Exercise 1: Influential books

Consider the importance of books to you both personally and within a broader

global sense.

First of all, think back to the earliest books you came across as a child, through

your teenage years and early adulthood to where you are now. There may be

half a dozen books which stick in your memory or are important to you in some

way. There may be many more than that. It may be an early reading book, a

particular image or short rhyme which helped you recognise letterforms. It may

be the distressed metallic silver cover of a Salinger novel you read as a teenager,

or the book you bought on impulse after work one day, seduced by the tactile

quality of the cover.

Identify these books in your learning log, use photographs and annotation to

create an illustrated list documenting the books that are important to you, for

whatever reason.

Now, connect your influential books to those with a more global reach. Identify

seminal works that have informed or challenged some of the areas you have

identified. These may be scientific, artistic, historical, political, geographic,

fictional, poetic or religious texts. For example, a book from your childhood could

connect to other seminal children’s books by association, such as Heinrich

Hoffmann’s Der Struwwelpeter / Shockheaded Peter (1845) or Charles Perrault or

the Brothers Grimm. Likewise a book featuring dinosaurs might connect to

Charles Darwin’s Origin of the Species.

When we appreciate the breadth and influence of books, we begin to appreciate

the extent of a book’s potential impact. Books carry and communicate ideas;

powerful messages can be contained within seemingly innocuous bound paper

pages. In your learning log, create another list of books, with accompanying

images and annotations, which you believe to be more globally important, but

connect to your first list in some way.

This activity will feed into your first assignment, so document your ideas in your

sketchbooks and learning log to refer back to later.

Early Childhood

Fig. 1 The Very Hungry Caterpillar (2012)

The Very Hungry Caterpillar is a childhood story that has remained in my memory. As a child, I remember the food the caterpillar ate and the structure of the book, with its different-sized pages and the holes left by the caterpillar as he ate his way through all the various food. (See Fig. 1 opposite.)

I remember counting and looking at lots of different colours throughout the story, where towards the end of the book, the caterpillar emerged as a beautiful butterfly!

As I look back at this book as an adult, I now appreciate the artwork created in the book. Using painted tissue paper with carefully placed layering produced a bold and bright collage for the illustrations.

As an influential book, it has stood the test of time by celebrating over 50 years as one of the best picture books for children.

Fig. 2 Each Peach Pear Plum (1986)

Each Peach Pear Plum is another fond memory from my childhood. It's a bit like an "I Spy" book where popular characters like Cinderella, Jack and Gill and The Three Bears, amongst others, are put together in a rhyming story where you can find each character in the illustrations. I love the illustrations in this book because when you're looking for the next character, you get taken into a world of detailed and colourful adventures! The characters are playful and amusing and it makes you want to look at the illustrations to find more. It's a very engaging book that has been added to my list of classic children's books.

Fig. 3 Frog and Toad are Friends (1970)

Frog and Toad are Friends is a story about friendship. Even though Frog and Toad have very different personalities, the story shows that the two can still be friends and help each other. I also remember the illustrations from the book that used a limited colour palette, but Frog and Toad were always shown in green and light brown (as if they are inverted). If Frog was green, he wore brown clothing and if Toad was brown, he wore green clothing, while the background remained subtle with shades of grey, with a sketchy style.

I have memories of trying to read the book on my own. Frog and Toad is still relevant today as it teaches children to understand each other and embrace individual personalities and that all friends are different and everyone needs to be kind to each other. Sometimes, no matter how old the book is, it still conveys a message that remains relevant today.

Fig. 4 Where's Spot? (1980)

Where's Spot was one of my favourites as a child. I remember trying to find Spot by lifting up the flaps on the pages. Trying to find Spot in different parts of the house, in different nooks and crannies, and finding different animals instead. The books were durable, often a board book (although the flaps didn't always remain as flaps) Spot was a cute small dog and the illustrations were bold, vibrant and simple. The flaps made the book very interactive.

The story teaches the reader about hide and seek and following Sally. Spot's mum has the patience to solve problems and try to find Spot. The same storyline repeats, but in different situations and locations. I believe children's books will continue to evolve to keep pace with technological advancements. For example, this book could be updated to be digital and the child will press on a basket to see if Spot is underneath, which could also be accompanied by fancy sounds and animations to increase the interactivity.

Fig. 5 Where the Wild Things Are (1970)

Where the Wild Things Are is a story about Max, who is sent to his room without dinner for getting angry with his mum. In his room, Max embarks on a fantasy journey with creatures that are part human, part reptile and part dinosaur! After coming back from his fantasy journey, dinner is left for him. The book remains relevant today, perhaps even more so, as it explores the subject of anger and Max's journey to return to the place where he is loved the most.

The illustrations produced for this classic book are like art pieces. The colour palette uses blues and greens to portray the mood of Max and lots of cross-hatching in pen. The illustrations look like they are watercolour, which gives them texture and depth. The characters have very vivid emotions and expressions and help tell the story and evoke emotion. Instead of having illustrations to accompany the book, the illustrations are part of the story.

Fig. 6 Bathwaters Hot (1985)

Bathwater's Hot is a book I remember well, not so much for the storyline but for the intricate illustrations. I loved all the books illustrated by Shirley Hughes because her illustrations came to life, had movement, detail and felt real. The mediums she used to illustrate were watercolour and ink, which gave all her illustrations a soft look and feel, almost like you are in the picture with the characters.

Fig. 7 The Snowman (1978)

The Snowman is a fascinating book because it has no words. The beautifully illustrated snowman, created with coloured pencils, took me into a dream-like story where the snowman comes to life and the boy goes out to play with him and is taken on a magical journey through the sky. This book was accompanied by the animated short film and paired with the orchestral song "Walking in the Air." I remember that this became a Christmas tradition that was shown on TV year after year.

(Jasper, A.W., 1982)

Teenage Years

Fig. 8 To Kill a Mockingbird (1974)

To Kill a Mocking-Bird was a set book for English GCSE. It's a novel about the injustices and racism of the southern United States in the 1930s, where a wrongly accused black man is put on trial for the rape of a white woman. The story is told through the eyes of Scout.

The book was discussed in class as it had many themes. One of the themes was capital punishment and the different ways the United States carries out executions. We were shown a video of how they test the gas chamber by placing a rabbit in a cage and then putting it into the chamber. It was horrifying watching this poor rabbit die. I think that looking back, an explanation would have sufficed instead of a video. As a result, I associate the book with this video. However, it's an important book that discusses many themes that are still relevant today.

Fig. 9 The Tyger (1794)

William Blake

The Tyger

Tyger Tyger, burning bright, In the forests of the night; What immortal hand or eye, Could frame thy fearful symmetry? In what distant deeps or skies. Burnt the fire of thine eyes? On what wings dare he aspire? What the hand, dare seize the fire? And what shoulder, & what art, Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet? What the hammer? what the chain, In what furnace was thy brain? What the anvil? what dread grasp, Dare its deadly terrors clasp! When the stars threw down their spears And water'd heaven with their tears: Did he smile his work to see? Did he who made the Lamb make thee? Tyger Tyger burning bright, In the forests of the night: What immortal hand or eye, Dare frame thy fearful symmetry?

(Blake, 1794)

In secondary school I remember the poem by William Blake called "Tyger" It is mainly composed of questions about the existence of God and the act of creation, focusing on whether the same God who made delicate creatures like a lamb could also have crafted the ferocious tiger. The tiger symbolises one of the most challenging questions in religion: Why does God allow evil to exist? Is this poem relevant today? I think religion will always be questioned, especially questions around suffering and why God "allows" bad things to happen.

Fig. 10 Little Women (2018)

Little Women was a book I had to choose for a reading project while in secondary school. I remember finding it quite hard to get into, but once I read more, I became intrigued by how the story followed all of the sisters on their life journey, while their father fought in the war.

Their stories capture how to deal with family life while trying to create a life for themselves.

The story is still relevant in today's society because it encourages girls in particular to not just think about themselves but the needs of other people that may be facing hardship.

Adult and present

Fig. 11 Room (2010)

Room is a harrowing story loosely based on the Fritzl case that surfaced in 2008, when a woman named Elisabeth Fritzl in Austria had been held captive for 24 years by her father, Josef Fritzl.

The room is told from the eyes of 5-year-old Jack, who was born in "Room" and has never seen the outside world. He believes that only the room they are in is real.

The story unfolds, and they escape, facing the consequences of adapting to the outside world, which Jack has never experienced before in his life. The themes of rape and captivity are very real problems, this story reveals the trauma of sexual abuse and the psychological effects this can cause.

Fig. 12 The Children Act (2018)

The Children Act is a book about a High Court judge Fiona Maye, she is called on to try an urgent case. For religious reasons, a seventeen-year-old boy is refusing the medical treatment that could save his life.

The story follows how Fiona comes to her judgment. I found the story fascinating, following the process of saving a life and also respecting the religion of the boy, who is not old enough to understand the consequences of his actions.

Fig. 13 Atlas of the World (2019)

National Geographic Atlas of the World Eleventh Edition. Looking at world maps, countries and flags, fuels my passion for travel. Studying maps in a book like this, I see how the country's borders appear, how a mountain range or river separates some regions.

Every time I look at an atlas, I get inspired to explore and add to my bucket list of countries to visit. Maps are constantly updated, so when I look at an older atlas, I get to see how countries are renamed and new ones formed, such as South Sudan in Africa.

Fig. 14 Travel Guides (2025)

Travel Guides are my go-to when I explore new places and new countries. I could just look online, but for me, looking through a travel guide is a different experience. Some of the travel guides are small enough to carry around with you while travelling and some also have maps. Although many of these books are outdated, I still enjoy revisiting them to remind myself of the culture and experiences they evoke. Travel guides are for me, like a visual display on my bookshelf of all the places I have visited.

Fig. 15 Bible (2025)

The Bible. I went to a Church of England secondary school, I found throughout my adult years the appreciation of how the Bible is made. This edition features gold gilt edging, adding a touch of luxury to the entire book, complemented by a leather cover.

I feel the design of the Bible has evolved over the years. Now, in Christian bookshops, there are journaling Bibles, where you can write notes or even colour in the pages. They have adapted to target different age groups and many have such intricate covers and designs, they are, on their own, a decorative item.

Fig. 16 Cape Mediterranean (2019)

Recipe Books have always been a passion, it's another way to have a creative outlet. I love this book because it features excellent photography and also showcases how South African produce can be transformed into delicious dishes. With South African food, the cuisine is always adapting and changing. We have so many influences from Asia, Africa and Europe, which produce an eclectic mix of wonderful flavours and traditions.

Reflection

This exercise provided an interesting exploration of the books that have influenced my life, without me really realising. I reflected on the classics from my early childhood that continue to resonate with me today. When I see these books now, I'm transported back to the 1980s with a sense of "Oh, I remember this book!" and the nostalgia the books bring. Then, the emotional experience of reading "To Kill a Mockingbird" as a teenager in secondary school and as an adult, reading more challenging topics addressed in the books, including themes of religion and rape. I also included books focused on travel and food, which bring me joy. I appreciate the range and diversity of the types of books that interest me and I believe this reflection offers others a glimpse into my personality and passions.

References

Bibliography- Influential books

Ahlberg, A., Ahlberg, J. (1986) Each Peach Pear Plum. London: Puffin Books.

Alcott, L.M. (2018) Little Women. London: Penguin Classics.

Briggs, R. (1978) The Snowman. London: Hamish Hamilton.

Carle, E. (2012) The Very Hungry Caterpillar. London: Puffin Books.

Childs, T. (1999) Revise the NEAB Anthology for GCSE English Literature. Harlow: Heinemann.

Donoghue, E. (2010) Room. Canada: Harper Collins.

Hill, E. (1980) Where’s Spot? London: Puffin Books.

Hughes, S. (1985) Bathwaters Hot. London: Walker Books.

Lee, H. (1974) To Kill a Mockingbird. London: Pan Books.

Lobel, A. (1970) Frog and Toad are Friends. London: Harper Collins.

McEwan, I. (2018) The Children Act. London: Penguin Random House.

Sendak, M. (1970) Where the Wild Things Are. London: Puffin Books.

Tait, A. (2019) National Geographic Atlas of the World. (11^th ed.) National Geographic Society.

The Snowman – (1982) [Animation] At: https://www.youtube.com/watch?v=THwOiOzcb6w (Accessed: 25/07/2025).

van der Merwe, I. (2019) Cape Mediterranean. South Africa: Struik Lifestyle.

Images

Fig. 1 Carle, E. (2012) The Very Hungry Caterpillar. [Image] In: London: Puffin Books.

Fig. 2 Ahlberg, A., Ahlberg, J. (1986) Each Peach Pear Plum. [Image] In: London: Puffin Books.

Fig. 3 Lobel, A. (1970) Frog and Toad are Friends. [Image] In: London: Harper Collins.

Fig. 4 Hill, E. (1980) Where’s Spot? [Image] In: London: Puffin Books.

Fig. 5 Sendak, M. (1970) Where the Wild Things Are. [Image] In: London: Puffin Books.

Fig. 6 Hughes, S. (1985) Bathwaters Hot. [Image] In: London: Walker Books.

Fig. 7 Briggs, R. (1978) The Snowman. [Image] In: London: Hamish Hamilton.

Fig. 8 Lee, H. (1974) To Kill a Mockingbird. [Image] In: London: Pan Books.

Fig. 9 Blake, W. (1794) The Tyger. [Image] At: https://commons.wikimedia.org/w/index.php?curid=7882947 (Accessed 24/07/2025).

Fig. 10 Alcott, L.M. (2018) Little Women. [Image] In: London: Penguin Classics.

Fig. 11 Donoghue, E. (2010) Room. [Image] In: Canada: Harper Collins.

Fig. 12 McEwan, I. (2018) The Children Act. [Image] In: London: Penguin Random House.

Fig. 13 Tait, A. (2019) National Geographic Atlas of the World. (11^th ed.) [Image] In: National Geographic Society.

Fig. 14 Griever, C. (2025) Travel Guides [Photograph] In possession of: the author: Johannesburg.

Fig. 15 Griever, C. (2025) Bible [Photograph] In possession of: the author: Johannesburg.

Fig. 16 van der Merwe, I. (2019) Cape Mediterranean [Image] In: South Africa: Struik Lifestyle. p.138.