Maggie Chases Hector… 27 years on

Hector and Maggie Cover

We received a lovely message this week about our book Hector and Maggie which was
published in 1990.

“Hector & Maggie – My 29 year husband has a very well loved copy of Hector & Maggie that his late mum gifted him as a child. He is a farmer & kelpie working dog breeder & says this book was always his standout favourite & he has lovely memories of his mum repetitively reading it to him. Now our 3.5 year old also loves it, I just wanted to say thankyou & let you know that this beautiful book is still delivering lots of joy to the next generation :)”

We were thrilled to hear that Hector and Maggie are still running around the farm after all of these years. The idea for this story came from a family holiday we had with our children, Alex, Angus and Catriona at Auntie Heather and Uncle Kev’s farm at Glenroy (near Penola/Coonawarra) in south-east South Australia.

It was in 1988, the year of the Bicentennial. We were staying at their farm while they went to Sydney to join in the celebrations. As soon as we stepped out of the car we came face to face with the main characters in the book, Hector, Maggie and Old Tom. Auntie Heather told later that she called Hector, Sid Vicious. Maggie’s farm name was Bluey, and Old Tom was called Tom. 

Here are some photos we took at the time. We managed to capture Hector and Maggie in full flight, and the hens fussing around Hector, and his “beautiful tail was gone – except for on last feather.” Andrew did a few sketches too, in case we wanted to turn the story into a picture book later on. 

The girl collecting the eggs is our (then) seven-year-old daughter, Cat. Here, she’s been bailed up by Hector. She’s calling for help, “MU-U-U_UM’. Auntie Heather told us that she had to take a rake with her when she went to hang out the washing – Hector would chase anyone and anything.

Andrew & Janet 4

Serendipity

By chance, while I was writing this post, Andrew found this sketch of Old Tom, tucked into one of his art  books.Old Tom 

 

 

Book Week visit – a week early

Yesterday Andrew and I visited Delta Road Pre-School to talk about our booksP1010591

We read The Riverboat Crew, our very first picture book, published so long ago, in 1978. The big book was published in 1988. Here, I have just read the first page: The Alice was a paddle steamer on the Murray River, and a little voice piped up, My name’s Alice – there’s always someone – or they know someone with that name – a brother or sister, a cat or dog, a mum or dad, or a mouse. Andrew told the children that the riverboat was named after his Mum, whose name was …Alice. 

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I also read three of the ‘Josh’ books. They had already read Josh and the Monster, but hadn’t read Josh, Josh and the Ducks, and Josh and Thumper. Behind me is the Children’s Book Council of Australia’s Short-List Poster. Fabish, illustrated by Andrew, and written by Neridah McMullin, has been short-listed in the Eve Pownall Information Book Category.  The children were excited to point out to us that they had seen the picture of the book on the poster.

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Andrew drew some pictures with sticks of thin charcoal. He says that one of the best things about using charcoal is, if you want to change something you can rub it out with  kneadable rubber – by rubbing, pressing or dabbing. On this paper he drew a picture of our white Skye terrier, Danny. (We didn’t get a photo of the final drawing).

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He also drew a picture of our cat, Norah, who got herself into a pickle one day when she found herself spreadeagled on top to the clothes horse. It took her a while to work out how to get back down, but it didn’t stop her trying again, and again… 

Two more Mother’s Day drawings

Palimpsest 4

Otto's Janna portrait
Portrait of Janna

When Otto had finished his portrait of Andy
he put his pen to his lips and murmured
Hmm… what will I do now?
Half sitting on my lap
he looked at me and said
Want me to draw you?
I nodded, Yes.
He pointed to the chair
where Andy had been sitting
and said, 
Sit over there.
He set me in a pose
one hand on a hip
the other leaning on the table.
Like this, he said
showing me how.
Then drew me
in a standing pose and asked
is it  okay to put you in an Essendon jumper?
(That’s the team I barrack for
His team is St Kilda).
As he started to add more objects
he hesitated
and asked
Do you want  me to draw you 
here?
(at his house)
or at your house?
Before I could answer
he decided
to put me in my house.
In the big room. 

Dining table and chairs
a rug on the floor
a sideboard with
a bowl of round
wooden balls
and a jar of
pens and pencils
a lamp with
a plugged in cord
Fraser’s high chair
two shaggy dogs
one black
called Callan
one white
that’s Danny
a cat called Norah
a light overhead
a rocking chair
two couches with
people
a window
with  a 
puppet doll
hanging from the latch
a vine outside
an overhead light.

And a palimpsest
of an upside down
faded cat

showing through
from the back.

Palimpsest 5

Otto's bird
A bird

The dots
surrounding the bird are
from an earlier drawing
on another piece of paper.
They have bled through
onto this drawing.

palimpsest
ˈpalɪm(p)sɛst/
noun
– a manuscript or piece of writing material on which later writing has been superimposed on effaced earlier writing.

– something reused or altered but still bearing visible traces of its earlier form.

Who is the mother?

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Can I play?

    I ‘m the mother 
I want to play
    I’m playing with the baby

You can’t say I can’t play
    Yes I can – You can’t play
You can’t say you can play
    Yes I can – you can play
Yes – I can play
    You can play
    But
    I’m the mother

© Janet McLean, 3 March 2016
After Vivian Paley –  ‘You can’t say you can’t play’

 

Lucas and Jack – Teacher notes

Teacher Notes
by Janet McLean 

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Written by: Ellie Royce
Illustrated by: Andrew McLean

Every week Lucas’ mum visits Great Grandpop at the nursing home. And every week Lucas waits for her outside. Waiting, for Lucas, is boring. Then one day he meets Jack. Jack is tricky and Jack is fun, and he is a great storyteller. He understands how Lucas is feeling – ‘Not much to do in there with all the oldies, I suppose’. To help pass the time he tells Lucas stories about himself and other residents of the nursing home. Lucas & Jack is a great book for introducing young children to the idea that old people can be fun and that deep down we have more in common than we think. More importantly Lucas & Jack encourages children to ask questions, be curious, imaginative and empathetic.

WRITING & LANGUAGE

Ellie Royce has written a moving, understated story that invites us to see others differently and recognise the bonds we have in common.

Lucas, one of the main characters, is introduced on the first page of the book. Ellie reveals Lucas’ problem – he is bored. Then, throughout the rest of the story Ellie reveals how the other main character, Jack, helps Lucas to look at his world differently.

Ellie uses time-shift to move the story from the present to the past. The present: (Jack) points to someone in the distance, ‘And over there, what do you see?’ Jack asks. ‘An even older lady,’ I reply. – letting us know what Lucas sees. The past: ‘I see Evelyn. A girl who loved ballet so much, she once danced for the Queen of England.’  – revealing what Jack knows and recalls.

Ellie uses dialogue to develop the characters’ personalities and to move the story forward – for example, Jack’s dry sense of humour. When telling Lucas about Evelyn he says, ‘She still has her favourite red ballet shoes under her bed. Says she never knows when she might need them.’

Lucas is gradually drawn into Jack’s stories, and wants to know more about Jack. He asks Jack, ‘Do you hate being old?’ and he learns he and Jack have something in common – a border collie dog. The next time Lucas visits the nursing home he brings his dog, plays a game of cards, and wonders about Great Grandpop, ‘Pop, before you were old, what did you do?’ Great Grandpop tells him a story about when he was a boy ‘I was about eight when I drove a cart and delivered ice for pocket money.’ This simple sentence captures how vastly different life was between then and now. Lucas wants to know more about Great Grandpop and he is eager to come back next week to hear more stories.

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At the end of the story Lucas has a new friend, and through Jack’s stories he has learned a way to find out – ask questions, listen, explore, and imagine.

ILLUSTRATIONS

Andrew McLean created the illustrations for this book by making rough drawings with charcoal and watercolour on paper then photographing them and scanning them onto an iPad.  Then on the iPad he coloured the drawings using an illustrating app: Sketch Club.

Andrew’s expansive and expressive illustrations complement and enrich Ellie Royce’s subtle text. There are only two single page drawings in the book – the first and last pages. These highlight how, with Jack’s help, Lucas changes from a bored, unhappy boy, into someone who is lively and friendly.

In between these pages the full bleed, double-page spreads reveal information that is not carried in the text. Andrew uses a mix of close up and distant views, with the illustrations always focusing on the characters.  

The growing connection between Lucas and Jack is depicted through their body language and facial expressions – the way they make eye contact with each other, Jack’s wide-spread arms and kindly face, the subtle changes in Lucas’ face from downcast and gloomy to open and interested.

Lucas and Jack see things from different perspectives. Lucas sees ‘an old man in a wheelchair’ and ‘an even older lady’.  Jack knows that these people have led rich lives, and the illustrations bring his stories to life.

Alternating pages contrast the current quieter lives of the elderly residents with the stories of the the full lives they have led in the past.  Andrew has used different colour palette to contrast the present (soft warm colours) and the past  (vivid, rich and sunny)

DISCUSSION POINTS AND ACTIVITIES

This book introduces young children to themes of aging, storytelling and oral history. Lucas and Jack can be used to generate discussion and exchange of stories and ideas about family, the past, and our links with our older members of society.

  • Before reading the story to a large group of children, spend time reading with small groups. This will provide an opportunity for children to share their own responses to the story, and for educators to draw attention to how the words and the pictures work together to tell the story.           
  • As you read through the story respond the children’s spontaneous reactions – which pictures do they respond to most eagerly. Is it the pictures of the detective and the ballet dancer?
  • Ask how we can tell from the pictures that Lucas is interested in what Jack is saying.
  • Ask the children if they know anyone who is old – grandparents or great grandparents?
  • Do they know what this person does now, or did when they were younger. If they don’t know they can find out by asking the person.
  • With the children make up a list of questions they could ask.
  • Ask the children’s families to share any interesting stories about past generations.
  • Make these stories into a book.
  • Invite families if they have any souvenirs or memorabilia from the past – photos, ballet shoes, detective tools, farm implements?
  • Invite families to an event where they can talk about their souvenirs and share their stories of the past.
  • Invite other older people into your classroom to talk with the children about their past lives. You can include people from the school and local communities.
  • If possible establish a relationship with a local nursing home. Invite the residents to visit the class. Find out if you can visit the nursing home with the children. Ask these visitors to share their stories. Find out what songs they used to sing. Learn some of these and sing them with the visitors.
  • Everyone has memories and stories to share about what they have done in the past. Tell the children a story about your past. Ask them to tell a story about what they have done in the past.
  • Look at the pictures of the people in the story. Talk about how Andrew McLean made people look old – wrinkles, white hair, baldness, wheelchairs, walking sticks
  • Ask the children to draw pictures of people they know who are old. They can draw a picture of what they are like now, and one of them when they were younger.
  • Talk to the children about how colour helps set the atmosphere of a drawing. For instance compare the ‘now’ and ‘then’ pictures of Evelyn.
  • Find out more about Ellie Royce and Andrew McLean.

Caricatures

Something The Brothers always do when they come over to Our House is to draw or paint. One day R (aged 8 years) whipped up these cartoon characters. I’m not sure if he was thinking of anyone on particular, but there was some discussion about the US elections happening around that time.

rs-red-caricature

caricatureˈkærəkətʃʊə/ (say ‘karuhkuhchoouh)

noun1.  a picture, description, etc., ludicrously exaggerating the peculiarities or defects of persons or things

2.  the art or process of making such pictures, etc.
3.  any imitation or copy so inferior as to be ludicrous:
verb (t) (caricaturedcaricaturing)

4.  to make a caricature of; represent in caricature.

[French, from Italian caricatura, from caricare (over)load, exaggerate. 
caricaturistnoun

 

rs-blue-caricaturers-purple-caricature

 

Quick as a Wink Fairy Pink – Teacher Notes

Teacher Notes
by Janet McLean 

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Written by: Lesley Gibbes
Illustrated by: Sara Acton

Young children will want to jump into bed as quick as a wink to have this story read to them. It is a delightful story of play, hide and seek, and finding ways not to go to bed.

Five little Flutter Fairies going off to bed.
Fairy Blue, Fairy Green, Fairy Gold, and Red.
But one of them is missing. Which fairy do you think?
Could it be the smallest one?
Is it Fairy Pink?

WRITING AND LANGUAGE
As a former teacher Lesley knows the kind writing techniques that young children respond to, and that will help them to learn in a fun way. Quick as a Wink, Fairy Pink is an interactive book, enticing readers into a game of fairy-hide-and-seek. The regular rhythm and rhyme throughout the book is infectious. Children will soon pick up the pattern of the words and will begin join in (some spontaneously, and some with a little encouragement). The repetitive, predictable pattern of the text and the layout is set up in the first three pages.

On the first page there’s elements of humour and suspense – the text says, Five little flutter fairies going off to bed, Fairy Blue, Fairy Green, Fairy Gold and Red. We hear five, but we only see four fairies climbing the stairs. Turn the page, and open to a  double page spread and YES! out pops the fifth Fairy – from under the bed ‘shooshing’ us with a finger to her mouth.

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The blue, green, yellow and red fairies all have their own double-page spread to brush their teeth, have a bath, get dressed, or read a book before bedtime. The rhythm and beat of the text on each these pages follows the same pattern 

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Between each double page spread the reader is asked to look for, and find Fairy Pink.

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