Professional Practice
1.
Contents Practice
Be Seen
Hello!.....5 Creative Process.....7
Online Presence.....31 Portfolio.....35
Influences.....9
Next Steps...
Projects
The Future.....41 What’s next?.....43 C.V......45 Links.....49 List of Figures.....51
Pre Major Project.....13 Final Major Project.....17 Competitions.....21 Events.....25
2.
3.
4.
I am a children’s picture book maker inspired by stories from real life and fiction. I am driven by my love of narrative which inspires me to create playful sequential narratives for young audiences. The stories that I create are often centered around an underlying life lesson or moral and I usually underpin this through extensive observational drawing and character development. My practice is also informed by social interaction which I apply through character design, often animals and sometimes human characters.
5.
I choose to work primarily in watercolour and coloured pencils to create lively and playful illustrations. I enjoy subtly marrying the two types of media together to create soft pastel tones with line and texture. However, I find that it isn’t the choice of media which defines my work, it is the characters that I create which are the primary focus within my practice.
6.
My work focusses heavily on creating original characters and self authored stories. I enjoy designing characters that can be strong enough to be appreciated by universal audiences. I begin this process by collecting imagery which I collate online through Pinterest boards, as well as carrying out primary research through photographing and location drawing. This informs the character and settings which also play a dominant role in the narratives I create.
7.
I enjoy working in the confines of a sketchbook to document and record drawings on location, which I find is an important factor in the initial stages of my creative process. This method is suited to generating my ideas and becomes a source which I can re-visit which may inspire something new for my practice.
8.
For me, I find inspiration wherever I go but mostly from stories both fictional and real life. From a young age, I have always admired surrounding myself with narratives in books, television and film. I enjoy how a story can engage audiences of different ages and can be retold and shared through generations. As a child, I enjoyed looking at the illustrations in books and how the stories would leave me itching to turn the page, examples include Michael Rosen’s ‘We’re Going on a Bear Hunt’ and Jill Murphy’s ‘Whatever Next’.
1
2
3
4
9.
5
6
Studying a degree in Illustration, has allowed me to discover many creative talents who have become particular influences within my work. I admire the well loved and appreciated children’s illustrators, such as Quentin Blake, Axel Scheffer and Oliver Jeffers. However, I like to be aware of new talents which help to inform me of the current work in this sector. In this instance, I enjoy the illustrations and stories of Lorna Scobie, Marte Altes and Rebecca Cobb. I am captivated by artists who create characters that can be loved and appreciated by all generations, not only in picture books but for the screen. Being a loyal follower of Disney and Pixar films from an early age, has also helped to drive my practice in the latter.
7
10.
11.
12.
Before beginning my final projects, I knew I wanted to set myself the task of creating a self authored children’s picture book. After realising how difficult and time consuming this can be, I decided it would be best to focus on this for the entire year. Therefore, I chose to use my pre-major project as a starting point to explore and expand my understanding of picture books and the different ways they can be interpreted by children, focusing specifically on character design and story.
13.
Whilst location drawing, I realised how enjoyable it was to draw different breeds of dogs and how they could become comical characters in a picture book for younger audiences. This initial idea began to drive the project, resulting in a portfolio of character designs and illustrated ideas for five short stories, each featuring a different breed of dog. I also used this project to begin exploring the potential for merchandise, which can support and contribute to picture books but also become a platform for promoting myself as an illustrator.
14.
15.
16.
For my major project, I decided to choose one of my five short stories to pursue into a 32 page picture book. The story follows a pug called Louie who feels different because he is small, portraying the disadvantages and advantages of his size. I enjoy constructing narratives which focus around an issue or life lesson that can be taught to children and this story achieved this in an uncondescending and entertaining way. During this project and PMP, I have created many drawings in a vignette layout and this is something I have integrated within my book using frames. I felt that this approach was a little more unconventional to the picture books usually found in this market.
17.
18.
19.
20.
Getting your work noticed can be a challenge, therefore I have entered my work into a few competitions during my final year, with the chance to get my work in the hands of potential publishers. Children’s author Nicola Davies, kindly offered an opportunity to all levels within our course with the chance to illustrate her new and upcoming children’s book ‘Perfect’. The brief was to create a storyboard for sixteen double page spreads, as well as two finalised compositions in response to the story. I have also entered my children’s book ‘Little Louie’ into the 2015 Macmillan Book Prize, whereby the brief was to submit a minimum of three final double page images and a front cover for a children’s picture book. This particular competition is one I am excited by and I enjoy observing the winners work each year.
21.
22.
23.
24.
During my time of study, I have been lucky to work many paid jobs for the different departments at the University. Some of which have had a great influence on my practice as an Illustrator and my career aspirations after I graduate. I have been working within an Artist in Residence scheme representing The Arts University Bournemouth at local schools. I was involved in a six week placement at Bethany Junior School in Boscombe, where I helped to assist with an after school art club every Thursday afternoon. I thoroughly enjoyed this opportunity to work with younger learners and be able to pass on my knowledge and skills about illustration. I am also contributing my own illustrations for a mural design to represent this chosen school.
25.
26.
I was also very lucky to be a selected student to work as an assistant at BA’s Illustration Symposium, at the AUB in September 2014. My roles included acting as a meet and greet and registering guests attending the event, as well as running workshops alongside other students. This was a great opportunity to meet many established people working in the Illustration scene, from all over the country.
9
8
27.
10
I have also been involved in teacher assistant roles, as part the artist in residency and student ambassador schemes. Last given an opportunity to teach alongside two other students at (Looked After Children) in Bournemouth, Poole and Dorset which two day workshop about puppet making.
of my work with year, I was AUB for LAC involved running a
More recently, I have worked at a Spring Art School event which took place at AUB during March and April 2015. My role was to help assist alumni student Jonny Clapham, in a three day art school Illustration for young learners. It was great to be involved in and help deliver these two workshops that revolved around illustration and narrative
11
28.
29.
30.
In the digital age, it has become necessary for an illustrator to have an online presence to showcase their work. I have spent most of my final year building a platform for myself as an illustrator, to get my work noticed and to begin creating connections with other practitioners.
Website I have created a website this year, using Wix which documents my work as an illustrator and operates as an online portfolio. I have illustrated my own hand rendered font in watercolours to present an essence of my illustrative style. My intention was to create a website that is simple and professional, whilst indicating the personality of my work.
31.
Facebook Joined 2008 Facebook has become a huge and popular platform to share work and I have created my own illustration page to showcase this. It is a more personal way of presenting my illustrations, as most of my followers are friends and family. However, when I work as an Ambassador, I often mention my page to groups of students that are applying to study at AUB, so I am able to gain more interest and followers in this instance.
32.
Twitter Joined 2011 I use Twitter to connect with other illustrators and keep track with the new illustrative styles within the children’s book sector. This is also a useful site to be aware of illustration competitions.
Pinterest Joined 2013 I mainly use Pinterest for collating research and as a hobby, gathering imagery of things I find interesting or unusual as well as recently starting using it as a platform for my illustrations. 33.
Tumblr
You can also find me on . . .
Joined 2013 My blog works similarly to Facebook, in that it is an informal way of presenting my illustrations. It represents my creative process whereby I am able to notice the developments and improvements in my practice.
LinkedIn Joined 2015 LinkedIn is a relatively new platform which I am beginning to use to connect with other like minded creatives, as well as presenting my job experiences and skills. 34.
I feel it is beneficial for an illustrator to have a physical portfolio as well as showcasing an online version. My portfolio consists of the strongest work in my final year but also presents a variety of techniques I use when working towards a finalised piece. As my work mostly features animal characters, I felt it was only appropriate to include them in my business card designs. I have also experimented with potential merchandise to advertise myself as an illustrator, as well as supporting and assisting my self authored stories. This includes finger puppets and stickers which coincide with my picture book, ‘Little Louie’.
35.
36.
37.
38.
39.
40.
I am very aware that the illustration industry is very competitive, particularly within the children’s book sector. During my time studying, I have had my doubts and pre-conceptions about becoming a professional freelance illustrator. As much as I enjoy drawing and creating narratives, I often doubt the strength of my work against other illustrators succeeding in the same industry, questioning whether my work is unique enough. This has made me a little unsure about what direction to take after I graduate. As I have lived at home during my time of study, I hope to find time to do a bit of travelling as well tying down a job to keep me occupied over the summer months.
41.
Within my three year degree, I have worked many paid job positions alongside my studies. I have represented AUB as a student ambassador, which involves working for the marketing team at open days, graduation, delivering campus tours and assisting at other important events. I have also worked as a note taker, attending lectures and recording notes for students with disabilities. Working many diverse job roles has significantly built my confidence and skills, as well as looking great on my C.V. It has also lead to a great opportunity to work a fulltime placement in July and August this year, assisting at the annual summer school at AUB.
12
42.
As far as illustration work is concerned, I will continue developing personal projects and keep drawing what I love. I will also send off my work to publishers and await any responses as I realise there is no harm in trying. It may also be worth joining an organisation such as the SCBWI (Society of Children’s Book Writers and Illustrators), a membership like this could potentially connect me to authors who may be interested in collaborating with me. However, I have always been intrigued and excited by teaching. I have had plenty of work experience in my primary school, as well as working within the artist in residence scheme. Therefore, I am considering applying for a School Centered Initial Training qualification or SCITT, which will gain me further hands on experience in a school environment. 43.
43.
13
14
My next steps will be to take a year out of study to think about my options and decide whether to pursue a career in teaching or illustration or perhaps both. I am torn between studying a SCITT in a primary school, teaching general subjects to children ages 3 to 11 or whether to train within a secondary school where it is subject specific, in which case I would follow the art and design route. As I have had some experience in a primary school setting, my plan is to look for work opportunities in secondary schools either as a placement or voluntary work, to gain more of an insight to the age group I would be teaching. I am attending a ‘Train to Teach’ event, which will give me more knowledge about how a SCITT runs, as well as allowing an opportunity to speak with staff in different local training programmes.
15
44.
45.
46.
47.
48.
http://www.abbigrist.wix.com/abbigrist Abbi Grist Illustration https://twitter.com/AbbiGrist
49.
http://abbigrist-illustration.tumblr.com https://www.pinterest.com/abbigrist/my-work/ https://www.linkedin.com/ Abbi Grist
50.
1. The Book People. (2014). Fun ideas for celebrating Roald Dahl Day. [online image]. 4th September 2014. Available from: http://www.thebookpeople.co.uk/blog/index.php/tag/roalddahl/ [Accessed 10th April 2015]. 2. Guybrarian. (n.d.). OLIVER JEFFERS-LOST AND FOUND-THE BOY SAID GOODBYE. [online image]. Available from: https://guybrarian.wordpress.com/2011/11/27/picturebooks-oliver-jeffers-lost-and-found/gallery-oliver-jeffers-lo-003/ [Accessed 10th April 2015]. 3. Scobie, L. (2014). Panda. [online image]. Available from: http://www.lornascobie.com/ Panda [Accessed 11th April 2015]. 4. Octogon Bolton. (2010). Whatever Next! [online image]. Available from: https://octagonbolton.co.uk/whatever-next [Accessed 11th April 2015]. 5. Cobb, R. (2014). Lunchtime. [online image]. Available from: http://www.rebeccacobb. co.uk/books_lunchtime2.html [Accessed 11th April 2015]. 6. Altes, M. (2012). My Grandpa. [online image]. Available from: http://www.martaltes. com/My-Grandpa [Accessed 11th April 2015]. 7. Cinema Sauce. (2013). Disney Release Dates for Pixar and Animated Films Through 2018. [online image]. 29th May 2013. Available from: http://www.cinemasauce.com/disney-release-dates-for-pixar-and-animated-films-through-2018/ [Acccessed 10th April 2015]. 51.
8. Caswell, E. (2014). It’s the second day of #aubinterpretation and we are ready for a great day!!! Twitter Emma Caswell. [online image]. 19th September 2014. Available from: https://twitter.com/emariecaswell/status/512885800414248960 [Accessed 19th April 2015]. 9. Brazell, D. (2015). Interpretation event-who said what. [online image]. Varoom Mag. Available from: http://www.varoom-mag.com/?p=8611 [Accessed 19th April 2015]. 10. AUB. (2014). If you see these two at the #aubinterpretation symposium get a snap for the wall! Twitter AUB. [online image]. 18th September 2014. Available from: https://twitter.com/inspiredAUB [Accessed 19th April 2015]. 11. Lund, D. (2015). Comics! Final day of illustration spring art school @inspiredAUB. Twitter David Lund. [online image]. 1st April 2015. Available from: https://twitter.com/davidjohnlund?lang=en [Accessed 19th April 2015]. 12. Bellinger, A. (2014). We’re here at New College Swindon today until 2pm, come and see us! Instagram amybellinger2. [online image]. Available from: https://instagram.com/p/tUpoE3jZio/ 13. Society of Children’s Book Writers and Illustrators. (2013). Mission. [screen shot]. Available from: https://www.scbwi.org/about/mission/ [Accessed 11th April 2015]. 14. Bright Children’s Illustration. (2015). Our Artists. [screen shot]. Available from: http://www.thebrightagency.com/artists/index [Accessed 11th April 2015]. 15. South Coast SCITT. (2013). The Course. [screen shot]. Available from: http://www. scscitt.co.uk/index.php/about/the-course [Accessed 29th March 2015]. 52.