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03 Magazine: October 02, 2023

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Arts | <strong>Magazine</strong> 69<br />

Sid, the cocky, talking cockatoo from Dunedin Botanic<br />

Garden, has a new fan – writer Ruth Paul.<br />

“He became a good friend,” Ruth, this year’s University<br />

of Otago College of Education Creative New Zealand<br />

Children’s Writer in Residence Fellow, says.<br />

The gardens, and a visit to see Sid, became a regular<br />

activity for Ruth, who made the most of getting to know<br />

Dunedin and its wildlife for the first time during the<br />

fellowship when she was based at the Robert Lord cottage.<br />

An award-winning children’s picture book author and<br />

illustrator of 30 titles, Ruth admits Sid might even be<br />

immortalised in a future book.<br />

“Living in Dunedin is a bit like living in a picture book,<br />

full stop.<br />

“The experiences I’ve had will slowly filter through … it’ll<br />

suddenly coalesce and the subconscious stuff will pop out,<br />

but I can never quite tell when that’ll be.<br />

“Sometimes it’s serendipity, sometimes you have to sit<br />

down and squeeze out some ideas.”<br />

Animals have always featured heavily in Ruth’s books –<br />

lions, dogs, frogs and even jellyfish – I Am Jellyfish won picture<br />

book of the year at the New Zealand Post Book Awards in<br />

2018 – and dolphins.<br />

“I love animals and kids love them. They are a stand-in for<br />

a lot of human emotions, but you don’t have the issues of<br />

race and ability and age. There are all sorts of things you can<br />

do with animals that you can’t do depicting humans.”<br />

Many come with known qualities, such as the brave lion or<br />

shy mouse, so they are the perfect vessels for storytelling.<br />

“I seem to use them more by accident than design.”<br />

Ruth, who lives on a small farm in the Wellington region,<br />

illustrates as well as writes the books, although she started<br />

off as an illustrator after doing an arts degree at Victoria<br />

University and a diploma of visual communication design at<br />

what is now Massey University in Wellington.<br />

It was not until she had children that Ruth began to write<br />

as well as illustrate books, something that worked well<br />

around raising children.<br />

She studied English at Victoria University and art at Massey,<br />

so putting the two sets of skills together “works really well”.<br />

“I wouldn’t have had the confidence to do it.”<br />

However, she discovered doing both gave her greater<br />

control of the story and enabled her to change either aspect<br />

part way through a project if something was not working,<br />

something she was loath to do with another writer.<br />

“I can adjust things to fit, so the drawings and story are<br />

more locked in step.”<br />

There is also the practical side – doing both the writing and<br />

illustrating meant all of the royalties went to her, not half.<br />

“If you can double up it can make a financially unrewarding<br />

career less financially unrewarding.”<br />

Surprisingly, she discovered that, for her, writing was<br />

actually easier than illustrating a children’s book,<br />

Her first book as author and illustrator was The Animal<br />

Undie Ball, and she has gone on to write many more.<br />

Many have been translated into a variety of languages<br />

and published in Australia, the United States, the United<br />

Kingdom, China and Korea.<br />

“Living in Dunedin is a bit like living<br />

in a picture book, full stop.”<br />

Some, such as The Animal Undie Ball, have been produced<br />

as stage performances and others – Superpotamus and Two<br />

Little Pirates – have featured on an Australian preschool<br />

television series. Bad Dog Flash was published as an e-book<br />

in the US.<br />

As a new mum 20 years ago, she was reading more<br />

picture books but did not share her own work with her<br />

children as they had watched her making them.<br />

“At the end of it they were completely over it.<br />

“When they have children they might read them and go<br />

‘Oh, is that what mum did’.”<br />

These days she still reads picture books, but admits it is<br />

not the same unless she borrows a great-niece or nephew<br />

to read to.<br />

“Now I just read that stuff myself anyway, but it’s not<br />

quite the same as reading as an interaction.”<br />

Ruth came to Dunedin for the fellowship with plans to<br />

finish three picture book stories – The Farmer’s Pyjamas, You<br />

Can’t Pat a Fish and Candy Rapper and the Flash Trash Crew –<br />

and, if she had time, work on a mid-grade novel.<br />

“Picture books are my stock and trade and generally I<br />

don’t have that many words.<br />

“It seemed a good place to attempt something you might<br />

fail at, as you have the space and the time, which is usually<br />

unheard of creatively, as you are trying to pay the bills.”<br />

Not only did she have time, she wrote 25,000 words<br />

for the novel she describes as “magical realism based in the<br />

natural world”, thanks to the luxury of not having the usual<br />

requirements of everyday life intrude.<br />

“But I don’t know if any of its good or not. That is<br />

something you work on next. I don’t know what its value is<br />

yet.”<br />

It didn’t come easy, as picture book writing requires being<br />

economical with words and simple with storylines.<br />

“Writing a novel is as complicated as putting both<br />

forms together.<br />

“A picture book is concise, you have to work within about<br />

500 words, but the complexity of a larger novel with plot<br />

twists and different settings is a lot to get your head around<br />

and you have to keep tabs on everyone.”<br />

For the first time she discovered why other writers use<br />

spreadsheets.<br />

“It’s been a good opportunity to learn.”<br />

She also enjoyed having an office at the College of<br />

Education and the opportunity to talk with educators about<br />

children’s books.<br />

“They understood children making the link between<br />

images and words when learning to read, and how children<br />

read the pictures while adults are reading the words. They<br />

are learning to scan the page looking for symbols and clues.”

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