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The cover gives the reader little information about the story. One can predict that the story is about a boy who feels invisible. Besides that he is shown lonely all by himself drawing on the ground with chalk which could mean that he doesn't have many friends.

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The invisible boy
Author: Trudy Ludwig
Illustrator: Patrice Barton

published in 2013, New York
30 pages

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The information is presented by a third person narrator. The narrator is reliable since he has an overview over the whole story.
In the beginning direct speech is used in the text(integrated). Later on direct speech is used through speech bubbles which are integrated in the pictures and are written in the handwriting of the "invisible" boy.

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Major characters

Protagonist:
Brian (invisible boy)
Brian is portrayed as a shy boy, not having friends and being excluded from his class mates. He feels invisible and therefore is very lonely. His favorite activity in school is drawing which he does whenever there is a possibility to. For the figure Brian no colours are used. He is simply presented in black, white and grey. Only by the end of the story when he is becoming friends with Justin he's starting to get more and more colourful. In the end he's as colourful as all the other children since he doesn't feel invisible anymore because he found freinds who appreciate him.

Antagonist:
Children in Brians' class
The children in Brians' class are ignorant and unfair to Brian. They are excluding him all the time. From the beginning on the children are colourful which is representing their visibility and their freindship among themselves.

Confident:
Justin
Justin is the helper, the confident of Brian. He's new in the class and does see and include Brian from the very beginning. He is friendly and fair to all the children. Justin kond of portrays a role model of a good friend. In the end he is the reason why Brian becomes visible and colorful

Side character:
- Teacher

All the figures are drawn in a more childish way which propably refers to Brian's drawings.

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- friendship
- mobbing
- exclusion
- values

The picturebook portrays the boy Brian who feels inisible and therefore does not have any friends. In his class he is being ignored and excluded by his class mates. Even the teacher seems to not noticing him at all. One day a new boy comes to the class. For the first time someone is noticing Brian and being nice to him. The two of them become friends so in the end Brian does not feel invisible anymore.

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Troughout the book intertextuality is not used to support the understanding/content of the story.

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The reader follows the character of Brian along the process of feeling lonely and left out to making friends.

The text of the picture book starts with the question “Can you see Brian?”. This question directly addresses the reader and thus increases involvement. Also, the (mostly) frameless illustrations invite the reader into the story although the point of view the reader sees from is a spectator view.

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Expressions such as “in the classroom”, “When the bell rings for recess” and “back in class” describe time and place of the story. Both, but more strongly shown by the illustrations, it’s shown that the setting is contemporary and realistic.

The illustrations are rather sketchy and do not show many details, since details are not eminent for the story. Most of the illustrations are unframed, which invites the spectator into the story and increases personal involvement. Moreover, the coloring emphasizes some crucial points of the story, everything (all the children) except for Brian, are depicted colorful. In the course of the story, alongside making friends with Justin, step by step, Brian is depicted more colorful, too.

To conclude, it can be said that it’s rather a backdrop setting since the time and exact place are not essential for the story.

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At first, action just happens meaning Brian cannot help himself from being excluded. However, when Justin appears Brian makes the choice to write him a note which then initiates the process towards the happy end.

Along with Brian starting to make choices, little by little, he is depicted more and more colorful. (--> compare the picture in the section “setting” to the picture in this section)

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The relationship between the text and the illustrations in the picture book is symmetrical: the illustrations correspond/enhance the text.

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The time of the story is around 3-5 days. The illustrations do not include signs of time, only verbal expressions such as “on Monday morning” and “the next day” give hints on the time.