Ryan Bone’s Written Art Portfolio
Stories
“Lights”
Made during Ryan’s Fall 2021 (7th) semester at GMU. Created for the “One Page Comic” assignment in Professor Kardambikis’ AVT 341 Comics course.
“Lights” Inked on Paper, Scanned
In order to make a one page long comic with a self-contained story, Ryan first came up with the idea for splitting each panel of the comic in two, to show the unique perspectives of two characters at the same moment in time. To use this concept fully, Ryan wrote a love story between an actor and their makeup artist. After the script was finished, Ryan made a digital draft using an XP-Pen drawing tablet, within Adobe Photoshop, which was later edited following feedback from peers. With the digital draft complete, Ryan used a light table to trace the digital version using ink pens, now incorporating shading.
The story of “Lights” ends in tragedy, with the pitch-black areas of space serving as motifs of nothingness. Having such striking darkness in a story that fixates on lighting, making the jarring moment have much more impact in the end.
The final, inked version, of “Lights” was printed and bound into a collection of students’ one page comics. The anthology of comics was printed with assistance from Ryan, using a Risograph printer.
“DADa”
Made during Ryan’s Fall 2021 (7th) semester at GMU. Created for the “Four Page Comic” assignment in Professor Kardambikis’ AVT 341 Comics course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
"DADa" Inked on Paper, Scanned, Page 1
"DADa" Inked on Paper, Scanned, Page 2
"DADa" Inked on Paper, Scanned, Page 3
"DADa" Inked on Paper, Scanned, Page 4
“DADa” Inked on Paper, Scanned, 4 Pages
In order to make a four page long comic with a self-contained story, Ryan first came up with the idea for a parental figure, who’s child has grown up, leaving the parent to reflect on their lessons they taught, and their hypocrisies. In order to hammer home the idea of no lesson or concept being truly black or white, Ryan decided to make the main character a robot, so that the departure from simple 1s or 0s logic would be more impactful to the reader. After the script was finished, Ryan made a digital draft using an XP-Pen drawing tablet, within Adobe Photoshop, which was later edited following feedback from peers. With the digital draft complete, Ryan used a light table to trace the digital version using ink pens, then adding shading using various forms of hatching.
In “DADa,” there is a lot of visual clutter, to represent that the world is complicated and many factors must be considered when making a decision, too many to even fully recognize. The pitch-black areas of space are intended to represent figurative distance, something the robot is only now first encountering. Starting in the second page, where the robot really starts to reflect on its choices, each panel’s art represents the inner thoughts and conflicts going on in the text panel above.
The final, inked version, of “DADa” was printed and bound into a collection of students’ four page comics. The anthology of comics was printed with assistance from Ryan, using a Risograph printer.
“Virtual Riot”
Made during Ryan’s Summer 2021 (in-between the 6th and 7th) semester at GMU. Created for the “10 Minute Script” assignment in Professor Kraus’ FAV 280 Writing for the Moving Image course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
"Virtual Riot" Page 1
"Virtual Riot" Page 2
"Virtual Riot" Page 3
"Virtual Riot" Page 4
"Virtual Riot" Page 5
"Virtual Riot" Page 6
"Virtual Riot" Page 7
"Virtual Riot" Page 8
"Virtual Riot" Page 9
"Virtual Riot" Page 10
"Virtual Riot" Page 11
"Virtual Riot" Page 12
“Virtual Riot” 12 Pages
Tasked with writing a short film, around 10 minutes long, Ryan decided to write a story about an “evil” character, John, who over the course of the story, recognizes their mistakes and selfishness. The summer course involved working on this script for most of the semester, which gave Ryan a lot of time to receive feedback to trim his story down to the core elements. Many elements set up earlier in the story continue to come back, viewed in different lights as John grows as a person. The “Help Wanted” signs, Hotherford City, and his daydreams are examples of this.
Ryan enjoys the process of script writing, and spends a lot of his free time conceptualizing stories and plots, for a variety of mediums. Constantly doodling new character ideas and concepts, while having a variety of documents filled with ideas and notes, Ryan is passionate about story-telling.
Papers
“Dealing with Screen Time’s Effects”
Made during Ryan’s Spring 2021 (6th) semester at GMU. Created for the “Research Interests Narrative” assignment in Professor King’s ENGH 302 Advanced Composition course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
"Dealing with Screen Time's Effects" Page 1
"Dealing with Screen Time's Effects" Page 2
"Dealing with Screen Time's Effects" Page 3
"Dealing with Screen Time's Effects" Page 4
"Dealing with Screen Time's Effects" Page 5
“Dealing with Screen Time’s Effects” 5 Pages
For the entirety of the semester, during Advanced Composition course at GMU, Ryan was tasked with choosing a topic to research and write several different papers on. This, “Dealing with Screen Time’s Effects” is the first of the three papers, in which Ryan discusses his passion for media and story telling, and why the potential medical risks of excessive screen time is worthy of further research. Ryan’s passionate personality is reflected in this paper, transcribed through his unique use of descriptive language.
“Screen Time Danger: What Can Any of Us Do?”
Made during Ryan’s Spring 2021 (6th) semester at GMU. Created for the “Discipline Project” assignment in Professor King’s ENGH 302 Advanced Composition course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
"Screen Time Danger: What Can Any of Us Do?" Page 1
"Screen Time Danger: What Can Any of Us Do?" Page 2
"Screen Time Danger: What Can Any of Us Do?" Page 3
"Screen Time Danger: What Can Any of Us Do?" Page 4
"Screen Time Danger: What Can Any of Us Do?" Page 5
"Screen Time Danger: What Can Any of Us Do?" Page 6
"Screen Time Danger: What Can Any of Us Do?" Page 7
"Screen Time Danger: What Can Any of Us Do?" Page 8
"Screen Time Danger: What Can Any of Us Do?" Page 9
“Screen Time Danger: What Can Any of Us Do?” 9 Pages
The second paper Ryan was tasked with writing in the Advanced Composition course had to be within a medium of literature that would be most accessible to the intended audience. For this, Ryan chose to write an article in the style of gaming magazines and websites to reach people in the video game or digital media industries. Since screen time effects is an infrequently researched topic, as well as a lesser understood topic that companies often create scams off of, Ryan felt it important to have the article feel accessible and understandable by any one who read it.
Here are the sources for the in-article hyperlinks, in order in which they appear:
https://www.aoa.org/healthy-eyes/eye-and-vision-conditions/computer-vision-syndrome?sso=y
https://www.aoa.org/healthy-eyes/eye-and-vision-conditions/computer-vision-syndrome?sso=y
https://premierofficefurniture.com.au/the-right-way-to-set-up-your-standing-desk/
https://blog.valleywisehealth.org/negative-effect-of-screen-time-adults-children/
https://www.thegreatcoursesdaily.com/how-to-reduce-anxious-thoughts/
https://www.pcmag.com/news/xbox-one-serves-up-excessive-game-playing-warnings
“Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions”
Made during Ryan’s Spring 2021 (6th) semester at GMU. Created for the “Literature Review” assignment in Professor King’s ENGH 302 Advanced Composition course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 1
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 2
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 3
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 4
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 5
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 6
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 7
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 8
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 9
"Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions" Page 10
“Screen Time: A Review of the Health Impacts and Effectiveness of Technological Interventions” 10 Pages
The third, and last paper Ryan was tasked with writing for the Advanced Composition Course was to write a Literature Review. Ryan found six recent science articles that studied the effects of screen time, and found that many of their conclusions contradicted another’s. These contradictions resulted in Ryan having to compare and contrast the studies’ confusing results while bringing to light many factors the researchers seemed to be ignoring in their experiments. In addition to this, Ryan found that the ways our current technology attempt to counteract potential dangers were not effective enough, and needed to be researched and restructured. All of these factors combined into a complex and difficult to structure Literature Review, but it was a challenge Ryan enjoyed taking on.
Ryan has experience in writing in many different formats, and has yet to find a way to write that he does not enjoy. He is always up for writing a story, recording information, analyzing content, and more.
Three Reflective Papers
Three papers made during Ryan’s Fall 2019 (3rd) semester at GMU. Created for the “Short Story,” “Poetry,” and “Narrative” assignments in Professor King’s ENGH 201 Reading and Writing about Texts course.
The following images are within a slideshow format. Click or Tap on the arrows to the left/right of the images to progress.
“The Doubts, Fears, and Failed Relationships of Francie”
“Writing About Sacrifice and Loss for Love”
“How ‘How to Become a Writer’ Helped Me Become a Better Writer”
“The Doubts, Fears, and Failed Relationships of Francie: How Characterization Creates the Theme of ‘How to Become a Writer’ by Lorrie Moore” Page 1
“The Doubts, Fears, and Failed Relationships of Francie: How Characterization Creates the Theme of ‘How to Become a Writer’ by Lorrie Moore” Page 2
“The Doubts, Fears, and Failed Relationships of Francie: How Characterization Creates the Theme of ‘How to Become a Writer’ by Lorrie Moore” Page 3
“The Doubts, Fears, and Failed Relationships of Francie: How Characterization Creates the Theme of ‘How to Become a Writer’ by Lorrie Moore” Page 4
“Writing About Sacrifice and Loss for Love: How ‘Sunflower Sonnet No. 2’ by June Jordan and ‘The Story We Know’ by Martha Collins Use Poetry to Present Their Themes” Page 1
“Writing About Sacrifice and Loss for Love: How ‘Sunflower Sonnet No. 2’ by June Jordan and ‘The Story We Know’ by Martha Collins Use Poetry to Present Their Themes” Page 2
“Writing About Sacrifice and Loss for Love: How ‘Sunflower Sonnet No. 2’ by June Jordan and ‘The Story We Know’ by Martha Collins Use Poetry to Present Their Themes” Page 3
“Writing About Sacrifice and Loss for Love: How ‘Sunflower Sonnet No. 2’ by June Jordan and ‘The Story We Know’ by Martha Collins Use Poetry to Present Their Themes” Page 4
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” Page 1
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” Page 2
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” Page 3
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” Page 4
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” Page 5
“The Doubts, Fears, and Failed Relationships of Francie: How Characterization Creates the Theme of ‘How to Become a Writer’ by Lorrie Moore” 4 Pages
“Writing About Sacrifice and Loss for Love: How ‘Sunflower Sonnet No. 2’ by June Jordan and ‘The Story We Know’ by Martha Collins Use Poetry to Present Their Themes” 4 Pages
“How ‘How to Become a Writer’ by Lorrie Moore Helped Me Become a Better Writer” 5 Pages
In Ryan’s Reading and Writing about Text course, he wrote a total of three papers, each reflecting on literature in a different way. When writing these papers and reading the stories written by the authors, Ryan found himself amazed by the variety of ways these authors were able to tell their story. Various perspectives, pacing, structure, and more made for fascinating reads which Ryan enjoyed writing and reflecting upon. Ryan spends a lot of his free time enjoying various media, most often spending time to reflect upon how that media was written after it is finished. He loves the world of artistic media, and enjoys reflecting upon that media for days after enjoying it.