1, 2, 3 to the Zoo
Eric Carle

Children love Eric Carle's books. 1, 2, 3 to the Zoo (Philomel Books, 1968) is Carle's first picture book for children. Carle's distinctive use of collage [crushed paper and paint] are displayed in large, two page spreads. The bright primary and secondary colors against a white background are a visual feast. Shape, color and design are manipulated beautifully. Carle's use of geometric shapes, particularly in his locomotive, are distinctly cubist as I define it in children's literature. Teachers can use this book in art activities with children in working with collage or use of geometric shapes in producing art products. The colors' intensity is bright and reinforces almost a "happy outing" tone to the journey to the zoo. Colors stand out against a white background. His art work is so well designed the possibilities for exploring art topics with children are almost limitless. For example, on number 1, he uses negative space to create his elephant's tusk, simply allowing the white background to show through. This is a great book to introduce visual literacy and art concepts to kids.

The title tells us what to expect. Where are the animals going? To the zoo, of course. What animals live in the zoo? Why elephants and monkeys and giraffes. The title page foreshadows what is to come as we see the locomotive pulling flatcars transporting animals. We begin with the null set, a coal burning locomotive with its little coal car in tow. Black smoke billows above the engine. The engine pulls flatcars on each of which we anticipate seeing zoo animals. Each flatcar features different colors...orange wheels and blue wheels. The book can reinforce color concepts along with counting. The first animal is a huge elephant. What about that little mouse who appears on each page? Will he live at the zoo, too?

A Counting Book

Carle's illustrations are always a visual feast. Is the book effective as a counting book? I admit I always have problems counting the number of objects when the numbers get large and the objects are scattered around the page. Did I count that one or not? Carle helps me out. First, he divides the page into segments for the larger numbers. In number 7, I follow the seal at the top left and count to the right and around. He even has his animals in the top left pointing the way. Works like a charm. Same for number 8. My first impulse at number 9 is, "Oh, no." I count only the number of heads again following the pattern. Works like a charm again. Thank you, Eric Carle!

At the bottom of the page, I see the visual representation of the progression of the train. A flat car is added at each page with simple color representations of each animal. Again, I find it easy to count the number of objects. This sequence is also a great way to review and introduce concepts related to ordinal order: first, second, third. Finally at the zoo, we see each animal in its building or area. Are the numbers correct? Yes! The train is now empty. Just a little thing, the design of the cars has changed a little bit. How?

Finally, we have our last pages with its progression of the numbers. Throughout the book, the numbers are represented in shapes used typographically. Most of us produce our numbers as we learned in school. Children need to learn the typographic representation of the numbers. Here and on the preceding zoo scene, the gutter interferes with the visual array in my copy of the book. Some numbers have almost disappeared into the gutter of the book. That mouse is still there though. The influence of the gutter can be seen in some earlier illustrations as in number 9. One of the snakes disappears into the gutter and re-emerges in various spots. Gutters really complicate book design.

I always knew children had great instincts in selecting the books that they choose to love. A classic work and a great book.

By Inez Ramsey

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