Ueno Park Manga

Character Style Guide (Manga – “The Last Message”) Direct specifications for consistent visual design. ⸻ 1) Main Girl (17) Build: Slim, average height Face Shape: Soft oval Eyes: Large, expressive, slightly downturned outer corners Eye Color: Warm brown Hair: Long, straight, dark brown; soft layers; moves noticeably in wind Bangs: Light, slightly parted in the middle Skin Tone: Light olive Signature Details: • Small beauty mark under left eye • Star-shaped silver keychain always visible (attached to phone or bag) Clothing Style: • Oversized cream sweater • Black pleated skirt • Knee-high socks • Simple white sneakers Expression Style: • Emotional range visible in eyes first • Tears drawn glossy and reflective • When nervous: fingers grip sleeves Art Direction Tags: Shoujo-inspired, soft linework, detailed eyes, subtle blush shading, cinematic lighting. ⸻ 2) Main Boy (17) Build: Lean, slightly taller than girl Face Shape: Defined jaw but still youthful Eyes: Calm, slightly narrow Eye Color: Dark gray Hair: • Messy black hair • Slight volume at top • Falls naturally over forehead Skin Tone: Light tan Signature Details: • Small bandage on right cheek (adds personality) • Relaxed half-smile Clothing Style: • Black hoodie • Gray cargo pants • Simple sneakers Expression Style: • Smiles subtly, not exaggerated • Eyes soften when looking at her Art Direction Tags: Clean linework, light shadow under chin, soft glow in night scenes. ⸻ 3) Overall Manga Aesthetic Line Style: Thin but confident lines Shading: Minimal screentones, focus on lighting contrast Mood Lighting: • Warm orange during flashbacks • Deep blue and purple for rooftop night • Strong white glow for fireworks scene Background Detail: Moderate detail; sky and lighting more important than buildings ⸻ If you want: • More “anime modern” style • Dark psychological tone • Or cute chibi version Tell me which direction and I’ll refine it precisely.
Panel 1 Wide shot: A private chamber in the Fortinbras estate. Candlelight. Heavy curtains. The three women sit together—the Wife seated formally, the Priestess Concubine calm but guarded, the Woodcutter Girl nervous and out of place. Caption: Within House Fortinbras, even quiet conversations carried the weight of power. Wife: “Sit. We will speak plainly.” Panel 2 Closer shot: The wife folds her hands in her lap, composed and stern. Wife: “You both belong to this household now.” “So tell me… when my lord calls for you, how often does he summon you?” Panel 3 Priestess concubine close-up: She averts her eyes slightly, but answers with controlled dignity. Priestess Concubine: “Often enough that I understand my place.” “To him, companionship is not tenderness.” “It is appetite, authority… and legacy.” Panel 4 Woodcutter close-up: She looks uneasy, fingers tightened in her dress. Woodcutter: “I stopped counting.” “When he wants someone, he sends for her.” “That is all there is to it.” Panel 5 The wife watches both women carefully. Her face is unreadable. Wife: “Then you understand the next matter.” “If either of you becomes pregnant, what were you told to expect?” Panel 6 Priestess concubine speaking: Calm, bitter wisdom in her expression. Priestess Concubine: “That the child will belong to House Fortinbras before it belongs to me.” “That nurses, tutors, and household servants will raise it in the lord’s name.” “That blood matters more than a mother’s wishes.” Panel 7 Woodcutter speaking, tense: She looks smaller in the room, overwhelmed by the reality of it. Woodcutter: “I was told I would be watched day and night.” “Fed well. Guarded. Kept safe.” “But not for my sake.” “For the child.” Panel 8 The wife leans slightly forward. Her tone is firm, instructional. Wife: “That is the truth.” “In this house, any child of Lord Fortinbras is part of the house’s future.” “They are raised for rank, obedience, and usefulness.” Panel 9 Half-panel focus on the wife, dark background behind her for emphasis. Wife: “They will learn the name Fortinbras before they learn their own desires.” “They will be taught duty, inheritance, and power.” “Some will strengthen alliances. Some will serve the estate. All will carry his shadow.” Panel 10 Priestess concubine looks at the wife directly for the first time. Priestess Concubine: “And the mothers?” “What becomes of us after the child is born?” Panel 11 The wife answers. Her expression softens only slightly, but remains severe. Wife: “That depends.” “A wise woman may gain security, comfort, even influence.” “A foolish one will remain only what she was when she entered this house.” “Useful… but never truly free.” Panel 12 Final dramatic panel: The three women in silence. The wife sits upright at center, the priestess thoughtful, the woodcutter shaken. Candlelight flickers. Woodcutter (small text): “So the child is born into power… and we are not?” Wife: “The child is claimed by power from its first breath.” “That is the way of House Fortinbras.” Caption: And in that chamber, each woman understood that motherhood in a great house was not mercy… but submission to legacy.
🖤 PLANCHE 4 — Les livres qu’on jette Âge d’Aris : 15 ans Style : manga noir et blanc Ambiance : nuit, pluie fine, indifférence Nombre de cases : 6 Tenue (inchangée, canon) : haut type kimono simple, blanc à l’origine, très sale, rapiécé pantalon large déchiré pieds nus silhouette maigre, posture fermée aucun élément moderne 🟦 CASE 1 — PLAN LARGE (haut de page) Description visuelle : Bâtiment imposant : une académie. Façade noble, fenêtres éclairées. La pluie tombe doucement. À l’arrière, une ruelle sombre. Texte : Aucun. 🟦 CASE 2 — PLAN MOYEN (arrière de l’académie) Description visuelle : Caisses en bois renversées. Livres jetés au sol. Pages mouillées, couvertures abîmées, boue. Texte : Aucun. 🟦 CASE 3 — PLAN MOYEN (Aris) Description visuelle : Aris, 15 ans, s’accroupit près des livres. Il regarde autour de lui, par réflexe. Personne. Texte : Aucun. 🟦 CASE 4 — DÉTAIL (mains) Description visuelle : Ses mains fouillent lentement. Il écarte : un livre trop mouillé un autre déchiré Gestes calmes, méthodiques. Texte : Aucun. 🟦 CASE 5 — PLAN RAPPROCHÉ (objet) Description visuelle : Un livre plus épais, ancien. Couverture noire, sans titre visible. Moins abîmé que les autres. Aucun symbole. Aucune lueur. Texte : Aucun. 🟦 CASE 6 — CASE FINALE Description visuelle : Aris serre le livre contre lui, sous la pluie. Son visage est neutre. Décision simple. Texte (petite bulle) : Aris récupère ce que le monde abandonne renforce le caractère obstiné d’Aris aucune victoire
🟦 CASE 1 — PLAN RAPPROCHÉ (papier) Description visuelle : Le papier qu’Aris tient. Les mots sont cassés, mal alignés, incomplets. Exemples visibles (pas tous lisibles) : « mar… ché » « pa—n » « in… ter… dit » Certaines lettres sont effacées, d’autres mangées par le papier. Texte : Aucun. 🟦 CASE 2 — GROS PLAN VISAGE Description visuelle : Visage d’Aris enfant, très proche. Sourcils froncés. Bouche légèrement entrouverte. Ses yeux reviennent en arrière, comme s’il relisait. Texte (toute petite bulle) : « ma… » 🟦 CASE 3 — DÉTAIL (doigt) Description visuelle : Le doigt d’Aris suit la ligne sur le papier. Il s’est arrêté au milieu d’un mot. Le doigt tremble légèrement. Texte : Aucun. 🟦 CASE 4 — PLAN MOYEN Description visuelle : Aris assis contre le mur. Il tient le papier trop près de son visage. Son corps est tendu, pas détendu. Ambiance : Effort. Fatigue mentale. Texte : Aucun. 🟦 CASE 5 — PLAN RAPPROCHÉ (papier à nouveau) Description visuelle : Le même mot que case 1… Mais cette fois, une syllabe est entourée, comme s’il avait compris une partie. Exemple : « mar… ché » Texte : Aucun. 🟦 CASE 6 — CASE FINALE (transition) Description visuelle : Aris baisse légèrement le papier. Son regard est toujours sérieux… mais un peu moins perdu que dans les premières cases. Ambiance : Pas de victoire. Juste : ça commence à rentrer. Texte : Aucun. 🎯 INTENTION (pour MangaAI) Montrer l’effort, pas la réussite Lecture lente, pénible Aucun effet magique Aucun sourire Le progrès est minuscule, presque invisible
Page 1-2: Preparing for Eid Scene: The girls are sitting in the living room, talking about Eid " Meg: "I am so excited for Eid, but I feel sad for people who don't have enough ".Jo: "Yes... some children might not get any gifts or food "?Beth: "Maybe we can do something small to help them "?Meg: "What if we make them happy with little presents or sweets ".Jo: "That sounds nice! We can plan it together "Mom: "Ilove your idea, girls. Eid is not just for receiving, it's also for giving Page 3-4: Planning Scene: The girls discuss what each will do "Meg: "I think I can bake some sweets and share them "?Jo: "I will make some simple toys for the children. What do you think "Beth: "I have old clothes that I don't use. I can give them too "Meg: "That's perfect! Everyone can do something ". Jo: "Yes, we will make a small gift for each child "Mom:"| will collect all your gifts, and we can go together to give them Page 5-6: Working Together .Scene: The girls are busy preparing their gifts and food "!Meg: " like baking sweets, it smells so good ". Jo: "Making toys is fun, but I hope they will like them "Beth: "'m folding the clothes nicely. I hope they feel warm "Meg: "'m so happy we are doing this together ". Jo: "Yes, working together makes it even more fun "Beth: "Seeing them happy will make our Eid even better Page 7-8: Distributing Gifts Scene: Outside, the family gives food and gifts to the children "Beth: "Look at their smiles! They are so happy "Meg: "I feel so good giving them sweets "Jo: "It's amazing to see their faces light up ".Mom: "The joy of giving is much bigger than receiving "Meg: "I didn't know helping others could feel this wonderful "!Jo: "Yes... this is the real spirit of Eid Page 9-10: Returning Home .Scene: The girls walk home, feeling proud and happy "!Jo: "This is the best Eid I have ever had "Meg: "I agree. It feels better than any big gift ".Beth: "I want to do this every year *Mom: "That is the true meaning of Eid, helping others "Meg: " will always remember this feeling of joy "!Jo: "Next year, we can do even more Page 11-12: Ending Scene: The family sits for Eid breakfast, happy and laughing "Beth: "We should always help those in need "Meg: "Yes, let's make it a family tradition ".Jo: "A part of every Eid will go to the poor from now on "Mom: "I am proud of you girls. Giving makes Eid brighter for everyone "Meg: " love our family's Eid plan Jo: "And Ilove seeing everyone smile
**Panel 1** *Wide establishing shot of the pristine academy hallway—marble floors gleaming under crystal chandeliers, lockers lining walls that look like they belong in a palace rather than a school. Students in expensive uniforms part like the Red Sea. At the far end, a procession approaches: Furina, flanked by four perfectly groomed hangers-on, moves with the fluid arrogance of someone who owns the ground she walks on.* **Panel 2** *Close-up on Furina's face. Sunlight from tall windows catches the blue highlights in her hair and the diamond earrings that probably cost more than a car. Her eyes—sharp, theatrical, scanning the crowd with practiced disdain—suddenly lock onto something off-panel. The corner of her mouth twitches. Not a smile. A predator spotting prey.* **Panel 3** *Dramatic low angle from the protagonist's perspective (Riccardo, brown hair slightly messy, glasses catching the light, worn blazer clearly not from the same tailor as everyone else's). Furina's silhouette blocks the hallway light, her friends fanning out behind her like wings. The perspective makes her seem towering, inevitable.* **Panel 4** *Medium shot. Furina stops abruptly, one hand on her hip, the other adjusting her designer bag strap with deliberate casualness. Her friends giggle behind manicured hands, but Furina's attention is laser-focused. Her cheeks show the faintest hint of pink—barely visible, easily mistaken for the flush of excitement rather than what it really is.* **Panel 5** *Extreme close-up of Furina's lips. Glossy, curled into that cruel, performative smirk. The dialogue balloon drips with theatrical venom:* **"Well, well, well. Look who it is!"** **Panel 6** *Cut to her eyes—wide, almost too bright. The reflection in her pupils shows a tiny, distorted image of you. Her fingers, hidden behind her back in this shot, are clutching her phone so tight her knuckles are white. A small text bubble near her head, small and wavering, reveals her internal monologue (manga-style, grayed out):* *"He wore the blue shirt today... the one that matches his eyes..."* **Panel 7** *Wide shot of the confrontation. The hallway has gone quiet. Other students press against the walls, watching the ritual humiliation. Furina takes one step forward, invading personal space, her head tilted back to look down her nose at you despite the fact that you're taller. Her friends lean in, expecting the usual performance—the comments about your secondhand shoes, your patched bag, your "peasant" glasses.* **Panel 8** *Close-up on Furina's hand. It reaches out as if to flick your collar or snatch your glasses—her usual taunts—but freezes mid-air. The fingers tremble almost imperceptibly. She pulls back, crossing her arms instead, maintaining the fortress of her arrogance.*
🖤 PLANCHE 3 — Le temps insiste Fonction narrative : transition Style : manga noir et blanc Ambiance : répétition, fatigue, hiver intérieur Nombre de cases : 6 Âge Début de planche : 7–8 ans Fin de planche : 12–13 ans 👉 Le saut se fait visuellement, sans texte explicatif. Tenue (CONSTAMMENT LA MÊME) haut type kimono simple, blanc à l’origine, très sale pantalon large déchiré pieds nus vêtements trop grands au début, un peu moins à la fin 👉 Même tenue = le temps passe, pas les moyens. 🟦 CASE 1 — PLAN MOYEN (début) Description visuelle : Même mur que la planche 2. Aris enfant (7–8 ans) est assis au sol, dos au mur. Une affiche devant lui. Il essaie encore de lire. Ambiance : Déjà-vu. Texte (petit, hésitant) : « m… a… » 🟦 CASE 2 — PLAN SERRÉ (détail) Description visuelle : Ses doigts sont sales, un peu abîmés. Ils suivent maladroitement une ligne de texte. Ambiance : L’effort est réel, le résultat nul. Texte : Aucun. 🟦 CASE 3 — PLAN MOYEN (ellipse) Description visuelle : Même mur. Même posture. Mais Aris est un peu plus grand (10–11 ans). Les affiches ont changé, se sont accumulées. Ambiance : Le monde avance. Lui, à peine. Texte : Aucun. 🟦 CASE 4 — PLAN SERRÉ (visage) Description visuelle : Aris 12–13 ans. Traits plus tirés. Regard fatigué. Il lit lentement, syllabe par syllabe. Texte (haché, lent) : « mar… ché… pa… » 🟦 CASE 5 — PLAN MOYEN Description visuelle : Aris s’arrête. Il ferme les yeux. Sa tête touche le mur. Ambiance : Épuisement, pas abandon. Texte : Aucun. 🟦 CASE 6 — CASE FINALE Description visuelle : Aris se relève et s’éloigne. Il est maintenant adolescent, plus grand, toujours maigre. Le mur est couvert d’affiches. Ambiance : Il n’a pas gagné. Mais il n’a pas arrêté. Texte : Aucun. 🎯 Ce que cette planche fait (important) montre la durée justifie la lecture plus tard prépare la planche 4 (les livres jetés) renforce le caractère obstiné d’Aris aucune victoire
The Girl Who Could See Feelings In a world that looks completely normal, a quiet girl lives with a strange ability—she can see human emotions as physical creatures attached to people. Anger burns like restless fire beasts, sadness clings as heavy shadow figures, and happiness flutters like soft glowing birds. Because of this, she keeps her distance from everyone, overwhelmed by the chaos of emotions around her. One day, she notices a boy walking through the crowd with nothing attached to him—no creature, no emotion, just emptiness. Drawn by curiosity and unease, she starts observing him, only to realize that his emotions are not gone but deeply suppressed, locked away somewhere inside him. As she slowly gets closer, cracks begin to form, and the hidden emotions start emerging violently, threatening to consume him. Now she must decide whether to step back like always or stay and face the storm she can clearly see but he cannot. 🕰️ You Owe the Clock A girl struggling with regret and missed chances discovers that she can ask for more time—extra moments to fix mistakes, redo conversations, and change outcomes. At first, it feels like a miracle, as everything begins to go her way. But soon, she starts noticing strange things: clocks around her begin to glitch, shadows stretch unnaturally, and certain moments feel… stolen. She eventually meets a boy who seems detached from time itself, someone who knows exactly what she’s experiencing. He reveals the truth—time is never given freely; it is borrowed from their own future. Every extra second she gains now is a piece of her life being taken away later. As the world around them begins to distort and their existence slowly weakens, they realize they are both trapped in a system where time itself demands repayment. The more they try to fix their lives, the closer they move toward losing them entirely. 🧠 The Space Between Us Two strangers begin experiencing the same strange phenomenon: at random moments, reality around them shifts into a surreal, silent dimension where the world feels incomplete, like a broken version of itself. In this space, they meet each other long before they ever meet in real life. At first, they think it’s just a dream, but the consistency of these encounters proves otherwise. As their connection deepens, they begin to depend on this shared world—one sees it as an escape from reality, while the other fears it is slowly replacing it. When they finally meet in the real world, things don’t align the way they should. One of them feels real, grounded, and present… while the other seems slightly out of place, like they belong more to the other dimension. As the boundaries between worlds begin to blur, the terrifying possibility emerges: what if only one of them truly exists, and the other is just a creation of the space between? 🪞 The Reflection That Stayed A girl living a quiet, emotionally restrained life begins to notice small changes in her reflection—it lingers a second too long, moves slightly out of sync, and sometimes watches her instead of copying her. At first, she ignores it, assuming it’s just her imagination, but the reflection grows bolder. One day, it doesn’t follow her movement at all. Soon after, she starts seeing it outside the mirror, walking in places she hasn’t been, interacting with people she avoids. Slowly, people around her begin responding more to this version of her than to her real self. The reflection is everything she is not—confident, expressive, and unafraid. As her own presence begins to feel weaker and less noticeable, she realizes that the reflection isn’t just copying her life—it is replacing her. The truth becomes clear: the reflection is the version of herself she buried long ago, now breaking free and taking the life she was too afraid to live. 🌑 The Boy Without Light In a world where every person is accompanied by a shadow that subtly moves and reacts on its own, a girl begins to notice something unusual—her own shadow is behaving differently. It lags behind, stretches unnaturally, and sometimes moves without her. One day, it leads her toward a boy who has no shadow at all. His presence feels incomplete, almost unnatural, as if something essential is missing. As she continues to encounter him, shadows around the city begin to disappear, leaving people strangely hollow and disconnected. Her own shadow grows more independent, almost protective, as if trying to warn her. Eventually, she uncovers the hidden truth: shadows are not just reflections—they are fragments of identity, slowly being taken by something unseen. The boy without a shadow may not be a victim… but the cause. Now she must decide whether to trust him or follow the silent warnings of the only part of herself that sees the truth—her shadow.
El auto viejo que no quería trabajar En el fondo del galpón del campo había un auto viejo, de esos que alguna vez fueron orgullosos y brillantes cuando eran nuevos, pero que ahora estaban cubiertos de un polvo tan grueso que parecía harina. Todos lo llamaban “Silencio”, el auto. Cada mañana el ogro pasaba por delante, lo miraba y decía: —Che auto… ¿hoy querés arrancar? Y el auto respondía con un ruido que parecía un abuelo: —No… ay, no… déjenme dormir… El papá escuchó eso y se largó a reír. —Parece que se queja como si fuera un sueño eterno. —Y sí —dijo la vaca—, vive acostado. Pero ese día el ogro tenía que mover unas cajas enormes. —¡Auto, por favor! ¡Un empujoncito nomás! Y el auto respondió con el esfuerzo más falso del mundo: —¡Ay, no! ¡Me duele la batería! El Sapo Aldo se acercó, lo tocó con un dedo y quedó lleno de polvo. —¡Ay, parezco un churro! —gritó, estallando de risa. —Bueno —dijo la vaca—, habrá que limpiarlo un poco antes de encenderlo. Fue entonces cuando apareció el gato, caminando con la aspiradora detrás como si fuera su mascota favorita. —¡Acá vengo a salvar el día! —dijo levantando la cola. La aspiradora venía rodando, torpe, chocando todo: boom boom boom boom. Cuando la encendieron, empezó a aspirar tan fuerte que el gato salió volando hacia atrás. —¡Me dejó el pelo como nube! —dijo con los bigotes apuntando para todos lados. El auto, molesto por el ruido, murmuró: —Ay, qué escándalo… ¡yo quería dormir! —¡Dormir nada! —dijo el ogro—. ¡A trabajar! Los sapos empezaron a empujar por atrás, la vaca ayudó con la nariz, el gato tiraba de la manija de la puerta… pero el auto ni se movía. —Está haciendo capricho —dijo la vaca. El auto, ofendido, hizo sonar la bocina. Y el Sapo Pepe se rió tan fuerte que casi se cae de espalda: —¡Ja, ja, ja, ja, ja! De repente, el pato llegó corriendo. —¿Qué hacen? —Tratamos de que el auto trabaje. —¿Probaste preguntarle qué quiere? —dijo el pato, como si fuese profesor. El ogro suspiró y se agachó frente al paragolpes. —Bueno, auto… ¿qué querés? El auto respondió bajito: —Yo quiero que me laven… Todos se quedaron en silencio. Pepe murmuró: —¿Este auto está pidiendo un baño? —Sí —dijo Aldo—. Y yo pensé que yo era el complicado. Entonces todos se pusieron a trabajar. La vaca trajo agua, los sapos frotaban las ruedas, el gato dirigía la aspiradora que hacía fiiiiuuu y luego limpiaba los vidrios mientras cantaba. Cuando terminaron, el auto quedó brillante, como nuevo. El gato lo miró y dijo: —¡Epa! ¡Ahora parece un auto último modelo! El auto se acomodó, orgulloso. —Bueno… ahora sí podemos trabajar. El ogro giró la llave y el motor arrancó con tanta energía que los sapos salieron saltando: —¡Ah! ¡Ja, ja, ja, ja, ja! ¡Nos asustó! El auto no solo quiso trabajar, sino que se fue manejando solito hasta quedar al lado de las cajas. —Che —dijo la vaca—, al final el auto solo necesitaba cariño. —Y un baño —dijo el pato. —Y una aspiradora loca —agregó el gato, riéndose. Todos quedaron contentos, y el auto, feliz, tocó la bocina con agradecimiento: —Bim, bim, bim, bim, bim. Y colorín colorado, este cuento se ha acabado.
Le Collège des Gaffeurs Introduction L’histoire se passe dans un collège assez calme. Les élèves vont en classe tous les jours et la vie est normale. Lucas Martin est un garçon de 14 ans qui arrive comme nouvel élève. Il est gentil, drôle et il veut toujours aider les autres. Mais il est aussi très maladroit. Avant lui, la classe était tranquille et un peu sérieuse. Lucas veut avoir des amis et être bien dans le collège. Développement Le premier problème arrive pendant un cours de sciences. Lucas met trop de produit dans une expérience et la salle se remplit de mousse. Les élèves rient beaucoup. Après, pendant le sport, il mélange les équipes et personne ne comprend les règles. Le directeur commence à entendre parler de Lucas. Lucas se sent un peu triste parce qu’il pense qu’il fait toujours des erreurs. Il veut être un élève normal mais il n’y arrive pas vraiment. Rebondissements Un jour, les élèves décident de lui donner un diplôme de “Super Gaffeur”. Lucas pense que c’est pour se moquer de lui, mais en réalité les élèves sont gentils. Ils trouvent que grâce à lui, la classe est plus amusante. Lucas comprend que ses erreurs ne sont pas toujours négatif. Dénouement À la fin, Lucas accepte qu’il est un peu maladroit. Il promet de faire attention, mais il reste lui-même. La classe devient plus unie et plus heureuse grâce à lui. Description des personnages : Le héros – Lucas Martin Description physique : Lucas est un garçon de 14 ans, de taille moyenne, avec des cheveux bruns un peu ébouriffés. Il porte des lunettes rondes et un sac à dos trop grand pour lui. Description morale : Il est gentil, serviable et imaginatif, mais très maladroit. Il veut toujours faire le bien, mais crée souvent des situations comiques sans le vouloir. L’héroïne – Emma Dubois Description physique : Emma est une fille sportive, avec des cheveux blonds attachés en queue de cheval et un grand sourire. Description morale : Elle est intelligente, organisée et patiente. Elle aide Lucas à gérer ses gaffes et essaie de garder la classe calme quand tout devient chaotique. L’anti-héros – Maxime Leroy Description physique : Maxime est grand, bien coiffé, avec des cheveux noirs et des vêtements toujours très soignés. Description morale : Il aime attirer l’attention et se montre parfois arrogant, mais il n’est pas méchant. Dans les moments importants, il finit par soutenir le groupe. Les personnages secondaires – Sofia, Jules et le professeur Durant Sofia est petite, très vive et curieuse ; elle pose beaucoup de questions. Jules est plus grand, calme et discret, mais ses remarques sont souvent très drôles. Le professeur Durant, avec ses cheveux gris et sa blouse de laboratoire, est passionné de sciences mais un peu distrait : ses expériences tournent souvent en scènes comiques, ce qui participe à l’ambiance amusante de la classe.