I’ve had that feeling recently about an illustration project I’ve been working on. It’s called The Story of Me and is the brainchild of a friend of mine who’s a primary school teacher in Scotland.
Sus – or, as she is generally known by a classroom of children, Mrs Jeffries – is one my oldest friends and someone who never fails to amaze and inspire me. She’s not only a teacher and a mother of two, she also writes for the TES, sits on the boards of creative companies and is studying illustration. I don’t know what powers her (although I suspect creme eggs or party rings might play their part!) but to top it off she’s always full of amazing ideas. The Story of Me is no exception.
The idea is based on a study which found that children were more likely to recall target vocabulary if it was used in sentences where they themselves were the subject of the sentence. In other words, when you’re teaching kids to read, they’re more likely to remember words in stories about them.
Knowing how well children respond to images as well as words, Sus designed a project where the children in her class would work (remotely) alongside illustrators to create stories that they were the subject of. You can read more about the details and expected outcomes here but the basic idea was that the children would provide sentences for the illustrators to work with and by the end of the project, each child would have a short illustrated book about themselves which would help them learn and remember target words. A book that they’d co-created – how cool is that?!
I was one of the twenty illustrators who were a part of this project and I worked with six-year-old Cameron. He wrote a sentence or two a week for me to illustrate and the project evolved as it went along – I was never sure what Cameron would write or how I might respond and was often surprised… by both of us! There was something so lovely about illustrating for a specific child and feeling I was helping to create a story that meant something to him. I’ve heard from Sus that he loved what I did and that means loads to me.
Anyway, as the project draws to a close, I thought I’d share our little story:
I have to admit, when I got the first sentence I wasn’t sure how to illustrate it at all and figured all I could do was draw Cameron (I had a photo to work with). After that it became easier; the dragons came to me the moment I read his ‘dun dun duuuuuuuuun’ – I mean, clearly there was something exciting going on so… dragons!
I absolutely loved the way Cameron took the dragon idea and ran with it. Dragons playing hide and seek was loads of fun to draw (and apparently the whole class of kids enjoyed looking for them in the picture) and the idea of a dragon that would trick him with a drawing of itself was brilliant. He really gave them – and the whole story – personality!
The kids are all going to receive their final pictures and finished books after the Easter holidays. I’m looking forward to finding out what Cameron and his classmates think about them! It’s been a fab thing to be involved in!