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1 .Hello, Helen. Sorry I'm late.
1 .Hi, Jeremy, no problem.
2 .Well we'd better work out where we are on our project, I suppose.
1 .Yeah. I've looked at the drawings you've done for my story, 'The Forest',
2 .and I think they're brilliant - they really create the atmosphere I had in mind when I was writing it.
1 .I'm glad you like them.
1 .There are just a few suggestions I'd like to make.
1 .Go ahead.
1 .Now, I'm not sure about the drawing of the cave - it's got trees all around it, which is great,
2 .but the drawing's a bit too static, isn't it?
3 .I think it needs some action.
1 .Yes, there's nothing happening.
2 .Perhaps I should add the boy - Malcolm, isn't it?
3 .He would be walking up to it.
1 .Yes, let's have Malcolm in the drawing.
2 .And what about putting in a tiger - the one that he makes friends witha bit later?
3 .Maybe it could be sitting under a tree washing itself.
1 .And the tiger stops in the middle of what it's doing when it sees Malcolm walking past.
1 .That's a good idea.
1 .OK, I'll have a go at that.
1 .Then there's the drawing of the crowd of men and women dancing.
2 .They're just outside the forest, and there's a lot going on.
1 .That's right, you wanted them to be watching a carnival procession, but I thought it would be too crowded.
2 .Do you think it works like this?
1 .Yes, I like what you've done.
2 .The only thing is, could you add Malcolm to it, without changing what's already there.
1 .What about having him sitting on the tree trunk on the right of the picture?
1 .Yes, that would be fine.
1 .And do you want him watching the other people?
1 .No, he's been left out of all the fun, so I'd like him to be crying - that'll contrast nicely with the next picture,
2 .where he's laughing at the clowns in the carnival.
1 .Right, I'll do that.
1 .And then the drawing of the people ice skating in the forest.
1 .I wasn't too happy with that one.
2 .Because they're supposed to be skating on grass, aren't they?
1 .That's right, and it's frozen over.
2 .At the moment it doesn't look quite right.
1 .Mm, I see what you mean.
2 .I'll have another go at that.
1 .And I like the wool hats they're wearing.
2 .Maybe you could give each of them a scarf, as well.
1 .Yeah, that's easy enough.
2 .They can be streaming out behind the people to suggest they're skating really fast.
1 .Mm, great.
2 .Well that's all on the drawings.
1 .Right. So you've finished writing your story and I just need to finish illustrating it, and my story and your drawings are done.
1 .So the next thing is to decide what exactly we need to write about in the report that goes with the stories,
2 .and how we're going to divide the work.
1 .Right, Helen.
1 .What do you think about including a section on how we planned the project as a whole, Jeremy?
2 .That's probably quite important.
1 .Yeah. Well, you've had most of the good ideas so far.
2 .How do you feel about drafting something, then we can go through it together and discuss it?
1 .OK, that seems reasonable.
2 .And I could include something on how we came up with the ideas for our two stories, couldn't I?
1 .Well I've started writing something about that, so why don't you do the same and we can include the two things.
1 .Right. So what about our interpretation of the stories?
2 .Do we need to write about what we think they show, like the value of helping other people, all that sort of thing?
1 .That's going to come up later, isn't it?
2 .I think everyone in the class is going to read each other's stories and come up with their own interpretations, which we're going to discuss.
1 .Oh, I missed that.
2 .So it isn't going to be part of the report at all?
1 .No. But we need to write about the illustrations, because they're an essential element of children's experience of reading the stories.
2 .It's probably easiest for you to write that section, as you know more about drawing than I do.
1 .Maybe, but I find it quite hard to write about.
2 .I'd be happier if you did it.
1 .OK. So when do you think...