| “Brown bear, brown bear, What do you see?” | | | | Bear, What Do You See?” are the illustrations. |
| “I see a red bird looking at me.” | | | | Strong colors and jagged texture help delineate animal |
| “Red bird, red bird, What do you see?” | | | | bodies more sharply. Also, the animal positions are kind |
| “I see a yellow duck looking at me.” | | | | of static, which adds a minimal dimension to the |
| When I first read this to my son, I immediately sensed | | | | pictures without making them less interesting. For |
| the vibes of a classic book of children’s literature. | | | | example, the red bird is sketched in a flying position |
| Martin’s tender rhyming and Carle’s stunning, | | | | with glossy body, a sharp beak and a defined tail; Blue |
| energetically colored illustrations make “Brown Bear, | | | | Horse shows his teeth; Green frog has a pink tongue. |
| Brown Bear, What Do You See?” a classic picture | | | | All these details create a great atmosphere and add a |
| book that all children must read. | | | | live essence in the book. |
| On each page, the reader asks a favorite animal what | | | | In 2007, “Brown Bear, Brown Bear, What Do You |
| he sees in a rhyming tone; the animal responds with | | | | See?” has celebrated its 40th anniversary and |
| another animal. | | | | came out in a larger size, with an updated cover, and |
| "Blue Horse, Blue Horse, What do you see?” | | | | an audio CD included. To be honest, I preferred this |
| “I see a green frog looking at me." | | | | edition over the original one, mostly because with the |
| This pattern is repeated in all pages until, in the last | | | | CD my son has been able to follow the story better. |
| page, the students in a classroom see all the animals. | | | | Reading the book along with the CD has made the |
| I have to admit that I found Martin’s trick very | | | | picture book liverier and even more interesting. Also, Bill |
| clever. Although the concept is pretty straightforward, | | | | Martin and Eric Carle talk in the CD about the book, |
| it gives magic to the book. With a simple question | | | | while the voices of the animals are performed by the |
| “what do you see?” children learn the colors, the | | | | excellent actress, Gwyneth Paltrow. |
| animals and how to rhyme. Each rhyme leads | | | | To my view, “Brown Bear, Brown Bear, What Do |
| effortlessly to the next one, while the excellent | | | | You See?” is a must in children’s literature |
| tissue-paper illustrations anchor the collage of animals. | | | | because it helps young children and toddlers to learn |
| The use of a simple repetitive language actually | | | | new things with a rhythmic repetition and plenty of |
| intrigues children who love to rhyme and to repeat the | | | | identifiable pictures. Without offering any extravaganza |
| new words they learn. | | | | or any sophisticated plot, the book has earned a top |
| What I like the most, though, in “Brown Bear, Brown | | | | place in the children's book hall of fame. |