e-book Sheep Dont Whistle (A Childrens Illustrated Fairytale)

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Srividhya Venkat has taken a traditional European fairytale and turned it cleverly on its head, not only by setting it in India but also in terms of its linguistic style.

On most pages there is a Hindi word used, which gives the writing a rich texture and sound. Srividhya Venkat has been clever though not to overdo it. She has written it carefully to make sure it never feels alienating to non-Hindu speakers. Instead the Hindi words are slipped into the story seamlessly, offering opportunities for all children to learn new words, even foreign, without batting an eyelid!

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The illustrations do admittedly help, they tell the story well. They are bold and colourful and full of the unique textile designs that remind me of my time in India. If I could transport the block-printing textiles from Delhi to my current location I would be so very happy. The illustrations weave and billow just like fabric throughout the story so cleverly. It really is a fun way to engage in the rich history and culture of gorgeous India textiles. One thing that I particularly loved was the variety of pattern and colour used.

In India, men often wear flower patterns and bright colours such as orange and pink without any issues. How refreshing that is!

THE FROG PRINCESS

Only the other week my 7-year-old son sadly got teased as there was a small mark of pink on his trainers. The story itself is well written, about a tailor who despite his skill has never had enough money to make something beautiful for his own family. With the gift of a saafa his luck changes and we are taken on a journey with him as he stiches beautiful things for all his loved ones. Srividhya Venkat writes with simplicity and ease using repetitive language and wonderful page turns to engage young readers.

It has a strong theme of family love and pride in ones work throughout and the universal message we journey to at the end is powerful — unlike the tailors fabric, a good story never gets worn out! Like myself, Danny Deeptown was obsessed with wildlife from a young age, often spending his time seeking out new adventures in nature. Danny found his love of drawing through hours of copying scientific illustrations from books about animals and dinosaurs.

Realising that we have a lot in common, I was keen to get to know Danny even better and so I asked him a few questions about himself! I know you particularly love to draw animals Danny, what is your favourite animal to draw and why? Tough question. I would have to say a tiger. A dream of mine is to see and draw a tiger in the wild, but the odds of that happening are unfortunately slim due to their decline in numbers and isolation in small areas away from people. Dare I tell you Danny, that I have actually seen tigers in the wild, in India?

It was truly a wondrous moment and I hope you get to realise your dream very soon. I am sure you thought that I was pretty crazy when I first approached you with the idea of drawing a whole book full of sheep. What is the most bizarre thing you have ever been asked to draw by someone besides lots and lots of sheep! I dunno, those sheep do get up to some crazy things! However, my son did ask me to draw a digger with shoes on the other day. I tried to decline the job but was forced into doing it by his tears.

List of children's literature writers

I did it. It was rubbish. It sounds like your son has a great imagination. When you are not drawing for writers like me, what do you like to draw for yourself in your free time? Do you have other hobbies too? I like to go on long walks, preferably amongst forests and alongside rivers and usually have a sketchbook with me. I find if the drawing is not for anything or anyone in particular, then I take more risks and make mistakes that a lot of the time tend to make for a more interesting image.

Children's & Illustrated Books Two

Living in the English countryside sounds pretty inspiring. Does it influence your work? If you could work anywhere else in the world, where would it be?


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Freelancing whilst travelling through Africa would be at the top of the list. It was pretty great. However, drawing that many sheep did keep me awake at night. Bit ironic that, right?!

Dreaming is what made our book come to life Danny — never stop dreaming! For this is the day of fairy-tale art; and the child's satisfaction in the illustration of the well-known tale is limitless. It will increase as he grows older, as he understands art better, and as he becomes familiar with the wealth of beautiful editions which are at his command. Through the fairy tale he learns the names of things and the meanings of words. One English fairy tale, Tlie Master of all MasterSy is a ludicrous example of the tale built on this very theme of names and mean- ings.

The child learns to follow the sequence of a story and gains a sense of order. He catches the note of defi- niteness from the tale, which thereby clarifies his think- ing. He gains the habit of reasoning to consequences, which is one form of a perception of that universal law which rules the world, and which is one of the biggest things he will ever come upon in life.

The Three Little Pigs - Fairy Tale for Children read by Jen Howze - Story Time

Never can he meet any critical situation where this habit of reasoning to consequences will not be his surest guide in a decision. Thus fairy tales, by their direct influ- ence upon habits of thinking, ejffect language train- ing. Fairy tales contribute to language training also by providing another form of that basic content which is furnished for reading.

Then reading will take purpose for him and be accomphshed almost without drill and practically with no effort. The read- ing book will gradually disappear as a portion of his literary heritage. In the kindergarten the child will learn the play forms, and in the first grade the real be- ginnings, of phonics and of the form of words in the applied science of spelling. In music he will learn the beginnings of the use of the voice. This will leave him free, when he begins reading later, to give attention to the thought reality back of the symbols. When the elements combining to produce good oral reading are cared for in the kindergarten and in the first grade, in the subjects of which they properly form a part, the child, when beginning to read, no longer will be needlessly diverted, his literature will contribute to his reading without interference, and his growth in language will become an improved, steady accom- pUshment.

Blow, Susan: Symbolic Education. Dewey, John: The School and the Child. Ibid: The School and Society. University of Chicago Press. Welsh, Charles: Right Reading for Children. That is useful for every man which is conformable to his own con- stitution and nature. Genuine interest means that a person has identified himself with, or found himself in, a certain course of activity.

It is obtained not by thinking about it and consciously aiming at it, but by consid- ering and aiming at the conditions that lie back of it, and compel it. Fairy tales must contain what interests children. It is a well-known principle that selective interest pre- cedes voluntary attention; therefore interest is funda- mental. All that is accomplished of permanent good is a by-product of the enjoyment of the tale.

The tale will go home only as it brings joy, and it will bring joy when it secures the child's interest. Now interest is the condition which requires least mental effort. The first step, then, is to study the interests of the child.