Capricorn – The process


Senses & Creatorship – Third Phase

Lesson 1: 4th February 2021

Lesson 2: 11th February 2021

Walking up stairs

For this lesson we had to pick an action from a list and make 10 different sketches with this.
My action is ‘walking up stairs’.

I chose to draw only a simple figure with no clothing or faces, so I can focus on the movement and practice with perspectives. 
Because of the short time we had (we also had to finish our class portrait animation) the small amount of details helps with time management.


Good experimented with perspectives. Great choice to keep it simple and not focus on details but the movement itself. This works great for time management too.

Lesson 3: 25th February 2021


For this lesson we had to come up with 30 obstacles that would make doing their action harder or impossible.
My 30 obstacles for walking up stairs

In a wheelchair and there are only stairs – In a wheelchair and the elevator stairs broke – stairs folds in like in a cartoon – Steps from a ladder or stairs break – Stairs are covered by stones or snow (outside) – Tree fell on the stairs (outside) – Drunk – Stairs (in home) is collapsed because of an earthquake – Cats are on the stairs – Toys on the stairs – Slippery stairs with socks – Parkinson patient – Tourette’s patient – OCD – Not awake yet / haven’t had coffee yet – Blind – Has 1 eye so can’t see depth – Sleepwalking – Can’t get stairs gate (the ones for children) open – While standing on a roof, someone removes the ladder – The stairs were never build – The steps are to big – The steps are too small – The stairs doesn’t want anyone to walk over him again – Bathmophia = stairs phobia – At the bottom of the stairs is a killer clown – The stairs and walls and ceiling are made of mirrors – The stairs are invisible – The stairs is upside down, you have to use toilet uncloggers – The stairs are a predator, eat who walks on them – The stairs is in denial about being stairs – World gets nuked – Person dies before he/she can walk the stairs. 

Wheelchair and cats

From these obstacles, we had to chose 2 and draw 3 illustrations of it. Like a storyboard and in the “3 act structure”. 
For the firste one I chose a mix of ‘In a wheelchair and there are only stairs’ and ‘In a wheelchair and the elevator stairs broke’ . This one is about a guy in a wheelchair, that has to go to the bathroom, but it’s upstairs and the elevator stairs is broken.
For my second I chose ‘Cats are on the stairs’. He or she has to maneuver on the stairs around the cats, but trips over one.


The message/ story is in both illustrations clear. The obstacle is also in both clear. Used different perspectives and played with the borders; the text clouds in the wheelchair illustrations and the stairs in the cats.
Try to play with these borders when you have only one illustration per page (16:9). Tip: ‘Catch me if you can’ opening credits
I didn’t get any feedback this lesson.

Lesson 4: 4th March 2021


I decided to stick with the story about the person in the wheelchair. 
Main character: The person in the wheelchair that experiences problems.
Other (possible) characters: A young kid that stares or ask (their parents or the person in the wheelchair) what is wrong; mother of the kid that tells the kid to ‘not stare’; annoyed person that doesn’t want to wait; teenage employee that doesn’t know how to help and is stressed; someone that wants to help.
H (main character): Person in wheelchair.
O (obstacle): The wheelchair.
N (necessity): Depends on D.
D (goal): Has to go to a room / place / thing (most of the time involving stairs or bumps).


We had to make pictures of ourselves (or others) as references, focusing on body posture, camera angles, emotions and incidence of light.
My character being in a wheelchair, made this quite hard. This is why I also looked up some pictures of people in wheelchairs.

Character design

Next I designed my character in the wheelchair.

Storyboard with Character 

Then I placed my designed character in my already existing storyboard.


From now one we had to work on 16:9 format (which I already did) but with only one illustration/ scene per page. I got the tip to research different camera angles and possibilities.

Lesson 5: 11th March 2021

Possible settings

In what settings can my action (‘walking up stairs‘) be placed?
And how will this influence the action?

10 possible settings my action could be placed in: 

Stairs at home – Stairs in a restaurant – Very busy stairs with a lot of people – Parent teaches child to walk the stairs – Quiet stairs but the person is in a hurry to not miss the train / metro – Busy stairs and the person is in a hurry to not miss the train / metro – Escalator with people standing still – Escalator with 1 row of people standing still and 1 row of people walking – Stairs on the bottom of a swimming pool – Iron stairs at the swimming pool – Stairs at the beach – Ladder in a library.

New story

Because of the ’10 possible settings’ exercise, I came up with the setting of a ladder in a library. I immediately saw an entire story playing in my head, which made me really excited and is also the reason why I chose this setting to continue my story with. 

New story: Girl goes to an old big library and needs a specific book on a high shelve. An sweet old librarian helps the girl by giving her the library ladder, so she can get the book. 


To make the setting come to life, we had to chose one of these 2 exercises:

  • Build the setting (from clay or objects), place the character in the setting. Take pictures and experiment with different camera angles.
  • Make a collage of the setting / environment. Place the character in the collage.

I decided to go with the second option and make 2 collages of the library.
The first one is of the bookshelves and how the library overall looks, with some pictures of library ladders and people grabbing books from the shelves.
The second one is from the sitting areas in the library, including some people ready books.


I got the tip to start thinking about the necessity of the book, what book it is, the main character and the librarian.
The sphere is clear. A lot of wood, unnatural lighting, old libraries, warm colours.

Lesson 7: 25th March 2021


H (main character): Girl that has troubles with asking for help and accepting help.
D (goal): Wants to have a specific book; ‘How to ask for/ accept help’, but the viewers don’t know the title until the end.
O (obstacle): The book is too high and the girl won’t ask for help.
N (necessity): She has to learn how to ask for help and accept help, she needs the book to do this.

3 act structure

1. Set up – introduction: The girl wants to read a very specific book from the library. The viewer only finds out about what book it is in the end.
2. Confrontation – rising action: The girl can’t reach the book and tries to get to it in different ways (standing on her toes, standing on books, chair, table, chair & table, chair table & globe). She refuses to ask for help. In the mean time, the sweet old librarian spots the girl struggling and helps her, by bringing her the librarian ladder in a VERY slow pace.
3. Resolution – crisis: After a couple of failed attempts the girl falls on the ground. This is when the librarian arrives with the ladder and gives it to the girl. The girl can now reach the book. The book says “Learn how to ask for help”, how ironic.  


First version Animatic

I drew my first version of the storyboard. I had been sick the week prior and this week, so I unfortunately didn’t get a lot done.

My Reflection

With the first Illustration I was making the background way too hard on myself. I had to remind myself of how this has to be a low detailed Animatic, if I want to get it done on time. So I will change that one to the same view as the 5th and 10th, but zoomed in.


The ‘HOND’ is clear and already give a tension. The sphere is also clear.
Make clear what exactly the space/area is (agreeing with my reflection). Try to create the focus point less in the middle and on the 1/3 (left) line. In the 4th illustration you can first make her stand flat on her feet and then raise her to her toes, to emphasize the effort she is putting in. You can also do this with the 6th illustration. The confused librarian (8th illustration) is clear enough, so the question marks aren’t necessary. In some of the illustrations I forgot to show the red book.
You can also make the girl refuse the help of the librarian and the ladder, so she keeps trying to get to the book herself. Emphasizing how badly she can handle help.

final assessment: 1st April 2021

Second version Animatic

Listening to my own reflection and my teachers feedback of last week, I drew the rest of my storyboard. I used the same backgrounds, so I wouldn’t give my already sick self too much trouble. I also made an extra step, the table + chair + books + globe. I placed the object she had already used, and would be using again, still in the frame, for easy access.
I also went with the plan of not making her use the ladder. If she would, it felt like and anti-climax, and this way I got to extra emphasize her stubbornness and inability of asking and accepting help.
This, however, did change the 2nd and 3th act of my 3 act structure, so I rewrote it:

1. Set up – introduction: The girl wants to read a very specific book from the library. The viewer only finds out about what book it is in the end.
2. Confrontation – rising action: The girl can’t reach the book and tries to get to it in different ways (standing on her toes, standing on books, chair, table, chair & table, chair table & globe). She refuses to ask for help. In the mean time, the sweet old librarian spots the girl struggling and helps her, by bringing her the librarian ladder in a VERY slow pace. After a couple of failed attempts the librarian arrives with the ladder and gives it to the girl. The girl however, is too stubborn to take it and keeps going with her stacking and climbing. When the girl can just barely reach the book, she falls down.
3. Resolution – crisis:  The book fell down with the girl, so she can read it now. The book says “Learn how to accept help”, how ironic.  

Final version Animatic

I am happy with the illustrations I made I found that it told the story correctly and clearly. I however, found the illustrations “too white”. So I made the bookcase gray and added some black details to the characters, making them stand out extra.
Now the storyboard looked ‘done’ to me.


Now that all the illustrations were done, I had to put them together in a moving storyboard or Animatic. 
I put all the images in the right order in Adobe Premiere Pro. Then I looked for sounds I could put under the animatic. 
I downloaded all the sounds of .
I first put a constant soft chatting, page turning and other sounds you would hear in a library, on the background. Then I looked for sounds that would emphasize what was happening in the animatic; like a confused “huh?” for the librarian, sounds of a chair and table being moved, squeaking old wheels and a dramatic fall.
Once I had downloaded all the right sounds I started putting them in the right places and adjusted the duration and volume. According to the sound, I adjusted each frames duration, some being on longer and some shorter.
I ended with my name and the credits to the sound source.

I called my Animatic “Capricorn” for a few reasons. One being that a Capricorn is a mountain goat and mountain goats climb, just like the girl does. The zodiac sign Capricorn is known for its stubbornness and inability to ask for help and accept help. And because I am a Capricorn myself, it is also a bit of an inside joke.

My reflection

I am very happy with what I made, especially for being sick and not sleeping well for a big part of this phase.
For me the story, the obstacle, the goal and the necessity behind the book are all clear.
I also think it was a good desision to not make her use the ladder, it made the message and the ‘begin-mid-end’ a lot clearer.


During my work I showed my Animatic to my mom a couple of times. She gave me some tips about the duration of certain illustration, mostly the inaction (grabbing something) illustrations having a shorter duration and the standing or reaching for the book illustrations a longer duration. She also gave me the tip to put an “hmm” sound when the girl sees the book for the first time and a “sigh” when she’s standing on the table.
My little brother saw the last version for the first time and said that he got sucked into the story and that the “Learn how to accept help” was hilarious.
Ï showed it to some classmates and they said they liked it. One of them (Lotte) said that the sounds fit the story and illustrations correctly and that she also got sucked into the story.

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