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Re: Emancipation Proclamation: The Illustrations
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From: Tonya Bolden <tonbolden_at_aol.com>
Date: Thu, 26 Jun 2014 16:57:33 -0400
Hi Kathleen
Color and Design: It's an Abrams book--"The Art of Books Since 1949" A lot of art is always wanted and color always welcomed. They put a lot of work into Design. Most of my Abrams books have been designed by Maria T. Middleton. When I get 1st Pass I always feel that Maria has actually read the entire ms., given it thought, picked up on tone, voice, energy, spirit.
Photo research: I'm a rather "messy" writer/researcher. I may say that tomorrow morning I will write but when tomorrow comes find myself looking at images or reading. My basic philosophy is the art should tell part of the story, not serve as mere decoration. Sometimes reviewing images at LoC or National Portrait Gallery or Smithsonian inspires the writing. As I often tell young people writing is acting. Writers have to get into character. Looking at visuals of a period or reading newspaper articles of a period is in part how I get into character.
Image of Frederick Douglass: I wanted something close to time of EP and of him looking fierce b/c that's who he was. Same with other people: when I have choice, I prefer the image of someone that reflects who I think they are. John Brown was among other things, deep. And yes, I prefer an image of Harriet Tubman with a look of, as you put it, "dignity and determination" vs. one of her looking clueless or scared.
Lincoln: I chose to use both the 1860 by Brady (p. 26) and the one in 1865 (p. 97) hoping readers would stop and think about the toll the presidency can take on a person--especially during war. Also the 1865 one strikes me as rather Sphinx-like or Mona Lisa-like. What is the thinking? Is he about to smile? Wink?
Because I've written on 19th century before I knew certain ones would be in the book: Newspaper announcement of South Carolina secession, Sumner being viciously beaten. (p. 17). I've always loved the engraving of Henry Clay holding forth on the Compromise of 1850.
Drafts of EP: I thought it would be good for kids to see that even Presidents rewrite. Also the drafts underscore that things evolved.
Maps: I am geographically challenged so I figure if seeing a map of the nation around time of Kansas-Nebraska Act helps me, it might help my young readers.
Sometimes I just stumble up something--or perhaps it's a case of "when the student is ready the teacher appears." Example: the flier on p. 25" Great Sale of Land, Negroes, Corn & Other Property" At one point there was a question about this b/c it's not a "pretty" image. I thought it impt b/c of "Other Property." Property jumped out at me when I first saw the image because I was immersed in the Confiscation Acts which were rooted in the fact that enslaved people were "property"
I wanted to include this unpretty image b/c I think many today understand that enslaved people were property but only intellectually. I felt/hoped this flier would help some go from head knowledge to heart knowledge.
Always on my mind: careful choice of images of enslaved people. I have not forgotten who painful it was for me as a child to see images of enslaved people looking stupid, lazy, listless, "pickanniny" etc. There are some images that are used over and over again that to me play into stereotypes--images that are painful viewing for black children and might encourage non-black children to laugh at/mock enslaved people, see them as less-thans.
T
On Jun 26, 2014, at 11:06 AM, K.T. Horning wrote: stereotypes
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Received on Thu 26 Jun 2014 03:57:55 PM CDT
Date: Thu, 26 Jun 2014 16:57:33 -0400
Hi Kathleen
Color and Design: It's an Abrams book--"The Art of Books Since 1949" A lot of art is always wanted and color always welcomed. They put a lot of work into Design. Most of my Abrams books have been designed by Maria T. Middleton. When I get 1st Pass I always feel that Maria has actually read the entire ms., given it thought, picked up on tone, voice, energy, spirit.
Photo research: I'm a rather "messy" writer/researcher. I may say that tomorrow morning I will write but when tomorrow comes find myself looking at images or reading. My basic philosophy is the art should tell part of the story, not serve as mere decoration. Sometimes reviewing images at LoC or National Portrait Gallery or Smithsonian inspires the writing. As I often tell young people writing is acting. Writers have to get into character. Looking at visuals of a period or reading newspaper articles of a period is in part how I get into character.
Image of Frederick Douglass: I wanted something close to time of EP and of him looking fierce b/c that's who he was. Same with other people: when I have choice, I prefer the image of someone that reflects who I think they are. John Brown was among other things, deep. And yes, I prefer an image of Harriet Tubman with a look of, as you put it, "dignity and determination" vs. one of her looking clueless or scared.
Lincoln: I chose to use both the 1860 by Brady (p. 26) and the one in 1865 (p. 97) hoping readers would stop and think about the toll the presidency can take on a person--especially during war. Also the 1865 one strikes me as rather Sphinx-like or Mona Lisa-like. What is the thinking? Is he about to smile? Wink?
Because I've written on 19th century before I knew certain ones would be in the book: Newspaper announcement of South Carolina secession, Sumner being viciously beaten. (p. 17). I've always loved the engraving of Henry Clay holding forth on the Compromise of 1850.
Drafts of EP: I thought it would be good for kids to see that even Presidents rewrite. Also the drafts underscore that things evolved.
Maps: I am geographically challenged so I figure if seeing a map of the nation around time of Kansas-Nebraska Act helps me, it might help my young readers.
Sometimes I just stumble up something--or perhaps it's a case of "when the student is ready the teacher appears." Example: the flier on p. 25" Great Sale of Land, Negroes, Corn & Other Property" At one point there was a question about this b/c it's not a "pretty" image. I thought it impt b/c of "Other Property." Property jumped out at me when I first saw the image because I was immersed in the Confiscation Acts which were rooted in the fact that enslaved people were "property"
I wanted to include this unpretty image b/c I think many today understand that enslaved people were property but only intellectually. I felt/hoped this flier would help some go from head knowledge to heart knowledge.
Always on my mind: careful choice of images of enslaved people. I have not forgotten who painful it was for me as a child to see images of enslaved people looking stupid, lazy, listless, "pickanniny" etc. There are some images that are used over and over again that to me play into stereotypes--images that are painful viewing for black children and might encourage non-black children to laugh at/mock enslaved people, see them as less-thans.
T
On Jun 26, 2014, at 11:06 AM, K.T. Horning wrote: stereotypes
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Received on Thu 26 Jun 2014 03:57:55 PM CDT
