A Thousand Pictures - Cinema Novel

The final draft is complete! The art style is rougher/looser than I originally planned, but I settled on this because I was trudging through finishing. I realize I simply need to improve as an artist, and I'll create better work more effortlessly.

This is my first cinema novel, a term I'm coining to describe a method of storytelling that combines elements from animatics/storyboards with traditional novels and comics.

Transcript

2. Cinema Novel Cinema Novels are a form of storytelling combining elements of traditional novels, comics, and animation/film. Navigation: If using a PC, click once to activate and then use keyboard left/right arrows. If using a tablet or phone, tap screen left/right to navigate (don’t swipe). You can toggle fullscreen mode on the bottom right.
3. By Austin the Artist Cinema Novel
4. “We’ve all heard the saying,
5. “that a piture is worth a thousand words,
6. “but, …
10. “… I also believe the opposite to be true.
11. “… I also believe the opposite to be true.
13. “A word is worth a thousand pictures.
14. “Consider love, for example. What does love look like? Or strength? Courage?
15. “What comes to mind when you hear these things?”
35. Mom, visibly concerned and worked up, interrupts Caleb’s day dream. Caleb hears the hint of subdued anger beneath her voice.
36. Caleb knows she’s frustrated over his behavior at home and problems at school. He’s falling behind assignments, which is unusual for him, and he finds himself disengaged in extracurricular activities he’d usually find exciting.
37. “You didn’t eat your breakfast again? And your room’s a mess…” says mom.
38. “What’s going on, honey? You haven’t been yourself.”
39. “… C’mon, it’s time to go. And I’ve spoken with Mr. Collins again. You have a second meeting scheduled for this morning.”
40. “… C’mon, it’s time to go. And I’ve spoken with Mr. Collins again. You have a second meeting scheduled for this morning.”
41. “Really?” Caleb responds, surprisingly enthused.
42. Mom is taken aback, but pleasantly surprised to see Caleb express enthusiasm over this.
43. “I’ve never seen anything like it!” Caleb exclaims. “At first, there was only one picture, but then a bunch more appeared out of nowhere.”
44. Mom isn’t sure what to make of this, but she shrugs it off and continues on her way downstairs.
46. Caleb is interested enough in seeing Mr. Collins again to see what the pictures are all about, but still, he isn’t looking forward to the remainder of the school day, like being scolded by teachers for incomplete homework.
51. “I’m way behind on this book,” Caleb sighs aloud to himself.
56. “I guess mom does have a point.
57. “I have been feeling a little off.”
60. “You seemed excited about seeing Mr. Collins again. That’s good,” says mom.
61. “I know I’ve spoken to you many times already, but I think it’s healthy to speak with someone else, too. Getting additional perspectives never hurts,” mom explains.
63. “Just open up, kay?” “Okay, fine,” Caleb replies.
65. “Morning, Caleb,” Mr. Collins greets, settling in with small talk before proceeding. “What was that the other day?” Caleb asks, eager, referring to the pictures. Mr. Collins chuckles. “That always gets peoples’ attention,” he replies, but he doesn’t really answer the question.
66. “In our last meeting we spoke about various challeges you’ve been working through. You mentioned some issues at home as well as at school. I remember you mentioned bad grades, problems with your teachers, and issues with bullying and fighting.
67. “It was a general meeting where we got to become better acquainted with each other, but I haven’t really heard from you,” says Mr. Collins. “I want to talk through and unravel some of these things.”
68. Caleb’s countenance reveals he’d rather not talk. He just wanted to see the pictures from before. Mr. Collin’s waits in extended silence nonetheless, giving Caleb space to respond.
69. “It’s just a conversation,” Mr. Collins reassures. “Nothing formal. Just to talk and not hold everything insi–”
70. “Look, I don’t know what to say, kay?” Caleb replies, interrupting, and letting out a heavy sigh. “I dunno. I guess I’m just frustrated. School sucks, my teachers are mean, and they have a problem with everything I do. I never get anything right in class.
71. “I guess maybe the bullying is a little better. I dunno. And mom’s still been on me ever since I got in that fight last week. I don’t know if dad’s heard about it, or if he’d care anyway. He said he’d help me with school, but he still hasn’t. I only see him every other weekend, or something like that. Mom is barely home. She’s always working…” Caleb continues venting, growing angrier and more worked up as he continues talking. It's more volatile than expected, but this is what Mr. Collin’s is looking for, and waits patiently for Caleb to finish.
72. “I’m sorry to hear you feel the way you do,” Mr. Collins replies, and taking a moment to pause and collect his thoughts. “There’s a lot that can be said about all of this which we can’t address all at once, but I believe there’s a good first step: the pictures.
73. “Remember I mentioned in our previous meeting the common saying that a picture is worth a thousand words?
74. “I said I believe the opposite to be true, too, that a word is worth a thousand pictures. I left you to ponder a few questions with the purpose of getting you thinking about things from additional perspectives. So, tell me, what comes to your mind when you hear the word love? What does love look like?”
78. Suddenly, the atmosphere in the room undergoes a sweeping change with images materilizing from out of thin air. The images burst forth and dance through the room, eventually slowing down to a near stop, then linger in the air.
79. Suddenly, the atmosphere in the room undergoes a sweeping change with images materilizing from out of thin air. The images burst forth and dance through the room, eventually slowing down to a near stop, then linger in the air.
80. “Amazing…” Caleb exclaims. “Even more than last time.”
81. “Amazing…” Caleb exclaims. “Even more than last time.”
83. Caleb observes the imagery in front of him.
84. “What do you see?” asks Mr. Collins. Mr. Collins sees the same thing Caleb sees, but wants to hear his interpretations first.
85. “Um, well, there’s many pictures,” Caleb observes. “I see a mother kissing her child goodnight. “That one shows siblings bonding. That one looks like a happy family,” Caleb points. “And this one is a kid embracing his dog,” he says, pointing out another.
86. “I see,” says Mr. Collins.
87. “All the images you see reflect your interpretations as an answer to my question. Those are good observations, but there’s more.”
91. Mr. Collins reaches out and grabs various pictures. They transform upon his touch, and Calebs walks over to get a better look.
92. “Love can look like many things,” Mr. Collins continues. “Take a look at these.”
93. Caleb mulls over the new, transformed images, not sure what to make of them.
94. “Describe what you see,” says Mr. Collins. “Um, well, that looks like an image of someone working hard. Like, hard labor kind of work. And that one,” he points, “looks like a mother. She looks stressed and tired, though. I see she’s giving her children dinner. And that image,” Caleb looks closer, “I think that looks like a father fixing stuff around the house?”
95. “Very well,” Mr. Collins replies. “What came to your mind initially, like a mother kissing her children goodnight is indeed an expression of love, but I present to you a new set of images to illustrate that love can also look different from that.
96. “Like this picture,” says Mr. Collins, drawing attention to the photo of the father. “Love is also expressed in other ways, such as a father working hard repairing things around the home to make it comfortable for the family, or a mother preparing dinner every night, even if she is tired. “Hmm, I guess I kind of get it now,” says Caleb, processing things.
97. “But let’s move on. I know it’s not only at home, but also at school that you’re facing challenges. Tell me about the bullying incident yesterday.”
100. “It happened at recess.
102. “All of the kids were playing tag.
104. “I was one of the last ones to be tagged out.
106. “I think some of the kids who were tagged out first were mad and jealous of us who were still in.
108. “They must’ve decided to play some kind of prank on me.
114. “I didn’t see it coming…
115. “I didn’t see it coming...
119. “They hit me with a ball and I ended up falling down the slide. I wasn’t hurt, though. “But everyone was laughing at me.
120. “I admit I felt embarrassed and angry, and I was going to fight back. “But, I knew that’d probably just make things worse.”
122. “So, then what happened?” asks Mr. Collins.
123. “So, then what happened?” asks Mr. Collins.
125. “I just walked away.”
126. “But I’m not weak!” Caleb exclaims. Mr. Collins sees anger brewing in Caleb the more he reflects on the incident. “I should’ve been strong and fought back!” “Is that so?” asks Mr. Collins. “What does strength look like? What does it mean to be strong?”
127. More pictures materialize. They vary, with some displaying a kid presumably fighting back against another student. Other images depict kids being aggressive or being mean-spirited in some way, and others show students big in stature or good at sports.
129. “I see,” Mr. Collins observes. “I don’t disagree with you that these behaviours and traits are possible examples of strength displayed. It’s common for people to think of being strong as being aggressive, fighting back, or being a good athlete, and other things alike, but strength can look different from that.”
130. Mr. Collins perceives Caleb isn’t convinced quite yet. He reaches out and grabs a picture and it transforms upon his touch as before. “Does this little girl look strong to you?” Mr. Collins asks. But Caleb is unsure how to answer.
132. “There are many ways to be strong, no matter how small. For example,
134. “This is my daughter. I remember we were at a kids play room once and a prize toy caught her attention.
135. “Winning the best prizes required some sort of challenge activity involving collaboration with a partner or team.
136. “In her haste and excitement, my daughter invited herself into a group, which was admittedly not the proper way of going about it.
138. “The kids declined in a rather rude way, being needlessly harsh.
139. “And I saw my daughter’s entire countenance change. I thought she’d be sad or angry, ruining the rest of her night, or perhaps she’d retaliate in some way.
141. “But I saw she adopted a positive attitude. Her countenance suddenly uplifted again, and she even wished them the best of luck. She moved on without letting it bring her down. I was pleasantly surprised.”
142. “So, she didn’t let that incidient ruin the rest of her time,” Caleb replies, making sense of what he’s hearing, “and your saying she’s strong for that?” “Right,” Mr. Collins confirms. “I know plenty of kids, who despite being physically strong and athletic, would’ve been fuming with anger and complain about the incident for the rest of the night, or been hurt. In other words, not as strong in a sense.
143. “Or consider this trivial example, even less significant.
144. “My kids were rushing out the house one day to play outside,
145. “But there was a large bug near the door, and my sons fled from it in fear.
147. “It was my daughter who was the brave one who caught the bug and let it outside.”
148. “It was my daughter who was the brave one who caught the bug and let it outside.”
149. “So, that’s another way of being strong,” says Caleb. “She didn’t let the fear of the bug get to her.” “Right,” Mr. Collins replies. “Hmm, I see now. She was brave,” Caleb continues. “So, bravery is a form of strength? And there are many ways to be strong, even if it’s not obvious. Or it can even look like weakness, like with my bullying incident. Everyone thinks I’m a wuss for not fighting back, but you’re saying I’m strong?” “Correct,” says Mr. Collins, pleased that Caleb is understanding. “What you’re doing is being the bigger person and not lashing out in retaliation. Such self- restraint takes strength. You’re choosing to be kind and understanding even when it’s difficult and embarrassing for you.” “Speaking of kindness,” Mr. Collins continues, “I’ve heard you haven’t been so kind to your teachers, especially Mrs. C. Let’s talk about that.”
150. “I don’t like Mrs. C,” says Caleb, arms crossed and withdrawn. “She’s mean and strict!”
151. “How is she mean?” asks Mr. Collins.
152. Caleb recalls memories from a typical day in class.
155. “Mrs. C always picks on me to give the right answers, but I get them wrong and I hear the students snicker and laugh at me,” Caleb complains. “But she still always calls me anyway.
156. “And she always gives me low grades on my homework!” Caleb exclaims. “I kind of stopped trying, and now I’m behind on my assignments. “I don’t think she likes me very much.”
157. Mr. Collins observes something different, however. “But is she really being mean and picking on you?
158. “Look again, Caleb. It isn’t that Mrs. C is being mean to you or doesn’t like you. I think she’s passionate and is encouraging you, eager for you to succeed. I believe she means the best for you.
160. “I realize she can appear rude to some students. That’s understandable, but remember things aren’t always as they seem. Consider that Mrs. C’s intensity is a result of her passion for what she’s teaching. She really cares about her students and wants them to succeed.”
161. “Huh, I guess you’re right,” Caleb acknowledges. “I’ve been assuming the worst, but everything isn’t what it looks like.” “Right,” says Mr. Collins. “It’s good to be mindful about not assuming the worst concerning people’s motives. It’s a worthwhile habit to consider the perspectives of others, and even when you think it’s flawed, it’ll help prevent you from always taking things personally.”
163. “From what I’ve learned about you, I see you’re carrying the weight of negative emotion, albeit inadvertently, and the thing is, I believe it's mostly avoidable.”
164. "But how?" asks Caleb.
165. "Your parents have been unusually busy and more distant, and you interpreted that as them not really caring for you and even questioning their love. You interpreted your teacher's zeal as her being mean and picking on you, when in actuality she's simply eager to help you succeed. These are cynical presumptions and suppositions that weigh you down mentally, and multiple such instances add up and take a toll overtime.
166. "The reality versus what you believe to be true can begin to diverge quite significantly. I think this explains why you haven't been feeling like yourself and it's been impacting you at home and at school, and I believe making you aware of this will help you in a myriad of ways. I’m not saying this will solve everything, but I believe it’s a good start.”
167. “Mhm,” Caleb utters, nodding in acknowledgment. “So, has this ever helped you, too?” Caleb asks Mr. Collins. “It’s helped me plenty.”
168. “Consider these, for example.”
169. “I used to teach before doing what I’m doing now, and I remember I had a student once…” says Mr. Collins, arranging a series of pictures.
174. “What does this behavior look like to you?” asks Mr. Collins. Caleb is quiet and pondering what to say. “Hmm, well, he appears mean. Like he’s bragging and thinks he’s better than everybody.”
175. "I thought similar to you. When pondering the behavior, I kept tracing these images back to pride, arrogance, and other things alike. I responded with discipline in thinking the student's behavior came from a mean-spirited place, but I was wrong." “What do you mean you were wrong?”
176. "I spoke about negative presumptions and suppositions just a moment ago. I was assuming the worst, but I didn't have the full picture. But after getting advice from a colleague I was able to zoom out and gain a broader perspective.
177. “Upon seeing things more accurately, I no longer saw a mean-spirited child. Rather than responding with heavy discipline, I was able to appropriately address the root issues by responding with more compassion and appropriate validation. The problem behaviors vanished.
178. “By the end of the year he was one of my kindest and most helpful students. I have many such examples of similar stories.”
179. Caleb processes everything he’s hearing and seeing. “So, a thousand pictures huh… There can be a thousand ways of looking at a situation?”
180. “Maybe not literally a thousand, but you’ve got the idea.” Mr. Collins looks over and catches something he just realized he hasn’t seen until now.
181. “Is that a smile I’m seeing?” Mr. Collins chuckles.
182. Mr. Collins and Caleb continue in this fashion for some time. By the end, Caleb’s untangled a web of misunderstandings, unmounting loads of negative emotion, and begins feeling more like his cheerful self again.
183. Thanks for reading! Continue further for a little background.
184. I hope you enjoyed this story! Cinema novels are available on my website free, but your purchase is appreciated. Each cinema novel will also be available as a physical book. I’ll begin working on this momentarily and it’ll be available soon. At the moment, everything is self-edited, so forgive any and all grammar mistakes! I'll work with editors and proofreaders when completing the physical book.
185. I thought about incorporating a camera motif/ theme in the story, like making it Caleb’s hobby, but I left it out to keep the story streamlined. Pardon the rough art style. Creating polished art when doing studies and drawing what's in front of me/from reference is one thing, but drawing high quality illustrations from imagination took me much more effort than anticipated. I ended up settling for and embracing the loose art style in this novel. I'll continue growing as an artist and create more polished work moving forward.
186. People are probably wondering, but Caleb isn’t based on me, and other characters aren’t based on anyone in my life in particular. They’re all made up. I knew I wanted this first book to be a little deeper and on the serious side, because much of my other stuff is cartoony. Nevertheless, I didn’t want this to be too deep or heavy, so I omitted issues like trauma and the likes, and opted for things like mean teachers, bullying, anger, etc.
187. This is my first cinema novel, so I kept it short. My next one is called Fable Story, and the (very) rough draft preview is on my website. I almost don't want to show it publicly yet, but it gives people another example of my vision for this whole cinema novel thing. The finished novel will be about five-six times the length of this first one.
188. highchroma.co/apparel - check out my clothing for artists and creatives alike highchroma.co/studio - read cinema novels and view my art youtube.com/@highchroma - check out my music instrumentals Instagram: @austin_theartist