BOOK ILLUSTRATION. FOCUS ON COLOUR
 

I Lead-in. Work in pairs and discuss the questions.

1. What is book illustration? If you were asked to illustrate a book, what would be your first step?

2. How can illustrators use colour theory? What are the most important components of the colour theory for them?

3. What colours can illustrators use? Who chooses these colours? 

II Vocabulary Focus. Read the sentences (1-6). The words in bold are used in the video. First guess the meaning of the words. Then match the words with their definitions (a-f).

1. Creating image starts with an idea, often a small scribble on a piece of paper or a napkin or at the back of your hand.

2. It’s true that some artists might develop the colour as they’re figuring out the idea, but often the architecture of the design comes first.

3. I had to answer the question “What palette should I use?”

4. I had to think about the story that the colour would tell and be consistent about it throughout.

5. The gold elements are meant to pop off the colour and provide the sense of shimmer like the stars in the sky.

6. Knowing there’s a purpose behind the choices takes some guesswork out of deciding “What colour should I use?”

 

a) the range of colours that an artist paints with

b) to be very bright especially when seen next to different colour

c) a drawing produced carelessly and hurriedly

d) the process of making a guess when you don’t know all the facts

e) understanding something

f) happening in the similar way, following the same pattern

 

III Watch the video. Put the sentences from the talk in order (1-3).

a) When exploring colour choices the palettes and colours you choose are important for communicating your ideas and expressions.

b) At some point the bone of the image, the drawing or design is finished and colour is considered.

c) As the image moves from the brain to the surface of something, the idea or concept begins to take shape.

 

IV Watch the video. Are the sentences true (T) or false (F)?

1. The speaker illustrated a book for children.

2. The illustrator chose to use watercolours because they are brighter than acrylics.

3. The girl’s cape and sorcerer’s cloak were the focus of attention and the colour choice was very important.

4. The illustrator used blue to suggest aggression and danger.

5. The speaker believes that blue is the colour of the ocean and a peaceful tone.

6. The girl’s cape reminded the viewers of Little Red Riding Hood.  

7. The borders throughout the book are red, the same colour as the girl’s cape to provide a link from page to page.

 

V Watch the video. Choose the correct option to complete the sentences.

1. I looked at paintings from that books/time period and studied all the illustrations/palettes.

2. I wanted he book to have a wide range of values so my bright/dark colours would be on the darkest end of the spectrum/colour wheel.

3. The designer/illustrator who worked on this book also pulled colours from my colour range/palette for typography/cover.

 

VI Read the sentences. Then watch the video and complete the sentences with one word per space.

1. That idea is then refined and ____ to make sure the drawing of the subject matter is understood both by the image maker and the ____.

2. Red seemed the best choice as it represents in the West ____, danger, and ____.

3. I had in turn to think of a colour that would be ____.

4. His garment is ____.

5. I hoped that the other viewers or in this case readers would also make that ____.

 

VII OVER TO YOU. Discuss the questions in pairs or in small groups.

1. Can you remember a book you read when you were a child where you liked the illustrations? What did you like about those illustrations?

2. Can you remember any children’s book where you disliked the illustrations? In your opinion what was wrong with the illustrations?

3. Can you think of any books that need to be illustrated? Which one?