Storyboarding the Book

By the author, Jim Doti


After running the Surf City Marathon, I was relaxing in a lounge chair by our backyard pool.  My wife, Lynne, stretched out in the chair beside me, seemed to be enjoying the book she was reading.  While my tired legs soaked up the sun’s warmth, I figured it was as good a time as any to collect my thoughts about the layout of
Jimmy the Elf
.  Here’s what I came up with:

 

Since these storyboard entries alone may be difficult to comprehend (if you can even read this scan of my hand-written notes), I’ll describe them in more detail.

On page 1, I’ll write my author’s letter to the reader.  This letter will set the stage and express my fear of attending school because of my speech impediment.  Page 2 should have an illustration of a little boy (me) standing in front of a large, intimidating entry door to the school.

Pages 3-4 should introduce the main characters as they walk to school, while pages 5-6 should take place in the classroom with the teacher, Mrs. Lyons (actual name!), telling the students about the play.

Since I want to show young readers that a story can be turned into a play, I think it will take at least six pages (pages 7-12) to tell and illustrate the story of “The Elves and the Shoemaker.”  This is the story within a story that I discussed last week (Entry #4).

Following her telling of the story, Mrs. Lyons will announce the cast members.  With an illustration, that will fill pages 13-14.

Although almost 60 years have passed, I can still recall Mrs. Lyon’s announcement in vivid detail.  I was initially elated.  It was the kind of joy that only a child feels at being chosen to do something special and important.  I was quickly brought back down to earth, though, when a number of students complained that I would ruin the play because no one would understand my words.

On pages 15-16, I think I’ll need to explain my anxiety and fears to my mother.  I’ll involve my dog, Blackie, in this scene.  Not only do kids love dogs, Blackie was a major character in
A Christmas Adventure
.  Although he’s not a star in this book, I’ll include him in the background as much as possible.  Blackie’s presence will reinforce the connection between this book and the last one.

I’d like to devote several more pages (17-18) to discussing the situation with my mom.  The action will take place at our home in my mom’s hat making room.  I think her work as a milliner may form an interesting backdrop.

Pages 19-20 should describe my failing miserably and students laughing at me during a rehearsal of the play.  Then pages 21-24 should be enough for both Mrs. Lyons and my mom to give me advice about how to deal with my speech impediment.  Rather than teaching me how to say my words more distinctly (which didn’t happen nor could it happen), they suggest I use “verve” (more dramatic gesturing) to say in action what I can’t say clearly in words.  Somewhere in these pages (probably toward the end) is where I come up with the idea (this will be the deux ex machina) to raise my arm rather dramatically when I recite my line in the play, “I have an idea!”

Pages 25-28 will give Lisa and me four pages to describe and illustrate the actual performance of the play as well as its climactic moment, followed on pages 29-30 with the denouement – a celebration back at home after the performance.

Finally, pages 31-32 will give me one page for my author’s closing letter and another for the recipe.  (Still thinking about what food item to include in the story, but I’ll come up with something).

If I stick with this plan, I can tell the whole story in the allotted 32 pages.  This layout will help me move the plot along as well as give me discipline in terms of describing each scene while visualizing the kind of illustration that will help young readers better comprehend the story.

Now that I have a plan, it’s time to get to the hard part… the actual writing.  More of that next week.