This document contains a summary of the development process for a digital graphic narrative project. It includes sections on shape tasks, rotoscoping, text-based images, comic book style images, photography, and illustrations. For each task, the student provided an evaluation of what they liked about their image and what they would improve if doing the task again. Feedback is also provided on an initial proposal for a storybook project, covering strengths of the proposal and idea generation, as well as areas that could be improved.
The document summarizes a student's proposal for a digital graphic narrative adaptation of The Ugly Duckling story. The proposal outlines the story in detail, proposes a 12-page comic book format, and describes the production methods using rotoscoping and Photoshop effects to create a cartoony style appealing to children ages 3-9. Feedback on the proposal notes its clear communication of ideas and consideration of audience, but suggests further developing the minor characters. Feedback on the idea generation praises the detailed mood board but notes the images of supporting characters were omitted.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
Here is a revised script that adds more detail and character while keeping the overall story and lesson the same:
There once was a curious young shepherd boy named Peter who tended his flock of sheep in the green hills just outside the small village. Though the work could be dull at times, Peter took great joy in watching over the flock.
One sunny afternoon, as Peter gazed out at the grazing sheep, an mischievous idea came to him. "What fun it would be to surprise the villagers!" he thought. With a sly grin, Peter cupped his hands around his mouth and called out "Wolf! Wolf!" as loud as he could.
Hearing the boy's cries for help, the villagers dropped what
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
Here are the storyboards for the simplified children's version of "The Boy Who Cried Wolf":
Page 1:
- Panel 1: A boy is sitting in a field watching over a flock of sheep. He looks bored.
- Panel 2: The boy gets an idea and shouts "Wolf! Wolf!" while pointing off into the distance.
Page 2:
- Panel 1: The villagers come running up the hill towards the boy.
- Panel 2: The villagers ask "Where's the wolf?" The boy is laughing.
Page 3:
- Panel 1: The next day, the boy shouts "Wolf!" again while laughing.
- Panel 2: The villagers come running again and ask
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try depicting an insect or unusual creature. Ethan enjoyed the precision and color range tools used for rotocoping and wanted to depict a more detailed person. Overall, Ethan aimed to improve their skills and try more complex images with each new exercise.
The document summarizes a student's proposal for a digital graphic narrative adaptation of The Ugly Duckling story. The proposal outlines the story in detail, proposes a 12-page comic book format, and describes the production methods using rotoscoping and Photoshop effects to create a cartoony style appealing to children ages 3-9. Feedback on the proposal notes its clear communication of ideas and consideration of audience, but suggests further developing the minor characters. Feedback on the idea generation praises the detailed mood board but notes the images of supporting characters were omitted.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
Here is a revised script that adds more detail and character while keeping the overall story and lesson the same:
There once was a curious young shepherd boy named Peter who tended his flock of sheep in the green hills just outside the small village. Though the work could be dull at times, Peter took great joy in watching over the flock.
One sunny afternoon, as Peter gazed out at the grazing sheep, an mischievous idea came to him. "What fun it would be to surprise the villagers!" he thought. With a sly grin, Peter cupped his hands around his mouth and called out "Wolf! Wolf!" as loud as he could.
Hearing the boy's cries for help, the villagers dropped what
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
Here are the storyboards for the simplified children's version of "The Boy Who Cried Wolf":
Page 1:
- Panel 1: A boy is sitting in a field watching over a flock of sheep. He looks bored.
- Panel 2: The boy gets an idea and shouts "Wolf! Wolf!" while pointing off into the distance.
Page 2:
- Panel 1: The villagers come running up the hill towards the boy.
- Panel 2: The villagers ask "Where's the wolf?" The boy is laughing.
Page 3:
- Panel 1: The next day, the boy shouts "Wolf!" again while laughing.
- Panel 2: The villagers come running again and ask
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try depicting an insect or unusual creature. Ethan enjoyed the precision and color range tools used for rotocoping and wanted to depict a more detailed person. Overall, Ethan aimed to improve their skills and try more complex images with each new exercise.
The document provides an evaluation of different digital graphic narrative development tasks completed by Lili Brewin, including shaping animals with simple lines, rotoscoping, creating text-based images, combining comic book styles with rotoscoping, and taking photos to use for expressions. For each task, Lili notes what they liked about the results and how they could be improved. Some key points included keeping animals cute with simple rounded shapes, spending more time on facial features like eyes and lips for realism, and taking more photos with plain backgrounds for future rotoscoping.
The document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
- The document outlines a proposal for a children's book featuring an Inuit folklore character called the Kalopaling.
- The story involves a boy named Noah who lives with his father after his mother dies. His father remarries and the stepmother tries to get rid of Noah by summoning the Kalopaling. However, the Kalopaling ends up taking the stepmother away instead, leaving Noah and his father to live happily ever after.
- The proposal provides details on the characters, locations, intended audience, production methods using Photoshop and drawing, and strengths/areas for improvement.
The document outlines the progress of a student on a digital graphic narrative development project, including feedback received on image and text-based exercises, as well as proposals, scripts, and revisions for a children's book on the fairy tale "The Bear and the Two Travelers." The student incorporated feedback to refine elements like their target audience age range and further developed initial ideas.
Emily has proposed an 8-page fairytale book for children ages 6-8 using Photoshop. The story involves a prince looking for a princess and testing a girl who claims to be one by placing a pea under her mattresses. Emily's strengths include a clear story overview, production methods using rotoscoping, and target audience details. Further details on stereotypes and additional background ideas could strengthen the proposal and idea generation.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their work that are good or could be improved, and to be specific in their analysis. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the digital book. The story involves an evil witch transforming the wolf cousin into a human to trick the little brown wolf.
- Strengths are the level of detail provided and interesting concepts like role reversal. Further work could expand on production methods and address pros and cons more fully. The idea generation effectively builds on the classic story with creative twists, and developing the moral or plot
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and little girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the final export. While production details are provided, further explanation of techniques could strengthen the proposal.
- Initial idea generation included exploring different character roles through a mind map. Switching the wolf and girl roles introduces an intriguing twist, though developing the story's moral may enhance it. Overall strong foundations are laid but leaving room for further refinement.
Here is a revised script for the storyboards that addresses the feedback:
The Three Little Martians
By [Your Name]
Narrator: Once upon a time, there was an old Martian mother with three little Martians. She couldn't afford to keep them on Mars anymore, so she sent them off into space to make their fortunes.
The first little Martian met an asteroid miner with a bundle of space rocks. "Please, sir, may I have these rocks to build a house?" asked the Martian. The miner agreed.
With the rocks, the little Martian built a house on a small planet. Soon after, a bigger alien approached. "Little Martian,
- The proposal is for an 8 page children's storybook in PDF format targeting 3-6 year old girls.
- The story is about two friends, one who is sick, and their journey through the woods to visit each other while wearing matching riding hoods and encountering a bear.
- Photoshop will be used to create the book, utilizing techniques like rotocoping for details and shapes for simpler elements. Fonts, houses, and characters will be crafted through these methods to achieve a cartoony style suitable for young readers.
Emily has created storyboards for an 8-page digital graphic narrative adaptation of the fairy tale "The Princess and the Pea". The storyboards show the key events of the narrative: a Prince is searching for a Princess; a storm arrives and a girl seeks shelter at the castle; the Queen tests if she is a true Princess by placing a pea under her mattress; in the morning the girl says she slept terribly due to something in the bed; it is revealed she is a true Princess and marries the Prince. Emily has also provided some text descriptions for each page. The storyboards demonstrate Emily's initial plans for visually adapting the fairy tale into a graphic format.
The document outlines Lewis Urquhart's progress in a digital graphic narrative development course, including assignments where he created images using tools like pattern overlays and rotoscoping and provided self evaluations. Lewis incorporated feedback to improve techniques like color choice and detail in shapes. Overall the assignments helped Lewis learn new skills in Photoshop and he was able to see his images take shape through the creative process.
The document provides evaluations of different assignments completed as part of a digital graphic narrative development course. It includes evaluations of a shape task where the student created an image of a giraffe using basic shapes, a rotoscope task where the student traced an image of an orangutan, a text-based task where the student experimented with text formatting and effects, a comic book style task, a photography task capturing different emotions, and an illustration task. For each assignment, the student provides what they liked about their work and how they could improve if doing the task again, focusing on adding more details, textures, and refinement. Feedback on the proposal and ideas is also provided, praising the detail but suggesting adding more reference images
The proposal outlines a children's book based on the nursery rhyme "The House That Jack Built." The 10-page book would be targeted at ages 3-6 and follow the rhyming structure of the poem, linking different animals. Strengths include a clear target audience and production methods using hand drawn textures, rotoscoping, and photographed patterns. Areas for improvement include shortening the page count to allow higher quality images and exporting in JPEG rather than PSD format for universal viewing. The idea generation shows contrasting traditional and adapted versions of the rhyme as well as font options, demonstrating thorough planning. Further developing the mind map with production techniques could strengthen the idea development process.
This document contains a draft script for a graphic narrative adaptation of the story of Rapunzel. It is broken into 12 pages with illustrations and text to tell the story. The script outlines the classic Rapunzel plot - a couple steals plants from an evil witch, who agrees to spare them if they give up their newborn daughter. The witch locks Rapunzel in a tower, where she is visited daily by the witch using Rapunzel's long hair. One day, a prince hears Rapunzel singing and tries to visit her, but the witch cuts Rapunzel's hair and he falls. In the ending, the prince finds Rapunzel years later in the desert and asks her to marry, living happily
This document appears to be a table of contents for a children's book titled "The Ugly Duckling" that contains 12 pages or chapters. The table of contents lists page numbers from 1 through 12, indicating the length and structure of the story, but provides no other details about the plot or characters.
This document provides planning details for a digital graphic narrative project. It considers costs, available resources, quantity of pages, audience, quality factors, codes of practice, copyright, ethical issues, a production schedule, and health and safety. The project will create a 12-page children's book using Photoshop and internet images. Planning includes ensuring no copyright infringement, meeting deadlines, maintaining quality, and preventing risks like eyestrain from long computer use.
John Smith has applied for the position of Managing Director of Digital Content Producer at Jarlett De Grouchy. He has years of experience in journalism, film, and television from working at the BBC and ITV. Most recently, he was a Category Manager at Warner Bros where he built relationships with retailers. John believes his writing skills, creativity, leadership experience, and work ethic make him the ideal candidate for the role.
- The author used a rotoscoping technique to create images for their graphic narrative by tracing over copyright-free images in Photoshop. While this produced a unique style, it was very tedious.
- The final product looks good overall with bright colors and a simplistic yet somewhat realistic style. However, characters took a long time to create due to many layers.
- Elements like text placement, font choice, and blending text into images help make the book appealing and easy to read for its target audience of 3-9 year olds. However, the rotoscoping technique was very time-consuming.
This document contains a summary of the development process for a digital graphic narrative project. It includes sections on shape tasks, rotoscoping, text-based images, comic book style images, photography, and illustrations. For each task, the student provided an evaluation of what they liked about their image and what they would improve if doing the task again. They received feedback on an initial proposal for a storybook project, which was positive overall but suggested simplifying some elements and adding more character details. Storyboards and scripts for the storybook are also included.
There are 7 key elements that make up the components of narrative: plot, setting, character, atmosphere, theme, point of view, and literary devices. The plot is the sequence of events in a story and can involve various types of conflicts. The setting establishes when and where the story takes place through descriptions of place, time period, weather, and social conditions. Characters fall into the categories of protagonists, antagonists, dynamic characters that change, and static characters that remain the same. Atmosphere and theme convey the overall mood and central message of the story. Point of view determines the perspective that the story is told from, such as first person, third person omniscient, or third person limited. Literary devices
The document contains evaluations from students on various graphic design exercises they completed, including working with shapes, rotoscoping, creating comic book style images, and telling stories through photography. The students describe what they liked about their work and how they would improve it if they were to do it again, focusing on adding more details, realistic elements, or changing the overall tone or style.
The document provides an evaluation of different digital graphic narrative development tasks completed by Lili Brewin, including shaping animals with simple lines, rotoscoping, creating text-based images, combining comic book styles with rotoscoping, and taking photos to use for expressions. For each task, Lili notes what they liked about the results and how they could be improved. Some key points included keeping animals cute with simple rounded shapes, spending more time on facial features like eyes and lips for realism, and taking more photos with plain backgrounds for future rotoscoping.
The document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
- The document outlines a proposal for a children's book featuring an Inuit folklore character called the Kalopaling.
- The story involves a boy named Noah who lives with his father after his mother dies. His father remarries and the stepmother tries to get rid of Noah by summoning the Kalopaling. However, the Kalopaling ends up taking the stepmother away instead, leaving Noah and his father to live happily ever after.
- The proposal provides details on the characters, locations, intended audience, production methods using Photoshop and drawing, and strengths/areas for improvement.
The document outlines the progress of a student on a digital graphic narrative development project, including feedback received on image and text-based exercises, as well as proposals, scripts, and revisions for a children's book on the fairy tale "The Bear and the Two Travelers." The student incorporated feedback to refine elements like their target audience age range and further developed initial ideas.
Emily has proposed an 8-page fairytale book for children ages 6-8 using Photoshop. The story involves a prince looking for a princess and testing a girl who claims to be one by placing a pea under her mattresses. Emily's strengths include a clear story overview, production methods using rotoscoping, and target audience details. Further details on stereotypes and additional background ideas could strengthen the proposal and idea generation.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their work that are good or could be improved, and to be specific in their analysis. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the digital book. The story involves an evil witch transforming the wolf cousin into a human to trick the little brown wolf.
- Strengths are the level of detail provided and interesting concepts like role reversal. Further work could expand on production methods and address pros and cons more fully. The idea generation effectively builds on the classic story with creative twists, and developing the moral or plot
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and little girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the final export. While production details are provided, further explanation of techniques could strengthen the proposal.
- Initial idea generation included exploring different character roles through a mind map. Switching the wolf and girl roles introduces an intriguing twist, though developing the story's moral may enhance it. Overall strong foundations are laid but leaving room for further refinement.
Here is a revised script for the storyboards that addresses the feedback:
The Three Little Martians
By [Your Name]
Narrator: Once upon a time, there was an old Martian mother with three little Martians. She couldn't afford to keep them on Mars anymore, so she sent them off into space to make their fortunes.
The first little Martian met an asteroid miner with a bundle of space rocks. "Please, sir, may I have these rocks to build a house?" asked the Martian. The miner agreed.
With the rocks, the little Martian built a house on a small planet. Soon after, a bigger alien approached. "Little Martian,
- The proposal is for an 8 page children's storybook in PDF format targeting 3-6 year old girls.
- The story is about two friends, one who is sick, and their journey through the woods to visit each other while wearing matching riding hoods and encountering a bear.
- Photoshop will be used to create the book, utilizing techniques like rotocoping for details and shapes for simpler elements. Fonts, houses, and characters will be crafted through these methods to achieve a cartoony style suitable for young readers.
Emily has created storyboards for an 8-page digital graphic narrative adaptation of the fairy tale "The Princess and the Pea". The storyboards show the key events of the narrative: a Prince is searching for a Princess; a storm arrives and a girl seeks shelter at the castle; the Queen tests if she is a true Princess by placing a pea under her mattress; in the morning the girl says she slept terribly due to something in the bed; it is revealed she is a true Princess and marries the Prince. Emily has also provided some text descriptions for each page. The storyboards demonstrate Emily's initial plans for visually adapting the fairy tale into a graphic format.
The document outlines Lewis Urquhart's progress in a digital graphic narrative development course, including assignments where he created images using tools like pattern overlays and rotoscoping and provided self evaluations. Lewis incorporated feedback to improve techniques like color choice and detail in shapes. Overall the assignments helped Lewis learn new skills in Photoshop and he was able to see his images take shape through the creative process.
The document provides evaluations of different assignments completed as part of a digital graphic narrative development course. It includes evaluations of a shape task where the student created an image of a giraffe using basic shapes, a rotoscope task where the student traced an image of an orangutan, a text-based task where the student experimented with text formatting and effects, a comic book style task, a photography task capturing different emotions, and an illustration task. For each assignment, the student provides what they liked about their work and how they could improve if doing the task again, focusing on adding more details, textures, and refinement. Feedback on the proposal and ideas is also provided, praising the detail but suggesting adding more reference images
The proposal outlines a children's book based on the nursery rhyme "The House That Jack Built." The 10-page book would be targeted at ages 3-6 and follow the rhyming structure of the poem, linking different animals. Strengths include a clear target audience and production methods using hand drawn textures, rotoscoping, and photographed patterns. Areas for improvement include shortening the page count to allow higher quality images and exporting in JPEG rather than PSD format for universal viewing. The idea generation shows contrasting traditional and adapted versions of the rhyme as well as font options, demonstrating thorough planning. Further developing the mind map with production techniques could strengthen the idea development process.
This document contains a draft script for a graphic narrative adaptation of the story of Rapunzel. It is broken into 12 pages with illustrations and text to tell the story. The script outlines the classic Rapunzel plot - a couple steals plants from an evil witch, who agrees to spare them if they give up their newborn daughter. The witch locks Rapunzel in a tower, where she is visited daily by the witch using Rapunzel's long hair. One day, a prince hears Rapunzel singing and tries to visit her, but the witch cuts Rapunzel's hair and he falls. In the ending, the prince finds Rapunzel years later in the desert and asks her to marry, living happily
This document appears to be a table of contents for a children's book titled "The Ugly Duckling" that contains 12 pages or chapters. The table of contents lists page numbers from 1 through 12, indicating the length and structure of the story, but provides no other details about the plot or characters.
This document provides planning details for a digital graphic narrative project. It considers costs, available resources, quantity of pages, audience, quality factors, codes of practice, copyright, ethical issues, a production schedule, and health and safety. The project will create a 12-page children's book using Photoshop and internet images. Planning includes ensuring no copyright infringement, meeting deadlines, maintaining quality, and preventing risks like eyestrain from long computer use.
John Smith has applied for the position of Managing Director of Digital Content Producer at Jarlett De Grouchy. He has years of experience in journalism, film, and television from working at the BBC and ITV. Most recently, he was a Category Manager at Warner Bros where he built relationships with retailers. John believes his writing skills, creativity, leadership experience, and work ethic make him the ideal candidate for the role.
- The author used a rotoscoping technique to create images for their graphic narrative by tracing over copyright-free images in Photoshop. While this produced a unique style, it was very tedious.
- The final product looks good overall with bright colors and a simplistic yet somewhat realistic style. However, characters took a long time to create due to many layers.
- Elements like text placement, font choice, and blending text into images help make the book appealing and easy to read for its target audience of 3-9 year olds. However, the rotoscoping technique was very time-consuming.
This document contains a summary of the development process for a digital graphic narrative project. It includes sections on shape tasks, rotoscoping, text-based images, comic book style images, photography, and illustrations. For each task, the student provided an evaluation of what they liked about their image and what they would improve if doing the task again. They received feedback on an initial proposal for a storybook project, which was positive overall but suggested simplifying some elements and adding more character details. Storyboards and scripts for the storybook are also included.
There are 7 key elements that make up the components of narrative: plot, setting, character, atmosphere, theme, point of view, and literary devices. The plot is the sequence of events in a story and can involve various types of conflicts. The setting establishes when and where the story takes place through descriptions of place, time period, weather, and social conditions. Characters fall into the categories of protagonists, antagonists, dynamic characters that change, and static characters that remain the same. Atmosphere and theme convey the overall mood and central message of the story. Point of view determines the perspective that the story is told from, such as first person, third person omniscient, or third person limited. Literary devices
The document contains evaluations from students on various graphic design exercises they completed, including working with shapes, rotoscoping, creating comic book style images, and telling stories through photography. The students describe what they liked about their work and how they would improve it if they were to do it again, focusing on adding more details, realistic elements, or changing the overall tone or style.
The story is about a Johnny cake that comes to life and runs away from the people making it. It outruns many characters like workers, a bear, and a wolf that try to catch it. Eventually the cake encounters a fox that pretends it can't hear the cake bragging about outrunning the others. The fox tricks the cake into coming closer so it can eat it, ending the cake's escape. The summary highlights the key events and characters in a concise yet informative way.
The document contains digital flat plans for a 12-page children's storybook created by the student. The plans show the layout and design of each page, including images, text, and formatting. Feedback was provided on the proposal and idea generation for the book, noting the proposal's strengths while suggesting minor improvements. The feedback praised the thorough idea generation but recommended providing more detail and separating elements in the mood board. Overall the work was well developed and the feedback was constructive.
The document describes a student's digital graphic narrative development project where they created various images and evaluations for different assignments including shape tasks, rotoscoping, text-based images, comic book pages, photographs to convey emotions, illustrations, and initial story idea generation and proposals. The student provides feedback on what they liked and would improve for each image and discusses their plans for a graphic novel adaptation of Little Red Riding Hood.
Here is a revised script that incorporates some of the feedback:
There once was a shepherd boy named Peter who was bored as he sat on the hillside watching the village sheep. To amuse himself, he took a great breath and called out in a raspy voice, "Wolf! Wolf! The big bad wolf is after the sheep!"
The villagers came running up the hill, waving their pitchforks and clubs, ready to chase the sneaky wolf away. But when they arrived at the top, they saw no wolf - only Peter laughing at his little trick.
The next day, Peter cried "Wolf!" again just for fun. This time, the villagers were less amused. "Don't bother us with
The document contains a student's evaluations of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text overlays, and developing comic book and illustration styles. For each exercise, the student notes what they liked, such as the ability to add precise details, and opportunities for improvement, such as incorporating more complex backgrounds or subjects. They express an interest in more challenging assignments that allow them to improve their skills.
The proposal provides extensive details about the proposed digital graphic narrative, including a 9-10 page comic book format, PDF export format, story overview about a fairy named Bernard who hasn't gained his horn, production methods using rotoscoping, and a target audience of children aged 5-7. The idea generation includes detailed mood boards and a large mind map covering various story elements. Feedback notes the clear story and audience focus as strengths, while suggesting adding more backgrounds for production.
The document outlines Beth Geldard's digital graphic narrative development project which involved students creating images based on different tasks and evaluating their work. Students provided self-evaluations of their images, noting what they liked about their work and how they could improve, giving insight into their creative process and growth. The project exposed students to different styles of digital graphic storytelling through tasks involving shapes, rotoscoping, film quotes, text, and more.
The proposal outlines a children's story book project that involves illustrating and digitally designing an 8-page story. The story is about a boy named Jack who lives in poverty with his mother. Through his work, Jack receives rewards like a donkey that makes a girl laugh, leading to an offer of marriage. The proposal provides details on the story, format, audience, and production methods. Feedback notes the clear story overview and visual plans as strengths, recommending expanding the audience details and mind map ideas. The mood board's colors are praised for suiting the story, while adding more character/setting images and mind map details are suggested areas for development.
Human: You are an expert at summarizing documents. You
This story is about a clever young girl who shows a greedy spider named Spider where she finds the best fruits in the bush, including plums, bananas, and honey. Each time, Spider eats all of the fruit without sharing or thanking the girl. When the girl leads Spider to a honey tree, he eats all the honey and gets stuck inside the tree because his belly is too large. The girl refuses to help Spider, teaching him a lesson about being selfish.
The document provides the original script for Lewis Carroll's Alice's Adventures in Wonderland, telling the story of Alice following a white rabbit down a rabbit hole where she encounters magical creatures and strange events, including shrinking after drinking a potion, attending a mad tea party, and being put on trial by the Queen of Hearts for stealing tarts before waking up revealed to have been a dream.
The document provides feedback on a student's proposal for a digital graphic narrative project adapting the story of Little Red Riding Hood. The feedback notes the clear plot description and interesting take on the original story as strengths, while suggesting further explanation is needed for the target age range audience. It also comments that the idea generation contains good planning with annotated images, but could have explored more font and illustration options. The student agrees more audience rationale and font choices would have improved the proposal, but disagrees with suggested changes to the darker story elements or page count.
Simon and Marceline have a close friendship, with Simon caring for the young Marceline 996 years ago after a nuclear war. However, Simon's mental state begins deteriorating as he uses a magical crown, worrying Marceline. Marceline falls ill and Simon realizes he needs to find help, embarking on a journey to save her.
The proposal outlines a 10-page children's book about creatures in Loch Ness who are afraid of the Loch Ness Monster. The monster wants to make friends but they keep hiding from him out of fear. Eventually one creature realizes he is friendly and tells the others, and they all become friends. Feedback praised the creative idea and moral lesson but suggested adding more details about illustrations, target age range, and advantages/disadvantages of the file format. The idea generation was missing a mood board and could include backup story ideas in case the main one is difficult to illustrate.
Lamont visits his aunt and dislikes her affectionate behavior, so he goes down to the loch to skip stones where he accidentally hits the Loch Ness Monster Nessie. Nessie is not angry and introduces herself, offering Lamont a ride around the loch and showing him her underwater cave home. When Lamont returns soaked, his mother believes they saw the Loch Ness Monster in the loch.
The document provides feedback on a proposal for a digital graphic narrative about "The Ugly Duckling" story. The proposal includes details on the story, production methods, target audience, and idea generation materials. The feedback notes strengths such as the detailed explanation of production methods and clear description of the target audience. Areas for improvement include providing more details on the story's ending and the interests of the target audience. The idea generation is praised for the mood board and clear portrayal of scenes and characters, though expanding the mood board and mind map is suggested.
Marceline asks the Ice King and Finn and Jake to play basketball. During the game, Marceline easily outplays the Ice King. When Finn asks why she invited the ancient Ice King to play, Marceline reveals that despite his flaws, the Ice King is very dear to her heart and she loves him.
The document contains evaluations of various digital graphic projects completed by Taynie Gage. It includes critiques of images created including a cartoon panda, wolf, rotoscoped portraits, and images for a comic book. Areas for improvement are identified such as adding more shading, improving shapes, and including more details. A children's book proposal is also summarized, outlining dimensions, a story overview of Alice in Wonderland characters visiting the real world, intended format, deadline, target audience, and production methods using rotoscope techniques. Strengths identified are clear communication, while areas for development include expanding on the story and production details.
An ant named Bina comes across a caterpillar trapped in its chrysalis and mocks it for being unable to move, unaware that it will soon emerge as a beautiful butterfly. A few days later, Bina sees the same butterfly and realizes it was the caterpillar, which reminds Bina that appearances can be deceiving and not to judge based on outward looks alone.
- The proposal is for a children's book adaptation of "The Three Little Pigs" targeted at ages 3-6.
- It will consist of 10 pages in .TIFF format for quality and multi-page capabilities.
- The story is altered to be more child friendly and humorous, with the wolf sneezing down the houses of straw and sticks due to allergies.
- Further details on dimensions, production methods, and strengths/areas for improvement were requested in the feedback.
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3. Evaluation
What did you like about your image?
I like how the image is made up of very simple shapes yet you can still instantly tell
what it is. I also like that the strokes make some of the shapes stand out more such as
the arms, because without the strokes, the arms would just blend in to the body and
the image would be almost unrecognisable. As well as this, I think the
shading/gradient makes it look more realistic and three dimensional and I think it
works well on the eyes and on the left arm.
What would you improve if you did it again?
I would re-do all of the shading because some of it doesn’t work very well, especially
on the body. I would also add more lines on the body to make it look more realistic
and more like a walrus, since there are more lines and creases on the original image.
Another thing I would improve on would be the background, since the gradient
background is too simple, so I would add a more detailed background of the walrus’
environment and also make the various sections of the face blend in more.
6. Evaluation
What did you like about your image?
I like that you can tell that it is Ainsley Harriott, despite the fact that the image is made out
of simple shapes and lines layered on top of one another. I also like that there are various
different shades of the skin tone which makes the image look more three dimensional and
realistic, but at the same time it also manages maintain a cartoon style. I also like that with
the Spiderman rotoscope, it is very simplistic, yet you immediately know who it is supposed
to be. It also looks similar to how he appears in the comic books.
What would you improve if you did it again?
If I did it again then I would get a different image of Ainsley Harriott that is not just a head,
and has a body. This way I would be able to include more detail and it would also make the
image more realistic. I would also probably be more precise with the selections to reduce
the amount of jagged lines and also to make sure that the various changes in colour match
up. Another thing I would do is add a stroke to the layer which is just the outline of the
head, since this would further enhance the cartoon style of the image. With the Spiderman
image I would spend more time on it as it was rushed. I would also add more detail to it and
add more shading.
8. Evaluation
What did you like about your image?
I like how you can see all of the different text styles and variations, and how you can
make the text more interesting by adding an image to it by having two layers and
creating a clipping mask, or stamping out certain areas with a basic shape. I also like
that the text is bold, and the letters are close together, meaning that you can clearly
see what the image behind it is. If the text was thin and far apart, you wouldn’t be
able to see the image as clearly.
What would you improve if you did it again
If I did this again then I would try out other fonts both bold and thin, and try out
different images and shape stamps. I would also produce more examples, but aside
from that, I wouldn’t change anything else.
11. Evaluation
What did you like about your image?
I like the overall abstract comic book effect that has been applied to both of the
images, as it has made the darker tones and shadows stand out more, making it look
more dramatic, which fits with the overall theme of the pictures. Also both images are
actually quite simplistic, as it is just various colours on top of a black outline of the
image. Despite this, you can still immediately identify what it is supposed to be and
they look quite abstract and artistic.
What would you improve if you did it again?
If I did this again, then I would try out the effect on more detailed and less detailed
images to see what it looked like. Also I would play around with some other blending
modes, as ‘screen’ is the only one used in both of these images. I would also adjust
the images before applying effects to them, so I would adjust the levels/contrast etc,
meaning that when the effects had been applied, the images would look more
interesting and comic book-like.
13. Evaluation
What did you like about your image?
I like that a wide range of emotions are shown and that Harry has portrayed all of the
facial expressions and emotions well so you can clearly tell how he feels. They are also
clearly shot and distinguished, meaning that they can be easily rotoscoped.
What would you improve if you did it again?
If I did this again then I would take more images of more emotions, and make the
emotions more extreme so you could easily tell what they are supposed to represent. I
would also take the photos in different settings and use different people to capture a
wide range of different expressions. I might also do post production on the images as
well.
16. Evaluation
What did you like about your image?
Because I drew both of these images by hand, it means that they are more
original and follow an individual style, as opposed to a digitally created image
such as a rotoscope which could be traced. This means that I have complete
ownership over the images so there is no need to worry about any legal
issues.
What would you improve if you did it again?
If I did it again then I would draw more images that may appear in a children’s
book and also make them more cartoony/less realistic which would appeal
more to the audience.
20. Old woman
Hen
Peasant
All of the characters will
be rotoscoped so they will
follow a cartoon-like appearance.
Old woman’s cat
Peasant’s kids
21.
22. Proposal
Dimensions
Number of pages: 12…Page dimensions: 21 x 25.2cm
Story Overview
A group of ducks hatch, and one of them is ugly. None of the other ducks want to play with him, and he is kicked around by the
farmer. When he sees his own reflection in the water, he realises that he is ugly, so he becomes incredibly sad and decides to flee
to a forest. He finds the house of an old woman and her pet hen and cat, and he stays there for a few months. However he is still
depressed and becomes bored of the old woman, so he decides to leave. When winter sets in, he is nearly killed by the freezing
temperatures, and just as he is about to die, a peasant takes him in to live with him. However the duckling soon becomes
frightened of the peasants children, so he decides to run away to spend the rest of the winter in a swamp. Then spring comes
around, and the duckling sees a beautiful swan swimming in a pond. He falls in love with the swan, but soon remembers that he is
incredibly ugly so he doesn’t stand a chance. He then sees his reflection in the water, and is amazed to see that he is no longer an
ugly duckling, but is instead a swan. They fall in love, and he is no longer depressed.
Export Format
PDF
Advantages: This format is compact and able to compress large files, so it can be emailed easily. It is also very
compatible with most machines and is an easily created file.
Disadvantages: not an editable document format and you need to have a PDF reader installed to view these
files.
23. Deadline
15th May 2015
Audience
The target audience of this book will be mainly children, of both genders, ages 3-9.
It will appeal to all children of this age, as it will not discriminate against anyone, as
the overall message of the story is not to discriminate on the grounds of
appearance. As well as this, since parents tend to read these sorts of books to their
children, it might also appeal to parents, therefore I will make the text large, so it
will help with educating children on how to read. This fact may appeal to parents.
Production Methods
I will produce the images for the storybook by rotoscoping existing images, as well
as applying a cartoon effect to images using Photoshop. This will allow the images
to take on a more child friendly, simplistic, cartoony/abstract appearance, meaning
it will appeal to the target audience more. I might also use shapes within Photoshop
and use the warp tool to manipulate them to create certain characters/settings. For
the text, I might also use warp tools to curve text around images etc. This would
make the book more kid friendly.
24. What are the strengths of the proposal? What areas of the proposal need further work?
It well set out with good clear ideas. I like the idea
of the rotoscoped images being used to create a
more child friendly appearance. The fact that you’ve
based the production around not only a child based
audience but also considered what might appeal to
an adult based audience that would be buying your
product.
I don’t think many of the areas need further work as
it all seems pretty tight as it is.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
The idea generation, like the proposal, is once
again set out clearly making it easy to see how you
came up with all the ideas. There is a lot of detail
written down about all the different ideas in your
mood board which allows further insight to how you
want to develop the book.
You do mention in your story, the duckling will live
with a woman and her cat/chicken. You left these
out of your character based mood boards. Maybe
include these.
25. What are the strengths of the proposal? What areas of the proposal need further work?
a good proposal, you described in detail what
production methods you would do.
Look at all possible methods for the production
(shape warping, photography and illustration).
Maybe tone down the story
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Good and creative ideas, lots of photographs and
good annotations throughout. The mind map has
lots of details and is easy to read.
on the mood board, maybe talk about each picture
(is it rotoscoped or hand drawn?). Add more details
to the character page
26. What are the strengths of the proposal? What areas of the proposal need further work?
I like the great detail throughout your proposal,
clearly outlined how you want your book to read,
and how you want it to look. I like the idea of using
simplistic design methods to make it suitable for
children, but also making it look artistic and
abstract. The story itself portrays a really great
message, and I think its an especially important
message in today's society.
I’d say the story may be a bit hard hitting for your
chosen demographic. I would simplify the story, and
leave out the more harsh details, so as not to affect
the young children you’re aiming to target the book
at.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
The mind map is particularly impressive, you’ve
thought of every detail. I like your consideration of
different ways to illustrate the book, thinking about
the time, cost and copyright implications. Another
strength is the fact you’ve thought about the
parents of the children in your proposals, a factor
that’s often overlooked, as it’s the parents who will
be buying the book, after all.
On the character page, maybe outline further how
individual characters would look; what kind of
colours, what techniques would you use to design
them, etc.
27. Feedback Summary
Sum up your feedback.
The feedback I received was mainly positive, however there was some constructive criticism which will allow me
to improve on certain aspects within the idea generation and the proposal. I agree with all of the feedback I
received, and the positive feedback is great to see. Overall it has been useful and has highlighted the areas that
need to be improved, for example, some characters have been accidently missed out on the ‘characters’ slide and
there is also not a great amount of detail on this slide.
Which parts of your feedback do you agree with and why?
I agree that there needs to be a greater amount of detail on the ‘characters’ page, and I should add things like
what production techniques I will use to create the characters as well as things like colours etc. Also mentioned
was that some aspects of the story need to be toned down so it is not hard hitting on the demographic. I believe
that this is referring to a part in the story where the ugly duckling nearly freezes to death, however this will not be
explicitly shown in the book.
Which parts of your feedback do you disagree with and why?
I disagree with a piece of feedback which says that I should look at more production methods, as all possible
production methods have been included in the mind map/mood boards. Also they say that the story should be
‘toned down’. There are no elements of the story that need to be toned down, although I think they are referring
to the part when the duckling nearly dies, but like I said, this part won’t be shown in a way that it is inappropriate
for the demographic.
28. Story outline
• A mother duck is sitting on some eggs.
• The eggs hatch. One of the ducks is an odd colour.
• None of the other ducks want to play with him.
• The farmer comes over and kicks him.
• He is sad so decides to leave.
• He ends up in a forest and finds an old woman and a hen.
• He lives with them for a few months but gets bored and leaves.
• The winter sets in and the duckling is freezing.
• A peasant finds him and brings him home with him.
• The duckling is terrified of the peasant’s children, so he leaves.
• Now it is spring. He falls in love with a swan he sees. He sees his own reflection in
the water. He now realises he is a swan.
• They live happily ever after.
30. A mother duck is sitting on her eggs. The eggs hatch but one is an odd colour. None of the other ducks want to play with him.
The farmer comes over and kicks him. He is sad so decides to leave. Then he ends up in a forest and finds an
old woman and a hen.
Quak!
31. He lives with them but gets bored and leaves Now it is winter and he is freezing. A peasant finds him and takes him home.
He is terrified of the peasant’s children so
he leaves.
Next spring he sees a swan.
He realises he is now also a swan.
They fall in love and live happily ever after.
32. Original Script
It is a beautiful summer day. The sun shines warmly on an old house near a river. Behind the house
a mother duck is sitting on ten eggs. "Tchick." One by one all the eggs break open. All except one.
This one is the biggest egg of all. Mother duck sits and sits on the big egg. At last it breaks open,
"Tchick, tchick!” Out jumps the last baby duck. It looks big and strong. It is grey and ugly. The next
day mother duck takes all her little ducks to the river. She jumps into it. All her baby ducks jump in.
The big ugly duckling jumps in too. They all swim and play together. The ugly duckling swims better
than all the other ducklings.- Quack, quack! Come with me to the farm yard! - says mother duck to
her baby ducks and they all follow her there.
The farm yard is very noisy. The poor duckling is so unhappy there. The hens peck him, the rooster
flies at him, the ducks bite him, the farmer kicks him. At last one day he runs away. He comes to a
river. He sees many beautiful big birds swimming there. Their feathers are so white, their necks so
long, their wings so pretty. The little duckling looks and looks at them. He wants to be with them.
He wants to stay and watch them. He knows they are swans. Oh, how he wants to be beautiful like
them. Now it is winter. Everything is white with snow. The river is covered with ice. The ugly
duckling is very cold and unhappy. Spring comes once again. The sun shines warmly. Everything is
fresh and green. One morning the ugly duckling sees the beautiful swans again. He knows them. He
wants so much to swim with them in the river. But he is afraid of them. He wants to die. So he runs
into the river. He looks into the water. There in the water he sees a beautiful swan. It is he! He is no
more an ugly duckling. He is a beautiful white swan.
http://www.worldstory.net/en/stories/the_ugly_duckling.html
33. Final Script
1. Once upon a time, in a farmyard, a mother duck sat on her eggs.
2. The eggs then hatched but one duckling was an odd colour. He was grey and didn’t look
like any of the others.
3. None of the other ducklings wanted to play with him, and the mother duckling ignored
him. “Go away” they said. “you are ugly”.
4. The farmer came over and attacked him. “You are ugly!” he shouted. “Go away!”
5. He was sad. “Everyone hates me” he cried. “I am so ugly”. And so he left the farmyard.
6. A while later he ended up in the middle of a forest. He was lost, but soon an old woman
and her hen found him. “Hello there” she said. “are you lost?”. The duckling nodded his
head. “Come with me” said the old woman.
7. The duckling lived with the old woman and her hen for two months, but he soon got
bored of her, so one day he decided to run away and live in the forest by himself.
8. Soon it turned to winter and it was so cold that the duckling nearly froze.
9. The next day a peasant found him frozen in the snow. He kicked off the ice with his boot
and brought the duckling home with him.
10. He lived with the peasant and his family for a few days, but he was terrified of the loud
children, so he ran away to a swamp.
11. When spring finally came, the sad duckling went out to the pond. He saw a beautiful
swan swimming along. He bowed his head in sadness. However, in the reflection of the
water, he realised he was no longer an ugly duckling but was now a swan!
12. He was so happy. He swam over to the other swan and they instantly fell in love. They
swam together for hours and hours, and lived happily ever after.