By looking at our previous animation that I created from each group members individual animations, once most of it was put together it was very clear that it didn’t flow well as one piece and was too long. The previous animation Design as Activism – Izzy Animation with Sound was not completed and too long as I hadn’t included Sherlocks animation Design As Activism – Sherlock Teddy Illustration and already over 60 seconds. Therefore I knew that I had to try and cut it down to get it as close to 60 seconds as I could. Also when watching it the transitions between the facts compared to the rest of the animation did not flow well together. This is because of the change in type and the black background, it split the animation up too much. Sherlocks teddy illustration at the beginning of the video also felt too different to the rest of the animation. As a group we had to think of a way that we could tie the teddy illustration in with the rest of the animation whilst trying to keep consistency throughout. Because of the voice over creating a narrative as a group we felt that the facts were not needed.
Within the final animation that I put together Design As Activsm Final Animation; myself and Lily used Sherlock’s illustration of the teddy and edited it to visualise the facts rather than having the facts written on screen. We have also put them on a white background rather than black so the animation isn’t as divided. I think that by using the teddy to visualise these facts attracts our target audience more, as children engage more with sound and image rather than 60 seconds of constant type. By having the teddy reoccurring throughout the animation reinforces the visual metaphor and creates links with the opening illustration.
By realising that the audio narrative of the facts along side the visual metaphor works better than before it made us begin to think about the language that we were using throughout. By looking at the expressive type that we had included from quotes taken from the real life stories on the npcc website, some were in different tenses. The quote ‘What child doesn’t want their parents to love them?’ attracts a different audience than the quotes describing emotions from the victims; such as ‘When you’re being abused it’s like you’re in a bubble’, I’m too embarrassed’ and ‘It made me feel really dirty’. Therefore we changed the first quote to ‘Don’t we all want our parents to love us?’, this creates a continuity of a child motion in the expressive type. To create a clear contrast between the facts and the victims emotions from abuse me and Lily decided that it would be good to use two different voice overs. We used my voice as the narrative reading out the facts, and used another student in a different group Dee’s daughter as the voice over for the expressive type. I think this is very successful and has developed our animation a lot. It shows a clear contrast in the narrative and communicates the message of how wrong child abuse is and encourages victims to speak out.
The way that we have shown a change in narrative, separating the problem to the solution is done by the change in audio music and visual contrast of colour. I think that this really reinforces the way that we are encouraging children to ‘Speak Out’ and also by providing a charity and a phone number to call creates a solution for the problem. By using the line ‘you are not alone’ would hopefully make victims feel less embarrassed about what is happening to and realising that it is wrong. This also provides an encouragement to speak out and a charity to turn to. The animation is now 65 seconds, I have made it slighting shorter by cutting our sections and speeding parts up, although I do not think I can cut anymore out without loosing any of the narrative, hopefully being 5 seconds over the requested time limit will be ok.