Picture Book Reviews & Activities

Picture Book Provocations:

“Seeing underneath, behind, and beyond the text”

- Allan Luke

Our goal is to celebrate the many ways in which picture books can be utilized in the drama-dance classroom at various grade levels. The process of activating a story engages the physical, emotional and imaginative aspects of the child—making learning memorable and engaging through living and experiencing aspects of a text. Drama and dance are both multi-modal language tools, engaging the body and mind in exploring story. Bringing the narrative to life in creative ways and lifting the words off of the page and into the hearts and hands of learners is another extension to sharing rich read-alouds in our classrooms. Below are two featured picture books that we have used in our own classrooms, along with some learning activities that we hope you might use, adapt and extend in your teaching. We would be delighted to hear how you have used picture books in your drama and dance settings. Please let us know by completing this form.

Anastasia and Jan

Luke, Allan (2004). Foreward. in McLaughlin, M. and Devoogd, G. (2004). Critical Literacy: Enhancing students’ comprehension of text. New York, Scholastic.

Text: Way Back Then

Written by Neil Christopher

Illustrated by Germain Arnaktauyok

Review by Anastasia Lainas-Hayward

This lovely picture book is written in two languages: English and Inuktitut. Including an Inkutitut Pronunciation Guide the book introduces young ones to the rich oral Inuit oral tradition by providing short glimpses of stories of long ago.

The book begins with Kudlu’s children, Makpa and Nyla, turning in for the night and asking their Ataata for a story “about way back then.”(3) Each story begins with that refrain “Way back then…” and takes the children, the reader, and the listeners to a world of magic flying Igluits and the Tuniit people who predated the Inuit in the North. These gorgeously illustrated stories provoke the imagination and take us on a voyage to the far North.

Some of the story excerpts end with provocations of their own in the form of questions: “Can you imagine how strong the Tuniit must have been to do such a thing?” (21) These lend themselves to movement exercises in which students can embody their own qualities of powerfulness and strength.

The next page delights with the image of a giant polar bear called the nanurluk who could be mistaken for icebergs. In groups, students can recreate an iceberg transitioning into the narnurluk in slow motion…

Every page. provides an opportunity for drama and dance students to engage with the text imaginatively through questions Christopher asks and Arnaktauyok illustrates: “Can you imagine hunters so small they could fit in the palm of your hand?” (30)

What else will you and your students imagine?

-A. Lainas-Hayward

Text: Feathers and Fools

Written by Mem Fox

Illustrated by Nicholas Wilton, Harcourt Publishing, 1989

Review by Jan Buley

Feathers and Fools is a story set in a long-ago time, in a far-away place, where peacocks and swans become enemies out of fear of one another. Themes of war and peace emerge through this allegorical tale. Exploring these issues through drama and dance invites students to experience critical thinking and authentic feelings within a fictional context.

Note: the theme of war may be triggering for students who have escaped the trauma of war and violence. Teachers are advised to use their best professional judgement and adopt a trauma-informed approach when addressing difficult knowledge.

Here are three ideas inspired by this picture book:

Brainstorm K-W-L with the theme of conflict and war: Place the word WAR on sheets around the room. Divide learners into groups of 5 with an appointed recorder for the group. Brainstorm all of the ideas they can, associated with the word WAR and return to the large circle for discussion. Alternatively, ask students to write the word WAR at the top of a page and pass the papers around, adding one idea each to the page. Eventually, the ‘owner’ of the paper will receive the ideas from everyone and a list poem might emerge.

Contrast, Compare, Conversation:

Talk about the word PEACE as opposed to WAR. How would they define peace to an alien walking into the classroom? Give each learner a piece of string, 2 feet in length. Invite them to tie a knot along the string, (called a "quipu"--an ancient counting system from the Inca peoples)—one knot for each time they recall something that is connected to peace-making...maybe something they've been involved in or something they've witnessed in the playground, hallways or community where they live. Talk and turn with a partner.

Noticing Moments of Conflict and Peace:

Read Mem Fox's book and invite them to note the moments of conflict and peace-making. When do those moments occur in the story? How do the illustrations show these moments? Choose a scenario and bring it to life in tableaux---then bring it to life with movement only---then with sound effects (no language--only found sounds: tinfoil, body percussion, newspaper, sticks, stones).

Jan Buley

Offering classes in literacies and drama education with undergrad and graduate learners at Memorial University makes Jan feel incredibly privileged. A graduate of NYU’s Steinhardt School of Education provided her with a new vision of what schools can be. Jan teaches through storytelling and has been asking questions about teaching and learning for three decades. Many things fill her days: gardening projects in a prison in St. John’s, creative writing groups, singing and playing frisbee with a border(less) collie named Nelllie. Jan’s partner David is a music educator and a terrific cook. She has never made a powerpoint or a pie that anyone raved about.