Doodles
For the doodles used in our title sequence, we simply drew what we considered suitable doodles for each character's personality on paper. We got ideas from some of the existing opening sequences in our research and compiled a collection of suitable doodles for our characters. Once we had produced a sufficient amount, we then scanned them into the computer for cropping and editing in Photoshop so that they could be inserted individually into our production work.
General
Alternative
Arty
Geeky
Popular
Sporty
We found that general doodles were more representative of our main character as the plot revolves around her not finding her place within any cliché, so by researching common doodles drawn by teenagers we were able to effectively replicate some such as: stars, clouds, lightning strikes, smiley faces, punctuation, and 'drops/splashes'. We also thought it was suitable to add in drawings of paper aeroplanes as an extra form of reinforcement, linking the theme throughout.
The 'alternative' doodles were much more varied, ranging from peace to anger, which represents the emotive drive behind these characters (hence the label of 'emo' being used throughout our culture). We could clearly show this through the drawings we chose to finalise, such as the crying eye, broken heart, rain cloud, sad face, etc.
When creating our 'arty' doodles, we stayed simplistic and drew obviously art-inspired drawings, such as art equipment, a beret, and several paint splotches. This easily allowed the reinforcement of our stereotype and suggested the creativity of her personality.
Our 'geeky' doodles were some of the easiest to produce, as we decided to include entirely academically inspired drawings. Other options we considered were items such as comic books, however we found that this connotated a more 'nerdy' stereotype than a 'geeky' one, so we discontinued those ideas in order to maintain the use of only one cliché.
When creating our 'sporty' doodles, we focussed upon different sports and the idea of winning, showing the athletic and competitive nature of our character. These were easy to represent and clealy able to reinforce our desired stereotype.
We developed our 'popular' sterotype by drawing items of their interests, such as: sociability (phones, texts, etc.), swirls, makeup, hearts and flowers. This allowed us to give the connotations of girly characters who enjoy being socially active and have a keen interest in beauty and appearance, reinforcing our desired stereotype.