Design
In regards to intertextuality, Teddy from my picturebook is the Humpty Dumpty used in the television show Playschool. This served two purposes: Humpty is known to be an incredibly unlucky character, creating doubt in the readers mind even at the beginning of the story that Teddy is the lucky one; and it also creates a connection to Australian children (and even adults) that watch Playschool. Salience and colour were used hand-in-hand in my picturebook through the colour red: it is one of the strongest and most salient colours, and thus only Happy, Teddy and the vacuum cleaner feature the colour red. This was to ensure that viewers knew that those characters/objects are the most important within the story, and the things that viewers …show more content…
Unfortunately, I didn’t particularly have the artistic abilities to change the layout frequently and thus the design has mostly stayed the same, providing instead a consistent and simple design – much in line with the story. Instead, I opted to work more with simple framing and changes to the layout in order to change the design. For instance, having a diagonal layout design and text going horizontal and vertical in pages thirteen and fourteen was one way I changed the layout, which worked to create a sense of movement (Salisbury, 2004). As well as this, utilising information value with a centre-margin feature on the double spread of pages seven and eight created meaning for the viewer in the form of what is most important to view on the spread. This was through featuring Teddy and the rip at the centre of the page, ensuring that this was the most important information and thus the rest of the image supplements this central information (Kress & van Leeuwen). Framing and lines were utilised to connect pieces of the story together, but to also keep them separate from the central story. This can be seen most clearly in pages four, ten and seventeen – the framing has allowed a presentation of the ‘scenes’ in the picturebook as being a “separate unit of information” (Kress & van Leeuwen, pg. 203), befitting image examples from the text of the
In regards to intertextuality, Teddy from my picturebook is the Humpty Dumpty used in the television show Playschool. This served two purposes: Humpty is known to be an incredibly unlucky character, creating doubt in the readers mind even at the beginning of the story that Teddy is the lucky one; and it also creates a connection to Australian children (and even adults) that watch Playschool. Salience and colour were used hand-in-hand in my picturebook through the colour red: it is one of the strongest and most salient colours, and thus only Happy, Teddy and the vacuum cleaner feature the colour red. This was to ensure that viewers knew that those characters/objects are the most important within the story, and the things that viewers …show more content…
Unfortunately, I didn’t particularly have the artistic abilities to change the layout frequently and thus the design has mostly stayed the same, providing instead a consistent and simple design – much in line with the story. Instead, I opted to work more with simple framing and changes to the layout in order to change the design. For instance, having a diagonal layout design and text going horizontal and vertical in pages thirteen and fourteen was one way I changed the layout, which worked to create a sense of movement (Salisbury, 2004). As well as this, utilising information value with a centre-margin feature on the double spread of pages seven and eight created meaning for the viewer in the form of what is most important to view on the spread. This was through featuring Teddy and the rip at the centre of the page, ensuring that this was the most important information and thus the rest of the image supplements this central information (Kress & van Leeuwen). Framing and lines were utilised to connect pieces of the story together, but to also keep them separate from the central story. This can be seen most clearly in pages four, ten and seventeen – the framing has allowed a presentation of the ‘scenes’ in the picturebook as being a “separate unit of information” (Kress & van Leeuwen, pg. 203), befitting image examples from the text of the