Analyzing Visual Images & Design in Picturebooks

Voices In The Park


Begin by considering the format of the images and their placement in the picturebook

1.Where is the text located? Are the images separated by borders or white space, Why?

I’m analyzing the digital picturebook.  The text is located in the right side of the frame of the picturebook. The images are not separated by thick borders in this book.  Some images have thin, crisp black outlines, others have small, crisp white lines.  I think these subtle and limited borders are present because it keeps true to the simplified idea of children’s book.  It is also fairly minimalist in design, which I think links to the ideal of all the characters being simple and relatable. 

2.Are the illustrations double page spreads, single page images, collages, overlapping images, or portraits?

In the online version we watched, the illustrations are on one page with the text to the right.  Very simple and direct.

3.Consider the series of images in the picturebook. Do the images change over the course of the book? Do they get bigger, smaller, change?

 The images in the picturebook remain the same, except in a few cases the frame is a bit smaller and possibly square.  The size change usually directs the attention to the sole figure in the space that is in an emotional state, like when the mother calls out for her son when he disappears off the bench. 

Select an image from Voices In The Park to consider. Use the following questions to guide your analysis.  Take a Screen Shot of the Image and embed the image in your blog. 

1.What is fore-grounded and in the background?

The foreground of the image is composed of the beginnings of the path and the tree line with the grassy park.  The background is dominantly taken up with the trees, forest in the back, and the two children’s figures are central in the background along with the two playing dogs that are to the right in the field. 

2.Consider the path your eyes follow as you approach the image. What catches your eye first? Why is that element salient?

My eye is caught immediately by the figures in the distance.  The tree line along the path leads the eye straight to them.  It helps that the trees are dark in color compared to the rest of the greenery of the park.  The light color of the gravel path helps us in our eye movement as well. 

3.What colors dominate the image? What effect does this have on you as reader?

The image is dominated by brown trees and green grass.  The trees have a hint of orange and red, but still remain dark.  The contrast in color has a huge effect on the viewer, because it adds complexity and intrigue to the image. 

4.Consider the use of white (negative) space. Are the illustrations framed or full bleed? How does this position you as a viewer?

The white space around the picture in the story acts like a framing element.  The image has limited negative space due to the layout of the elements.  This cramped style helps us feel equally covered by trees in a park and lends us to emotionally connect to the picture. 

5.What is the reality value or level of abstraction? Are the images life-like or stick figures?

The illustrations are very life-like, while keeping cartoonish qualities.  But they are not soo cartoonish as to become too simplified.  They are just enough to keep the figures interesting and relatable. 

6.Are there any recurring patterns in the images?

The recurring patterns in this image are the trees that frame the pathway along the lane. 

7.Are there any anomalous elements? Things that stick out, or seem out of place? Are these important to consider?

The only thing that sticks out in the image to me is the odd tree on the left.  It would have disrupted the symmetry of the image, but the artist put the dogs in the same place on the opposite side of the lane, which adds weight and equalizes the tree and balances the image successfully. 

8.What is the artist trying to get you to look at through leading lines, colors, contrast, gestures, lighting?

The artist is trying to lead our eyes back to the talking figures in the distance.  They are the focus.  The lines of the path and the tree trunks lead our eyes straight to them.  It also helps that the grass surrounding them is a lush green, which helps them pop out in the background.  The trees cast some shadow, but the bright grass overpowers those subtle shadows. 

9.Are there any recurring symbols or motifs in the images?

I think the recurring motif in the image is carefree child-like spirit.  I think the message of the image is heightened by the carefree, playing dogs in the right background.  Innocence and purity could be immersed in this idea as well.

10.         Consider the style or artistic choices? Are they appropriate, and how do they add to the meanings of the picturebook?

I think the style adds to the appropriateness of the book. The artistic style is very real, while maintaining a free cartoon-like presence.  It is very successful in keeping the child-centered qualities of the book and its messages. 

11.         How are the images framed? Are there thick borders or faded edges?

The images are framed with tiny borders of white or black.  A few have faded edges.  This keeps a loose quality to the work and keeps it simple.

12.         Consider the setting of the story. How is this realized in the images? Realistically? Metaphorically?

The setting of the story is in a park.  We see several characters interacting in that space.  We then get previews from each of their separate stories and backgrounds.  This is realized through the straightforward use of images and character plot developments.  The innocence is more metaphorically represented through the charming way the characters were drawn. 

13.         Consider size and scale. What is large? Why are certain elements larger than others? Does this add to meanings of power, control?

Size and scale always is deliberate.  Elements are larger than others to create visual power or emphasis.  This does add to the meaning and power of images, depending on what is being sized largely.  The oversized picture of the mother when being described/viewed by the little girl helps convey her mood of anger and dominance.  Size and scale is very important when necessary. 

14.         Consider the viewers point of view. Do characters directly gaze or address the viewer? Are the characters close up or distanced? How does point of view add to relationships with the characters?

Characters don’t directly look at the viewer.  We see the characters at a distance in most of the story.  The characters are close up in some cases, but only when they are in a state of heightened emotion, like when the mother calls out in panic when her son disappears from the bench beside her.  Distance plays a huge factor in how we perceive messages.  We either feel like we are a part of it, or that we are being held at arms length.  This happens in a variety of ways in the picture book, and al very successfully. 

Resources

Browne, A. (n.d.). Voices in the Park.Voices in the Park. Retrieved June 29, 2014, from http://research.kingston.ac.uk/booksalive/fla

Reading #6 Responses

1. Explain why Voices in The Park is an example of a postmodern picture book.

Voices in The Park contains several characteristics of a postmodern picturebook.  The main evidence being that several narratives exist from interconnected characters, but viewpoints are shifted to show each character's individual story and opinion.  We see the worried, helicopter mother, her sheltered son, their dog, a struggling-to-make-ends-meet father, his energetic daughter, and her scruffy dog.  Serafini mentions "Polyphonic, which is multi-voiced narratives," (Serafini, p. 82) which also is evidence this story is a postmodern picturebook.  The picturebook also has "disruptions of traditional time and space relationships in the narrative" (Serafini p. 82) which also associates it with the postmodern picturebook style and setting.  

2. Give examples of how at least three of the picturebook codes listed on pg 78 are used in Voices In The Park.

Codes of Position and Size Example 1 

In the image below, the figures are placed front and center to show dominance.  The angle we get of the see-saw helps the viewer reflect on the child-like innocence the kids are having and the freedom one feels when at the top peak of the see-saw.  We can all relate to that feeling of exhilaration and fear when you are jolted back down with a snap from the other buddy on the see-saw.  In this image, the girl appears more fearless and free because she is the dominant one in the most exciting spot in the scene.  Plus, we can see her face, so it adds to our relationship to her. The boy is more quiet and mysterious because we can't see his face.  

Codes of the Frame Example 2 

This image is a great example of "Codes of the Frame" (Serafini, p. 78) because it is cropped for a reason.  The close cropping of the picture helps us focus on the mother and her dog as the important figures.  The fact that the "scruffy" dog on the right has just his nose peaking through helps strengthen her comment about him being a "mongrel" and in her eyes, insignificant and a pest.  I think the hint of the boys shoe tips on the left, helps strengthen the idea of his mother's overpowering influence which shifts him to the sidelines in a very visual way here.  The dog looks very calm and obedient, almost show-worthy with his full body in the frame, and that to me just shows how desperate this dog was to get free of the mothers critical clutches.  This demeanor is shared by the son, who becomes increasingly wild when he escapes her notice for a few minutes, so this is another correlation that can be made between characters as well.  

Codes of Color Example 3 

In this picture, the viewer's mood should be shifted to that of fun, playful and energetic.  We see the bright colors of the covered platform, and the children and dogs happily rolling around.  This dynamic color helps our eye move about the image excitedly and assists in the innocence of the children and animals at play.  My eye is drawn first to the girl's striped top, then is guided around the shapes, lines and squiggles the figures create, and ending at the moon which casts a calming element, as the play is about to be ended.  An almost "it was fun while it lasted" theme.  This is a very playful and charming image that is primarily read by the dynamic color and movement.  

3. Identify and explain the type of "interplay" between the written word and visual images on one of the pages in Voices In The Park.

This image has an "Enhancing" (Serafini, p. 79) interplay between the written word which was "its owner was really angry."  This angle of the mother enhances her rage by the placement and size of her in the space as well as the expression on her face.  Furthermore, her hat is being blown off because she is so angry.  All of the elements in this image enhance the words on the page and were very deliberate.  

4. Identify the art movement or technique that is being used in Voices In The Park. 

The bright colors used in much of the picturebook remind me more of the Fauvist art movement.  Post modernism typically depicts artists that wanted to contradict modernism, so I am not sure that this is an appropriate correlation for the illustrations here.  I would say the cartoons in motion in this picturebook favor qualities from different artist movements, and not one exclusively.  The rounded shapes of the trees and simplified sketch qualities of the figures gives hints of post-impressionism motivations.  It is hard to pinpoint an art movement, so I will stick with a mishmash of Fauvism and post-impressionism.  Some have associated the figures to surrealism, but as an artist I am not seeing that dominant here.  I think the ape-like characters could just be a fun twist in the story to add elements of uniqueness compared to every other children's book out there that shows humans or cutesy animals in the storybooks.

5. Conduct an Ideological Analysis and Structural Analysis of Voices In The Park. What is the message? Provide evidence from the images to support your opinion. Use the examples on pg 86, 87,89. I do not expect your analysis to be as indepth but I would like for you to make two or three insightful observations about the perspectives and social context conveyed through the books words and images. 

Ideological Analysis:  The characters and their plight are relatable and we, as the viewer experience sympathy toward the weak, sheltered son and the unemployed, struggling father.  We naturally have some dislike towards the helicopter mother and her twitterings.  The daughter is lively and caring, so she is the hero of the story in my opinion because she allows the boy a few minutes of pleasure and at the end soothes us by tenderly boiling her father a cup of tea.  All of these characters draw feelings from us and allow us to be sucked into their individual, unique stories.  The economic levels of the families are present as well and are the pulling focus of the underlying story as well.  

Structural Analysis:  The sequence of characters is made up of woman, man, boy, girl.  I think the development of them shows intensity of characters from the start, tapering off to the daughter who ties it off well with her energetic and loving spirit.  Their plights are relatable and we are drawn into the story very easily.  

I think the message of the book demonstrates how very different people related in the same story have their own unique voices, struggles and attitudes.  It also brings together the ideas of how we, as people of society are interwoven and how much snowball effects can happen from a smile, an angry glare or a shout across the park.  People always need to be aware of their "perceived" attitude or demeanor.  You never know how your actions can impact others.  

(6)

References

Bauer, M. (2013, December 21). Visual Features of Voices In The Park. Childrens Literature. Retrieved June 26, 2014, from http://amcdonaldteach.wordpress.com/2013/12/21/visual-features-of-voices-in-the-park/ (Mother image)

Browne, A. (1998). Voices in the park. New York: DK Pub..

Corbett, S. (2012, August 23). English Language & Literacy. : Sally's Children's Book 5/8. Retrieved June 26, 2014, from http://the-books-we-read.blogspot.com/2012/08/sallys-childrens-book-58.html

(Mother w/ dog image)

Fisher, C. (2014, March 3). Lifetime Literacy. : Voices in the Park by Anthony Browne (Author and Illustrator). Retrieved June 26, 2014, from http://lifetimeliteracy.blogspot.com/2014/03/voices-in-park-by-anthony-browne-author.html  (See-Saw image)

Guest Book Review: Voices in the Park by Anthony Browne. (2012, November 23). Mother Daughter Book Reviews. Retrieved June 26, 2014, from http://motherdaughterbookreviews.com/guest-book-review-voices-in-the-park-by-anthony-browne/  (Picture of Cover)

Johnson, K. (2013, August 10). Week 4: Visual Literacy - Voices in the Park. Kylie Johnson. Retrieved June 26, 2014, from http://kyliejohnson4.wordpress.com/2013/08/10/visual-literacy-voices-in-the-park/ (Playing/Flipping image)

Serafini, F. (2014). Introduction. Reading the visual: an introduction to teaching multimodal literacy (p. 78, p. 79, p. 82). New York: Teachers College Press.

Ipad Guided Practice

The instructions below are for my Teacher Technology Class (Mon County School Teachers), this is not for the attention of anyone in my class with Professor Lindstrom. I needed a public space for them to access this information for a resource. Thanks. 

Hi Guys!  Setting "Guided Practice" on your ipad is easy.  It will lock your students in an app, so they are forced to stay in the program you selected. 

Here's how: 
1.set a passcode in your settings
2.in settings enable your "guided access/guided practice" option.  
3.go to the app, then triple click your home button.  It will say "Guided Access Started" That means they are locked on that app.  
**To cancel guided practice you: 
1. triple click the home button again, put in your passcode, and it will give you the option to end guided access or resume.  This should work on any app.  =)  

Super cool!  This would give you complete control over what they are doing on the ipad.  Hope you get use out of it, I think it is fabulous for certain situations, especially if you can't directly supervise the student on the ipad.  Thanks!

Illuminated Text

IlluminatedText

More PowerPoint presentations from Laura Funk

WK 5 Reading

1.     Copy and paste a quote from each of the chapters that causes you to have a strong reaction (agreement, disagreement, confusion...) and explain your reaction.

Ch.3

“When we read the word dog, this is no specific dog we all think of.  Rather, it is the concept of “dogness” that each person interprets in slightly or drastically different ways.  One person may like dogs, while others are afraid of them.  The signs we use do not create stable or direct relationships between signifiers and signifieds.  Rather, people construct relationships between words and objects for themselves every time they transact with signs in their environment.  There is no universal, stable meaning for any sign, although some meanings become conventionalized and are more widely accepted than others” (Serafini, 2014, p. 33).

I included the whole paragraph so that I could reference myself back to the concepts, but the latter portion of the paragraph is the one I am focusing my response on.  I just think it is crazy how our minds are all so individual.  We hear a word and our brains do all sorts of visual imaging and multimodalities to identify what we perceive that word to mean to us.  I am more just commenting on how miraculous the human brain is and how much happens behind the scenes that we really have no clue about.  It seems easy to think of a word and visualize a representation of that word, but our brains do far more than that.  They may hear the word dog and be afraid because our subconscious remembers a time when we were bitten or pushed over (in infancy) by a dog that our conscious mind doesn’t recollect as a concrete memory.  This segment of the reading just got me off track a bit thinking about the human brain and how much the average person uses it and what parts we are aware are being used.  Makes me want to go to a lab and find out more about what my brain does during idle time when I think I am just daydreaming about vacations or cake, when I’m really doing a thousand and one other things.  This is just a bit of a rant in response to the first quote, but relevant to me nonetheless. 

         Ch.4

“Wikipedia has not only changed how we look up information, it has changed who has the authority to control which definitions and information are made available, forever blurring the line between informer and informed” (Serafini, 2014, p. 47).

I am confused by the use of Wikipedia.  Most academic professionals have strongly advised against using it as a reference, due to possible unreliable content because anyone can post information on Wikipedia.  I’m guessing this is where the quote references the blurring of the lines between the informer and the informed.  I think this means that amateurs can contribute to the overall understanding of words and concepts on Wikipedia, but this site’s reliability is still under question for me. 

         Ch. 5

  “As educators, we need to help students experience the qualities of works of art and other visual images and use these experiences to better understand the features and meaning potentials of multimodal ensembles” (Serafini, 2014, p. 55).

This chapter was my anthem!  Art teachers live and breathe design and visual composition elements.  Everything was exceptionally translated!  I chose to elaborate on the quote above.  If we help students understand the ideas and concepts that go into multimodal compositions, it will better prepare students for creating their own digital creations.  All visual and design elements are related and have specific intentions behind their inclusion in advertisements and web-page layouts.  Students know more than they think if you engage them in discussions of the what, where and why?!  Most of the time it is just bringing up the discussion to trigger their knowledge and experience.  After the discussion, then redirecting their objectives for the assignment into highlighting what they learned and seeing how they can apply that knowledge into their multimodal assignments successfully.  This chapter was amazing!  It is imperative for teachers to understand visual decisions made in multimedia ensembles.  It is also ideal for teachers to share this knowledge across curriculums for teachers to use and apply when making their lessons more contemporary and meaningful to students today.   This universal understanding would also help link material and make concepts from subject to subject more connected and relevant to students and how they can apply what they learn in the real world.  Too much we hear, “how is this going to help me in the future?” – perhaps linking our messages will help students understand the use of these skills and the relevance they have in the real world.  

2.     Find an image, symbol or motif and upload it to your blog.

3. Conduct a content analysis:  

•    What do you see?

I see rough rocks, foliage, trees, mountains, land, sky, clouds and water. 

•    What is the image about?

The image is depicting the rustic, untamed beauty and serenity of the WV Mountains.

•    Are there people in the image? What are they doing? How are they presented?

No people.  Question N/A

•    Can the image be looked at different ways? Explain how the image might be interpreted from two different socio-cultural perspectives. Which perspective is dominate? 

The image can be perceived from different times of year.  This could be from late fall or after the effects of winter leading to spring.  If a person weren’t familiar with the climate and temperature of WV, then they would have difficulty pinpointing the time of year. 

I think depending on your socio-cultural perspective, some could see freedom from the control of society and feel peace of solitude or excitement of adventure.  Others could feel threatened or afraid of the unknown, loss of connectivity of community and support.  I think the dominant viewpoint is one of beauty, freedom, peace and serenity, but that is coming from me (someone familiar with the untamed WV mountains and an adventurous spirit). 

•    How effective is the image as a visual message.

The image is very effective as a visual message.  It has a variety of possibilities of message, like I mentioned above, but any of those could be used effectively as a message for this image.  Naming a few: freedom, vastness, nature, beauty, serenity, adventure, fear and loneliness. 

4. Conduct a visual analysis: Use the Chapter on Elements of Art, Design and Visual composition to assist your visual analysis. 

•    How is the image composed? What is in the background, and what is in the foreground?

The image is composed in the rule of thirds.  The foreground contains large rocks, heavy brush, and variety in color and texture.  The middle ground is the mountainside leading off into the vast distance.  It further depicts brush, foliage, trees and rocks.  The background is comprised of sky full of loose, wispy clouds leading the viewers eye back along the mountain to the left down to the center and back up around through the formation and placement of rocks in the image.  A focal point of the composition is the round brown water puddle atop the larges rock in the foreground.  All of the elements combined create a strong visual image and provide a lot of variety and movement for the viewer. 

•    What are the most important visual elements in the image? How can you tell?

The most important visual elements in the image are the rock formations.  They hold the most visual weight in the image and provide texture variety, balance and movement for the viewer.  Dynamic colors help also.  You can tell because they are essentially front and center in the viewfinder and lead us off to explore the rest of the photograph. 

 

•    How is color used?

Color is used in its natural environment.  Color is heightened due to extreme light and shadows cast by the sunrise, which also brings out color we didn’t even know was there.  The primary colors depicted in the foreground are red, green and yellow.  In the background the colors are green, blue and bright yellow.  All these colors combined add to the dynamism of this landscape and assist in its magnificence. 

•    Can the image be looked at different ways?

The image, in my opinion, cannot be looked at differently.  But as we are all different people, our eyes will move around the composition differently.  I think any viewer would pick up on what I have in a critical analysis.  As addressed in a question above, the meaning of the image and the feelings evoked within the viewer can be different. 

•    What meanings are conveyed by design choices?

The photographer has chosen to make the land the primary source of content, as it occupies the most space of the visual plain.  The land and its colors and textures create the visual dynamism, paired with the vortex skyline leading our eye to the background mountain silhouettes.  The dark green pine tree on the right side of the landscape offers some visual weight balance and a contrasting texture from foreground to back.  All of these concepts are in front of a photographer’s mind as they are scoping out possible scenes within their viewfinders.  The snap of the shutter is when they’ve perfected their visual composition.  The artist is very deliberate in his message and the content of his photograph.  Leading to a very visually pleasing photograph with impeccable design elements.  Well-done Kevin! 

On a side note, the photographer is my husband.  I am very proud of his artistic vision.  If you have time, check out his website:  http://www.kevinfunkphoto.com/  

Have a great weekend everyone!

Resources

Funk, K. (2013, October 9). Dolly Sods. Bear Rocks Wilderness. Retrieved June 20, 2014, from http://www.kevinfunkphoto.com/galleries/landscapes/bear-rocks-dolly-sods-wilderness-west-virginia-D300_19870

Serafini, F. (2014). Introduction. Reading the visual: an introduction to teaching multimodal literacy (p. 33, p. 47, p. 55). New York: Teachers College Press.