No Time for Bookmaking?

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Materials:

Book text from 4th grade teachers

Colored pencils

Tag board (cut to be 1/2" larger on all than the signature sheets, i.e. if signature sheets

are 11"x14", the tag board should be 12"x 15")

Book jacket paper (construction paper cut to same size as tag board)

Layout worksheet

Book example (with signature sheet marked)

Glue (white glue works fine, use sparingly)

Tapestry needles

Push pins

White carpet thread

This outline starts on week two of the general time line.

Week 2: Introduction to books

Look at a variety of books. (Students have already looked at the physical structure of a book with the media specialist. They discussed title page, half title page, etc.) Discuss the role of the author, editor, illustrator, and graphic designer in relation to bookmaking. Look at different books and discuss how the story might be different if the illustrations looked different, or how you could create a different "mood" in a book through the overall visual design.

Author - the person who comes up with the idea and writes the story. Students are the authors of their books.

Editor - the person who helps edit the story and put the book together. The editor can give the author suggestions to make the story line stronger or individual ideas more clear. Editors also make suggestions on how the book should be put together and what kind of illustrations might be best. They may help determine the "mood" of the book as a whole. The classroom teacher will act as the primary editor for the story itself, and the art teacher will act as editor on decisions regarding illustrations and "mood." Ultimately, however, the final decision about how these books will look, must be made by the student.

Illustrator - the person who creates the pictures and cover design for a book. Students are illustrators for their books.

Graphic designers - are the people who are in charge of the overall look of the book. The graphic designer determines where the text and illustrations should be. This person works closely with the illustrator to help create "mood." Students are their own graphic designers. The art teacher will help facilitate their work and act as an advisor.

Students will read through their books with a partner and discuss the "mood" of the story. They will explain what kind of illustrations they think will work best for their book. Students will provide feedback to each other.

If time allows, students can begin preliminary sketches of story characters or decoration ideas to be used throughout the book.

Week 3: Layout sheets

Pass out the layout sheets so student can plan where the text and illustrations will be in their book. Explain how the signature sheets are used in printing. There is one signature sheet for every four pages (and the pages are not in sequential order on many of the sheets). It will work best for you to have students layout their books using 16 pages for their story -- I had them do 8 pages of text and 8 pages of illustrations. Layout worksheet included. The layout sheet includes only pages that will have something on them (text or illustration). You will need an additional, blank, signature sheet to use as an end sheet that will be glued in place to the book cover. There will be a total of six signature sheets (with one of them being blank). A blank end page follows page 16, students could add a small illustration here if they desire. The half title page includes a small illustration as well as the book title and author's name. Copyright information should be included on the copyright page. The dedication page can be left blank if desired.

Use a simple pre-made example to show students why their books need to have pages in increments of fours. Show them an example with all the pages together, and then pull the pages apart so they can see that each signature sheet has a variety of pages on it. Example sheets included.

Layout shouldn't take more than a few minutes. The final layout sheet should be passed on to the media specialist as a reference (so they will know which pages should be kept blank for illustrations)

Use the rest of the class period to explore using colored pencils for illustrations. Students need to be familiar with the media they will be using for their illustrations. Colored pencils are the best option since they won't show through the paper (like markers) or crinkle the paper (like paint). Collage is an option available for students, but glue needs to be used prudently to avoid wrinkling the paper. Students should have experience in blending colored pencils.

Week 4, 5 and 6: Book jacket layout

Students will work on their book jackets. Use the sketches done on days one and two for reference. Review the importance of incorporating the title with the overall design of the book jacket. Extend the jacket design all the way to the edges of the paper. Remind students that the focal point of their design will be on the front of the book jacket cover so placement is important. It is also necessary to find the middle of the sheet so that the title and author name can be written on the bound edge. This should be done now so it is part of the overall design considerations. Remind students to bring a photo of themselves to be used on the book jacket. (Digital photographs can be taken and printed for those students who forget or do not have access to a photo.)

Media besides colored pencil can be used for the book jackets. Once the book jacket design is complete cut the book summary and author biography to fit the front and back flap. Attach the summary, biography, and author picture to the cover.

When complete have the book jacket laminated.

Week 6, 7, 8 and 9: Illustrations

Get layout sheets back from the media specialist. Finish book jackets if necessary. Pass out signature sheets (sheets with 4 pages on each, two on one side and two on the other). Have students put the sheets in order and carefully crease in the middle. Use the layout sheets as a reference for illustrations. Sketch all illustrations first and then add color. Store sheets flat and in a large portfolio for safekeeping between studio sessions. Students who finish early can be encouraged to add border designs as a continuing motif in their books. You will need to monitor student progress carefully to make sure they are all progressing appropriately. Some students may need to take their illustrations home or to the classroom to work on during free time.

Week 10: Binding the book

Stack signature sheets. Have students move to a different spot and check another student's book to make sure the signature sheets are in the correct order. Carefully fold each sheet in half and crease (if this hasn't already been done). Carefully fold tag board cover in half and crease. Once sheets are aligned properly place inside the tag board cover sheet. Paper clip on all edges to keep sheets aligned. Use a pushpin to make holes through all sheets approximately every inch in the crease. Use carpet thread to sew binding. Push the needle through the hole in the middle of the binding. Pull the thread through until about 2 inches of thread is left out. Tape excess thread in place so it doesn't get pulled through the hole. Push needle down into the next hole, and then up out of the adjacent hole. The sewing will look like a dashed line. When you get to the edge, loop the thread over the edge and start back again. This time go up through the same holes you went down into so that your line of sewing is solid. You will finish the first half at the middle, just continue sewing to complete the other side. When finished, tie off the thread in the back and tape down the end piece. The outside of the book will be covered by the book jacket, but you can also glue colored paper over it before you put on the laminated cover.

Use clear tape to secure cover to book. Tape inside the outer cover of the book so the tape doesn't show. The books are now finished, and you are ready for the author party!!!

A great resource that was used for this project:

Written and Illustrated by..., by David Melton, Landmark Editions, Inc., Kansas City,Missouri, Copyright 1985  

Art Standards addressed:

Communication (#1): Identify and discuss the how and why visual images, themes and ideas communicate.

Perception (#2): Use elements and principles of design and styles of art to communicate ideas and experiences in student's own work. Analyze and evaluate the use of elements and principles of design and styles of art that express ideas in works of art, including their own.

Application/Creation (#3): Identify and Experiment with materials, techniques, and processes. Select and Use materials, techniques, and processes that enhance communication of ideas through art, in their own work.

Aesthetics/Art criticism (#5): Identify and discuss the reasons for creating works of art, including their own.

The lesson also addresses school to career goals with the introduction and discussion of author, editor, illustrator and graphic designer.