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.
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.
8. Evaluation
I 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.
10. Evaluation
What did you like about your image?
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.
What would you improve if you did it again?
24. Proposal
Dimensions
The number of pages for the book will most likely be 9 or 10. The preset used on Adobe Photoshop will be International Paper and the size of each page will be A4. Therefore, the width of each
page will be 210 millimetres and the height will be 297 millimetres. Each page will also be portrait rather than landscape.
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
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
Think about who you are targeting as your audience. Consider age, gender, class, location and other characteristics which
could define your 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.
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.
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 in greater detail. 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.
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 will be at the age where
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.
Explain the methods you are going to use to produce your pages. Show us the thinking behind your decisions for a more detailed response. Think about who you are targeting as your audience. Consider age, gender, class
