It is a powerpoint.

1. Digital Graphic Narrative
Development
Robbie Hickman

2. Shape Task

3. Shape Task

4. Evaluation
Image 1: My first image depicts a close-up shot of a lion, with significant focus on the facial features and mane of the animal. I am very
pleased with how I have been able to draw shapes (mainly circles and triangles) and warp them so that they match the aspects of the lion
within the original image almost exactly. Different sized circles were drawn; the largest one encompasses the lion’s mane as shown within
the final image. I drew a triangle to create a strong impression of the lion’s snout. The manner in which I have arranged these shapes has
resulted in an almost accurate representation of a lion. I have even been able to show emotion within the lion’s face using only the Shape
Tool. The use of the ‘Bevel and Emboss – Texture’ tool within the ‘Blending Options’ toolbar has allowed me to create the appearance of
fur; this has greatly enhanced the visual quality of my image and makes it look almost professional. The utilization of additional
techniques e.g. alteration of Brightness/Contrast and the addition of a Satin overlay has enabled me to convey light and dark areas in
regard to the animal’s fur. For example, the lion’s mane would be a dark shade of brown and it’s face would be a lighter shade of brown. I
think that the use of different shapes of colour does well to provide contrast within the image, and the addition of a dark blue background
helps to create the impression of a night sky.
Image 2: The second image depicts a shark swimming around the interior of a ship that has been submerged. In the original image, the
shark was shown in a full-body shot. This allows for significant focus on all of the shark as opposed to a single aspect e.g. the head. I am
pleased with the fact that I have added a background image of the interior of a sunken ship because a strong impression is created of the
shark swimming through wreckage. To add to the visual quality of the image, I altered the Hue/Saturation of the background image using
the respective tool and gave it a green hue. In my opinion, this helps to establish a sense of juxtaposition between the colour of the shark
and the water in the background; therefore, these are contrasting elements within the final image. I think that I have created an accurate
depiction of an actual shark in real life; using the Shape Tool I have created an impression of the shark’s gills, fins, eyes and mouth. The
shapes I drew (a circle and some triangles) were warped so that they looked stretched out and angled in a specific manner (e.g. the
triangles are angled to the left). I am pleased with the appearance of the shark in my final image, mainly because of the way the aspects of
the animal are shaded and outlined. This was accomplished through use of the Bevel and Emboss tool in the ‘Blending Options’ toolbar.
If I had the opportunity to do this task again, I would choose a different animal e.g. koala or raccoon to draw over. I think that an animal
such as a lion was too difficult to create using just shapes, especially because there are a large number of aspects to draw over e.g.
outlines of fur. Although I was able to create an accurate and coherent depiction of a lion, the images within my shape task could have
benefited if I chose an animal with a simpler appearance. For example, a zebra could have been ideal because only the colours black and
white are needed and it could be easy to draw over the animal whilst using the Bevel/Emboss tool (this could create outlines for the
zebra’s stripes). The reason why I would do this is so that I can create the impression of an animal that mirrors the appearance of the
original image almost exactly; this could increase the chances of my images reflecting professional standards.

5. Rotoscope

6. Evaluation
I think that my image looks quite professional because it does well to convey a strong sense of
emotion within the character Rambo and also implies the nature of the character through the
appearance of camouflage face paint that is commonly worn by those within the military. This face
paint also communicates the genre of the films Rambo is in. I like how the image depicts the
character’s facial features in an almost identical way to the original image, including the eyes, nose
and mouth. I think that I have done well to provide lots of detail; I have drawn tufts of hair over the
original image using the line and Hue/Saturation tools and added the implication of ‘the whites of
the eyes’ using the Shape Tool. This does well to bring the character to life through the sole use of
shapes. Another aspect of the image I like is the appearance of a red-coloured headscarf (which I
created using the Shape Tool). The colour of the headscarf helps to provide meaning to the image;
the colour red tends to be associated with things like war, strength, desire and determination. All of
these strongly relate to Rambo’s character. I am very pleased with how I have constructed the
character using only the Shape Tool.
I think that the visual appearance of my finished image could be improved. If I had the chance to do
it again, I would utilize a wide range of colour and saturation techniques to provide a stronger sense
of realism i.e. more colour on the character’s face, as well as lighter and darker areas. I could also
include dark green and brown colours (for camouflage face paint and the headscarf) to further
emphasize the fact that the character is embroiled in military conflicts throughout the course of his
films. The colours could also provide more for viewers to interact with and improve the way the
image looks. Next time, I would choose a different image that could be easier to draw over e.g. one
that does not require significant amounts of detail in some areas. This could make the rotoscope
easier to do, and it could also enhance the quality of the rotoscope if I choose an image featuring
colour rather than only black and white, as shown in the original Rambo image.

7. Film Quotes

8. EvaluationI have created a detailed and almost professional-looking poster based on the 1987 war film ‘Full Metal Jacket’. A wide range of different
techniques have been employed and these have enabled me to provide visual effects which not only enhance the quality of the images shown
within the poster, but also provide more for the audience to interact with and create meaning. I am pleased with the way I have cropped the
images and placed them on top of each other to give the impression of a single scene taking place i.e. the shot of the two wounded soldiers is
actually a screenshot from a battle scene in the film, and the image to the left depicts a soldier taking cover behind a wall. The combination of
these images strongly suggests that danger lurks on the other side of the wall (with the image of the two soldiers implying that they have been shot
upon breaking cover). The soldier on the left hand side of the image merely looks like a silhouette wreathed in flames; this creates a dark and
menacing impression which mirrors the characteristics of conflict, as well as the attitudes and emotions of soldiers. The appearance of flames could
suggest rage. This shows that I have been able to create an atmosphere within the image which could evoke emotion within the audience. The
name of the film: Full Metal Jacket has been positioned at the top of the image in big, bold capital lettering so that it easily attracts the eye of the
customer. Using the ‘Filter Gallery’, I have provided strong visual effects to the lettering that create the impression of molten metal. One can also
see the outline of a soldier taking cover within this lettering. These aspects could potentially attract fans of the war genre of films, as well as
provide audiences with some insight regarding the nature of the film or other films similar to it; the title looks quite menacing and its metal
appearance does well to reflect the name of the film, as well as convey themes such as strength. This theme also relates to the attitudes of the
movie’s characters and soldiers in general. I am proud with the manner in which I have positioned the film’s opening line alongside the character
Gunnery Sergeant Hartman. To emphasize the fact that this line is spoken in a hugely strict manner, I added a screenshot of Hartman from the same
scene in which he speaks to the new recruits. Sure enough, this image depicts Hartman as a merciless instructor, but also as a determined person at
the same time. I am pleased with the font I used for the text which makes it easily visible against the images, as well as the manner in which I have
positioned the text. The text stands out and this could potentially draw the eye of the customer away from the images. Also, Full Metal Jacket can
be considered a two-part story, with the first half focused primarily on military training and the second half focused around the Vietnamese
conflict. Using tools from the ‘Blending Options’ toolbar, I have altered the opacity of Hartman so that he appears quite faint compared to the other
images. I think that this does well to communicate the past of the soldiers within the image; Hartman is depicted as a vague memory. In the image I
have created, the soldiers could be trying to recall their past training to obtain the courage needed to survive.
If I got the chance to do this task a second time, I would make further alterations to the images I take from the internet e.g. adding black and white
to the images to provide a slightly melancholy feel or to communicate the fact that Full Metal Jacket is based around real-life events that took place
a long time ago. It might also be a good idea to use less images because, although the poster is quite detailed, the customer might prefer an image
that isn’t too cluttered in regard to images and text. Next time, I could use one image and make adjustments to its aspects e.g. characters, colour of
the sky and contrast; I could then add the film quote to the image and alter the text in several places; as a result, some areas would stand out more
e.g. the name of the character speaking (Hartman) or slightly insulting terms such as ‘filthy’, as well as the words ‘speak only when spoken to’. The
latter quote would be highlighted because, in my opinion, it conveys the strict and commanding attitude of Sergeant Hartman. This could be useful
to communicate the nature of the character, as well as highlight the genre of the film.

9. Text Based

10. Evaluation
I like how I have experimented with different ways to warp text in order to practice skills on Photoshop that could be quite useful for the production of
my book; I understand that my book could benefit greatly if there is a combination of both text and images, primarily because this could provide
increased aspects for the reader to interact with. The use of specific ‘Warp’ tools from the ‘Transform’ option on Photoshop, particularly the
‘Perspective’ and ‘Distort’ tools, has enabled me to create intriguing effects for the pieces of text (as shown in the previous slide). For example, the final
piece of text I edited almost looks as if it is falling backwards. This effect could be suitable for use on a cover for a DVD, album or book because it has the
potential to attract the eye of the customer and even convince them to buy a specific product. The effect could also imply suspense, especially if it is
used on the front cover of product such as a novel or video game. Another aspect that I am pleased with is the manner in which I have positioned both
pieces of text (my own forename and surname) so that they appear as though they are far apart from each other, right on top of each other etc. The
techniques utilized in Photoshop at this time have enabled me to expand on my own knowledge regarding the editing software, and have also provided
me with new ways to enhance the visual quality of any product I create on Photoshop. I am now able to position and warp areas of text in an almost
professional manner. In addition to this, I have also employed a technique which involves placing an image from Google behind an area of text (as
depicted in the final piece of text shown on the previous slide). I am quite pleased with the visual appearance of this piece of text, mainly because of the
manner in which I have positioned the image of the Earth which I obtained from Google. City lights are easily visible on the Earth’s surface within the
image, as well as the glare from the sun in space. There are a lot of aspects to interact with and the image of the Earth is quite synonymous with
belonging i.e. it connotes things like community and unification. I think that a combination of text and an image in this specific way has the potential to
evoke emotion within the viewer, especially if the text represents the name of a film or other form of media e.g. video game. It also has the potential to
suggest the core themes of a film; for example, the image I have used could suggest that the film will have a post-apocalyptic setting or fall into the
characteristics of the Sci-Fi genre. This shows that the style I have employed in order to enhance the appearance of my own forename and surname has
resulted in an image which almost mirrors professional standards.
If I did the ‘Text-Based’ topic again, I would spend more time experimenting with different techniques on Adobe Photoshop so that I can make areas of
text look even more visually appealing. For example, I could utilize the ‘Blending Options’ toolbar to alter the appearance of my own forename and
surname; this could be accomplished by providing colour (e.g. red) as well as a Stroke. The latter option would enable me to provide an outline for the
text and give it an almost cartoon-appearance. If I employ this technique for my comic book (which I plan to create during the production of my
children’s book), it would have the potential to enhance its quality, as well as help to establish the fact that the book’s primary audience is young
children. The appearance of the text could also intrigue readers and convince them to read the book. To improve the appearance of areas of text, I
would also select a different technique in Photoshop e.g. the Distort Tool. The Distort Tool could enable me to alter my forename and surname e.g. by
shrinking the topmost section of the text and giving the illusion of a low-angle shot of the text. This could provide meaning to the text, because a low-
angle shot tends to suggest things like strength and dominance in regard to the subject it is depicting (in this case, it would be the text that is depicted).
This style could also be employed for the title of a film or book, especially for the front cover. This would ensure that the text stands out and attracts the
customer’s eye before any other feature on the cover.

11. Comic Book

12. Evaluation
I am pleased with the visual quality of this image, as well as my choice regarding which individual, scene etc. is depicted in the image. This image depicts
the actor Bruce Willis portraying a character in the 2013 Action/Thriller film ‘A Good Day to Die Hard’ and has been edited via Photoshop through use of
different tools in the ‘Blending Options’ Toolbar, most notably the ‘Colour Overlay’ and ‘Threshold’ tools which have enabled me to alter the appearance of
the original image (which is a screenshot from the film depicting Willis’ character aiming a firearm at an unseen individual). Using the Shape Tool, I drew a
rectangle over the image of Bruce Willis and altered its opacity (i.e. made it transparent) so that the aspects of the image beneath the shape were fully
visible. This allowed me to remove areas of the rectangle (using the Eraser Tool) so as to ensure that the shape accurately outlined the facial features and
clothing of the character, as well as the weapon he is holding. Prior to using the ‘Eraser’ tool, I duplicated the rectangle twice so that I had three shapes to
edit in total. The first shape was altered so that it outlined the barrel of the weapon and the facial features of Bruce Willis; following the use of the Eraser
tool I also selected the ‘Threshold’ tool in the ‘Adjustments Toolbar’. This tool provided a black and white colour palette to the face of the character and
made his facial features look quite obscure. I am quite pleased with the manner in which I have altered the character’s facial expression so that he appears
almost calm, as well as heedless of the severity of the situation he is implied to be in. Another reason why I am pleased with my choice of image is because
it is ambiguous (i.e. leaves the viewer to interpret what is going on) and therefore evokes tension and suspense within the viewer; tension and suspense
could be characteristics of the action genre, which is clearly the same genre that is represented within the image due to the presence of a firearm, as well
as an actor who is well-known for his roles in movies which tie to the action/thriller genre. The colours black and white do well to add to the ambiguity of
the original image; they could also suggest the personality of the character within the film. The second shape was altered through use of the ‘Colour
Overlay’ Tool; I selected the colour red because of the themes which are associated with the colour e.g. anger, danger, courage, willpower, wrath and
leadership. All of these themes strongly relate to the narrative of ‘A Good Day to Die Hard’ and the personalities of the characters (including the one
portrayed by Willis). The second shape became the background of the overall edited image; I am pleased with the way in which the character appears to be
surrounded by malice (due to the colour red). This theme could do well to imply the emotions of Willis’ character as he is depicted being only a split-second
away from pulling the trigger of his weapon, most likely with the intent to kill someone rather than shoot out a window, door etc. The third image was
partially erased to ensure that it outlined Bruce Willis’ clothing; I then proceeded to give the shape a blue tint so that the character’s clothing stood out
from the red background behind him. I am pleased with the way in which I have used different shades of colour, primarily because I have ensured that
there are multiple aspects for the viewer to interact with. Altering the appearance of Willis’ clothing in this manner has also allowed me to establish the
character’s body within the ‘comic book’ image. Overall, the image looks quite professional and takes on an appearance that is quite similar in comparison
to an animated image.
However, I do believe that the visual quality of my comic book image could be enhanced even further. If I got the opportunity to do it a second time, I
would make some alterations to the shapes I drew over the original image of Bruce Willis e.g. use different colours and tools e.g. Vibrance, Hue/Saturation
and Brightness/Contrast to provide things like shadows on the facial features of the character. My image could also benefit from additional colour; as
shown in the final image I constructed, the facial features of Willis (as well as the weapon he is carrying) are depicted in black and white (through use of the
‘Threshold’ tool). Although this was intentional and helped me to provide an ambiguous atmosphere for the main character, I think that the image could
look more visually appealing if I provided actual colour to the facial features of Willis e.g. beige to create the impression of skin. If I did this, it is very likely
that the character would look more like an actual person rather than simply an illustration. To make the weapon the character is carrying appear more
visible, I could also draw a fourth shape and alter it so that it perfectly outlines the barrel of the weapon and takes on the colour brown. Making these
extra adjustments could further enhance the visual quality of the comic book image, thus ensuring that it attracts the eye of the audience.

13. Photo Story

14. EvaluationI think that I have done well to create a set of visually intriguing images; each of which depict a struggle that involves an ambigious character
discovering a key on the floor whilst seeking an escape route from the location he is in; it is made obvious that the character has committed a
crime (through the positioning and manipulation of images of U.S. banknotes which are shown flying behind the fleeing character as they fall
out of the wallet he is carrying, thus implying that he stole from someone). The character is also shown to be panicking, clearly desperate to
elude arrest, throughout the story. I am pleased with how I have successfully established continuity within the photo story (i.e. it follows an
uninterrupted flow of action) through use of specific techniques. Such techniques include things like camera angles e.g. long-shot, low-angle
shot and canted angle which could enable the audience to experience the action from multiple viewpoints. In regard to the techniques
employed via Photoshop, such as alteration of Hue/Saturation and integration of various images from Google, I think that I have done well to
enhance the visual quality of the photo story, thus increasing the chances that it could evoke adrenaline within those who read it. Such
images taken from Google include the brick wall behind the door and the flashing blue/red lights which were obtained individually and
combined together so as to give the impression of sirens mounted on police cars. This does well to establish the fact that the police are
coming and that the character is running out of time. Towards the end of the story, the character’s panic increases and this creates tension
and suspense. Overall, I think that I have done well to provide a narrative to my photo story, as well as a slight theme of action which could
intrigue fans of the action genre. Another aspect that I am pleased with is the use of a low-angle shot in which the primary character is
depicted looking down at the key he has found; the low-angle shot does well to imply that the character is strong and powerful. In this
particular case, success is implied because the main character might have just found a chance to escape the situation he is in at this point.
The photo story ends with the main character opening the door with the key he found, only to slump hopelessly against the wall when he
discovers that the door does not lead anywhere; there is only a brick wall behind it. As a result, there is no way out for the character who is
soon arrested by the police. I am proud with this twist I included in the ending, mainly because of the fact that it evokes humour slightly due
to the implication of a door being constructed without any significant purpose whatsoever, as well as the fact that the main character did not
have any luck in the end.
If I got the chance to do the photo story again, I would make some adjustments to the narrative that will be represented in the story; I
understand that I have included too many images from Google in my photo story and this could potentially decrease the quality of the story.
The reason for this is because the images from Google are not mine, however I have employed a wide range of editing techniques (e.g. the
Warp Tool) to create intriguing effects. For example, the use of onomatopoeia (i.e. the imitation of a sound made by a person, object, animal
etc.) as shown in the bottom-left image to represent the noise made by the sirens of police cars was further emphasized through use of the
Warp Tool which enabled me to create the illusion of the text appearing as wavy. This technique I employed does well to imply the distorted
sound of sirens. To further enhance the quality of the photo story, it would be a good idea for me to provide additional sound effects which
are similar to the one I used e.g. ‘Thud’ or ‘Slam’ to emphasize the fact that the character has been struck by something or to imply that the
police are close behind the character during the chase. Another aspect that I could alter is the framing of each shot; for example, to provide
increased aspects for the audience to interact with, I could use different types of shot e.g. extreme close-up or extreme long shot. These
shots tend to establish the emotions of the character and the story’s setting, respectively. It would also be a good idea to consider the 180
degree rule which states that cameras must only remain on one side of the character to ensure that the audience doesn’t become
disorientated by the flow of action; as shown between Shots 2 and 4, the subject is shown from two entirely different angles and a false
impression is created. It looks almost as if there are two characters as opposed to one. If I get the chance to do the photo story again, I could
correct this by ensuring that the cameras do not cross the 180 degree line.

15. Illustration

16. Evaluation
In this image, I have shown my own artistic skills in regard to drawing by hand as opposed to utilizing Photoshop
or any other form of editing software to create intriguing images. The three images I have sketched (as shown on
the previous slide) depict a rifle, the planet Saturn, and a close-up shot of a random individual. I am quite pleased
with the manner in which I have sketched these images; I have taken my time and also been able to highlight
almost all of the possible details on a rifle, including the trigger, rib, muzzle and action bar. As a result, my
illustration almost reflects professional standards due to the extent of detail I have provided to ensure that an
accurate depiction of a rifle has been created. In regard to my illustration of the planet Saturn, I think that I have
done well to depict the planet’s ring system (ring systems are always composed of things like rocks, dust and ice),
however I have only sketched the planet in accordance with the way it appears through telescopes which are
used by astronomers to study the appearance of planets in the Solar System. Therefore, I did not provide specific
details such as rocks and boulders which form the ring system of Saturn. To establish the fact that the planet
orbits the sun in space and is located far away from Earth, I drew the planet so that it appears small and I also
gave the planet a tilted appearance; this was influenced by the fact that most planets tend to have axial tilts. This
shows that I have paid attention to the key aspects of certain things as they appear in real life, thus making the
illustrations look more believable and increasing the chances that people could relate to the images.
Because these are only rough drawings, the images are inadequate in regard to specific details which would be
found on things like firearms and facial features in real-life. In comparison to images found on the internet, my
illustrations do not provide fully accurate representations of reality, primarily because they are hand-drawn and
therefore, there are bound to be some irregularities. A good example of this is the fact that my illustration of a
rifle appears uneven and crooked, quite obviously not as straight as a rifle in real-life. This is primarily due to
slight errors which are quite common when it comes to hand-drawn images. If I got the opportunity to do this
specific topic again, I would attempt to draw the images carefully and accurately so that they don’t appear
crooked and therefore far from intriguing. When it comes to sketching something similar to a rifle, it might be
ideal to use a ruler to ensure that the illustration of the rifle is perfectly straight and thus an even more accurate
representation. Another thing that I could do to improve the quality of my images is to add colour to them,
whether by hand or on Photoshop. Because these hand-drawn images were scanned onto a computer, it would
have been possible to edit them in Photoshop. For example, the ‘Warp Tool’ could straighten the image of the
rifle and the ‘Colour Overlay’ or ‘Stroke’ tools from the ‘Blending Options’ toolbar could add colour e.g. silver,
brown, yellow and black to the images and even make them appear almost like cartoon illustrations. This would
be a good way to improve the visual appearance of my illustrations and ensure that they take on a near-
professional appearance.

17. Narrative Environment

18. EvaluationI am quite pleased with the manner in which I have employed the ‘rotoscope’ technique a second time (with the first time being the creation
of an animated version of the character Rambo in the rotoscope task). As depicted in the previous slide, I have constructed an almost
accurate representation of a desert; the objective of this task was to experiment with a wide range of techniques in Photoshop to create
visually attractive narrative environments of any type. I chose a desert because there are a lot of details in an environment such as this one,
specifically in regard to dunes, cacti, crusted earth and sand. I aimed to provide a significant level of detail to my image to ensure that its
overall appearance reflects near-professional standards. I am pleased with my decision to rotoscope a desert landscape because I have been
able to provide certain themes to my image e.g. a grim and foreboding atmosphere. The appearance of a landscape of this type could have
the potential to evoke emotion within the audience; the desert is seemingly never-ending and the type of shot used in the original image
(extreme long shot) does well to suggest the size of a desert. Also, no water can be found in deserts, thus making this type of environment
increasingly lethal in regard to people. Therefore, this image would most likely evoke emotion within the audience due to the implication of
death. As shown in the final image, I have accurately outlined the mountains in the distance, as well as rocks and boulders that lie on the
desert sand. Specific shapes used for the rotoscope include rectangles, triangles and circles, all of which were warped in accordance with the
outlines of the actual aspects of the desert shown within the original image. Overall, both images look very similar to each other, indicating
the level of patience and care when it came to creating and warping shapes to ensure the creation of an environment. I am also pleased with
my choice of colour; the sky appears yellow and hazy and this helps to provide a dreary atmosphere to the image. The only colours that have
been used in this task are various shades of yellows, browns and blacks; no other colours e.g. red or blue are present. The illustration of the
desert therefore lacks any positive connotation i.e. meaning generated by colour and this supports the fact that the desert is a barren
landscape. The use of the ‘Shape Tool’ enabled me to create only several boulders, which serve as random objects scattered around the
landscape. In my opinion, this further emphasizes the fact that the landscape is a barren one. I am quite pleased with the appearance of
cracks in the earth (as shown towards the bottom of the image) which represent a parched landscape both in the original image and the
image I have created. The appearance of these cracks in my final image was accomplished through the use of a technique in Photoshop which
involved making a selection of the cracks and using the ‘Filter Gallery’ to fill in the selected areas. I consider this technique beneficial because
it enabled me to provide an additional aspect to the desert landscape. This aspect also does well to enhance the visual quality of my image.
I feel that the narrative environment could be improved. Although I have created an accurate impression of a desert landscape, which tends
to be barren and appear almost as if it is devoid of life, I feel that I could provide additional aspects to the desert because there is not a lot to
interact with in regard to the image I have constructed. This could potentially decrease its quality. I understand that the visual appearance of
the boulders and rocks is quite poor and that these could be improved by using the ‘Colour Overlay’ tool in the ‘Blending Options’ toolbar. If I
did this, I would be able to provide the boulders with an appearance that is visually similar to rocks in real-life (by providing a dark shade of
grey to the boulders). It would also be a good idea to provide an outline to the boulders using the ‘Stroke’ Tool. The use of this tool would
result in an overall cartoon-like appearance in regard to the rocks which could make them look visually attractive. I could also provide
additional aspects to the desert image; for example, by creating a depiction of a cactus through rotoscoping over an image of a real-life cactus
from Google. I think that an illustration of a cactus in my narrative environment could enhance the quality of the image overall and provide
an additional aspect for the audience to study. The illustration of the cactus would most likely have the potential to attract the eye of the
audience because it would be the only brightly-coloured aspect of the image. Green (which is the colour of a cactus) is a positive colour
related to things like nature and well-being, and including this colour in my desert image could provide contrasting tones in regard to the
grim feel generated by the appearance of the desert landscape and the positive atmosphere generated by the green cactus.

19. Initial Ideas

21. Mood board of chosen idea (Themes and
Location)

22. Mood board of chosen idea
(Characters)

23. Mood Board Analysis
• The images included in my moodboard represent the key concepts of my children’s book which include things
like isolation, anger, depression and belonging, specifically in relation to family and being part of a population.
All of the images depicted in the moodboard were obtained from Google and primarily represent some of the
scenes from my children’s book, most notably the relay race scene, the scene in which the main character (the
young boy) disrupts a church service, and the wasteland that surrounds the isolated village (this village, which
has also been shown on the moodboard, serves as the sole setting for my children’s book). The images taken
also represent both real-life depictions and accurate cartoon representations of people and locations, therefore
a strong sense of variety is provided in my moodboard. Some of the images are shown to have a grim and
depressing atmosphere e.g. the two images depicting the wasteland on the ‘themes and location’ slide. It is
important to bear in mind that themes such as these could potentially disturb younger readers. Therefore, I
should be careful of what tones I provide to my book and pay attention to the manner in which I create specific
environments. For example, I might end up constructing an environment that appears highly dark and
menacing; this could severely decrease the overall quality of my children’s book and result in a significant and
sudden change in context which might be too much for younger readers who are very likely to not want to
come across this in a book that is intended for them. All of this shows that I have accurately represented what I
might include in my children’s book, as well as the fact that I am beginning to consider the different kinds of
themes which could be depicted in accordance with the needs of my target audience. I think that I have done
well to provide a lot of detail to my moodboard and indicate what I am hoping to construct during production
on Photoshop. I also think that the variety of images shown within my moodboard does well to create the
impression that I will be creating lots of different locations and characters, thus providing a significant amount
of aspects for readers to interact with. The fact that I have obtained both real-life and cartoon pictures for my
moodboard also establishes that I will be attempting to construct a vivid story i.e. with lifelike characters and
settings through utilization of a wide range of styles and techniques in Photoshop. This could ensure that
people will be able to relate to the aspects of my story because of the almost accurate representation of reality.

24. Proposal
Dimensions
I intend for the number of pages for the children’s book to be either 9 or 10 pages. The preset used on Adobe Photoshop will be International Paper and the size of each page will be A4. The
primary reason as to why I will be using large presets is because there is bound to be a lot of aspects in my children’s book and thus it would be ideal to avoid things like pixelation (which occurs
when the size of a small image is increased to a certain extent). This could severely decrease the quality of my overall product. The use of the aforementioned presets should result in a specific
page size: the width of each page will be 210 millimetres and the height will be 297 millimetres. I also desire to ensure that my pages are set to ‘portrait’ instead of landscape. The reason behind
my choice to select portrait instead of landscape is because I will be creating a comic book which might look even more appealing and also enable me to provide a lot of frames (into which the
scenes of my story will be placed) onto each page.
Story Overview
The story will revolve around a troublesome young boy who does not understand the consequences of his actions; he has a
habit of shouting all kinds of things at the top of his voice, commonly insulting people. As a result, he gets beaten up
repeatedly (this is shown through the ‘Ball of Violence’ which is an animation technique that takes the form of a cloud of
dust in which two or more characters are implied to be fighting). Eventually, it gets to the point where the character gets
neglected by everyone he knows, and to gain everyone’s trust back, he needs to change his ways. The story is set in an
isolated town, with a barren wasteland extending for miles all around. The tone of the story is quite foreboding in regard to
the fact that the character is forced to leave his hometown and walk aimlessly for miles. However, it shouldn’t be too
unsuitable for younger audiences, mainly because the confrontations (which happen multiple times) in my story are
depicted in a comedic manner and are not violent or disturbing in any way. During the scene in which the character becomes
Export Format
JPEG
Advantages: The JPEG file format is considered the most widely used and well-known format. The file size for a JPEG image is fairly small; the
benefits of this are the ability to access the images quickly (because it would not take long to load the files) and the fact that the images would
not take up too much storage space on a computer. The quality of JPEG images is relatively high, therefore the images in my book could look even
more visually intriguing. The format is compatible with a wide range of different programs (including Photoshop). There is also a good chance that
the images in my book will be displayed correctly upon being produced.
Disadvantages: The disadvantages of using the JPEG format are harsh transitions between the colours within an image, as well as a reduction of
quality when the user attempts to compress or recompress the image. The format does not support transparency and the pixels that make up the
image would be analysed together if the size of the image is decreased, therefore resulting in distortion within the elements of the image. This
shows that the user will not be able to enlarge their images if the JPEG format is used and this can have a negative effect on the visual quality of
one’s work.

25. Deadline
15/06/2016
Audience
My story will most likely appeal to males aged 7 and above. The tone and atmosphere of the story is not too disturbing, but the concept of
isolation and all-encompassing dread (in regard to the surrounding wasteland) can be quite unsettling for some children. The reason why it
would appeal to males is because the characters within the story consist primarily of males, including the protagonist. There are scenes of
fighting within the story which could attract male audiences, because males tend to prefer themes of violence compared to females. People who
live in a specific geographical location, particularly the countryside, should find that my book appeals to them because of the setting which is ‘in
the middle of nowhere’ and in an isolated town. My children’s book should also apply to those who belong to a particular Psychographic; most
notably the ‘Achiever’ and ‘Belonger’ psychographics. The reason behind the fact that my book would appeal to the ‘Achiever’ psychographic is
because people who fit into this category tend to set themselves apart from everyone else around them, thus they are known for being
independent i.e. quite unique in comparison to others. The attitudes of the child protagonist could strongly refer to the characteristics of the
Achiever psychographic because the character will be represented as being hated by every other person he encounters in his home village. The
story will also imply that the character is unusual and has a problem in regard to interacting with people. Therefore, Achievers should be able to
relate to the aspects of my story. My book will also appeal to Belongers because people of this type love being part of a community. My book
does well to represent the everyday lives of people in the village (the setting for my story), therefore Belongers should find that it applies to
them also. Things like family and friends are also represented as core themes in my story, particularly towards its conclusion.
Production Methods
I will be using a wide range of techniques to create visually intriguing images depicting characters (that are created using shapes) as well as
aspects of the town in which the story takes place e.g. houses, trees and a church. Using the ‘Blending Options’ Tool, I will be creating light and
dark tones to make the landscapes within the story (the barren landscape surrounding the town) look quite professional. I will also be utilizing
the Filter Gallery to add visual effects to the images I create. An example of a strong visual effect to use for my children’s book is the Lens Flare,
which could create the impression of the sun shining in the sky. This could enhance the overall quality of my children’s book. Another technique
that I will employ during production is the alteration of things like colour and outlines in relation to the characters and settings I will be
constructing e.g. areas of grass could be coloured in green and brickwork could be coloured in a light shade of brown or grey. This could be easily
accomplished through use of the ‘Colour Overlay’ Tool. To provide contrasting effect between the scenes of my story, I will be using lots of
different colours, some of which will be positive and some negative. Therefore, my book could have the potential to provide readers with a
significant amount of aspects to interact with. This could allow for an enjoyable experience in regard to the reader.

26. What are the strengths of the proposal? What areas of the proposal need further work?
You have definitely chosen a quite unique story,
with an interesting moral behind it, and a pretty bold
ending which I quite admire, and should be suitable
for children to learn from like you said.
Have been quite specific in the techniques you will
be using to illustrate your story.
You may need to reconsider you audiences age,
since I feel that 7 year olds aren’t going to be fully
interested in this story, aim for a much younger
audience. Will also need to be more specific on
your audiences geographic, name some areas
where you think the story will be most popular,
instead of naming “just the country-side”. Think to
where the story originated from and how popular
this story is. Mention more on your proposal other
than illustrations, like page layout from text to
images.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
You have included one image which showcases a
particular aesthetic and convention in your story
such as the dust cloud for fighting, and the
simplistic cartoon style for the illustrations.
More images for your mood-board, and a mind-map
will be needed to properly showcase what themes
and branch out and showcase how you are going to
fill out this story to be told.

27. What are the strengths of the proposal? What areas of the proposal need further work?
The story you have chosen is very different and
distinguished in its own way and seems to have a good
moral story behind it. The proposal is very detailed and
gives a clear insight into what the story is going to be about.
The chosen production method is very clear and tells how
you want to achieve this method and what you plan to do
with the method. The audience is very defined and explains
how your book might target this audience.
The areas that might need work would be the
audience as you would need to define the audience
demographic and more a clear location then the
country side.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
You have given an image which shows a fighting
comic art style which matches the art style you
have depicted in the proposal.
You could add more images to your mood boards to
show your chosen art style and similar techniqus
you could use, and add a mind map to show your
ideas for the book you are intending to do

28. What are the strengths of the proposal? What areas of the proposal need further work?
There is a clear level of detail to the proposal that
clearly shows me that you know exactly what you
are doing in the work and will already have a great
amount of knowledge as to how you will do this and
what audience it best appeals to. Although the extra
levels of details is another great thing as you have
added the exact millimetres that your book will be.
I feel like you should be more specific when
showing the geodemographic, so including a
country or place that you feel will be the best suited
area for your book.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
You have a clear image that depicts some of the
work well and I feel like this image alone can stand
well in showing some parts of your book.
Add in more detail to the work, so that we get a
clear understanding of everything that will be in the
work such as; characters, story, backgrounds ands
how the story will flow through the pages of the
book.

29. Feedback Summary
Sum up your feedback.
The feedback for my proposal and idea generation is quite positive. People have commented on the fact that I will be using
a specific art style for my book, and there are positive remarks on the story I have chosen with some referring to it as
‘unique’ and ‘distinguished’. People seem to like the fact that I will be using specific conventions e.g. the dust cloud for
fighting as well as how my story will have a moral behind it. However, there are comments on how I should provide more
detail to my idea generation, including a mind map to showcase my ideas even further and more images to imply the art
style I will be using.
Which parts of your feedback do you agree with and why?
I agree with the fact that I should provide more detail to my idea generation e.g. extra images and a mind map because it
would be a good idea to highlight what I want to create in more detail. I also agree with the fact that I should be more
specific when it comes to identifying audience e.g. geographical location. I understand that I could provide more detail and
describe my primary audience more because people will most likely have different opinions for the narrative of my book,
which may be quite unique in comparison to other children’s books. I feel that I should also provide emphasis on the
nature of my characters, setting and where exactly the story will be taking place e.g. the United Kingdom. A good way to
accomplish this would be to discuss the strong sense of variety which will be present in my book (in regard to the different
types of character that will appear).
Which parts of your feedback do you disagree with and why?
The piece of feedback that I disagree with is how I should reconsider the age group that my book will appeal to. Although I
understand that children aged 7 or above are more likely not to be interested in the story, I feel that the dark tones within
my book could scare children who are of a younger age. I also feel that children who are older are more likely to
understand the concept of my story more because they should be at the age where they will not only know how to read,
but also understand specific narrative techniques e.g. opening, resolution and climax. Children at this age might also be
even more likely to understand specific aspects of my story, most notably humour due to the repetitive nature of the
scenes that will be included, as well as the fact that older children should learn to accept the consequences of any mistakes
that they make due to the fact that they are beginning to mature.

30. Original Script
Stupid’s Cries – English Folktale http://www.worldoftales.com/European_folktales/English_folktale_84.html
There was once a little boy, and his mother sent him to buy a sheep's head and pluck; afraid he should forget it, the lad kept
saying all the way along:
"Sheep's head and pluck! Sheep's head and pluck!"
Trudging along, he came to a stile; but in getting over he fell and hurt himself, and beginning to blubber, forgot what he was
sent for. So he stood a little while to consider: at last he thought he recollected it, and began to repeat:
"Liver and lights and gall and all! Liver and lights and gall and all!"
Away he went again, and came to where a man had a pain in his liver, bawling out:
"Liver and lights and gall and all! Liver and lights and gall and all!"
Whereon the man laid hold of him and beat him, bidding him say:
"Pray God send no more! Pray God send no more!"
The youngster strode along, uttering these words, till he reached a field where a hind was sowing wheat:
"Pray God send no more! Pray God send no more!"
This was all his cry. So the sower began to thrash him, and charged him to repeat:
"Pray God send plenty more! Pray God send plenty more!"
Off the child scampered with these words in his mouth till he reached a churchyard and met a funeral, but he went on with
his:
"Pray God send plenty more! Pray God send plenty more!"
The chief mourner seized and punished him, and bade him repeat:
"Pray God send the soul to heaven! Pray God send the soul to heaven!”

31. • Away went the boy, and met a dog and a cat going to be hung, but his cry rang out:
"Pray God send the soul to heaven! Pray God send the soul to heaven!"
• The good folk nearly were furious, seized and struck him, charging him to say:
"A dog and a cat agoing to be hung! A dog and a cat agoing to be hung!"
• This the poor fellow did, till he overtook a man and a woman going to be married. "Oh! oh!" he shouted:
"A dog and a cat agoing to be hung! A dog and a cat agoing to be hung!"
• The man was enraged, as we may well think, gave him many a thump, and ordered him to repeat:
"I wish you much joy! I wish you much joy!"
• This he did, jogging along, till he came to two labourers who had fallen into a ditch. The lad kept bawling out:
"I wish you much joy! I wish you much joy!"
• This vexed one of the folk so sorely that he used all his strength, scrambled out, beat the crier, and told him to
say.
"The one is out, I wish the other was! The one is out, I wish the other was!"
• On went young 'un till he found a fellow with only one eye; but he kept up his song:
"The one is out, I wish the other was! The one is out, I wish the other was!"
• This was too much for Master One-eye, who grabbed him and chastised him, bidding him call:
"The one side gives good light, I wish the other did! The one side gives good light, I wish the other did!"
• So he did, to be sure, till he came to a house, one side of which was on fire. The people here thought it was he
who had set the place a-blazing, and straightway put him in prison. The end was, the judge put on his black cap,
and condemned him to die.

32. Story Breakdown
1: Father sends his son to town to buy three tins of beans. The boy repeats the words ‘three tins of beans’.
2: Young boy walks past a school not too far from where he lives. He hears a teacher shouting at the children in her class. He stands next to the
window and listens in. The teacher shouts ‘your behaviour is terrible!’. These words clearly upset the boy, who proceeds to repeat ‘your
behaviour is terrible!’ He waits for a while. The teacher walks out and confronts him. The boy continues to repeat ‘your behaviour is terrible!’
and the teacher shouts ‘There’s nothing for you!’
3: The boy walks down an alley. Upon seeing a man sitting against the wall, crying, he yells ‘There’s nothing for you!’. The man beats him up
and holds him by his collar. He says ‘Be very careful of what you say!’ The boy scampers away and comes across a church. He walks inside and
finds that a service is being held. People are singing hymns. The boy shouts ‘OH! OH! Be very careful of what you say!’
4: The people beat him up. The pastor picks him up by his collar, saying ‘the Lord bless you!’ Wandering through the town, the boy shouts ‘the
Lord bless you!’ upon seeing a family failing to obtain a bucket of water from the well. The folk seize and beat the boy. The boy escapes from
the ‘Ball of Violence’, leaving the impression that those who ganged up on him are beating up each other. A police officer shouts ‘STOP IT.
STOP IT, RIGHT NOW.’ The villagers realize that they have been beating up each other.
5: The boy walks onto a school field where a relay race is about to take place. Just as the referee is about to start the race, the boy shouts ‘STOP
IT. STOP IT, RIGHT NOW.’ The folk beat him and throw him off the school grounds, telling him to ‘Have a good day!’ The boy continues on and
watches as an old man with a cane trips and falls over.
6: He shouts ‘Have a good day!’ The man struggles to climb to his feet and beats him with his cane, shouting ‘One is out, trying to have a nice
time.’ The boy limps into the town centre and encounters a man who has a big plaster over his eye, implying that he only has one eye. Sure
enough, the boy points and yells ‘One is out! Trying to have a nice time?’ Instead of striking him, the man becomes upset and the boy is yet
again beaten up by fellow onlookers.
7: The boy eventually starts to feel neglected and does not know why everyone hates him so much at this point. He wanders across a barren
wasteland under a stormy sky, cold and alone.
8: The boy’s parents learn of their son’s disappearance and leave the town to find their son. At this point, it becomes obvious that the wasteland
is all-encompassing and seemingly never-ending; the village is the only place that is considered ‘safe’.
9: The boy’s parents venture outside of the village to find their son, calling his name. Eventually, their son comes running up to them. The boy’s
mother tells him ‘don’t go wandering off again’.
10: The next day, the boy is told to buy a loaf of white bread. Walking through town, he comes across a man who drops a basket of fruit onto his
foot. The man shouts in pain and clutches his leg. The boy shouts ‘don’t go wandering off again!’. The insulted man grits his teeth in anger.
The book ends with the implication of the boy getting beaten up yet again.

33. Draft Script
6:15 AM
An alarm clock goes off on the bedside table. The young boy in the bed becomes annoyed and proceeds to hit the alarm clock until it stops
beeping. He then goes back to sleep.
6:45 AM
The door bangs against the wall as the boy’s dad kicks it open. “SON! GET UP!” he shouts “GET UP! NOW!”
The boy sits up and yawns.
7:00 AM
As the boy is eating breakfast, his mother shouts at him from the other room. “Son! Go and make yourself useful. Fetch three tins of beans from
the market, will you?”
The boy leaves his house and walks down the path into the village. On his way there, he repeats ‘three tins of beans…three tins of beans’ so as
to ensure that he doesn’t forget.
7:10 AM
The boy walks past a school. A teacher can be heard yelling at the children in her class. “You two! Sit down! Now! Face forward!” He walks up to
the building and leans on the wall next to a window. The teacher’s voice can be heard from the inside. “Get out of my class” she yells. “I have
never been so disappointed. Your behaviour is terrible!” The teacher’s ranting visibly upsets the boy. He repeats “Your behaviour is terrible!”
loudly.
7:15 AM
The teacher walks towards him from around the corner. “What do you think you’re doing?” she says. The boy backs away across the field
adjacent to the school. “Where are your parents? Get off the grounds!” The boy repeats ‘Your behaviour is terrible!” Insulted, the teacher turns
and walks away. “Right, that’s it” she says. She faces the boy and shouts “There’s nothing for you!”
7:22 AM
The boy trudges down an alleyway. A man sits against the wall, sobbing with his face in his hands. The boy walks up to him. The man looks up
and the boy yells “There’s nothing for you!”. The man grits his teeth in anger. The boy is implied to be getting beaten up; the ‘Ball of Violence’
appears and both characters vanish into it. The man picks up the young boy by his collar and shouts “What’s the matter with you?” He places his
face close to his and utters “Be very careful of what you say.” Sporting ‘amusing injuries’ and looking visibly exhausted, the boy scampers out of
the alleyway.
7:29 AM
People can be heard singing hymns within a Church. The boy stands opposite the structure. We get a view of the interior of the church. The
young boy enters and, after listening to the hymns, proceeds to shout ‘OH! OH! Be very careful of what you say!” just as the pastor begins to
speak. The people in the church all look at him. The pastor picks him up by his collar and says “May the Lord bless you!”

34. Draft Script
7:34 AM
The boy walks past some houses. A family of four pull a bucket up from a well. It is implied that there is water inside. The father of the family stands next to the well with a
hopeless look on his face. There is no water in the bucket. The boy shouts “ the Lord bless you!”. This infuriates the family, who beat him up. The boy flies out of the ball of
violence and stands in confusion. The family are now apparently beating each other up.
A police officer appears and shouts “STOP IT. STOP IT, RIGHT NOW.” As the dust clears, the father is shown to be bewildered as his family lie dazed on the floor. The
young boy sprints away.
9:01 AM
A relay race is shown to be taking place on a school field, with lots of people gathered around the track. The referee prepares to start the race, but before he can blow the
whistle, the boy appears and shouts ‘STOP IT. STOP IT, RIGHT NOW!” The referee glares at the boy. Four people throw him off the school field and onto the pavement,
with one uttering ‘Have a good day!”. The boy lies face-down, dazed.
9:05 AM
The boy walks down a housing estate. An elderly man with a cane walks just ahead of him. The man trips over a crack in the pavement and falls flat on his face. Walking
past him, the boy shouts ‘Have a good day!”. The man hits the boy over the head with a cane multiple times. He then grabs him by his shoulders and says “One is out,
trying to have a nice time…”
9:09 AM
Limping into the town centre, the boy encounters a man with a plaster over his eye. There is a slight scar running down his face. The boy points at the man’s eye and
shouts “One is out! Trying to have a nice time?” The man stands still in shock for a moment, then proceeds to sit down and cry. Fellow villagers glare at the boy.
???
The boy stands in the middle of the street. He wanders “Why does everyone hate me?” as shown through a thought bubble. The boy wanders across the wasteland
surrounding the village, depressed and alone.
???
As night falls, the boy sits on the ground, shivering. His eyes are wide with fear. Sounds can be heard echoing all around him. Just then, he hears his parents calling him.
“SON! Where are you, son?” his dad shouts. “Over here, I think he went over here!” shouts his mother. The boy just sits there, wondering what to do. He shouts “HELP!”
???
The boy, his mother and his father walk back into the village. The boy has a coat wrapped around him to keep him warm. His mother kneels in front of him and tells him
‘don’t go wandering off again’.
NEXT DAY…
The boy lies in bed. His father shouts at him from outside of the room. “SON! GET UP! GET UP! NOW!” The boy yawns. (same image used). As the boy is eating
breakfast, his mother shouts at him from the other room. “Son! Go and make yourself useful. Fetch a loaf of white bread from the market, will you?”
The boy walks through the town centre. A man carrying a basket of fruit walks in front of him. Suddenly, the man drops the basket onto his foot. He shouts in pain and
clutches his foot. At that moment, the boy remembers what his mother said to him the previous night. Without thinking, he utters “don’t go wandering off again!” The man
grits his teeth in rage and the book ends.

35. Final Script
6:15 – 6:45 AM
Alarm clock goes off on the bedside table. Irritated, the young boy in the bed hits the alarm clock. He goes back to sleep, but his
father kicks the bedroom door open. ‘SON! GET UP! GET UP! NOW!’ he shouts. The boy yawns. The young boy eats breakfast at
the table, and his mother shouts from the other room. ‘Son! Go and make yourself useful. Fetch three tins of beans from the market,
will you?’
7:00 – 7:29 AM
The boy walks down the path leading away from his house. He mutters ‘three tins of beans’ over and over to ensure he doesn’t
forget. He wanders past a school building, still repeating ‘three tins of beans’. A teacher can be heard shouting at the children in her
class. “You two! Sit down! Now! Face forward!” The boy stands next to the window. ‘Get out of my class! I have never been so
disappointed. Your behaviour is terrible!’ the teacher shouts. The boy gets upset and repeats the teacher’s words loudly: ‘Your
behaviour is terrible!’. The boy continues to stand next to the wall for a while. The teacher walks towards him. ‘What do you think
you’re doing?’ The boy backs away across the field. ‘Where are your parents?’ she asks. ‘Get off the grounds!’
‘Your behaviour is terrible!’ the boy repeats. ‘Right, that’s it.’ the teacher says. ‘There’s nothing for you!’
The boy trudges down an alleyway. A man sits against the wall, sobbing. The young boy walks up to him, points at him and shouts
‘There’s nothing for you!’ The man grabs him and the ‘Ball of Violence’ appears. When the dust clears, the man picks the boy up by
his collar, saying ‘What’s the matter with you?’ He places his face close to his. ‘Be very careful of what you say…’ he mutters.
The boy limps out of the alleyway. He stands across the street from a church. Inside the church, people are singing hymns. As the
pastor begins to speak, the boy shouts ‘OH! OH! Be very careful of what you say!’ The pastor glares at him. He picks the boy up by
his collar and says ‘May the Lord bless you!’
7:34 – 9:09 AM
The boy walks down a housing estate. A family of four are shown to be looking down a well. There is no water at the bottom. The boy
shouts ‘the Lord bless you!’ The father grabs hold of him and the ‘Ball of Violence’ appears again. The boy flies out of it and stands
up, looking on in confusion as the family beat each other up within the ‘Ball of Violence’. ‘STOP IT. STOP IT. RIGHT NOW!’ shouts a
police officer. The dust clears and the family stands still in shock.
Elsewhere, a relay race is shown to be taking place on a field. ‘On your marks…get set…’ the referee goes.
‘STOP IT! STOP IT! RIGHT NOW!’ the boy shouts. The referee glares at him. The boy is thrown off the field and onto the pavement.
‘Have a good day!’ they shout..
The boy walks down a road alone. An elderly man with a cane walks in front of him. The man trips over a large crack in the pavement
and falls flat on his face. Walking past him, the boy shouts ‘Have a good day!’. The man hits the boy on the head with his cane
multiple times. Grabbing him by the shoulders, he says ‘One is out, trying to have a nice time…’

36. Final Script
The boy limps through the town centre, where a man walks in front of him. He has a plaster over his eye, as well as slight scar
running down his face, implying that he has only one eye. The boy points and shouts ‘One is out! Trying to have a nice time?’ The
man sits down on the ground and sobs. Fellow onlookers glare at the boy. One man shouts ‘Get out of the village!’
???
The young boy stands in the middle of the street. He wanders ‘Why does everyone hate me?’. The boy walks across a barren
landscape alone. The village sits in the middle of the all-encompassing wasteland. At night, he sits on the ground, shivering. Eerie
sounds echo all around him. His father calls out ‘SON! Where are you, son?’. His mother shouts ‘Over here! I think he went over
here!’ The boy appears clueless of what to do, until he shouts ‘HELP!’
???
The young boy, along with his mother and father, walks back into the village. The boy has a coat wrapped around him. His mother
kneels in front of him and tells him ‘don’t go wandering off again.’
NEXT DAY…
The boy is lying in bed. ‘SON! GET UP! GET UP! NOW!’ his father shouts from the other room. The boy yawns. Whilst the boy is
eating breakfast at the table, his mother shouts from the other room. ‘Son! Go and make yourself useful. Fetch a loaf of white bread
from the market, will you?
The boy walks through the town centre. A man carrying a basket of fruits walks in front of him. The man drops the basket onto his
own foot, causing him to shout in pain. The boy remembers what his mother told him the previous night, and without thinking, he
shouts ‘don’t go wandering off again!’ to the man. Still clutching his injured foot, the man grits his teeth in anger and the book ends.

37. Digital Flat Plans
Text will be positioned here to
ensure that it attracts the eye of
the reader.
The comic will slightly exaggerate that which is possible in
real life, a convention that is utilized in most cartoons.
The main character in my book (who is a
young child) will be depicted as going
through common morning routines.
Because my book is a
comic, I will be
representing the speech
of characters through
speech bubbles.

38. Digital Flat Plans
This scene represents the confrontation between the
protagonist and the teacher. In my book, I will attempt
to convey the imposing nature of the latter character.
Text
will be
inserted
here.
TEXT
HERE
I will also be including a variety of different shots in my
story, most notably a long shot which could establish
the nature of a specific location such as this one. The text inserted
here will
represent the
speech of the
family members.

39. Digital Flat Plans
I will be providing specific
visual effects to my book,
most notably the ‘Ball of
Violence’ which will imply a
fight taking place.
This specific scene may involve a large number of
characters, including a crowd of spectators who are
watching the race.
The naïve personality of the protagonist will be
depicted clearly as he unintentionally insults people
who get into incidents like the one show beneath.
The main setting for my
book will be a town
situated in the middle
of a barren landscape.

40. Digital Flat Plans
The use of an extreme long shot is
quite obvious here, with significant
focus on the foreboding nature of the
wasteland surrounding the village.
The key themes of my
story also include things
like family and belonging.
The story will end with
the impression that the
main character has not
learnt anything as he
continues to insult
people during his
travels.
The text
positioned here
will represent
the speech of
the main
character.