As we aim to stimulate creativity and artistic experiment, we do not intend the vocabulary to be used as a strict tool that provides rigid guidelines on how to proceed. Rather its categories describe a number of aspects that our students shouls reflect on:

• Characters: what character(s) will be used and how do they relate to one another?
• Timeline: how will events be organised in a time structure?
• Style: which general approach do you want to take towards your visual material and instrumentation?
• Emotion: which feelings do you want to evoke, and which evolution do you foresee?
• Artistic approach: which artistic movements do you align to or artistic practices do you seek inspiration in?

It is important that we point out to students that the specific terms consituting the vocabulary are not normative, which means:

• They provide one specific solution to some of these questions, but other solutions are always possible. The vocabulary is, as such, under continuous development.
• They provide a terminology that both visual and musical artists can understand. Yet, creativity will always be needed to translate it to the respective jargon of both.
• They can give a general direction but they will never dictate what to do. If students feel that the terminology provided at the moment does not sufficiently communicate their vision, new terms should be sought after.