Unit 10 children’s book: week 9

Evidence of my design work, that demonstrates an understanding of the topics taught over the past 8 weeks:

Leading up to this week I have used a wide array of techniques from over the term to complete even more towards my children’s storybook. For instance, I have had to go back to my character illustrations and re-fill some of their designs in order to apply a bit more creativity to them and make look a little less cartoonish. This was done using the layer mask and swatches on Adobe Photoshop and the image trace feature on Adobe Illustrator was also used to even out the lines and make them look the same thickness and look more professional. Here are the following illustrations I will officially use in my storybook:

 

(Unit 9 2.2)- Although I was set to complete the next two spreads of my storybook today, I did learn a new skills which could possibly help with enhancing my photos and make them look a little more exciting. This was when I was firstly shown how to change the colour of the beach huts in Photoshop with the lasso tool and swatches to vary each individual beach hut. This was a skill I found really interesting and handy also because I could use the pattern and gradient options to create a contrast in the photo. When this was done I created a layer from it to use in InDesign where I could create different effects above the beach huts. This included experimenting with various gradients and fills and here is what I have come up with over this week:

(Unit 10 1.1/2.2)- On top of learning new layout techniques I was also shown a couple of ways to change the text in my book which included a separate font for the dialogue and plot summaries and widening the line spacing between them slightly. All production methods here was in consideration for my target audience of a child aged 5-11 years old (but for mine, 6-8 years) and how the style/ length of text in my new format shouldn’t overwhelm the child.

(Unit 9 2.1)- In terms of keeping on track with my deadline, I can say that even though I still have some existing illustrations to re-apply and more background photos to edit I will be able top have this completed during this week as well as completing the illustrations for my last few schedules spreads. It’s also an advantage for me that I now have a much firmer grip with the use of illustrator and Photoshop so I can accomplish the task much faster and with more detail too.

For next week, however, I will set myself the task of completing all of the illustrations that are yet to be applied and sketched for my storybook. Since I have access to Illustrator and Photoshop at home this can be done efficiently and allow me to go ahead and apply them to the spreads during college which will save me enough time to focus on the background images that require editing as part of the story.

 

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Unit 10 children’s book: week 9

Week 8 skills: (Greg) Unit 9 project

(Unit 9 2.2)- This week with my project I have made a start with the photography format. But before I began taking any photos I had to explore existing photos that portray  the obsession with digital media (social media and gaming). (Unit 9 1.2)- I did this whilst conducting my secondary research and found a variety of images as inspiration for my own photos. Many of the images I found during research were very simple but portrayed digital media obsession very clearly. these included close up shots of mobile phones and gaming controllers all the way to groups of friends in a row all on their phones. I found that all of these photos clearly told the theme of this kind of obsession but without being too graphic or going off-topic.

Alongside this idea I also remembered the feedback I received during my pitch where the suggestion of number of hours could be applied to the gaming obsession photos. I had the idea to use this feature with the social media for text showing the person’s activity at that time. For instance, numbers of likes on a photo, browsing news feed, tweets, shares and photo uploads to name just a few.

(Unit 9 2.2)- Using my research, I started some drafts for my photos and taken notes below each one of what I want set of photos to show and not tell the audience. Here are my drafts:

 

(Unit 9 3.1)- Whilst I was showing my tutor the photo sketches, he commented on the  However, once all the sketches were completed and I was certain for what I was looking for, I did encounter a few problems: Firstly, all the college’s cameras were fully booked up until the ned of next week which is when I am scheduled to finish the photos. However, I did decide to try using the camera on my phone for the photos I could take at college and see how they turn out. However, since I’ll be editing what’s necessary on Photoshop, the resolution will need to be clear enough for me to edit and look professional enough for submitting. (Unit 9 2.1)- If this doesn’t work, however, it won’t be too much of a problem because it could help me see if an image works or doesn’t and I’ll be able to have the second set completed in no time. And some of the photos will need to be carried out at home anyway (especially gaming) due to the risk of breakages and at home being the most appropriate location for the images.

Here are how the photos on my phone turned out:

(Unit 9 3.1)- Looking at these photos I feel that for a first try, they are not bad at all since I have managed to capture the essence of obsession with social media with the minimal interaction between the users and even the long corridor in the background giving an effect too. I think that camera angles made a huge impact to the isolating atmosphere and even turning Tasha away from Carris and Lexie clearly shows how social media obsession can separate you from friends and reality! (Unit 9 3.2)- Even though I used my phone here due to last minute obstacles and against my wishes, I still found it useful to gain an idea of I truly wanted out of my photos other than just having a sketched out idea to see if they even worked or not. This experience has also taught me that it would probably best if I brought in my own camera next week in order to produce a higher quality set of images for my project.

Week 8 skills: (Greg) Unit 9 project

Week 7 skills:(Greg) Unit 9 Research.

This week I have officially made a start of my Unit 9 project where I will be creating an article and set of photos based on the theme of digital media obsession. Last week I actually started the pre-production and research for this following on from my pitch. After transcribing the notes my tutor took on my pitch I began with producing my production schedule and then conducting all my primary and secondary research.

 

Unit 9 research:

For my chosen format I have decided to base my article around the i newspaper because even though it is a newspaper that is primarily aimed at students and young adults at the lower end of 18-30 years it is still read by a much older audience from those aged 30 and above.

Article (sub-theme- obsession):

This website, ‘Psychology Today’, outlines the effects of social media on our society including the kinds of generations that hold social media accounts, the frequency of use with Facebook and whether our use of it is anxiety or pleasure use.

https://www.psychologytoday.com/blog/rewired-the-psychology-technology/201407/our-social-media-obsession (Rosen, l, 2014)

pic   pic-2

(Rosen, L, 2014)                                                                   (Rosen, l, 2014)

From statistics showing the type of generation with a Facebook, the modern ‘iGeneration’ activity on Facebook all the way to learning just why our generation is so obsessed with keeping up to date with social media and its content, this resource will become an incredibly handy piece of information for the sub-theme of obsession because the source combines written facts and also statistics which almost backs up the facts in a clear way.

One interesting element I found from here is that would make the most use in my article for my theme of digital media is whether the anxiety or pleasure is the driving force behind the obsessive relationship with Facebook, etc. For instance, learning the ratio of 3:1 of anxiety to pleasure based on feeling like the person is missing out (Rosen, L, 2014) could give the reader a sense of alarm as to how social media is taking over our lives.

 

The Daily Mail:

An article written on the Daily Mail caught my attention as it outlines some of the consequences of excessive use of social media. It states how teenagers especially who are obsessed with social media, Facebook and other platforms can make them develop loneliness and decrease in social skills later in life (Tufft, B, 2016). This article also contains statistics and research carried out such as how ‘1,000 12 to 17-year-olds and found six out of 10 said they were lonely and one in 20 said they never spent time with friends out of school’. (Tufft, B, 2016). Also, relating to my target audience, the information from this article would become really beneficial for those aged 18-30 since they have just left teenage hood and many parents or relatives in this age bracket would find it helpful too.

http://www.dailymail.co.uk/news/article-3501414/Social-media-obsessed-teenagers-frightened-real-life-won-t-answer-door.html

Addiction.com:

This website tackles various addictions, including video game and gaming addiction. This website gave some really interesting statistics which, especially regarding the obsession of today’s technology, could back up some of the facts and even seriousness that is involved with the subject/theme matter. For instance, it also covers online gaming and statistics based on the behavioural effects of it. I also feel that this resource would be really useful for comparing the difference between a healthy relationship with technology and what can be defined as an ‘obsession/addiction’, one of the main sub-themes for my project.

pic-jpg

(Addictions, Unknown date)

The Huffington Post:

The following article from the Huffington post specifically applies to social media and how teenagers especially are prone to this kind of obsession. It discusses how receiving ‘likes’ on platforms such as Instagram and links science into it with how parts of the brain is associated with rewards in any form ’hums with activity’ when a lot of likes are earned on a photo (Almendrala, A, 2016). There is a lot of scientific explanation involves with this article regarding why this reward system ‘affects teens in particular’ (Almendrala, A, 2016).

research

(Almendrala, A, 2016).

 

With this article I find the images of brain scans and other research a really useful resource for areas touching on the brain’s nucleus accumbens as the ‘hub of the brain’s reward circuitry’ (Almendrala, A, 2016). These would be a good touch in my article since they will be able to back up the written research and also make it easier for the reader to understand how the research is relevant to the topic of the article.

TechAddiction:

This website here outlines child video game addiction and covers everything from why teenagers can become addicted to video games (Conrad, B, 2016)- hence the theme of my project all the way to ‘warning signs for children addicted to video games’ (Conrad, B, 2016). With every aspect of gaming obsession/addiction that can be covered here, it will play especially helpful in my article with parts such as statistics and, linking to my theme, the consequences of obsessive gaming. Another useful thing about this resource is that it gives interactive links to other related articles that deal with related topic regarding gaming obsession and are great for expansion on a specific subject area.

Primary research:

For my primary research, I plan to carry out qualitative research in the form of vox pops, which will play a part in the article for my project. Using my knowledge of how to conduct open and neutral questions from last year, I will then interview people who are within my target age bracket of 18-30 years old. Some will be two of the same age so that I can see how responses differ not only as the age increases but within the same age too. The use of qualitative research will result in more detailed answers for the article in relation to my chosen newspaper.

Because my main areas of investigation will be obsession within social media and gaming I will conduct no more than four questions to interview people.

  • When you hear the word ‘obsession’ what is the first think you think of?
  • Why do you think gaming/video games can become an obsession in some people?
  • What aspects about social media (Facebook, Twitter) to you think can cause obsession with it?However, I will also carry out some quantitative research that will be in the form of a survey. This will be so that I can form some of the statistics for my article to show how many people today are involved with using digital media and basically introduce the theme of digital media. The questions asked here will be closed with set answers. To do this I will use the survey-developing website Survey Monkey because once I have collected all my responses it will allow me to put them into a statistical format such as a pie chart or bar chart to use in the article. Regarding the respondents, I will aim my survey at those aged 18-30 years old to fit in with the target audience for my project theme.

 

Here are the questions I have conducted for my survey:

  • What is your age?
  • Do you hold a social media account of any kind?
  • How many social media accounts do you currently hold?
  • How many hours a day do you spend using social media?
  • What device do you access your social media content?
  • Do you engage in any form of gaming?
  • How many hours a day do you spend gaming?
  • What forms of gaming to you engage in?
  • How would you react or cope if you had no access to social media and/or gaming?

 

Survey Monkey results (24th November 2016):     During my research I was introduced to some statistics, which gave some very interesting data on attention spans regarding attention spans in general and also statistics related to internet browsing. For the article side of my project this would handy in various ways from using the internet part to contribute to my theme further, stating how the attention span has decreased from 12 seconds in 2000 to 8.25 seconds in 2015 (Statistic Brain, 2016). However, it would also be incredibly handy to use as a guide for producing my article to ensure that my work is laid out in a way that can keep the attention spans going and keep the reader engaged.

Statistics Brain:

During my research I was introduced to some statistics, which gave some very interesting data on attention spans regarding attention spans in general and also statistics related to internet browsing. For the article side of my project this would handy in various ways from using the internet part to contribute to my theme further, stating how the attention span has decreased from 12 seconds in 2000 to 8.25 seconds in 2015 (Statistic Brain, 2016). However, it would also be incredibly handy to use as a guide for producing my article to ensure that my work is laid out in a way that can keep the attention spans going and keep the reader engaged.

Photo format:

My second choice of format will be a series of photos (around 3 or four) to portray the theme of digital obsession. Just like with the article, I will focus on the obsession with social media and gaming and possibly one of the theme of obsession with any form of digital/modern media. I have started to investigate images and photos that portray the obsession with these mediums in order to gain ideas for the photos I could take for my project.

Bibliography:

Addictions. (Unknown date). Alarming Video Game Addiction Statistics. [online] Available at: http://www.addictions.com/video-games/alarming-video-game-addiction-statistics/ [Accessed 12 Nov. 2016].

Almendrala, A. (2016). The nucleus accumbens, highlighted in green, is the “hub of the brain’s reward circuitry.” It lit up when teens saw their own photos or “likes.”. [image] Available at: http://www.huffingtonpost.com/entry/this-could-explain-why-teens-are-so-obsessed-with-social-media_us_574f7084e4b0ed593f134279 [Accessed 18 Nov. 2016].

Almendrala, A. (2016). The nucleus accumbens, highlighted in green, is the “hub of the brain’s reward circuitry.” It lit up when teens saw their own photos or “likes.”. [image] Available at: http://www.huffingtonpost.com/entry/this-could-explain-why-teens-are-so-obsessed-with-social-media_us_574f7084e4b0ed593f134279 [Accessed 18 Nov. 2016].

Almendrala, A. (2016). This Could Explain Why Teens Are So Obsessed With Social Media. the Huffington Post. [online] Available at: http://www.huffingtonpost.com/entry/this-could-explain-why-teens-are-so-obsessed-with-social-media_us_574f7084e4b0ed593f134279 [Accessed 13 Nov. 2016].

Almendrala, A. (2016). This Could Explain Why Teens Are So Obsessed With Social Media. the Huffington Post. [online] Available at: http://www.huffingtonpost.com/entry/this-could-explain-why-teens-are-so-obsessed-with-social-media_us_574f7084e4b0ed593f134279 [Accessed 13 Nov. 2016].

American Addiction Centres, (2016). 1 in 10 young people who plays video games has an addiction. [image] Available at: http://americanaddictioncenters.org/behavioral-addictions/ [Accessed 23 Nov. 2016].

Chieng, D. (2016). Our Unhealthy Obsession With Social Media. [image] Available at: http://www.hercampus.com/school/sfu/our-unhealthy-obsession-social-media [Accessed 18 Nov. 2016].

Conrad, B. (2016). The truth about child video game addiction. [image] Available at: http://www.techaddiction.ca/child-video-game-addiction.html [Accessed 21 Nov. 2016].

Conrad, B. (2016). The truth about child video game addiction – TechAddiction. [online] Techaddiction.ca. Available at: http://www.techaddiction.ca/child-video-game-addiction.html [Accessed 21 Nov. 2016].

Conrad, B. (2016). The truth about child video game addiction – TechAddiction. [online] Techaddiction.ca. Available at: http://www.techaddiction.ca/child-video-game-addiction.html [Accessed 21 Nov. 2016].

Craig, J. (2016). Hobby Or Addiction? Social Media Obsession. [image] Available at: http://exposure.org.uk/2014/11/hobby-or-addiction-the-obsession-with-social-media/ [Accessed 18 Nov. 2016].

Hinduja, S. (2016). A Teen’s Thought on Social Media Obsession. [image] Available at: http://cyberbullying.org/a-teens-thoughts-on-social-media [Accessed 21 Nov. 2016].

Rosen, L. (2014). Our Social Media Obsession. [Blog] Psychology Today. Available at: https://www.psychologytoday.com/blog/rewired-the-psychology-technology/201407/our-social-media-obsession [Accessed 11 Nov. 2016].

Rosen, L. (2014). Our Social Media Obsession. [Blog] Psychology Today. Available at: https://www.psychologytoday.com/blog/rewired-the-psychology-technology/201407/our-social-media-obsession [Accessed 11 Nov. 2016].

Rosen, L. (2014). Percentage of each generation with a Facebook account. [image] Available at: https://www.psychologytoday.com/blog/rewired-the-psychology-technology/201407/our-social-media-obsession [Accessed 11 Nov. 2016].

Rosen, L. (2014). Percentage of each generation with a Facebook account. [image] Available at: https://www.psychologytoday.com/blog/rewired-the-psychology-technology/201407/our-social-media-obsession [Accessed 11 Nov. 2016].

Salman, M. (2016). Developing Countries Obsessed With Social Media. [image] Available at: http://guardianlv.com/2014/02/developing-countries-obsessed-with-social-media/ [Accessed 18 Nov. 2016].

Tufft, B. (2016). Social media-obsessed teenagers are so frightened of real life some won’t even answer the door. the Daily Mail. [online] Available at: http://www.dailymail.co.uk/news/article-3501414/Social-media-obsessed-teenagers-frightened-real-life-won-t-answer-door.html [Accessed 12 Nov. 2016].

Vishwanath, S. (2016). 7 ways to Break Your Social Media Obsession. [image] Available at: http://www.blogher.com/7-tips-break-your-social-media-addiction [Accessed 21 Nov. 2016].

 

(Unit 9 2.1)- According to my production schedule I am due to complete all my research including surveys and vox pops by the Thursday 24th November. This will not be a problem for my with the article research and surveys but the vox pops will leak into that deadline day where I will also be starting to plan my photos. However, This should only take up the morning to carry out and transcribe so it won’t be much of an interruption to my schedule at all.

 

Week 7 skills:(Greg) Unit 9 Research.

Unit 10 Children’s book: Week 8

Following up to this week I have been carrying out the skills learned over the project to start development of my own. I have used Adobe Illustrator to apply the colours to my illustrations and then place them into Adobe InDesign.

A summary of my production work to-date including reference to earlier production schedule:

This week, I have managed to use Illustrator to apply the colour fills to my illustrations and, although these will probably change in aesthetics over the weeks, they have been a great help with applying them to my spreads and seeing how the final piece is likely to look.

storybook-project

Evidence in my design work, that demonstrates an understanding of the topics taught over the past 8 weeks:

(Unit 10 2.2)- This week I received some more feedback whilst I was showing my tutor the spreads I have produced so far. This was regarding my backgrounds since I was using photographs I had taken and my tutor wanted me to explore ways of making them look a bit more exciting. This was when she showed me a way of applying a faded colour box which I could possibly use to put my text in. I was originally going to use speech bubbles and character interactions but I found that there was no effective way of making this happen in InDesign so this was definitely an idea to consider for my storybook.

However, right now though I do feel very unsure of how to change my photo backgrounds because the purpose of them was to just be photos to portray the background and the characters to make up the child-friendly side of things. Truthfully, this is how I want them to stay because of various parts of my research and how the text/characters will take up the space but because of the special effects methods my tutor showed me and the ways of organizing text we learned today, I know that I have two options for altering the layout in a more interesting way so far.

Here are a few examples of what I have been shown in a way to alter the photos a bit:

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I have also completed my storybook tracking document which is what text is going to be in my storybook by the end, although this may change slightly over time. Following on from a lecture on tracking a few weeks ago I have applied this to parts of my piece which tracks all the changes I make to my text and is a good methods of self-improvement and progression.

story-tracking-document

This week the whole class, including myself, got involved with applying the text to their storybook spreads in InDesign which included character styles and paragraph styles.

applying-text-to-storybook

The character styles option allowed us to select certain characters within the text and basically create a shortcut which would help us to easily select that font and size again. The paragraph styles held exactly the same method and purpose but it applied to the entire paragraph or section of text. This method of production was a great way of keeping track of the styles of text used in my storybook and is one I will be using for sure during production since it is a skill very widely used in the industry for magazine and other print design.

(Unit 10 2.1)- Although I have the majority of my intended work completed, I haven’t necessarily managed to complete everything due to still having severe difficulty with using Illustrator and my InDesign work not saving correctly. However, since I know what needs to be completed and I can easily as for help from my tutor and have the work completed within the lesson I will still be on track with my production schedule.

 

Unit 10 Children’s book: Week 8

Week 6 project pitch (Greg)

This week our main focus was proposing our project ideas through a pitch to the entire class and out tutor. This was where we stated our decided themes and two formats to tell them and why plus how we intended to research our theme with which methods of doing so.

Whilst we were listening to some of the other class member’s pitches we took notes on the strengths of their ideas, what they could improve on and how we could contribute to their project ideas.

(Unit 9 1.1)- When it came to my pitch I presented to everyone my idea of the theme of obsession regarding digital technology, my chosen formats of article and photos, my research methods and how I will manage my time using a production schedule. When it came to the feedback it was mainly to do with how I would present my theme using my chosen formats. I told everyone that I was considering a photo journal but Scott told me that it would probably be better to do it as two separate pieces because the article combined would almost ruin the ‘show, don’t tell’ purpose of the photos. This also made me think about time-management since I could focus on each one separately- possibly the photographs first since they could help give me ideas for the opening 25 words of my article. The class also helped me gain ideas for photos I could develop to show my theme. Elliot suggested to me of having numbers of hours above each person’s head who’s playing a video game or who is on their phone which was a brilliant idea for me since it could show the contrast between what is fun gaming, slightly more obsessive and a pure addiction.

More feedback came in response to my theme itself which everyone thought could be digital technology itself rather than the obsession side due to how much more I mentioned technology than obsession. However, I still decided to keep obsession as one of the main sub-themes for my project which didn’t change to many of my intentions but still fitted in nicely with the feedback I received.

unit-9-pitch

(Unit 9 2.1)- This was the week I also began my research for this project and began my production schedule up until the deadline and blog posts to record not only contain what I have done to explore my project/theme but all that in relation to the criteria that requires covering.

Week Task Blog posts: Completed?
17th-23rd November ·        Have all primary and secondary research completed.

·        Start conducting vox pops and send out surveys.

·        State what has been completed this week and what production methods have been used. Give examples of the work (Unit 9 2.2)

·        What have I done to ensure that my project is in sync with my target audience? (Unit 9 1.1/2.1)

·        Did you follow your production schedule this week? If not why? What needs completing next week? (Unit 9 3.1/3.2)

 
24th-30th November ·        Have all vox pops and survey results analysed and transcribed for the article.

·        Start producing the set of photos using research conducted.

·        State what has been completed this week and what production methods have been used. Give examples of the work (Unit 9 2.2)

·        What have I done to ensure that my project is in sync with my target audience? (Unit 9 1.1/2.1)

·        Did you follow your production schedule this week? If not why? What needs completing next week? (Unit 9 3.1/3.2)

 
1st-7th December ·        Have all the photos completed.

·        Start the production of the article using research and interviews.

·        State what has been completed this week and what production methods have been used. Give examples of the work (Unit 9 2.2)

·        What have I done to ensure that my project is in sync with my target audience? (Unit 9 1.1/2.1)

·        Did you follow your production schedule this week? If not why? What needs completing next week? (Unit 9 3.1/3.2)

 
8th-15th December (deadline) ·        Have the article completed.

·        Begin final evaluations.

·        State what has been completed this week and what production methods have been used. Give examples of the work (Unit 9 2.2)

·        What have I done to ensure that my project is in sync with my target audience? (Unit 9 1.1/2.1)

·        Did you follow your production schedule this week? If not why? What needs completing next week? (Unit 9 3.1/3.2)

As for next week, that is when all of my official research and pre-production will begin which includes researching my theme and sub-themes and planning the precautions I may need to take when it comes to using people in my photos.

Week 6 project pitch (Greg)

Unit 10 children’s book: week 7

A summary of my production work to-date including reference to earlier production schedule:

Over the past week I have managed to complete my storyboard fully as well as complete all the character concept art for my storybook. Completing both of these essential tasks means that I have met one of my SMART targets even if it was slightly extended.

office-lens-20161109-114508   office-lens-20161109-172747

office-lens-20161109-172532 office-lens-20161109-172626

As well as this, I have devised a production schedule for the remaining 4 weeks which state what needs completing over that week. I found this worked out perfectly regarding the even number of spreads to be completed per week as leaving time for the blog posts and my front cover to be completed as well.

unit-10-production-schedule

How have I refined my design concepts by implementing some suggestions from today’s peer feedback session during class? (Unit 10 2.1)

This week we gave each other some more per and tutor feedback based on where we currently were with our development. With mine I said how I had completed my character artwork and my storyboard and had made my own production schedule to manage the rest of the 4 weeks until the deadline. In response to this, I did receive compliments on my own illustrated artwork and my tutor told the entire class the importance of a production schedule and time-management, especially for university and higher study. Later on in the session she did give me some feedback as to how I could possibly lay out my spreads to make them stand out more. This included contrast with the text sizes and character positions.This also lead to me being advised to do some more research in to how other children’s books layout these features and hopefully gain more ideas on how I can lay out mine a bit more to stand out. It was also strongly recommended to me that I do the actual spreads in Adobe InDesign and transfer all my work and drawings from Photoshop into InDesign since I can easily form the double-page spreads as my pages and in the measurements I desire with much greater ease.

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More design work I started was the template for the first page of my storybook. This was where I used the Illustrator image trace tools and Photoshop swatch library and magic wand tool to fill in my Sandy the Seagull character and apply to my background. This is the process where I finally added life to my characters and learned some new Photoshop tools such as grouping the filled-in layers together and applied gradients and patterns to them.

By next week and according to my production schedule I will have the first 2 spreads completed by next Wednesday using all the tools I’ve learned over the last 6 weeks and including the research I did on layout and contrast of text as mentioned before.

Unit 10 children’s book: week 7

Week 5: Skills (Greg)

Description of the skills being learned and used- (Unit 9 2.1/2.2)

This week being the first week back from half term we looked some more into investigating different forms of writing and telling a theme. This was when we looked at script writing for theatre and the exercise involved choosing two characters, a setting and an object and writing a script using those elements with the theme of conflict. I received: a chip shop worker who is always too happy, a homeless dog, a really ‘sh*tty’ zoo and a noose. We also used an example of another script which was ‘Death Knocks’ by Woddy Allen as a guide on the layout for our script.

Show an example of these skills being used professionally- (Unit 9 1.1/1.2)

Here is the script we used to help us with the layout for ours:

death-knocks-by-woody-allen (Allen, W, 1968)

Demonstrate my own example of the skills being used- (Unit 9 2.1/2.2)

Here is my script I wrote on the four elements I received:

The play takes place in not just any zoo- but a really shitty zoo with over half the animals escaping from desperation daily and hay and faeces carelessly blocking every walkway in sight. Not even the brightest of summer days can brighten up the atmosphere or anyone’s mood in this depressing excuse for a zoo.

Jess, a dog who was once homeless and technically still is, is seen curled up on the stone floor of her enclosure. She is cold, hungry and humiliated as the humans laugh at her misery. Desperate for a way out of her miserable life mess, Jess looks up and spots a length of rope dangling from the enclosure above.

JESS: Only one word comes to mind right now… noose.

(John, the local chip shop worker strolls by with his dog who barks at Jess in mockery. John’s always too happy especially for this occasion but he can’t help notice the rope sadly hanging down and Jess looking up at it.)

JOHN: Say, I need a new rope for my next fishing trip. I must admit though, it does look much like a noose though. Nah, even better though, my fish don’t stand a chance!

JESS: Sorry matey, that noose is all booked up.

JOHN: Look scruffball, if I need to break into your enclosure to steal it the so be it. (John frantically shakes the bars of the enclosure to intimidate Jess.)

JESS: (Growls and barks in anger at John, then): How would you like to be all alone and friendless with no chance of happiness, eh? Look at me, in this really shitty zoo that smells almost as bad as you and feels like hell to live in. I might as well be there for real!

JOHN: (For a second he looks like he may have some sensitivity for the homeless dog. Then he grins and shrugs his shoulders as those feelings drain away rapidly): Very well then, just bark when you’re done with it! You win this time but that noose will be perfect use for me when you’re not!

JESS: He want’s it, he’s gonna get it…

 

Evaluate my own use of the skills with reference to the professional example- (Unit 9 3.1/3.2)

During the actual writing of this skill, I did find it quite easy to begin with as I knew how to order my setting, characters and my object. I used the location firstly to draw the audience in more and the introduced my characters and made the object the main point of focus for the conflict. However, when we were sharing feedback for it i didn’t realise how dark it really was until everyone said it was and even how dark it felt reading it (With Ben and Libby reading Jess and John!) Not that it being a very dark script meant it was bad at all but it did leave plenty of room for feedback regarding other themes it could portray such as death and animal cruelty. However, it was suggested by the class that they weren’t expecting John to let Jess use the noose and maybe to try other ways of telling the same story. For instance, have John take the noose away or have John’s dog communicate with Jess instead. All of these could still be excellent ways of showing the theme of conflict and tone down a little on the darkness to adapt to different target audiences or even increase it depending on it.

Description of the skills being learned and used- (Unit 9 2.1/2.2)

After the script writing exercise we shifted our focus to something we have previously done both at the beginning of this year and during the first year. This was looking at a series of images and looking at what thoughts, feelings and meanings they could be showing. After that we took one of the images and turned it into a journalistic piece of writing which was the first active 25 words to an article- something we studied last year.

After we did the first 25 words we were the given the option of either extending it into an article or producing another script for the image. I decided to firstly base the article on my first initial thoughts on the photo and afterwards research what the photo really meant so that I could compare what I had written about the image as well as see any hidden theme that could link to it.

Demonstrate my own example of the skills being used- (Unit 9 2.1/2.2)

Here is what I wrote for the first 25 active words for an article on my image:

1967_par37859_comp

(Selwyn-Holmes, A, 2009)

Whilst clutching a flower she will see in daylight, another desperate mother takes her last opportunity to say goodbye to her only loved ones.

The killing and slaughter as a wartime soldier isn’t their choice. Witnessing the slaughter of those nearest and dearest is makes them wish it was their choice. 

Here is my article for the image:

Another day of war means another death as an innocent towns citizen grips a flower in desperation whilst standing face to face with numerous bayonets. The mother of her son, a current wartime soldier, has been seen standing in front of dozens of bayonets with a flower in her grasp as she says goodbye to her loved ones. As a result of her husband’s death in the very same war, the mother-of-one is an active member of the anti-protest group organised to promote piece during the war. As of today, the group has witnessed the deaths of 30 members from the 400 members willing to cool down the wartime feud. The result is another member of this group facing the taking of her life via the dozens of bayonets just inches away from her face. Her son is one of the many soldiers standing in front of his mother for the last time with the bayonet in hand. Unlike the other sliders, this is a choice he never wanted to make.

Inspiration source: https://iconicphotos.wordpress.com/2009/05/15/flower-child-pentagon/

 

Evaluation of my use of the skills learned with reference to the professional practice- (Unit 9 3.1/3.2)

Like most pieces of writing I have produced this unit, I have struggles a bit to come up with a start to it but one of my first 25 word openings made me feel that it would make a good opening as it was short and simply yet likely to draw the reader’s attention in more. Even though it is a fairly short article which contains my initial thought on the image, I do feel that I have learned quite a bit from writing the article and researching the real meaning of it. For instance, I research the real meaning of the image halfway through writing the article so that I could use my imagination by applying information from that and my own prior thoughts. Looking at the final piece, I feel that the mixture of fact and imagination really added some sensitivity to it along with ideas for other themes such as war, loss, piece and society/community.

It also gave me a little heads up for my unit 9 project pitch. Since I will be producing a photo journal with articles on obsession my tutor suggested to me that during my pitch I should do the same photo exercise with the class as we did with the war photo. This made me start to come up with a number of ideas on types of my own photos which could have a hidden meaning or theme within it and not only show the class how photojournalism in my project could tell a theme just as much as an article and allow the audience to gain a more thorough insight to it.

Bibliography:

Selwyn-Holmes, A. (2009). Flower Child, Pentagon. [image] Available at: https://iconicphotos.wordpress.com/2009/05/15/flower-child-pentagon/ [Accessed 5 Nov. 2016].

Selwyn-Holmes, A. (2009). Flower Child, Pentagon. [Blog] Iconic Photos. Available at: https://iconicphotos.wordpress.com/2009/05/15/flower-child-pentagon/ [Accessed 4 Nov. 2016].

Allen, W. (1968). Death Knocks. Unknown Publication place: Unknown publisher.

Week 5: Skills (Greg)