Saturday, December 4, 2021

Storyboard: Together (Working Title)

Below is my completed storyboard for my short film Together (Working Title). Through the process of developing this storyboard, I've learned a lot about cinematography and storytelling. I've been looking at how cinematography is used effectively in film and television, and I find I have a greater appreciation for the effect of good cinematography than I did before. 

With this storyboard I am now able to visualise all of the shots needed for my animated film, and I've begun working on my animatic, referring closely to the storyboard. 

Storyboard: Sketches

I wanted to include the sketches for my storyboards because these tend to include details from my initial thinking process that I might forget in the making process. In the next post I will share the completed storyboards for my film. 
Scene 1

Scene 2

Scene 3

Scene 4

Scene 5 page 1

Scene 5 page 2

Scene 5 page 3

Scene 5 page 4

Scene 6 page 1

Scene 6 page 2

Scene 6 page 3

Scene 6 page 4

Scene 6 page 5

 

Thursday, November 18, 2021

Concept Art: Alistair's Home

 

Above is an illustration of Alistair's home created using copic markers and pencils. 

In development of this piece, I was able to visualised the colour scheme and aesthetic style of the film. I envision the film using similar colours and art style to the illustration. In creating this I was also able to see how the contrasting colour schemes of my main characters would interact visually in the same scene. 

Sunday, November 7, 2021

Script Draft 1 - Work In Progress

1. INT. CHARACTER A’S BEDROOM – MORNING
Character A is getting ready for school. They open the curtains to the camera. They're doing their hair and fixing their clothes. Their room is cute with plushies and light colours visible. On their desk, some test papers are visible with C's and D's on them.

CHARACTER A’S MOM
(Calling from the hallway) [Wrong name] you’re going to be late for school!
CHARACTER A
I’m up! And it’s [Character A]
CHARACTER A’S MOM
Whatever. Get down here now. 

2. INT. HIGH SCHOOL CLASSROOM – DAY
Character A is sitting at their desk in class. Their teacher is handing back test papers. They spot Character B receive an A+. Character A’s test shows a D. They visibly deflate. 

TEACHER
Okay class. We’ve got another assignment coming up. You’ll be working in pairs for this. I've posted the groups on the board.  


3. INT. HIGH SCHOOL HALLWAY – DAY
Character A is packing books into their locker. They close the locker and Character B is standing there. They startle a bit.

CHARACTER B
Hey, you’re [Character A] right?

CHARACTER A
Yep! That’s me!

CHARACTER B
We’ve been paired for this science project. Did you want to come over this afternoon to get started?

CHARACTER A
Oh! Uh, sure. Where should we meet?


4. EXT. SIDEWALK – AFTERNOON
Character A and Character B are walking to Character B’s house. 

CHARACTER B
So... you looking forward to the project?

CHARACTER A
Not really... I feel like I'm too stupid for this class.

There's an awkward silence. They keep walking. 

CHARACTER B
And here we are. 

They arrive at a lush garden with many different plants, and a charming house is visible behind the foliage. 


5. INT. B’S HOUSE - KITCHEN – AFTERNOON
Character A and Character B arrive at B’s house into the kitchen where B’s mom is busy baking something. She’s excited to see that B has brought home a person and eagerly asks A about themself. 

CHARACTER B'S MOM
Welcome home darling. And you've brought a friend home, how wonderful!
CHARACTER A
Hi ma'am, I'm [Character A]!
CHARACTER B'S MOM
Call me [name]. It's a pleasure to meet you! What brings you into my home today?
CHARACTER B
We've got a project together. 
CHARACTER B's MOM
Oh how lovely! Can I get you anything to eat before you two get started? I've just finished some cookies.
CHARACTER B
No we're fine Mom.
CHARACTER B'S MOM
Let's let them decide. (To Character A) You want a cookie, sweetie?
CHARACTER A
(Surprised) If you insist!
CHARACTER B'S MOM
Oh I'm so glad to see my [Character B] bringing home friends. They're such a shy little thing! 
CHARACTER B
Okay, we're done! Come on, [Character A]. We'll be in my room!

Character B drags Character A to their room. Character A waves to B's Mom as they leave the kitchen.  

 

6. INT. B’S HOUSE - BEDROOM – AFTERNOON
Character A and Character B are in Character B’s bedroom. B starts getting out notebooks and their laptop to begin working. 

[insert dialogue] – A gets into a panic about not understanding the project. Possibly goes off on a rant and starts talking about B’s mom being really nice. A is visibly spiraling. 
- B talks them down. Reassures A that the project will be okay. Asks A if they want to do something else for a bit to calm down. 
- B gets out their favourite games console and A perks up immediately, recognising their favourite game. 
- The two chatter and play games together as the film fades out.
- A can be heard asking if they can come over again soon. 

Character Sketches: Character A (In progress)

Sketchbook page exploring character designs and looking at Studio Ghibli faces

Sketchbook page exploring hairstyles, clothes and body shapes for the character



 

Moodboard for the character with colour scheme


Animation test with initial character design



Character Sketches: Character B

Initial sketches, notes and moodboard for unnamed "Character B" in my work-in-progress animated film. 
Front view


Back view

Sketchbook page exploring the character's design and traits

Moodboard for the character with colour scheme







Thursday, November 4, 2021

Character Moodboards

Moodboards for the main characters of my film:
Character A (name in progress)

Character B (name in progress)

Character B's mom

 

Sunday, October 17, 2021

Identifying a Field of Enquiry or Context

Field of enquiry:

I'm developing an animated short film depicting multiple transgender/nonbinary/gender transgressive characters. As a nonbinary person myself I have some lived experience to provide, but if I were to depict a character affected by transmisogyny, my experiences fall short. How do I ensure that I'm representing them in a respectful manner that doesn't play on stereotypes and caricature.
A similar question emerges as I consider race, ability and class in my work. I don't want my work to be exclusively about white trans people, but I don't want to tokenise or stereotype any other minorities for my own conscience. 

Question:

How are trans and nonbinary characters/narratives represented in children's animation?
How are minorities represented in a respectful way?
How to avoid caricature and stereotyping?

Context:

Representation in media. Intersectionality. Film studies. Transgender studies. Queer theory. Race theory. Disability theory. Class theory.  

Method:

Theoretical research - interpreting theory.
Practical research - developing my own characters, writing fiction. Consulting sensitivity readers to review my writing for any unconscious biases. 

Sources to assist this research:
Books:

Halberstam, J. J. (2005) In A Queer Time and Place: Transgender Bodies, Subcultural Lives. New York: New York University Press. 

Halberstam, J. J. (2011) The Queer Art of Failure London: Duke University Press.

Peele, T. (2007) Queer Popular Culture: Literature, Media, Film, and Television. New York: Palgrave Macmillan

Pullen C. (2014) Queer Youth and Media Cultures. London: Palgrave Macmillan

Rich, B. R. (2013) New Queer Cinema: The Director’s Cut. London: Duke University Press

Sammond, N. (2015) Birth of an Industry: Blackface Minstrelsy and the Rise of American Animation. USA: Duke University Press. 

Journal Articles:
Moore, M. E. (2019) 'Future Visions: Queer Utopia in Steven Universe', Research on Diversity in Youth Literature,  Vol. 2 : Iss. 1 , Article 5. Available at: http://sophia.stkate.edu/rdyl/vol2/iss1/5.

Chapters In Edited Books:
Enke, A. F. "Stick Figures and Little Bits: Toward a Nonbinary Pedagogy"  Trans Studies. Ed. Martinez-San Miguel, Y. and Tobias, S. USA: Rutgers University Press, 2016. pp 215-229. Digital, available at: https://www.degruyter.com/document/doi/10.36019/9780813576435-015/html.

Theses/Dissertations:
Vogt, O. M. (2019) (De)Constructed Gender And Romance In Steven Universe: A Queer 
Analysis. MSc Thesis. North Dakota State University of Agriculture and Applied Science. (Accessed: 16 October 2021). Link


Videos:
Stuart Hall - Representation and the Media, 1997 link
Jessie Earl - Sia's Music: The Trap of Symbolic Autistic Representation, 2021. link

Popular Culture:

Cartoon Network, Steven Universe, 2013-2019. (Multiple nonbinary characters)

Dreamworks, She-Ra and the Princesses of Power, 2018-2020. (Character Double Trouble)

Dreamworks, Kipo and the Age of Wonderbeasts, 2020. (Character Asher)



Themes:

Representation should not try to depict everything about a whole group at once. A "variety of characters" (Earl, 2021), or a "diversity of images" (Hall, 1997) is needed when representing marginalised groups. 

Childrens media that attempts to represent LGBT+ themes tends to get censored (Moore, 2019). 

"Doubling" is an effective method of representing multiple characters within an identity group, showcasing two or more possible ways these identities can manifest and affect a person's life, experience of the world and interaction with other people. (Halberstam, 2005). 

Growing tendency to hire nonbinary voice actors in nonbinary roles. Shep in Steven Universe is voiced by Indya Moore, a nonbinary actor and model. Double Trouble in She-Ra is voiced by Jacob Tobia, a nonbinary activist and creative.



Experimentation: Developing Scenarios and Thumnails

The task: 

Step 1: Write five very short scenarios for a very short animation from memory or personal experience. This could be a brief interaction, an observation, an overheard conversation, it could be people, nature, light, shadow, sound...

Step 2: Go out into the world and observe, find, uncover five more scenarios for a very short animation. Write them down.

Step 3: Create thumbnails, storyboards or visualisations for two of these scenarios.


Scenarios from memory:

1. Age 19, going to the park to swing on the swings with my friend. Feeling so free flying through the air. 

2. Age 6-7, my mom's in hospital. She wrote me a letter that she folded up into a heart, and where it joins there's a drawing of a heart so I know how to refold it. The letter talks about how proud she is of me for learning to read at school, and asking about what books I'm reading. 

3. Someone misgendered me in a group chat. As I was typing out my correction, someone else came through and corrected them for me, taking the weight of the interaction off my shoulders. 

4. Being 15, in cosplay at an anime convention and hearing someone yell out my character's name. I felt so excited to meet someone new who also liked the thing I liked. We talked for a while, but my friends wanted to leave. I never saw them again. 

5. It was the middle of summer. My long-distance partner was visiting. We took the picnic blanket into the garden at night because it was warm enough to do so. We were stargazing and enjoying the evening, and suddenly shooting stars began across the sky. We had been lucky enough to catch the Perseid meteor shower in action, without planning for it. 

Scenarios from life:

6. Mom with her toddler at the park shouting at two youths, throws a tennis ball at the youths, who visibly recoil. 

7. Walking to uni, saw a cat on the pavement. Called out to the cat. They watched me for a bit and jumped over a low wall. They stared at me for a bit and then ran away. 

8. Every day at the same spot in city centre, outside Sainsburys, a large crowd of pigeons gathers to eat food that people throw to them. 

9. Helped a fly escape a spider web using a pencil. The web kept sticking to the pencil, and he kept trying to fly off but was tethered. Eventually I got it loose, but his back legs were still stuck together, but I watched him fly off. I hope he can get his legs free. 

10. A lot of fireworks went off on a Friday night and it felt like the whole world was exploding. I thought about all the scared animals. 


Thumbnails:

Story 3: Someone misgendered me in a group chat. As I was typing out my correction, someone else came through and corrected them for me, taking the weight of the interaction off my shoulders. 

Story 7: Walking to uni, saw a cat on the pavement. Called out to the cat. They watched me for a bit and jumped over a low wall. They stared at me for a bit and then ran away. 



Thanks for reading!


Thursday, October 14, 2021

Research: Story and Character Development for Animation

Still from Story and Character Development for Animation by Andrew Gordon and Nathan Stanton

This 15 minute course on LinkedIn Learning shows how a Pixar Story Artist, Nathan Stanton, and Directing Animator, Andrew Gordon, work together to storyboard an animated short. They show their research process in developing a film noir style story about animals in a pet shop taking on a gangster. Together they watch some films to study the style, character designs, behaviour and composition, and visit a pet store to study the behaviour of the animals and interact with them in person. 

This is an interesting approach to research, looking both at primary sources and the real world to gather inspiration and knowledge. 

Thursday, September 30, 2021

Experimentation: Animating with Paper (27/9/21)

 

Day one at animation school and we're already animating! We looked at some very interesting resources using paper and simple stop-motion to create animation. See below:

Studio Nos Paper Horse - https://vimeo.com/8323228
Rowena True Origami - https://vimeo.com/9289607
Parkour Motion Reel - https://vimeo.com/8332956
Tonko House "Acorns" Animation Test - https://youtu.be/eIw03xFPz7c
Carlton Kutz Paper Houses - https://youtu.be/B6N7oTBMn-8

The task was then to use plain white paper to create something animated. I had really enjoyed in Rowena True's Origami & Paper Animation, the way figures would emerge from the paper, interact with one another, and leave this negative space behind them. 

Rowena True - Origami & Paper Animation (2010)
Rowena True - Origami & Paper Animation (2010)

As I was limited for time and materials, I knew I could do this small scale, but I experimented creating work in this way with an animation of some sunflowers. See below:




I'm interested in the sunflower as a symbol of strength, optimism and healing. In the animation the sunflowers emerge from the paper, sway a bit, get crumpled up, and unfold themselves again, reborn. 

This method of animation could be a fantastic tool for experimentation and planning of a more fleshed out work. It's cost-effective, easy and quick to create, and there's not much at stake. I can experiment with lighting, motion, camera angles, the direction of my work. There's no risk of ruining hours of work or worse, wasting hours working only to discover that my animation is flat, or doesn't make sense, or looks completely wrong. Instead, I can try again and again, using the 3-dimensional aspect of the paper to my advantage.