops I and 2):

1) Before the workshop, each child might enjoy interviewing another child from one of the youngest school classes (i.e. a child nearer to "picture book age ) about story ideas. (Who could be the main character? What is his/her name? What is he/she like? What should happen in the story? etc.) The workshop children could then try to use at least some of these ideas - and later on, read their finished stories to the younger children.

2) Susanna hopes her approach may give teachers new ideas, too. For this reason, as well as for practical help, one teacher should try to be on hand throughout the workshop.