Subject: Re: CHILDWRITE Project Date: Sat, 04 Apr 1998 21:11:31 -0500 From: "Win Wenger, Ph.D." To: kuene@cts.com John McPherson , anakin@dur.mindspring.com, mcole@napanet.net, mjoyner@botree.com, GeoNelson@aol.com, "Rolls Straveca (SRCS)" , "Swcgluck@aol.com" , RickAshby@aol.com, Kuene@cts.com (Corbin/Kuenemen), jheflin@mail.portup.com, Tice@writeme.com (Tice Tansil), Frank@gerryts.demon.co.uk, e7750010@tsai.es (Ana Robles), razz4@ix.netcom.com (Michael V) A VERY promising start! Perhaps we need to see the grandmother in action quickly and easily solving some problem without breaking stride, to set up the segment on image streaming. Another thought - if we changed names, we wouldn't have to scrap the old story which still might be worth publishing with its present freight of values. In any event, it looks like you're on your way with something good! Thanks--I've taken the liberty of forwarding it. --win At 12:41 PM 4/3/98 -0800, Corbin/Kueneman wrote: >Win, > > I am enclosing the first four+ pages of script for "The >Philosopher's Stone" to get some feedback. To fill an hour takes about >fifty pages of script, so this just a beginning. Part of what I >envision I have mentioned before, but I see "Sir Edward" off on his >quest and killing the first dragon and anguishing over it, swearing to >never kill again, but to let his cleverness and skills overcome an >adversary instead. As he progresses, he teaches the third and fourth >dragons to Imagestream and the fourth takes him to the stone and then >turns into a beautiful princess. Etc. Etc. > > At any rate, the following was written in WordPerfect format, so >if it does not come thruough clearly let me know, > >Larry > > THE PHILOSOPHER'S STONE > by Win Wenger > > SCENE 1 SHOT 1 > >THE SCENE: > > The year is 1225 ad in a European grammar school playground at recess >time (don't tell me there weren't any schools -- I know that). Children >are playing games and socializing by present standards but are dressed >in period costume. Ten year old Eddie Wills is center, but toward the >rear in the scene playing with a wooden sword. The sounds of play are >in the background, as the camera slowly zooms in on the boy. > >VOICEOVER: Somewhat slowly: "By the time Eddie Wills was ten he knew >he wanted to be a great knight and defend what is right — he knew he >wanted to be a hero. For several years now, he had been aware of his >need to be the best he could be, and he always pushed himself to be the >best. He was the best in his school work and the best in games. Oh, >there were others that could beat him in both school and games, and >others who were stronger, but Eddie fought to be the best he could >possibly be — and the best he could be was usually better than most >others around him who didn't try. He somehow found it not important to >be better than anyone else, rather to be the best Eddie Wills he could >be. Eddie knew that he had done what he wanted to, both in school and >in sports, and now he wanted to do something more. Now he really wanted >to be a national hero. > > He had told just one of the other boys of his need to be great, and now >everyone in school knew. But instead of feeling crushed, Eddie felt >even more strongly that being a hero was what he wanted, and now that >everyone knew what he had said — well, he just had to do it." > > --------------------------------------------- > > SCENE 1 SHOT 2 > >THE SCENE: > > Near his home, Eddie is fighting an imaginary dragon with a heavy >wooden sword while two others watch and occasionally taunt him or egg >him on in his battles. > >First Child:"Eddie Wills? That's not the name of a great warrior. To >be a great warrior or a knight your name should be George, or Thor, or >Basil. Not Eddie, that's a sissy's name." > >Second Child: "Yeah, Eddie, what's more, the King makes knights. You >don't even know a knight, and we've never seen the King." > >Both Children: Laugh together. > > >VOICEOVER: > > "Eddie worked and practiced a lot learning to be a knight. All that >training was hard work, but with others teasing him, he was more and >more sure of himself and determined that he would fulfill the need to >protect his town from whatever was out there. Several of the bigger >kids would pick on him and sometimes beat him up. But every time >something bad or stupid happened, Eddie became more and more convinced >that what he wanted to do was right." > > SCENE 2 SHOT 1 > >THE SCENE: > > Eddie is seen at the edge of a farm on a box mounting a draft horse >and working him with a bridle, but no saddle, and his ever present >sword. And a shoulder bag containing paper and drawing charcoal. He is >riding through a meadow and looking at the flowers and trees of the >area. Occasionally he stops to sketch something. > >VOICEOVER: > > "Eddie did just one thing besides practice to become a knight. He >watched everything around him, and he knew what was good and beautiful. >He liked to draw, and he sketched the things he liked — an old building >leaning as if it were tired, a flower with the morning dew glinting in >the sun, a graceful tree, a fiery proud horse, stomping to show the >world he was in charge. Usually his pictures didn't look great, but >sometimes they did. > > Most of the time, though, Eddie worked hard, and practiced, and learned >what it takes to become a knight. He learned very well how to ride the >huge draft horses on the farms around the town, and he learned to fight >his imaginary dragons and battles from the solid back of a horse. He >was bright and alert, and he learned every trick there was about >fighting with a broadsword and about being brave. > > The other kids finally learned to leave Eddie alone, because he had >learned so much about fighting and about being a knight that in time it >came to be believed that he would do what he set out to do, and that if >anyone could do what Eddie wanted to do, it was Eddie, himself. > > Although Eddie never let anyone know about it, sometimes inside he felt >scared and alone, and very much like a little boy who was fooling >himself, because the closer Eddie came to fulfilling his goal, the more >he felt the responsibility of caring for the people of the town, and the >more he realized that he really could do what he wanted." > > >------------------------------------------------ > > SCENE 3 SHOT 1 > >THE SCENE: Eddie walks into the kitchen of his family home where his >grandmother is sitting at te table. > >VOICEOVER CONTINUES: "One warm, sunny day, his grandmother, who had >been watching Eddie grow with great interest, came to visit. With his >father in the field plowing, and his mother had gone to the butcher's >shop for meat, Eddie was alone in the house." > >Grandmother: "Come over here Eddie. Sit down here." (She motions to >a dining table chair) > > >Eddie: "Hello, Grandmother. Isn't it a beautiful day?" > >Grandmother: "Yes Eddie, it is a beautiful day. And it's a perfect >day for you to learn something new." > >Eddie: What's that Grandmother? What are you going to teach me?" > >Grandmother: It's time you learned to listen to your dreams. (Eddie >looks puzzled) We all dream all the time, but you have a special plan in >life, and I want you to be able to help that plan along by paying close >attention to your dreams." > >Eddie: "But I am asleep when I dream, and before I get out of bed they >are gone. I don't remember them any more." > >Grandmother: "Eddie, you have told me that when you are practicing >with your sword, you really imagine yourself being a great knight and >you picture the time when you will really be able to help people that >are in danger. Isn't that correct?" > >Eddie: "Yes, grandmother, it is." > >Grandmother: "Well, Eddie, that is very much like I am talking about. >That is much like dreaming, and I want to teach you how to use your >dreams. Now, I want you to close your eyes, and tell me what you >see." (Eddie first closes his eyes, then pops them open again) > >Eddie: "But if my eyes are closed, how can I see?" > >Grandmother: "Well, when your eyes are closed, you still see with your >mind, just like when you dream. Now close your eyes again, and tell me >what your mind sees. Tell me where you are, if it is cloudy or sunny. >Tell me if it is night or day, and cold or warm. And what is around >you. Things like that " > >Eddie: "I see the storm clouds, and it's beginning to rain. But I am >warm and dry." (Eddie opens his eyes) Grandmother, why would I be warm >and dry in the rain?" > >Grandmother: That is because sometimes in a rainy dream you would get >wet and cold, and sometimes you are just watching the scene as it goes >by. Do you think you are just watching the scene, or are you part of >it?" > >Eddie: I guess I'm not part of the dream, but am just watching what is >going on." > >Grandmother: Oh, you're always part of the dream, Eddie, but in this >dream you are keeping yourself at a distance. Go on. Tell me more >about the dream." > >Eddie: I can't. The image is gone. Now I picture myself in the house >in front of a warm fire. What happened to the first dream?" > >Grandmother: "Well, Eddie, that's how it is with dreams. You have one >image then another, and another, and another until the dream is done. >Actually, not until the dream is done, but until you are no longer aware >of the dream. With the images coming one after another, this is what I >call Imagestreaming. > >Eddie: "I see. So it is not bad that the first image went away?" > >Grandmother: "Not at all Eddie, now close your eyes and tell me more >about what you see. When we are all done, I will remind you of what you >have said, and then you can tell me what you think the images mean to >you. This will help you do anything you want, and do it faster and >better than you would otherwise. In fact, Imagestreaming can provide >you with answers you might never get otherwise. It can help you in >everything you do in life." > >THE SCENE: Eddie closes his eyes and the camera pulls back. > >VOICEOVER: "For almost an hour, Eddie and his Grandmother talk about >this new thing called Imagestreaming and carefully noting the results of >his dream-watching. Eddie stops to ask questions then goes on some >more. But he is beginning to get a good grasp of what imagestreaming is >all about, and how it can not only help him in his quest to become a >knight, but to do anything else he wants to. > > Eddie is fascinated by this new idea of Imagestreaming, and by >practicing it often he learns more and more about being a knight. He >even gains a lot of knowledge that he does not know where it comes from, >since no one in his village has ever do more than said ‘Yes Sir!' or >‘Good morning' to a knight.' > > >------------------------------------------------------- > > SCENE 3 >SHOT 2 > >THE SCENE: Eddie is once again swinging his huge wooden sword at an >imaginary dragon, but then slows down his motions and stops to lean on >his sword. > >VOICEOVER: Actually, Eddie is learning about all kinds of things from >Imagestreaming. One thing he is learning is something that starts out >very confusing. He is beginning to believe that killing dragons is >maybe not a good thing. Not because they are dragons, but that killing >is not right. And if killing dragons is not a good thing to do, then >why is he becoming so skilled with a sword? It is all very confusing. >Aren't dragons bad? And shouldn't they be killed? Or do knights just >kill dragons just because they think the dragons are bad" > > >------------------------------------------------- > > >SCENE 4 SHOT 1 > >THE SCENE: Eddie is again riding a draft horse over the meadow and >through a sparse forest with colorful bushes and flowers and trees all >around. He does not carry his sword, but he has the shoulder bag, and >occasionally stops to sketch a flower or tree branch. The camera shows >him to be puzzled and thinking a great deal. During this moment there >is no voiceover, just soft, 60 beat music in the background. Allow at >least one full minute for this unspoken scene as the concepts he has >gained begin to sink in. > > Copyright © 1998, Larry Kueneman. All Rights Reserved.