The Curriculum Through ICT Program
Ideas Bank

Productive Picture Books
Years P - 3Years 3 - 7Years 7 - 10

THE TASK

Students were set the task of producing a picture book based on a narrative structure. The book was designed for an audience of peers. Some students chose to include text, others relied on telling the story using pictures only.

After examining the audience needs, students wrote (and in some cases storyboarded) the story. They created the background(s), then created and cut out the characters, animals and objects that featured. They arranged the characters and other features on the background like a temporary collage and photographed the picture using a digital camera. They repeated this for all the pictures needed for their stories. In this early childhood class photographs were printed in colour and sequenced into hard copy picture books. With older students photographs could be manipulated on computer and turned into electronic books.

Draft story books were put together for editing and review by peers. Students had the opportunity to re-photograph as necessary.

This activity could also be used to enhance the creation of other types of fictional or non-fictional texts such as recounts, reports or descriptions.

Example photographs

ICT ENRICHMENT

  • ICT is highly effective in the creation of picture books. All students were able to produce polished and engaging picture books which were used in subsequent reading activities.
  • Students were asked to photograph each picture 3-4 times (e.g., long shots and close ups) and then to select the best or most approriate photograph to depict the story.
  • The draft picture book acted as the storyboard for most students, saving much time and labour. As a result, students remained more engaged for the important step of reviewing and developing their stories.
  • ICT enabled students to easily make significant improvements to their picture books, for example by redesigning pictures that were more appropriate to the telling of the story.

ASSESSMENT

  • Student demonstration of aspects of the learning outcomes was monitored throughout the task.
  • Evidence used included students' rough drafts, anecdotal records following observation and questioning, finished products.
  • Students self- and peer-reviewed draft picture books and final products.

LEARNING AREA OUTCOMES

The Arts
Arts Skills and Processes

English
Viewing
Writing

Technology & Enterprise
Process
Information

Developed by David Katz.
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