In addition to writing children’s books, I also write and edit curriculum for all ages. One thing I love is using that expertise so that my readers can enjoy my books even more.
I Pray Today is written for the littlest booklovers – babies and toddlers. But the themes and ideas are big ones. So I have pulled out those ideas and used them as the basis of lessons and activities for older children.
There are lessons and activities for preschoolers to middle schoolers. Each is tailored to the understanding and interests of a particular age, but flexible enough to be used with a variety of ages.
They’re easy to use, and bonus material and resources can be used to build on the lessons.
The illustrator decides what art to put on the page – along with the editor and art director.
Note that the author is not in that list of people.
Authors can give general guidelines. For instance, when I sent my editor the query for I Pray Today, I told her that the manuscript
“follows a child through his day, from waking with a “Good morning, God,” to getting tucked in at bedtime – always with a prayer on his lips:
Good morning, God. The day is new. I say my first small prayer to You.
The last part is the opening of the manuscript. I never told them what to put on the page with it, yet it turned out perfectly.
Author’s can (very very occasionally) include an art note to explain what illustration needs to go with a piece of text. This is reserved for cases where the text doesn’t make sense without the art. Giving a note helps the editor to understand the text in the same way that a reader would – with both text and art together.
For example, one part of I Pray Today includes the text:
Dad says dinner’s piping hot. I stuff in food, but – oops, forgot.
Why does she say “oops?”
What did she forget?
Once you see the artwork, it makes perfect sense:
She forgot to pray first! In my manuscript, I included an art note to explain this: [ART: Kid starts eating before prayer.]
That’s the only art note in the whole manuscript because that’s the only one that was needed. Even then, I kept it to just what was needed to understand the text. I still left most of the decisions up to the illustrator: Who is at dinner? Are they at home, a restaurant, somewhere else? How will you show that she forgot to pray?
This came up recently. An adult reader contacted me on behalf of his child wanting to know: what are they eating?
Good question! I really had no idea, since I hadn’t made that decision. So I sent it off an email to my editor who said:
Good question! And she emailed the illustrator to find out.
I had fun polling my friends on social media while I waited for the answer. Most people guessed chicken nuggets with either fries or green beans.
Well, we were a little bit right:
All in all, it was a lot of fun finding out the answer. (Also, I really want to try those pommes noisettes.)
What If the Illustrations Are Wrong?
This is the whispered question that everyone is dying to know but nervous to ask.
Aspiring authors especially seem to struggle with this. It’s scary to give up control of something you have worked so hard on.
Ready for another shocker?
It’s not just your book. It certainly feels that way – as an author, you come up with a concept, agonize over every word, and revise until your fingers fall off. But with a picture book or board book, text and illustration work together. They’re a package deal.
And also: It almost always works out wonderfully. I have worked with three different illustrators over seven books and, each time, I was blown away by their work. Every. single. time.
This spread from Goodnight Jesus is a great example. I gave the editor general guidelines for the form of this book, just like I did for I Pray Today. I told them it was a bedtime story focused on giving kisses – a child works their way toward bedtime but giving, and eventually receiving, kisses. But I didn’t specify how that should be shown. In my head, I imagined the child in their family icon corner kissing icons then moving toward bed giving out kisses as they go.
Instead, the illustrator put the child into the icons. I had imagined a static version, but he made it interactive. That makes for a more engaging illustration and book. Plus you can see both the love the child is giving AND the love the child is receiving. That’s a deep theological statement – but boiled down to a child’s level.
The two images together in ways I didn’t consider. Notice how the position of the two babies are mirror images of one another. Even Jesus’ body language mirrors Mary’s – each is cuddling a baby they love. That makes the images work together both on an aesthetic level,and a theological level.
The illustrator didn’t just show my story, he added to it in ways that deepened it. He brought a fresh perspective that allowed him to expand the story in meaningful ways. Which bring us to our next question:
Why Does it Work This Way?
Separating the text decisions from the illustration decisions isn’t a cruel thing done by evil editors. They are giving both artists – author and illustrator – the freedom to do their best work. I am not a visual artist. I don’t have the training or experience to make decisions about artwork.
No, the child in your book probably won’t look exactly like your granddaughter. The illustrations may not match what you envisioned. That doesn’t make it wrong.
If you can go in with an open mind, you’ll be able to appreciate the exceptional artwork that has been carefully crafted to enhance your story.
Secretly, I think that the editor’s and illustrator’s jobs are to make the author look good. The editor wants this book to succeed. The illustrator wants to produce excellent illustrations. All of which makes my book stronger and better than I could make it on my own.
So, no, authors don’t have illustration decisions about their books. But that’s just fine.
Next time I’ll share what the illustration process looks like for illustrators. We’ll pick up after the editor has paired them with a book text and see what it’s like from that side of the equation.
Today is Day 3 when we share our writing successes for the year. All of them. In public. GULP.
Although it makes me feel like a Braggy McBraggypants, I decided to bite the bullet and submit to my blog. Not because I want others to pat me on the back, but because acknowledging my successes is important for me personally.
Writing can be an emotional roller coaster, and most (all?) writers struggle to keep up their confidence and resolve in the face of constant rejection. Having the courage to openly acknowledge our accomplishments helps us see ourselves as successful and capable – things we need to keep going in this pursuit.
A lot of my successes this year happened because I pushed myself outside of my comfort zone. So **deep breath** let’s do it again and list it all out in public. In no particular order:
Blogged consistently! (Big accomplishment for me, lol.)
Had my middle grade novel beta read for the first time and got good feedback. I’m rounding up more Beta readers for after the holidays.
Was invited to be part of a writing coach’s new coaching group for women. She’s been coaching one-on-one for a while but we’re her beta session for doing it as a group, so I get to do it for free. Yay! And she reached out to me because I’m “a committed writer who is actively working on her craft”. Which was a nice compliment. 🙂
Read 275 books this year! Usually, I hit higher numbers (500 in 2017) but after many years of focusing on picture books I made a conscious effort to read more MG this year since I write that as well. I’m currently at 73 books that are MG or longer and around 200 picture books. So the overall number is down, but I’m really happy with it.
It’s that time of year again: where I try to convince you to buy books for every child you know this holiday season.
This is my fourth year putting together this list (!!!). It’s always a lot of fun to look back at what I read over the year – like revisiting old friends. I hope you will find some new friends on this list.
I’ve added some codes to help identify particular types of books:
NF = Nonfiction
H = Humor
S = Series
And if you somehow don’t find a book on this list, check out the extra lists at the bottom of the post.
I’m looking forward to being back in the classroom. Better yet, I get to talk about kidlit for nearly a whole week!
The only thing better than talking about kidlit, is sharing my books with real kids. I’m also working on scheduling author visits to parishes in Louisville, Kentucky, and Chicago, Illinois. Check back for details!
If you’re interested in having me visit your parish or class, contact me to find out details.
Earlier this month, I Pray Today, my second book for babies and toddler was published. Today is the last day of the blog tour to celebrate.
I’ve been working on book reviews all year, though. Each month I gather up a few books I love and share them with my readers. I call it Kidlit Karma. This month I’m sharing some of my favorite books for babies and toddlers. I’m also going to dive into child development to explain why these books work.
Babies can’t see that well. Newborns’ vision is hazy – they like high contrast because it’s easy to see. You’ll often find the youngest babies staring at, say, a black object against a white background. Or a dark ceiling fan moving against a white ceiling.
By a few months old, babies vision has improved a lot but they often have a hard time understanding 2-D representations of objects.
So, books for babies and toddler often have high-contrast, easy-to-interpret pictures. For the youngest, single images on white backgrounds can be a good choice.
Babies love “baby talk” and it’s good for them. Forget what Great Aunt Bertha told you about only talking to your baby like a grown-up. Baby talk exaggerates the sounds of speech which makes it easier for babies to figure out the sounds they’re hearing and put those together into words. So go ahead and talk to babies in whatever way feels natural to you.
The sing-songy cadence of many rhyming books, help capitalize on this tendency. (Writers: be aware that babies are not less discerning than adults. If you write in rhyme, it needs to have PERFECT rhyme and meter.)
Babies love repetition. They drop the same toy over and over to see if dad will still pick it up, they never tire of peekaboo, and they will gladly have you read the same book over and over and over. While at times it’s infuriating (like the 5th time the bowl of oatmeal gets dropped to the floor), it has an important purpose: babies and toddlers learn best through repetition. Like little scientists, they’re testing if the oatmeal really drops every time. They’re also learning social information: “Will dad pick it up every time?” “Why is his mood changing as I keep dropping this?”
So many books use some kind of repetition: like the repeated phrase “Ciao!”
Speaking of actions, getting a toddler to sit still is a lost cause. They’re busy little beings. It’s easy to read with an immobile baby – harder to keep a toddler still and focused. So many books for toddlers include some kind invitation to action to help keep them engaged with the book.
That could be an action built right into the page, such as lifting a flap or holes designed for little fingers to poke into.
Babies and toddlers are also still working on fine motor skills – such as the ability to grasp and flip a book page without tearing. They need to explore the world and practice these fine motor skills – but it can be murder on a book.
So most baby and toddler books are board books – those chunky cardboard-style book pages that can withstand chewing, banging, other forms of baby love. They even have rounded corners to prevent an eye or mouth from being poked.
Adults Have to Like Them Too
Since your baby will be asking to reread the same book 10,000 times (and they will), books also have to please the adult doing the reading. A newer trend is to write book series’ that focus on topics of interest to a parent (like science, great literature, etc.), but at a level simplistic enough for a baby. No, your toddler won’t be doing astrophysics calculations in their crib. They’re in it for the baby faces and birdies, but the parent can appreciate the science.