An Interview with Luiz Stockler – filmmaker, storyteller, people-watcher

Luiz Lafayette Stockler is a 25 year old award winning director and animator. I recently discovered his film Vovô on Vimeo and was immediately struck by the powerful simplicity and the beautiful way the story is told. I have been lucky enough to find some incredible work on Vimeo just recently and Luiz’s film is most certainly in that category.

 

Vovô from Luiz Lafayette Stockler on Vimeo.

 

I managed to track Luiz down and he was kind enough to answer some questions about his film and his own process of storytelling.

You say in your Twitter profile “North Wales via Brazil” – what’s the story there?

I was born in Rio de Janeiro, Brazil to a Brazilian father and a Welsh mother. My parents worked with horses and were professional showjumpers who competed at the highest level in south america. when I was 8 years old, my dad was offered a job in Scotland riding horses for a breeder, so we moved to the UK. my dad has since moved back to Brazil.

You are soon to start at the London Royal College of Art – what are you studying?

I am starting an MA in Animation at the Royal college of Art, it’s quite a prestigious school in the animation world so I was ecstatic when I was offered a place!

Your short animated film Vovô has caused quite a stir online, what do you enjoy most about your film?

I think the one thing I enjoy the most out of my film is that its such a personal story to me, but also something that I think anyone can relate to in some way or another. It has a universal theme that makes it accessible to people.

Vovô has quite a sad story to it, is the film something you have created out of personal experiences or is it purely fiction?

Vovô is the Portuguese word for grandfather. The film is about my childhood memories of my grandfather when I was growing up in Brazil, up until his untimely death during a summer holiday I spent back in Rio visiting my family when I was 19, I havent been back since.

What sort of time did you dedicate to the Vovô project? Does it take a long time to create something so polished?

It was made during my third year of my BA in Animation at the University of Wales, Newport. I had the whole year to work on it from development/pre-production/production/post production to finished piece….the script was the easiest part, I wrote that in a day and took about 5 drafts to get it right, I got a lot of help and feedback from my friends which helped a lot…the rest of the film went through so many changes and doubt/insecurities that I almost gave up and considered re-doing the year. Because of its personal element it became very easy to lose sight of what I was trying to make. I think as a filmmaker/artist/musician/writer etc… you can become quite precious of your idea and it can be quite hard to stand back and take a look at it with an open mind. I had all these storyboards and animatics that no longer made sense to me so in the end I had to become a bit ruthless with it all and I just let spontaneity take over and freestyled most of the film, animating it in six weeks. I wouldn’t recommend that to anyone though as I hardly slept, but I thrived on the pressure. luckily most of the scenes were fairly simple to animate, otherwise it would have taken a lot longer. the best thing I had throughout though was my friends/fellow classmates, without their help I dont think I would have made this film the way I did. I cant thank them enough.

 

Showreel 2010 from Luiz Lafayette Stockler on Vimeo.

 

How do you maintain a sense of self and originality when there is so much incredible work published these days? What advice would you give a young artist or illustrator about finding their own way of doing things?

I think I’ve always struggled with drawing things ‘well’, I’m terrible at proportion/perspective etc…so the only way I could put to paper what is in my mind is to simplify it by about a 100 times, I always say that my work is a bad version of what I saw in my head. I think the most important/useful advice I ever got given was to play to your strengths, I kept things simple because thats the way I’ve always worked in my sketchbooks. You can get excited by a new technique or visual style or even a software plug-in that you end up getting carried away with it and lose perspective on what you’re trying to do, you also lose that raw connection you had with your work in the first place. Keep it simple, play to your strengths and do what excites you.

Do you consciously strike a balance between the depth of the story and the way it is told?

When I was coming up with visuals, I was told by a friend that if something is being said then we dont need to see it everytime, it’s like we’re being told something twice. With this in mind, I tried to think less literal and more metaphorically and symbolically about what was on screen, I thought about how the viewer could learn so much more about the characters without being told, but rather shown. I also think it has something to do with songwriting, I’ve written songs since i was young so I’ve always been used to telling stories in a stripped down/brief way. The script of the film ended up being a progression of my songwriting.

Your film is centred around the relationships of two people and very focused on particular idiosyncrasies, what do you like about people-watching?

I’ve always been interested in people watching. I like how you can tell a lot about a person before you’ve even had a conversation with them. The way they walk, the way they dress, cross their legs, hold a cigarette etc… we show a lot of who we are using just body language and I think I have been good at mimicking that in people from a young age, I was always doing impressions of friends and family, copying their gestures and behavioural nuances – something which has definitely helped me when it comes to animating characters.

Do you have any projects you are currently working on that you can share?

I’m currently just saving money for my big move to London and the Royal College of Art. apart from that, I’m constantly doing illustrations and working on ideas for films, which you can see on my blog at http://luizstockler.wordpress.com

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Many thanks to Luiz for sharing his thoughts and taking the time to answer some questions. Working with children in school around the issues in Luiz’s film can be difficult and as teachers we are often a central part of the support that can be provided to children who are dealing with personal loss. Perhaps this film could be used to help an open discussion around these sensitive and difficult times.

Of course at the heart of the film is the story and such a narrative could be explored more widely in terms of the way it is told, un-picking the brevity of narration and how it is paired with visual metaphor and symbols as Luiz explained.

I hope you enjoyed the film and hearing from Luiz himself, perhaps you will see a place for it in your own curriculum or to support the work you are doing with children. I am sure you will join me in wishing Luiz every success when he joins the Royal College this September and in his future work.

Paraphernalia – a short animation to use in Literacy

The other night I had a little whirlwind session exploring content on Vimeo and discovered some fantastic pieces of work, including this lovely short animation called Paraphernalia. It is a 3rd year film made by Sabrina Cotungo who is studying at The California Institute of the Arts – however her film was made at Gobelins, l’école de l’image in Paris.

Sabrina Cotungo describes her film as

The story of an anemic little recluse of a girl who makes a friend at the expense of her ceiling.

 

Paraphernalia from Sabrina Cotugno on Vimeo.

What strikes me about the little story is the openings it presents for a class to explore in terms of their narrative literacy unit, the questions that could be asked about the plot and the characters.

  • Why is she all alone?
  • Where are her family?
  • Where was the gentleman heading?
  • Why did he crash?
  • Why had he invented such a wonderful flying machine?

Also a class could spend time working on the dialogue that takes place between our characters. It is conveniently silent and we might encourage our pupils to explain the emotions we see on their faces, to play these scenes out in some drama and then to perhaps develop the written dialogue.

What do you like about the film and how do you see it being used with your classes?

Seeing School Differently

Since moving up to senior management the story of school has changed for me. A school is the centre of so much activity, central to the daily lives of so many people, each with their own part to play in it. Each person sees school in a different way, everyone has their daily narrative.

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My story as a student teacher was exciting. We had the opportunity to work in lots of different places, the role we played meant we were new people in classrooms and so the children would often respond warmly to us. We had the freedom to explore what it meant to put together a lesson and find exciting ways to do that. There was an amazing sense of companionship with other students as we got through our placements, each one held it’s own narrative. These school stories were very linear with an end point we often focused on. Each story was about improving and getting better – each experience shaping what I am now.

As a full-time teacher the story of school changed. Suddenly there was a greater sense of responsibility as I had my own class. All to myself. The story shifts to learning about each child and the huge part we play as their teacher. The daily narrative focused purely on my own class, of the children that may have been unwell – “Are they feeling any better?”, of those that are having a tough time at home. Our classes consume our attention and devotion. We are committed to the learning journey we are on together.

At Easter I moved to another school and so my school story had to start from scratch. The familiar plot lines and characters had changed and I needed to establish fresh ones. My role had changed too and I no longer could focus on just my own class, but needed insight and awareness of the myriad of tales from right across school. I have spent a long time establishing relationships and finding the part I can play in this new story.

The most significant new contribution to my school story is the awareness of the difficulties many of the most at risk children face in their daily lives. I am now embroiled in their narrative too, learning about the help they need and often actively providing it. This parallel, often unknown, story that occurs in every school is a new chapter for me. It has rewritten my school story with a new challenging layer of meaning.

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Photo: Petals, Toil and Business at Dadar’s Phulgalli [PHOTO 2] by lecercle

Superhero Ideas That Didn’t Make It Through the Revolving Doors

Earlier this year we completed a very successful Superheroes topic in school. However many of the initial ideas I had never made it out of the revolving doors, so to speak.

One of the biggest influences for ideas and content was discovering the Brooklyn Superhero Supply Company and the spin off thoughts that occurred. The Superhero Supply store is a real shop in Brooklyn which sells all sorts of hero paraphernalia, from capes to muscles in a tin. Behind a swinging bookcase is of course a secret lair, a children’s writing and tutoring workshop.

BSHS Front

The Superhero Supply Company is part of 826 National a non-profit organisation in the US to help support school children with homework and writing. Established by Dave Eggers it now has “stores” across the country with a simple aim:

Our goal is to assist students ages six to eighteen with their writing skills, and to help teachers get their classes excited about writing.

Of course what struck me about the concept and especially the Superhero online store, was the level of meta fiction that could be explored. This topic can easily focus on the comic book fiction but the mundaneness of shopping for a suitable replacement cape struck me as such a great idea to work with.

  • Turn your classroom into a store for Superheroes.
  • Try and find a mannequin that you could use to show a superhero outfit.
  • Use the Pixar film The Incredibles.
  • What happens in the everyday life of a Superhero?
  • In drama explore everyday routines with a superhero costume on – queuing for a bus, picking up some milk from the shop.

Brooklyn Superhero Supply Co The online store provided me with a rich vein of ideas for writing beyond children’s own fictional heroes.

The persuasive language used to sell the special products on offer would be a great text to unpick. For example on sale at the online store is Item No. 2503 – STANDARD 58″ SUPERHERO CAPE.

For over two centuries, the BSSCo. Standard 58″ Superhero Cape has been the industry standard in fly-wear for professional heroes. Every cape we ship meets all Superhero Alliance and FAA regulation requirements, and is specially designed for maximum flight control and resistance to air burn.

If you’re a working, flying superhero, the Standard 58″ Superhero Cape is a must-have. Because let’s face it. Without one, you’re just some guy who looks like he’s falling.

Available in a variety of colors.

4447594737 9acfe091c5 oThe act of exploring the sophisticated persuasive devices used in the short product descriptions would be an excellent class activity.

  • Develop your own online Superhero Supply store.
  • Invite children to bring in toys and gadgets that could be rebranded as hero gear.
  • Model how to write a similarly persuasive piece for their own gadgets.
  • Children could role play the real life store or an order by telephone- Superhero and sales assistant, “I’m looking for something a little darker…”
  • Develop a customer newsletter from the store or a flyer.
  • What other things might we find in tins? Muscles, gravity – create your own Hero Basics range
  • Script a radio or TV commercial as a Superhero endorses the store.

Further to these ideas we looked at how the children could design and make their own superhero costumes. This could be done so that they could wear them and then use them in subsequent drama and fictional work.

On reflection we did think that full size costumes for each child might end up quite a complex operation, so considered three alternatives. (1) To buy lots of dolls that could be dressed in miniature (2) Invite some local fashion design students to help (3) Creating a utility belt may be a design project that would allow children to work individually.

Accompanying these little design and make projects children could provide instruction manuals for the products that are created, such as the functions of the belt or the unique features of their cape.

Of course the stores have real products and their sale raises money for the 826 tutoring programmes and running costs. Each store has a different style as explained on the 826 National web page:

San Francisco’s pirate supply store sells glass eyes and one-of-a-kind peglegs, 826NYC’s Superhero Supply Company offers custom-fit capes, Seattle’s Greenwood Space Travel Supply Company sells all your space commuting appurtenances, 826michigan’s Liberty Street Robot Supply & Repair Shop specializes in must-have mechanical conveniences, while 826LA features a time travel store, there’s a secret agent supply store in Chicago, and the Cryptozoology shop in Boston is now open!

Spend any amount of time browsing the products available in the online store and you are bound to be inspired.

It is unfortunate I never got to put some of the ideas I have outlined into action, but I hope that sharing them here may give you the opportunity.

Pic: Jeffrey O. Gustafson