Tuesday, 9 December 2025

USING COLOUR IN CHILDREN'S BOOKS - ORANGE

 ORANGE


Orange is a bold warm colour. It can make young readers feel excited and ready for adventure. The mix of yellow's cheerfulness and red's excitement creates a perfect mix.

Orange will boost imagination and grabs attention in a fun friendly way.


Here are some examples of illustrators using the colour orange to it's best advantage:




The Gruffalo's bright orange eyes are instantly recognisable and create a feeling of warmth and affection for the lovable menace.



This book is fully created around the word and colour orange. It's used perfectly in the storytelling as well as the artwork. 



Who doesn't recognise Judith Kerr's wonderful orange tiger in her famous book "The Tiger who came to Tea". His bright orange coat dominates the pages and makes him a friendly rather than frightening character. 


www.sharontregenza.com

sharontregenza@gmail.com

Sunday, 7 December 2025

News Round-Up of 2025

 A big thank you to everyone who sent their news in this year. It's great to see so many books published, schools visited, awards won.

Here's a run-down of the whole year. If you're looking for Christmas gifts, do take a look and support your fellow Sassies.

January - March

Dancing Dumplings by Eva Wong Nada, illustrated by Natelle Quek
My Mum, by Susan Quinn, illustrated Sarah Mathew
The Welsh language edition of Behind Closed Doors by Miriam Halahm
World of Wanda by Karen McCombie
Gathering the Glimmers written and illustrated by Ffion Jones
I Don't Do Mountains by Barbara Henderson
Paperback edition: Talking History: 150 Years of Speakers and Speeches, by Joan Haig and Joan Lennon, illustrated by Andre Ducci.

Plus hundreds of school visits, putting thousands of books into the hands of excited readers.

April - June

Food For All, and David, the Unauthorised Biography, both by Mary Hoffman
Project Pony by Camilla Chester
Valley of the Vikings by Liz Kessler
Land of the Last Wildcat by Lui Sit launched as Waterstones's Book of the Month
The Lucky House Detective Agency by Lui Sit, writing as Scarlett Li 
You Choose Bedtime by Pippa Goodheart, illustrated by Nick Sharratt
Naeli and the Secret Song by Jasbinder Bilan

Plus a shortlisting for Cobalt, by Sue Klauber 

July - September

The Secret Life of Clouds by Moira Butterfield, illustrated Vivian Mineker
Will Wolfheart by Teresa Heapy
My Sister is a Treasure by Tracy Darnton, illustrated by Yasmeen Ismail
One Cat, Two Cats by Jonathan Emmett, illustrated by Rob Hodgson
How to Build a Planet (illustrated by Clare Elsom) and Snore, Sneeze, Burp (illustrated by Ro Ledesma) both by Moira Butterfield
True Friends by Sheena Wilkinson

Plus a long-listing for Look What I Found by the River by Moira Butterfield

October - November

The Stalker by Teri Terry - her first adult book
Hidden Toxins by Helen Larder
Swanfall by Sophie Kirtley
Landscape with Mines by Anna Bowles
Pomegranates for Peace, by Miriam Halahmy
Miss McVey Takes Charge by Sheena Wilkinson

And, finally for this year, some exciting extra news items:

Katherine Langrish wrote an essay called 'The Door in the Mound' for a book on writing fantasy published by Dead Ink, titled 'Writing the Magic' and available in paperback now. Her essay was the only one on writing fantasy for children, well worth getting hold of.

Jane Wickenden has seven stories in this intriguing collection, Myths in Isolation, coming January. 



I will continue news round-ups on the 7th of each month. You can send me your items at any time.
Thanks!

Claire

Thursday, 4 December 2025

Reading in Spanish by Paul May

Lately, as part of my attempt to improve my Spanish,  I've been reading books mainly in that language. The first book I got hold of was a set of literary short stories in a dual-language edition. This proved unsatisfactory in several ways. Firstly, and I should have thought of this, literary fiction of most kinds is often more demanding than thrillers and romance. Text in Spanish is demanding enough for me without having to struggle to understand what the writer is getting at. Secondly, a dual-language text is not necessarily a word-for-word translation and it turns out that, for me at least, it works better to translate individual words and figure out the sense for myself. And, thirdly, the selection of stories in that particular book didn't grip me.

Next I picked up a copy, in Spanish, of Edna O'Brien's The Country Girls. But with this one I became distracted by the fact that the English text was so beautifully written and the Spanish translation never seemed quite right. In fact I was so distracted that I ended up reading the whole Country Girls trilogy in English.

Then, browsing in Foyles, I came across a thriller. This seemed like a good idea. Up-to-date dialogue and a page-turning plot to motivate me. Best-selling author. What could go wrong? Not much as it turned out.

The book I chose was Todo Vuelve by Juan Goméz Jurado. This is a violent, action-filled thriller, and it was the first book I read from beginning to end in Spanish. However, this was only possible with the help of Google. If I'd had to sit with a dictionary by my side, pausing every dozen words or so to look something up, I'd never have done it. My process was to try to read a page and get the sense of it, then take a pic and translate the text to clarify everything. The book was about 500 pages long, so a dual-language version could never have worked, but I was amazed by the sophistication of Google Translate. It can even translate idioms into their English equivalent - for example, the Spanish pull your hair rather than pulling your leg and Google knows to translate one with the other.

It was after I finished that book that I began to think about matters of style and judgement. It's very hard to judge the pace of a book when you're reading it a page at a time and stopping frequently to translate. For almost the first time in years I was reading every word. I had the feeling that the pace of the book was a bit slow, that everything seemed to take a long time, but of course it was taking a long time, for me. Maybe it was like the Reacher books, where one of Lee Child's trademarks is his ability to spend a couple of pages describing Reacher opening a door or taking a weapon apart. 

And then there was this author's fondness for strange similes and metaphors. Was it because I wasn't Spanish that they didn't really work for me? I couldn't tell. But there was no doubt that the whole process was helping my Spanish, so I went looking for more thrillers and found a writer called Roberto Martínez Guzmán. His thrillers were set in Galicia and it helped that I'd been to that part of Spain and recognised many of the locations. There was enough interest in his books to carry me along, and I could see that the author had used various mechanisms common to many English language crime writers, for example the detective's liking for a type of music that acts as a shorthand for outlining their character. However, as my reading became more fluent I began to notice things that could have been helped by a bit of editing and I also suspected that these books had started out self-published on Amazon. My suspicions increased when I asked after the author in a bookshop in Spain and the proprietor had never heard of him.

Next I discovered the novels of Cristian Perfumo, thrillers set in Patagonia and Barcelona. These were fun, too, but as my ability to read improved (and my Kindle started saying things like 'ten minutes left in chapter' rather than 'three hours left in chapter') I began to notice things I hadn't noticed before. I started asking myself, if this was in English would I have read it? Finally, it occurred to me to search for lists of the top Spanish crime writers on the internet. None of the authors I'd been reading appeared on those lists, and when I looked for Kindle editions of these recommended books they were all much more expensive than the ones I'd been reading. Maybe this was a clue. I bought one of them (the cheapest!) El último barco by Domingo Villar. I noticed immediately that Villar has a distinctive style. The plot proceeds slowly but the detailed descriptions of landscapes and interiors are of a different quality to the other books I've read. All children's authors know that making description interesting is both tricky and essential. Like Guzmán's books, these are set in Galicia, but the landscape comes to life in an entirely different way. There came a moment, about three chapters in, when I finished a paragraph and thought, Wow! that was really great writing.


I've also read a couple of children's books in Spanish. I've written quite a few football-based books, so I couldn't resist Los Futbolísmos when I found the first volume of the series in a bookshop. It's a completely different kind of football story to anything I've come across in the UK - aimed at 8-9-year-olds and above, it's almost 300 pages long! It's also highly illustrated. And the series is incredibly successful in Spain. The best thing about it from the point of view of a learner of Spanish is that it's full of natural, up-to-date (ish) idiomatic dialogue. But, despite the fact that I am considerably more than 9 years old, I still needed help from Google to read this. If I could read, speak and understand Spanish as well as a 9-year-old Spanish child I think I'd be happy.

And, finally, I should mention Don Quixote. I've tried and failed a few times to read this hugely long book, and I have succeeded at last. I found a children's edition in Spanish and it was only 70 pages long. Maybe one day I'll read the original. Maybe.

Wednesday, 3 December 2025

Bish, Bash, Bosh - Joan Lennon

It's hard to believe it's nearly a decade since I posted about adjective order in the insane world of English language. Definitely time for another snippet of something that has no immediately obvious good reason behind it, but just sounds right.

Yup, I'm talking about Ablaut reduplication. (Thank you Merriam-Webster's recent Facebook page.)

English words have vowels. If you have a string of three words, you put them in an order where the vowels are 

I - A - O.

If there are only two words, the order of vowel is either

I - A

or

I -O.

Some examples, you ask? Merriam-Webster and the internet are happy to oblige:

tic-tac-toe, Big Bad Wolf, Live Laugh Love, splish splash splosh

click-clack, riff-raff, zig-zag, chit-chat, mish-mash, pitter-patter

King Kong, hip-hop, flip-flop, TikTok, ping pong, ding dong

Go on - swap the order round and hear just how wrong they sound! Dear English, you are bonkers, but we love you anyway.


Joan Lennon website

Joan Lennon Instagram

Monday, 1 December 2025

OH DEAR, LOOK WHAT I GOT! and a 36-year-old BEAR HUNT. Picture book thoughts by Penny Dolan

Greetings for December 2025!
Doing Library Storytimes over the year has led to a fascination with words & illustrations and more in picture books for young children and how they work, both the new and the old favourites. This month I intended to write about ‘OH DEAR, LOOK WHAT I GOT!’, Michael Rosen and Helen Oxenbury’s 2025 collaboration, but somehow their 1989 picture book hit, ‘WE’RE GOING ON A BEAR HUNT!’ padded in on its big paws too.



BEAR HUNT is Rosen’s retelling of a popular summer campfire group chant, sometimes called ‘Lion Hunt’. The structure is simple: one main voice leads with the story line, then all the listeners join in, chanting that ‘I’m not scared’ refrain, then copying the sound effects and actions at each stage of the troublesome journey. Within this story framework, the group leader could improvise new locations and actions and build up the tension towards the sudden, Big Scary moment, which suddenly turned the tale into the race of the return journey, complete with a ‘reverse memory test’ of all the places, actions and sound effects.

BEAR HUNT was a kind of game, a playing-about with a fictional quest - ‘We’re going to catch a big one’ – where the listeners faced the sensation of imminent peril, even as the incantation reassured young campers that they would not be facing danger alone. No wonder BEAR HUNT was a popular a metaphor with summer camp leaders!


However, when WE’RE GOING ON A BEAR HUNT! became a book, that once-improvised journey was fixed down across the spreads. It gained the status of print, along with most adults & children’s preference for stories ‘read in the right way’. So what, apart from the strong format, gave that picture book its presence and power? With their new collaboration ‘OH DEAR, LOOK WHAT I GOT!’ half in mind, I opened my copy of the once-familiar picture book and examined what was going on ‘in the pictures’. 

What had Helen Oxenbury’s illustrations brought to Rosen’s BEAR HUNT retelling?

WHERE was the story? First of all, Oxenbury’s loose, sketchy style of illustration and use of double-page spreads adds a sense of lightness and airiness to the setting, giving the reader an idyllic version of an English rural landscape. Clearly, bears would be extremely unlikely in such a familiar place: a first clue that this will be an imaginary tale. Yet, as the family set off on their quest, she shows roof-tops down in the valley behind them; they are, in the story, leaving home behind.

WHO was in the story? This telling also has the sense of a group. Oxenbury draws a realistic, ordinary family of four children, their father and a dog. (I also welcome the fact that she drew a human family, rather than a set of anthropomorphic characters but some aspects of publishing were much simpler then.) Now, while the father is clearly there to look after the children, Oxenbury does not show him as the one in command: the siblings often help him, each other and even the dog, who is not the bravest of creatures.
 
Meanwhile, the huge surprised bear, in his monotone brown fur in his monotone brown cave, seems lured, by the curiosity that Oxenbury shows in his eyes, out into the brightness of the real world. Alas, after padding after his visitors, the poor bear finds himself shut out – and plods back to his refuge. (A follow-up title did take on the bear’s story, but I am not sure how warmly it was loved. Do you?)




HOW was the imaginary part of the story managed? As each ‘problem’ presented itself - ‘Oh no! We’ve got to go through it!’ – Oxenbury used ordinary, everyday black-and-white but then, as if the moment is brightened by the imagination, she switches to beautiful full-colour spreads while they solve each problem, Even so, she maintains the sense of realism, of being in this world: for example, as the family cross the river, they hold their shoes in hands, the older girl bunches up her skirt, and the boy grasps the collar of the swimming dog, all while the particular sound effect - ‘Splash splosh!’ - presents itself three times in a simple ‘capitalised box’, as happens almost all the way through.



THE PACE of the story? When at last we get to the big brown cave, where the huge bear appears – One shiny wet nose! Two big furry ears! Two big googly eyes! – he seems rather cross about unwelcome visitors ands. Oxenbury now has to cope with a big problem. So far all has been slow, steady adventure, using a complete spread per scene. When you are using your voice to tell a story, speeding up is easy and quick. How, though to manage it visually, so the story won’t drag and, furthermore, will fit within the page count? Delightfully, Oxenbury uses six quickly-glanced, quickly-read sequential panels placed horizontally across one spread, the narrow images speeding us towards home – but then? Will all be safe? Is this the end?




No! Oxenbury’s next page switches to four brown-toned panels, echoing the colour of the cave and hinting at vertical bars. The family all look outwards from within the house. Look what trouble the outside and the brightness of the imagination got us into! 
The bear is following, is approaching. Oh no! We forgot to shut the door! Back downstairs. And then, with the danger locked firmly outside, the family rush up to the bedroom. They dive under the safety of the vast, feminine pale-pink bedcover, eyes still wide with fear but safe, safe, safe. Although, with a lovely twist, despite all his adventures, Oxenbury's little baby lies there, only half-under that cover, smiling and playing with his own rather recognisable toy bear. What was all the fuss about? Finally, on the last earth-brown spread, she shows us the bear plodding alone, across the lonely, empty shore, to his cold cave. Poor bear! Be careful about what you wake, both beings and feelings! Oxenbury, that brilliant artist, without any of the modern showiness, glitter, sparkle or visual fuss, made that WE'RE GOING ON A BEAR HUNT! story into a treasure of a book

Unfortunately, though I hate to say it, even with all those clever speeding spreads, Bear Hunt can sometimes be a little too long for reading out to a group of the youngest children. Storytime is not a one or two on the lap situation! 

So when - HOORAY! - in late October, I spotted Rosen and Oxenbury's new collaboration in hardback in a bookshop - and at a reasonable £12.99 - I bought myself a copy. I’ve used it for a couple of ‘Under-Fives Storytime’ at my local library and will again.

What did I find? ‘OH DEAR, LOOK WHAT I GOT!’ is a much quieter, smaller storyline than Bear Hunt. The book itself is far simpler but, in its way, just as useful for story sessions. For a start, only one voice ‘speaks’, not a family group, which makes the plot simpler and the story thread easier for younger listeners. However, although Oxenbury‘s characters are realistically drawn, they all have a slight story-book quality to them, and she allows each person to stand out against the calming white space on the pages. The clarity of this book’s design and layout feels very pleasing for younger and older eyes.
 


The child – the main narrator/character - is not swiftly relatable or cute. Oxenbury has added a touch of the fairytale, a hint of the not-quite-now, to his androgynous appearance. He has a slightly timeless look to his face, wears an fitted red jacket, dark leggings, and a black peaked hat. Moreover, his slight frame, his manner and his curiosity suggest a child who is a thinker, a logician, a quiet solver of problems.

What story does Rosen bring to us? Told very simply, the  child goes to the shops to get one particular item though, helpfully for the tale, no money or card-use is involved. Unfortunately, though each shop is clearly the correct destination – a greengrocer has a shelf of vegetables, a baker stands behind shelves of cakes, and so on - each shopkeeper completely misunderstands. Instead, the child is given a badly-concealed object, partly wrapped up in brown wrapping paper.

When the child gets home – shown as an implied space on an otherwise empty page - they discover their badly-wrapped parcel is a rhyming alternative for what they wanted. We, reading this book, are suddenly in a ‘silly rhymes’ word game. ‘I went to the shops to get me a carrot. Oh dear, they gave me a parrot!’ the narrator declares. “Do I want that? No I do not!” Did I catch a hint of Dr Seuss’s phraseology there? Checking Helen Oxenbury’s website after writing, the answer was yes!


On the story progresses, through about four more ‘beats’, until the wriggly pup, that final mistake, sets off an uproar. This, if you study the images closely, follows the traditional format of ‘So A did this, which made B do this, which made C do this, etc.’ I wonder if you recall that ‘old woman needing to get her pig over the stile’ folk tale? But fortunately, there is a loud knock at the door. The shopkeepers have arrived, all is righted - seen through the pictures not in the words -and a happy party ensues. The end.

OH DEAR, LOOK WHAT I GOT! needed a read or three to find the rhythm of the text, to consider the limited vocabulary, and watch for where the word-count offered extra opportunities for repeating phrases or joining in with animal noises, which always goes down well. 

Besides, Oxenbury’s characters all have a charming slightly old-fashioned look about them, too, and an attractive, amusing manner which fits well with the ridiculous errors, leaving the re-jacketed narrator as the only one with any sense. I enjoyed, too, the way her endpapers visually extended the gentle plot, and noticed that the ‘brown paper’ that wrapped the parcels cleverly reappears on the hardback covers.


Do I want that? No, I do not!’ the adults and children started to echo as I read out the pages, However, as far as OH DEAR, LOOK WHAT I GOT! goes, I decided I did want that! 

In it goes, into my own secret book stock at home, even though my usual choices are titles from the library book boxes. Though Rosen and Oxenbury’s new title is far simpler than WE’RE GOING ON A BEAR HUNT it is, in its own way, very useful and enjoyable. Reading the book aloud to the (big and) little ones on the library carpet felt very much like fun.

Speaking of which, I hope all your winter festivities will be fun, too. Have a fine December!


Penny Dolan




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Saturday, 29 November 2025

As tired as a very tired person who can't find a metaphor by Sheena Wilkinson

Readers, I am as tired as a very tired person. A person too tired to find an actual image even though I am, in fact, a writer.

I FEEL as though, in the last five days, I have:

Organised and hosted a book launch attended by many people, involving a great deal of planning and wine-buying and speech-writing, and also involving leaving my dress behind and only realising it when we were already on the motorway;

the dress was worth going back for 

Delivered a workshop on poetry writing at my local primary school;

the kids were worth it too and no, we weren't focusing on spelling 

Engaged in online essay one-to-ones with Scottish sixth year students, as part of my work with the Royal Literary Fund's Bridge project;


Facilitated an in-person but not at all local personal writing workshop with trauma-experienced adults as part of my work with the RLF's Writing for Life project;


Been interviewed for an online literary 'salon' mostly with pre-published writers;

this was fun!


Visited a Belfast independent bookshop to sign copies of Miss McVey Takes Charge, which they are stocking;


Thank you NO ALIBIS!

Attended an Arts Council workshop on dealing with disappointment and rejection, and been very amused when a writer I know, who's at the pre-published, querying stage, said, 'What are you doing here? What can you know about rejection?' (Er, how long have you got?)
some writers I know were cynical about this, but it was very helpful

Looked forward all week to getting to my desk for the first time today, Friday (apart from admin) to work on my novel, only to realise my ABBA post is due...

And readers, the reason I FEEL as though I have done all those things in the last five days is because I have. I know my life is no busier than anyone else's, and it's certainly easier and jollier than when I was a full-time teacher, but I seem to have a lot of different hats to wear these days!

I have left out all the life stuff: choir practice; dog-walking; gym; shopping; visiting close friend in hospice; getting stuck in a two-hour traffic jam (luckily NOT while going back to pick up the forgotten dress); getting up at 6 the day after the launch to drive the book's dedicatee to the airport -- she came to stay for the launch, which was great fun -- and no, I haven't had time to change the spare bed, so if you are coming to visit me, please know that you are welcome, but give me a few days. 

And now, for the rest of today, apart from dog walking and signing some books and putting them in the post for readers who wanted to buy directly from me, I intend to go to 1925 and stay there. My characters are having an equally varied time, and it's up to me to make sense of it all for them...


The writing life. It's certainly varied. 


Thursday, 27 November 2025

Ability, Motive, Opportunity and Goblins, by Claire Fayers

 Hi all,

I'm going to be taking a bit of a break from the blog after Christmas so this will be my last post for a little while. I do intend to start up again once I've got some new ideas together.

Recently, I've been talking to libraries again, taking part in an online librarians conference and then visiting libraries to run school sessions.

I love visiting schools, but I am really enjoying having classes come into the libraries. The scheme is paid for by the Welsh Books Council who always pay promptly. As the classes come in, the sessions generally start a little later in the morning so there's no leaving home at the crack of dawn. And it's great fun. Maybe not quite so much fun for anyone else in the library at the time (if you were trying to work this morning when a rowdy group was creating goblins, I apologise!)

Part of my talk at the library conference centred around getting children to read, which got me thinking about why we want kids to read, and what's stopping them. In the grand tradition of murder mysteries, I think it comes down to ability, motive and opportunity. If kids struggle to decode every sentence, the whole thing becomes a hard slog, meaning they have little motive to read. And if they don't have access to books, they can't read.

Schools do a lot to address ability. Libraries are primarily about opportunity - making books available. We, as authors, can have a big impact on motive, engaging with young readers, making reading fun.

Bringing all three together feels very special. Children who've never been to a public library get to see the place for the first time whilst also meeting an author who can talk enthusiastically about the library, read, play games and generally have fun. 

My sessions are based on Welsh goblins, and the highlight is when I pass a marker pen around and the children take turns at designing a goblin to live in the library. I give them all a design-your-own-goblin postcard to take away and the class goblin stays in the library to encourage them to come back and see it some other time.


The fact that the goblins are very badly drawn just adds to the fun.

Have a great Christmas all!