Monday, 25 April 2011

Acknowledgements

As a writer, I believe that it takes more than one person to succeed. In previous books I have written there has always been a bunch of people that I would thank at the end of the day. Lover of Korea is no exception, which is why I would take this chance to thank every person who has thrown in considerable support behind me and added into the success of this project. Firstly, two wonderful teachers: Ms Jumiah and Ms Wang. Ms Jumiah has often given the group beneficial critics and feedback; Ms Wang who I can always count for advice.

In the course of writing Lover of Korea, I was reminded of how very little I know, and how much I rely on the experience and intellect of others. Hence, to my team of behind the scenes students who have done so much, I would like to repeatedly thank you all. To Clara, the illustrator who has spent days drawing. She helped a team member who could not afford to have time to complete her task. To Jasmin, my blog admin who never fails to update the blog, occasionally helping other members carry their load. To Gerald who has been an entertaining presenter rising to the downturn of a presentation, puts in his opinions and suggestions in discussions. To Sherman, an efficient logistic who takes time to arrange discussions which is not an easy task as everybody has clashing schedules, never complaining a task before him. To Shannon, the group leader who has tried her best to guide the group, bringing them back to task, and chipping in whenever needed in whichever situations. Of with whom we could not have done without, she challenges the group to do better. 

I was most impressed when every team member, after completing their task, takes the initiative to offer help. I would like to credit a student, Qi Xian for helping us start up the blog when we needed her, a phone call away.

- Rhee Jae Sun




Binding of product

I managed to find a unique way of binding the pages together:

Materials used: 2 rubber bands and 1 stick.
It was suprisingly stable and when flipping the pages, it would lie flat.

< FINALISED > Rhyming text

I topped my kanji test
I think that’s what made me a chin-il-pa
Which my friends detest
My friends laugh at me: ha ha ha!

Boys threw pebbles at me, then ran
I kept my head down and glanced around.
As I heard their chant, “lover of Japan!”
I just want their voices to drown.

Tae-yul is my brother’s name.
He joined the army
because he love the planes,
And acted in a moment of folly.

Abuji and Omoni was disappointed
They questioned his decision
Worried if planes collided
Had they known his own reason.

His mission was foiled
Due to bad weather
His secret plan was voided
So he headed back for a breather.
 
For failing his mission
he was sent to jail
He had a mission
“I’ll get out of here!”

Korea was finally free from the Japanese
Koreans were all cheering
There is finally going to be peace
Without all the torturing.

Through all this hardship
The siblings were known for betrayal
But it strengthen their kinship
For patriotism is final.

Now...

cover page

copyright page

dedication page

characters page

page 1

page 2

page 3

page 4

page 5

page 6

page 7

page 8

acknowledgement page



 

Then...

cover page 

characters page

page 1

page 3
page 4

page 5

page 7


Research of the - Pop outs

Due to the method of binding, the usual pop-outs could not be done. Hence I went online to look for other ways to improvise. One other example is layering, to have many layers of material such that it has a 3d effect. The problem I had was looking for a suitable thick material to support the drawings.
Thanks to http://dawnmcvey.typepad.com/these_are_a_few_of_my_fav/2009/07/the-pink-series-2.html, I was able to show better the product.  An example is our introduction of character page:


How did it translate into the storybook?



This is the back view. The thick material supports the drawing and at the same time creates the effect.


This is the front view. It is not 2D as the drawings protrude.


Thursday, 21 April 2011

Progress report table (week 5)

Week
Wk 4, 18 April.

What we aim to complete?
1. Final draft of rhyming text
·         Grammar errors
2.  Sketches
·         Post coloured
·         Post uncoloured
3. Decoration of picture book
·         Colouring
·         Outlining
·         Introduction of characters
·         Editor’s page
·         Front cover
·         Dedication page
·         Copyright page
 
What we have completed?
1. Final draft of rhyming text
2.  Sketches
3. Decoration of picture book
·         Colouring
·         Outlining
·         Introduction of characters
·         Editor’s page
·         Front cover
·         Dedication page
·         Copyright page
What have we NOT completed?
      NIL

Areas we want to improve on or change?
Texture and pop-outs of picture book.

Sources of research

Many thanks to the extensive internet that have supplied me various and much needed information, which I could not have done without... 

Photos of flags: 
http://en.wikipedia.org/wiki/Korea_under_Japanese_rule

Photos of classrooms:
http://histclo.com/schun/country/other/kor/suk-chron.html
http://www.lifeinkorea.com/information/education.cfm



Photos of soldiers
http://oldjapanphoto.wordpress.com/2008/02/25/ntique-japanese-photo-japan-soldiers-chinese-portrait/
http://search.japantimes.co.jp/cgi-bin/fl20051009x1.html
http://forum.axishistory.com/viewtopic.php?f=6&t=155117&start=15 http://en.wikipedia.org/wiki/Korea_under_Japanese_rule


Videos
http://www.facebook.com/l.php?u=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dc7WJEN6vUlk&h=ff738
http://www.youtube.com/watch?v=RCW9ZchvWiA&feature=player_embedded#at=23

National flags

Kanji script
Old bicycle

Sharon tree
Photos of Kamikazes:
http://old.japanfocus.org/products/topdf/2632
http://www.japanprobe.com/2008/05/09/memorial-for-a-korean-kamikaze-pilot/
http://forum.axishistory.com/viewtopic.php?f=65&t=116542

Draft 3, Rhyming text

I topped my kanji test
I think that’s what made me a chin-il-pa
Which my friends detest
My friends laugh at me: ha ha ha

Boys threw pebbles at me and ran
I kept my head down and glanced around
As I heard their chant, “lover of Japan”
I just want their voices to drown

Tae-yul is my brother’s name
He joined the army because he love the planes
And acted in a moment of folly

Abuji and Omoni was disappointed
Then questions followed this decision
Worried if planes collided
Had they known he had his own reason

His plan was failed due to bad weather
His secret plan was voided
So he headed back for a breather
He did not see if Japanese planes collided

To the big boss he was sent,
Preparations were all for nought
And off to jail he went
“I’ve got to get out of here, I ought!”
OR
For failing his mission
he was sent to jail
He had a mission
“I’ll get out of here!”

Korea was finally free from the Japanese
Koreans were all cheering
There is finally going to be peace
Without all the torturing.

Through all this hardship
The siblings were known for betrayal
But it strengthen their kinship
Because of their love for Korea OR for patriotism is final.

Friday, 15 April 2011

Progress Report Table (week 4)

Week
Wk 4, 11 April.

What we aim to complete?
1. Finalise storyline
· Rhyming text
· Grammar errors

2.  Finalise sketches
·  Characters
·  Settings

3. Research to be posted
· Sources given
· Brief description/ caption given

What we have completed?
1. Finalise storyline
·         Text to be posted
2. Finalise sketches
·         Sketches to be posted
3. Research

What have we NOT completed?
NIL

Areas we want to improve on or change?
Ask for the teacher’s opinion

Thursday, 14 April 2011

< FINALISED > Sketch of character (Tae-yul/kamikaze)


Kamikazes
This picture is the finalized sketch of Tae-yul. I am using this sketch as the official drawing of Tae-yul. I have decided to use this as kamikazes look like that and also it fits the sketch of Tae-yul not being a kamikaze.



< FINALISED > Sketch of setting (Classroom)

 
Old classroom in Korea
This picture is one of the settings for my story, the classroom. I am using this picture to be the official drawing for our classroom.

Draft 2, Rhyming text

Sun - hee was caned,
but she feels though she was framed.
Tae – yul joined the army,
in a moment of folly.
To prove the Japanese wrong,
Tae – yul had to be strong.
He became a kamikaze pilot,
but his family worried a lot.
As he faked his death,
he had to hold in his last breath.
He was all geared up for this last chance,
to prove that he was worth a glance.
It should work, it ought,
but in the end it was all for nought.
Korea was finally free from Japan,
the torture they had spent with them.

Research - character (Tae-yul/kamikaze)

This is a research done in reference for the illustrator’s drawing of the character’s attire/costume. There would be a brief description at the bottom of this research that would be highlighted.

General:

A general in the Imperial Japanese Army.

Kamikaze(s):
Japanese soldiers are said to be “heroes”. The essence of a kamikaze is found in the anonymity of its heroes and their embodiment of Japanese aesthetics of honourable death.

This is a photograph of a Korean who fought and died as a Japanese special attack pilot in the Pacific War.
 Photograph of a group of Kamikaze pilots.

Soldier(s):
The photo depicts what appears to be a group of Japanese soldier posing with a Chinese man.

{FOR VIEWING OF THIS IMAGE, DO CHECK OUT THE URL.
We apologise for any inconvenience caused.}
 An interpreter for Japan's military police in full military uniform.
Source: http://search.japantimes.co.jp/cgi-bin/fl20051009x1.html

 

The above research is done to find out how the attires of kamikaze and Japanese soldiers looked like in the past. The illustrator can use these pictures to be more precise when drawing the attires of soldiers and kamikazes. I have decided to use these as they are clear and detailed. It is relevant as the illustrator needs to draw soldiers, so we definitely need to draw their attire to differentiate their rank.

Research - settings (classroom)

This is a research done in reference for the illustrator’s drawing of the settings. There will be a brief description at the bottom of this research that would be highlighted.
Classroom(s):
This Korean class was photographed in 1922. Note that the children are being taught Japanese. There are Japanese characters on black board. The language of instruction during the Japanese occupation was Japanese. (go to the site for full photo)

Students are in a classroom listening to the teacher.

The above research is done to find out how old classrooms in Korea looked like. The illustrator can use this picture in aid to draw out to be the classroom setting. I decided to use this because this shows exactly how classrooms in Korea looked like when they were still under Japan’s rule. It is relevant as I have a classroom as one of my setting in the picture book.


Research - countries involved

These are flags of the countries involved in the literature novel, When My Name Was Keoko by Linda Sue Park. There will be a brief description at the bottom of this research that would be highlighted.

Korea

Japan

America


The above research is done to find out which countries are involved in the book, When My Name Was Keoko. This is a research done in reference for the illustrator’s drawing (if needed) or a source of knowledge for me.


How to make a storybook


This video is a research done to find out how to hand-make a book. I can use this research to help in the process of making the book as it teaches me how to thread books. It is relevant as the book have a few pages so I'll need to thread it. 

Reason for Template

The design of the blog's template is a wooden pathway. When My Name Was Keoko is about the walk of life in a Korean's shoes during the Japanese occupation.
How does it translate into the design of the template? While I progress in my book, the footsteps of the Koreans' history leaves imprint (on the wooden pathway which also means the blog). It that will last for others to see, that is why I am writing this book and this blog.

Thursday, 7 April 2011

Progress Report Table (week 3)

Week
Wk 3, 4 April.
What we aim to complete?
1. Decide on the storybook outline
·         Choose either one or combine them.
2. Make a draft of the story
·         State which events would be used
3. Setting
·         How many settings there will be
·         Sketches to be done
4. Characters
·         Which characters there will be
·         Physical traits of the characters
·         Have options or decide which to do on
·         Sketches
What we have completed?
1. Decide on the storybook outline
2. Make a draft of the story
3. Setting
·         classroom
·          army camp
·         home
4. Characters
·         sun-hee
·          tae-yul
What have we NOT completed?
NIL


Draft 1, Sketch of setting (Classroom)

classroom

Draft 1, Sketches of characters (Tae-yul & Sun-hee)

Sketch of tae-yul

Sketche of sun-hee


< FINALISED > Outline & Draft 1, Rhyming text

This shall be the finalised outline of the picture book. It shall also be the base of the text which means it is the unrhymed draft of the text.
Option 3:


It shall comprise with patriotism and identity. The siblings, Sun-hee and Tae- yul would be mistaken for being chin-il-pas. Sun-hee is a good student who does well academically,  evidently she topped her kanji test. Korea and Japan borrowed the system of character writing from China, that's why excelling in kanji did not mean she betrayed her country. However, others think Sun- hee did otherwise.

On the other hand, Tae-yul was resented the Japanese. He joined the Japanese army with a secret mission of going against the Japanese in the middle of of the war. However, others also thought he was a chin-il-pa for helping the Japanese in the war.In both cases, they were mistaken for but did not bother for their love for Korea never faded. The siblings remembered their identities.
Events:
·        Sun-hee called A CHIN-IL-PA·        A false suicide while tae-yul was a kamikaze.
·        Korea was free from the rule of the Japanese.
           Characters:
·         Sun-hee
Physical trait – bangs; short hair; small eyes; thin lips

·         Tae-yul
Physical trait – long nose; short hair; small eyes; fit build

Setting:
·         Classroom
·         Army camp
·         Home