The document outlines Akheil Joshi's digital graphic narrative development project which involved creating different types of images such as shapes, rotoscoped images, and illustrations. For each image, Akheil provided evaluations on what they liked about the image and how they could improve. The project also included developing initial ideas, a proposal, and story outline for a graphic narrative.
Calum Johnson completed several digital graphic narrative development tasks. For the shape task, he created a cartoony image that stayed close to the original. For the rotocope task, he liked how realistic his image looked while still having a cartoon effect. In the comic book task, he created three pictures using different levels and enjoyed the comic effect. In feedback, he noted areas for improvement like adding more feathers for detail and shadowing.
The document describes a woman who is hired by a wealthy man to be his servant. However, the man has strange names for everything in his house, like calling his bed a "barnacle" and the cat a "white-faced simminy". One night, a fire starts and the servant has to wake her master, saying "Master of all masters, get out of your barnacle and put on your squibs and crackers. For white-faced simminy has got a spark of hot cockalorum on its tail, and unless you get some pondalorum high topper mountain will be all on hot cockalorum".
The document contains evaluations from a student of various digital graphic narrative exercises they completed. For each exercise, the student provides what they liked about their image and how they would improve it. Exercises included a shape task, rotoscope, film quotes, text based, comic book, photo story, and illustration. The feedback aims to help the student strengthen different aspects of their digital graphic narratives.
Theseus, the prince of Athens, volunteers to slay the Minotaur in the labyrinth to end King Minos' demands for human sacrifices. King Minos' daughter Ariadne falls for Theseus and secretly gives him a ball of string to help him escape the maze after killing the Minotaur. Theseus battles and defeats the Minotaur but loses the string, despairing that he will be trapped. However, he finds the string again and uses it to escape the labyrinth.
- 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 provides an evaluation by Emily Pinder of her graphic narrative project. She evaluates various aspects of her work such as how well her final product reflects her original intentions, how well she constructed her images, how well she used text to anchor her images, whether her product is suitable for her intended audience, and what techniques she used and how she feels about them. Overall, she feels positive about how her images turned out but less satisfied with how she incorporated the text. She also discusses the representations, style, and cultural context of her Batman-themed children's book project.
This document summarizes the analysis of existing pop-up books and products. Key findings include:
1) Pop-up books analyzed had well-designed covers that fit the genre/story and clearly conveyed what the book was about.
2) Page layouts were visually pleasing and intentionally designed to enhance the storytelling and reader experience. Clever use of pop-ups, illustrations, and text placement immersed the reader.
3) Different styles and techniques were observed for varying audiences, from simple designs and bright colors for children, to limited color palettes and scary tones for horror genres aimed at older readers.
4) Common successful elements identified were iconic scene selection, detailed illustrations, and smooth-
The document outlines a student's digital graphic narrative development project, which includes shape tasks, rotoscoping, film quotes, text-based images, comic books, photo stories, and illustrations. It provides evaluations of each task, discussing what was liked and opportunities for improvement. Idea generation includes mind maps for stories like "The Three Little Pigs" and "The Ugly Duckling" along with proposals, mood boards, and feedback on the proposed book idea.
Calum Johnson completed several digital graphic narrative development tasks. For the shape task, he created a cartoony image that stayed close to the original. For the rotocope task, he liked how realistic his image looked while still having a cartoon effect. In the comic book task, he created three pictures using different levels and enjoyed the comic effect. In feedback, he noted areas for improvement like adding more feathers for detail and shadowing.
The document describes a woman who is hired by a wealthy man to be his servant. However, the man has strange names for everything in his house, like calling his bed a "barnacle" and the cat a "white-faced simminy". One night, a fire starts and the servant has to wake her master, saying "Master of all masters, get out of your barnacle and put on your squibs and crackers. For white-faced simminy has got a spark of hot cockalorum on its tail, and unless you get some pondalorum high topper mountain will be all on hot cockalorum".
The document contains evaluations from a student of various digital graphic narrative exercises they completed. For each exercise, the student provides what they liked about their image and how they would improve it. Exercises included a shape task, rotoscope, film quotes, text based, comic book, photo story, and illustration. The feedback aims to help the student strengthen different aspects of their digital graphic narratives.
Theseus, the prince of Athens, volunteers to slay the Minotaur in the labyrinth to end King Minos' demands for human sacrifices. King Minos' daughter Ariadne falls for Theseus and secretly gives him a ball of string to help him escape the maze after killing the Minotaur. Theseus battles and defeats the Minotaur but loses the string, despairing that he will be trapped. However, he finds the string again and uses it to escape the labyrinth.
- 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 provides an evaluation by Emily Pinder of her graphic narrative project. She evaluates various aspects of her work such as how well her final product reflects her original intentions, how well she constructed her images, how well she used text to anchor her images, whether her product is suitable for her intended audience, and what techniques she used and how she feels about them. Overall, she feels positive about how her images turned out but less satisfied with how she incorporated the text. She also discusses the representations, style, and cultural context of her Batman-themed children's book project.
This document summarizes the analysis of existing pop-up books and products. Key findings include:
1) Pop-up books analyzed had well-designed covers that fit the genre/story and clearly conveyed what the book was about.
2) Page layouts were visually pleasing and intentionally designed to enhance the storytelling and reader experience. Clever use of pop-ups, illustrations, and text placement immersed the reader.
3) Different styles and techniques were observed for varying audiences, from simple designs and bright colors for children, to limited color palettes and scary tones for horror genres aimed at older readers.
4) Common successful elements identified were iconic scene selection, detailed illustrations, and smooth-
The document outlines a student's digital graphic narrative development project, which includes shape tasks, rotoscoping, film quotes, text-based images, comic books, photo stories, and illustrations. It provides evaluations of each task, discussing what was liked and opportunities for improvement. Idea generation includes mind maps for stories like "The Three Little Pigs" and "The Ugly Duckling" along with proposals, mood boards, and feedback on the proposed book idea.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details and examples from their work to explain strengths and areas for improvement. The user should praise strong elements of their project and identify what they would improve if given another chance. Additional slides can be added as needed and any blank slides should be deleted before submission.
The proposal outlines a children's graphic novel about a greedy man who marries a wealthy woman for her money. When she falls ill and dies, he digs up her grave to steal her possessions. However, her spirit seeks revenge. The proposal provides details on the target audience, production methods, and export format. Feedback praised the clear story outline and market research, but suggested including more on why children would enjoy it and expanding the production description. The idea generation was well-planned but could have included more images to illustrate the style.
The proposal provides a clear overview of a children's book about three reindeer building sleighs for Santa. The story and 10-page format are well defined. Production will use shape and rotocope tools in a mix of styles. The target audience is 3-5 year old British boys and girls. Files will be exported as PDF or JPEG. Strengths include a thoughtful story and clear audience. Further details on dimensions, advantages/disadvantages of formats, and character descriptions could improve the proposal. The idea generation shows research into other tales and consideration of production methods, though the mind map could be expanded.
The document outlines a story where King Minos of Crete demands young men and women from Athens as tribute to feed his Minotaur, a half-man half-bull monster kept in the King's labyrinth. Theseus, the Prince of Athens, volunteers to slay the Minotaur when it is his city's turn to offer tribute. Theseus follows a ball of string given to him by the King's daughter Ariadne to navigate the labyrinth, where he engages in a fierce battle with the Minotaur and emerges victorious.
- The student created a graphic children's book about Batman and the Joker. They aimed to reflect their original intentions in the final product while making some changes for story flow and age-appropriateness.
- They constructed images well through multiple revisions, using rotoscoping and color range techniques. Background colors reflected settings and characters' morality.
- Text elaborated on images to tell the story. The product is suitable for its 9-11 year old male audience through stereotypical content and simplified violence. The student likes the bold images but dislikes crowded text layout.
- The student created a graphic children's book about Batman and the Joker. They aimed to reflect their original intentions in the final product while making some changes for story flow and audience suitability.
- They constructed images well through multiple revisions, using rotoscoping and color range techniques. Background colors reflected settings and characters' morality.
- Text elaborated on images to tell the story. The product is suitable for its 7-11 year old male audience through stereotypical content and simplified violence. Representations are limited but aim to teach morality.
The document provides evaluations of different digital graphic narrative assignments completed by a student, including shaping a chicken and bear, rotoscoping an image, creating a narrative environment, adding text overlays, editing comic book panels, telling a photo story, and illustrating an image. For each assignment, the student reflects on what they liked and how they could improve if doing the project again.
Here is a revised script that addresses some issues in the original:
- Adds more dialogue and description to build suspense and engagement
- Makes the wolf's intentions less obvious from the start
- Adjusts some language to be more natural for children
"Mama, may I take this cake and butter to Grandma?" asked Little Red Riding Hood. "I heard she's feeling poorly."
"Of course, dear," said Mama. "But you must hurry through the forest - it's getting late. And remember, stay on the path."
Little Red Riding Hood put on her red cloak and basket. She skipped into the forest, enjoying the flowers and birds.
But as she
Here is a revised script that addresses some issues in the original:
"My dear, put on your red cloak with the hood to it, and take this cake and this pot of butter to your
Grannie. I hear she is feeling unwell, so do check on her for me," said Red Riding Hood's mother.
Red Riding Hood was worried about her grandmother. She put on her cloak and started through the forest,
hoping Grannie would feel better soon. Along the way, she noticed a large wolf watching her from the trees.
Red Riding Hood quickened her pace, uneasy about the wolf following behind.
When the wolf approached, Red Riding Hood tried to stay calm.
The document provides evaluations from a student of various digital graphic narrative exercises they completed, including critiquing images they made of a chicken, bear, person, environment, text with overlays, comic book pages, and photos with filters. For each image, the student comments on what they liked and how they could improve, noting use of tools and attention to detail.
The document provides feedback on a graphic narrative project. The creator made some minor changes from their original plan, such as reducing the number of pages from 10 to 9. They also changed the style from non-comic to comic book style after creating a test page. While most elements turned out as planned, the creator feels the wolf character does not match the comic book style of the other characters. Overall, the creator is pleased with the visual style and use of text but feels they could have integrated the text better and made the wolf match the other characters' style.
The proposal outlines a 12-page children's book telling the Greek myth of Theseus and the Minotaur. Key details include:
- The story of King Minos forcing Athens to send people to the Minotaur's labyrinth for it to feed on.
- Theseus volunteering to go to Crete and kill the Minotaur.
- King Minos' daughter Ariadne helping Theseus escape by giving him a ball of string.
- The proposal discusses formatting, audience, and production methods but could benefit from further details in some areas.
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement in the work. The prompts cover whether the final product achieved the original intentions, the construction of images, use of text, suitability for the target audience, techniques used, and appearance of the final product. Responses to the prompts provide specific details and examples from the project, which appears to be a children's book about a race car named Lauda.
The document provides feedback on a student's digital graphic narrative development project. The feedback notes the strengths of the proposal, including clear outlines of the story, audience, and production methods. Areas for improvement include adding more details on file format advantages/disadvantages and character class. The idea generation is praised for considering a wide range of ideas and fonts, though adding details like page numbers could strengthen it. The student is asked to include style representations and provide more illustration method details in mood boards. The feedback summary agrees more details in advantages/disadvantages and additional mind maps would improve the work.
Digital graphics evaluation pro forma 3ben prudhoe
The peer feedback praised the bright colors and simple designs that would appeal to children, though some pages could be improved. Areas for improvement included making the text clearer and proportions of characters more accurate. The feedback was generally positive and provided constructive criticism to strengthen weak areas.
The document provides feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
The document provides a template for evaluating a graphic narrative project. It prompts the student to summarize their original intentions, analyze how well they constructed images and used text, discuss whether their product is suitable for the intended audience, reflect on techniques used and the final product's appearance, explain included content, identify any symbols or codes, and consider audience responses and the work's historical and cultural context.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their work, provide examples from their project to explain it, identify areas that went well and could be improved, and reflect on how well their final product achieved their original intentions. It includes questions about the construction of images, use of text, suitability for the intended audience, and techniques used. The creator provides detailed responses analyzing various aspects of their graphic narrative book project for a young audience.
The document provides feedback on a student's proposal and idea generation for a digital graphic narrative project adapting the Cinderella story. The proposal is praised for clearly outlining the story, audience, and planned production methods. Minor improvements suggested include providing more detail on file types and advantages/disadvantages. The idea generation is commended for the variety in the mood board and mind map details, though developing separate mood boards for different characters and improving readability of the mind map are areas identified for further development. The student agrees with most of the feedback and sees value in the suggestions to strengthen their work.
The document contains evaluations of different digital graphic narrative development tasks completed by Ben Prudhoe. It includes feedback on tasks such as shape, rotoscope, film quotes, text based, comic book, photo story, and illustration exercises. The idea generation section outlines plans for a 10 page digital book adaptation of Jack and the Beanstalk, including story details, target audience, production methods, and improvements. Feedback provided on the proposal and idea generation emphasizes strengths like clear understanding of the project and audience, as well as areas for further elaboration such as character and background details. Multiple drafts of the script are also included, with feedback suggesting refinement.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details and examples from their work to explain strengths and areas for improvement. The user should praise strong elements of their project and identify what they would improve if given another chance. Additional slides can be added as needed and any blank slides should be deleted before submission.
The proposal outlines a children's graphic novel about a greedy man who marries a wealthy woman for her money. When she falls ill and dies, he digs up her grave to steal her possessions. However, her spirit seeks revenge. The proposal provides details on the target audience, production methods, and export format. Feedback praised the clear story outline and market research, but suggested including more on why children would enjoy it and expanding the production description. The idea generation was well-planned but could have included more images to illustrate the style.
The proposal provides a clear overview of a children's book about three reindeer building sleighs for Santa. The story and 10-page format are well defined. Production will use shape and rotocope tools in a mix of styles. The target audience is 3-5 year old British boys and girls. Files will be exported as PDF or JPEG. Strengths include a thoughtful story and clear audience. Further details on dimensions, advantages/disadvantages of formats, and character descriptions could improve the proposal. The idea generation shows research into other tales and consideration of production methods, though the mind map could be expanded.
The document outlines a story where King Minos of Crete demands young men and women from Athens as tribute to feed his Minotaur, a half-man half-bull monster kept in the King's labyrinth. Theseus, the Prince of Athens, volunteers to slay the Minotaur when it is his city's turn to offer tribute. Theseus follows a ball of string given to him by the King's daughter Ariadne to navigate the labyrinth, where he engages in a fierce battle with the Minotaur and emerges victorious.
- The student created a graphic children's book about Batman and the Joker. They aimed to reflect their original intentions in the final product while making some changes for story flow and age-appropriateness.
- They constructed images well through multiple revisions, using rotoscoping and color range techniques. Background colors reflected settings and characters' morality.
- Text elaborated on images to tell the story. The product is suitable for its 9-11 year old male audience through stereotypical content and simplified violence. The student likes the bold images but dislikes crowded text layout.
- The student created a graphic children's book about Batman and the Joker. They aimed to reflect their original intentions in the final product while making some changes for story flow and audience suitability.
- They constructed images well through multiple revisions, using rotoscoping and color range techniques. Background colors reflected settings and characters' morality.
- Text elaborated on images to tell the story. The product is suitable for its 7-11 year old male audience through stereotypical content and simplified violence. Representations are limited but aim to teach morality.
The document provides evaluations of different digital graphic narrative assignments completed by a student, including shaping a chicken and bear, rotoscoping an image, creating a narrative environment, adding text overlays, editing comic book panels, telling a photo story, and illustrating an image. For each assignment, the student reflects on what they liked and how they could improve if doing the project again.
Here is a revised script that addresses some issues in the original:
- Adds more dialogue and description to build suspense and engagement
- Makes the wolf's intentions less obvious from the start
- Adjusts some language to be more natural for children
"Mama, may I take this cake and butter to Grandma?" asked Little Red Riding Hood. "I heard she's feeling poorly."
"Of course, dear," said Mama. "But you must hurry through the forest - it's getting late. And remember, stay on the path."
Little Red Riding Hood put on her red cloak and basket. She skipped into the forest, enjoying the flowers and birds.
But as she
Here is a revised script that addresses some issues in the original:
"My dear, put on your red cloak with the hood to it, and take this cake and this pot of butter to your
Grannie. I hear she is feeling unwell, so do check on her for me," said Red Riding Hood's mother.
Red Riding Hood was worried about her grandmother. She put on her cloak and started through the forest,
hoping Grannie would feel better soon. Along the way, she noticed a large wolf watching her from the trees.
Red Riding Hood quickened her pace, uneasy about the wolf following behind.
When the wolf approached, Red Riding Hood tried to stay calm.
The document provides evaluations from a student of various digital graphic narrative exercises they completed, including critiquing images they made of a chicken, bear, person, environment, text with overlays, comic book pages, and photos with filters. For each image, the student comments on what they liked and how they could improve, noting use of tools and attention to detail.
The document provides feedback on a graphic narrative project. The creator made some minor changes from their original plan, such as reducing the number of pages from 10 to 9. They also changed the style from non-comic to comic book style after creating a test page. While most elements turned out as planned, the creator feels the wolf character does not match the comic book style of the other characters. Overall, the creator is pleased with the visual style and use of text but feels they could have integrated the text better and made the wolf match the other characters' style.
The proposal outlines a 12-page children's book telling the Greek myth of Theseus and the Minotaur. Key details include:
- The story of King Minos forcing Athens to send people to the Minotaur's labyrinth for it to feed on.
- Theseus volunteering to go to Crete and kill the Minotaur.
- King Minos' daughter Ariadne helping Theseus escape by giving him a ball of string.
- The proposal discusses formatting, audience, and production methods but could benefit from further details in some areas.
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement in the work. The prompts cover whether the final product achieved the original intentions, the construction of images, use of text, suitability for the target audience, techniques used, and appearance of the final product. Responses to the prompts provide specific details and examples from the project, which appears to be a children's book about a race car named Lauda.
The document provides feedback on a student's digital graphic narrative development project. The feedback notes the strengths of the proposal, including clear outlines of the story, audience, and production methods. Areas for improvement include adding more details on file format advantages/disadvantages and character class. The idea generation is praised for considering a wide range of ideas and fonts, though adding details like page numbers could strengthen it. The student is asked to include style representations and provide more illustration method details in mood boards. The feedback summary agrees more details in advantages/disadvantages and additional mind maps would improve the work.
Digital graphics evaluation pro forma 3ben prudhoe
The peer feedback praised the bright colors and simple designs that would appeal to children, though some pages could be improved. Areas for improvement included making the text clearer and proportions of characters more accurate. The feedback was generally positive and provided constructive criticism to strengthen weak areas.
The document provides feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
The document provides a template for evaluating a graphic narrative project. It prompts the student to summarize their original intentions, analyze how well they constructed images and used text, discuss whether their product is suitable for the intended audience, reflect on techniques used and the final product's appearance, explain included content, identify any symbols or codes, and consider audience responses and the work's historical and cultural context.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their work, provide examples from their project to explain it, identify areas that went well and could be improved, and reflect on how well their final product achieved their original intentions. It includes questions about the construction of images, use of text, suitability for the intended audience, and techniques used. The creator provides detailed responses analyzing various aspects of their graphic narrative book project for a young audience.
The document provides feedback on a student's proposal and idea generation for a digital graphic narrative project adapting the Cinderella story. The proposal is praised for clearly outlining the story, audience, and planned production methods. Minor improvements suggested include providing more detail on file types and advantages/disadvantages. The idea generation is commended for the variety in the mood board and mind map details, though developing separate mood boards for different characters and improving readability of the mind map are areas identified for further development. The student agrees with most of the feedback and sees value in the suggestions to strengthen their work.
The document contains evaluations of different digital graphic narrative development tasks completed by Ben Prudhoe. It includes feedback on tasks such as shape, rotoscope, film quotes, text based, comic book, photo story, and illustration exercises. The idea generation section outlines plans for a 10 page digital book adaptation of Jack and the Beanstalk, including story details, target audience, production methods, and improvements. Feedback provided on the proposal and idea generation emphasizes strengths like clear understanding of the project and audience, as well as areas for further elaboration such as character and background details. Multiple drafts of the script are also included, with feedback suggesting refinement.
The original folktale involves a monkey and crab finding a rice dumpling and persimmon seed respectively. The greedy monkey tricks the crab into trading the dumpling for the seemingly worthless seed by persuading the crab that if planted, the seed would grow into a large fruit-bearing tree. Years later, the tree does grow but the monkey steals the unripe fruit and kills the crab by throwing it at him. The crab's son then devises a plan with his friends to get revenge on the monkey.
Here is a revised version of the original script that addresses some areas for improvement identified in the feedback:
There once was a prince who wished to marry a princess, but he wanted to be certain she was truly royal. He traveled far and wide in search of a real princess, yet in every kingdom something was amiss. Though princesses were plenty, he could not determine their legitimacy.
Discouraged, the prince returned home. One stormy night, as rain and wind battered the castle, a knock came at the city gates. The elderly king answered and found a bedraggled princess begging shelter from the foul weather. Though soaked through, she insisted she was authentic royalty.
The queen, skeptical of the claim
The document contains feedback from a student on various digital graphic narrative assignments they completed, including feedback on creating shapes, rotoscoping, working with text, comic books, photography, and illustrations. The student provides what they liked about each assignment as well as areas for improvement if they were to do it again. Overall the feedback shows an evaluation of the different techniques used and skills learned in the process.
The document contains evaluations from students on various graphic design exercises they completed. It includes feedback on images of a duck, tennis player Roger Federer, a city skyline, text with patterns, boxing gloves, actress Angelina Jolie, and a Cinderella illustration. Students provided what they liked about their images and how they could be improved. The feedback showed an understanding of techniques like rotoscoping, highlights and shadows, and using different tools to enhance images.
The document outlines a student's proposal and idea generation for an illustrated children's book about The Ugly Duckling. It provides details on the production methods, formats, strengths and areas for improvement in the proposal and idea generation. Feedback notes the proposal thoroughly explains the approach but could include a story overview, and the idea generation clearly defines elements but might expand on the choice of story and art style.
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.
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
The document outlines the development of a digital graphic narrative project. It includes idea generation for story concepts, including folktales and mood boards. A proposal is presented for a children's book based on the English folktale "The Golden Arm." Feedback is provided on strengthening the proposal and further developing the idea generation. The story is then broken down and draft and final scripts are presented. Digital flat plans are shown for each page of the graphic narrative adaptation of the story.
A small powerpoint presentation which clearly states what tasks i have had to do during my creative media course, critic self evaluation on these products.
The document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
Here is a revised script that addresses some areas for improvement:
Once upon a time, there was a little old baker. She decided to make a gingerbread man for her shop. She rolled out the dough and cut it into the shape of a man. For eyes, she used raisins and for teeth she used peppermints. She iced hair on his head and then placed him in the oven.
When the gingerbread man was done baking, he jumped out of the oven. "Stop!" said the little old baker. "I want to sell you in my shop." But the gingerbread man said "No, I want to see the world!" And he ran away as fast as he could.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, creating a text-based image, making a comic book page, and taking photographs. For each exercise, the student provides what they liked about their image and what they would improve if doing the exercise again, focusing on things like color schemes, subject matter, and artistic effects.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document provides feedback on a student's digital graphic narrative development project. It summarizes the strengths and areas for improvement in the student's proposal, idea generation, and feedback. The proposal gives a good overview but needs more details on the production process and target audience. The idea generation captures the basic concepts but could be more fully developed. The feedback agrees more details are needed and suggests finishing the proposal, idea generation, and mood board.
Here is a revised script with some minor edits:
ACT 1 What’s Going On?
SCENE 1: The King's Court
Setting: In the palace
(Enter L DC)
(Sound Effect: Drum fade in)
NASRUL (Court Lady): The King approaches!
(Enter R URC)
ALL: The King approaches.
BADRUL (Court Gentlemen): The King is coming, The King is coming!
(URC C URC)
(Sound Effect: Piano)
ALL: Ohhh, we have a handsome King. He is cute. He is sweet. He is small in size. But he is really fierce and powerful and
A boy talks with his father who are standing outside roughly in the middle left of an image. Soldiers stand outside waiting for approval from their leader to depart. The document discusses potential placements of text on different parts of a story.
A boy talks with his father who are standing outside roughly in the middle left of an image. Soldiers stand outside waiting for approval from their leader to depart. The document discusses potential placements of text on different parts of a story.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. The evaluation should compare the final product to original plans and intentions, examine image construction, text usage, suitability for audience, and techniques used. Representations, styles, pre-production strengths and weaknesses, and historical context should also be discussed.
This document provides summaries of two children's books. The first book is called "The Song of the Trees" written by Kenneth Steven, with illustrations by Lily Moon. It has 32 pages with varying amounts of text in a distinctive serif font. The second book is called "Splat the Cat" written by Rob Scotton, with 32 pages containing small chunks of text in a child-like font around pictures in mainly dull colors. Both books aim to engage young readers with pictures and simple language.
This short document appears to be about an individual named Akheil Joshi. No other details are provided about Akheil Joshi or what the "Story" may be referring to. Overall, the document gives very little context or information to summarize as only a name is mentioned without any additional context or supporting details.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize the strengths and weaknesses of their work, including how well their final product reflects their original intentions, how they constructed images and used text, whether their work is suitable for their intended audience, and their use of techniques, content, style, and representations. It suggests including both written and visual examples in the evaluation.
This mood board summarizes a story set in a 17th century traditional Japanese village. The village has large farm lands and a higher standard of living. The mood board shows pictures of the architecture, forms of living, and tales of the setting to convey the village environment. It also depicts the traditional style clothing of plain and simple garments as well as top knot hair styles that the characters will wear. Armored characters are also featured.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
3. Evaluation
What did you like about your image?
The colours used to represent the rabbit.
What would you improve if you did it again?
I’d add more detail to the rabbit
12. Evaluation
What did you like about your image?
The people used for these pictures portrayed
the correct emotions well and gave a good feel
to them
What would you improve if you did it again?
Try to do different expressions
14. Evaluation
What did you like about your image? It’s
creative just as you would typically see in a
children’s book. It is weird, different, cool.
What would you improve if you did it again?
Try adding additional things to it. i.e Arms, legs,
ears etc.
20. Proposal
Dimensions
Initial amount of pages: 8-12 Dimensions: 25 x 1.3 x 25 cm
Story Overview
The son of the leader of the Japanese clan/village is left on his own as the next elder to
look after his people while the men travel off to war. He carries out various duties for
the elderly and runs errands for others and becomes a dependant boy, just like his
father. A few jobs he runs throughout the story consist of: collecting water for the
elderly hat is far away, he helps construct a stable for the horses, he helps fend off
some of the attacking wolves trying to get onto the farms, makes a bridge for his
friends.
Export Format
PDF, JPG
Advantages: Higher quality, directly onto blog, exports from photoshop
Disadvantages: Big files, slower, may not fit
21. Deadline
15th May
Audience
The main target audience for my story is older kids. This would be around the ages
of 9-10. Generally a male audience but can be read/read to and enjoyed by both
genders. It would be wide spread across everywhere in the world to be read, but
may appeal to the Asian, Japanese cultures as that’s where it is set. For me, class
wouldn’t be an issue so that hasn’t been set.
Production Methods
Using Shapes and/or Rotoscope would be ideal to produce my story book. Basing
this off researching kids story books/tales/myths, standard, typical story books
often utilise shapes to often portray characters. The reason I want to use them is
because some complex features of my ideas would be flexible to dim down and do
much more easily.
22. What are the strengths of the proposal? What areas of the proposal need further work?
There is a clear explanation what is going to
happen within the book and there is a clear a
overview of what your story is about.
There I also a good explanation of the audience
this books is being aimed at.
Even though there is some information about the
story in there I still think it could have a little more
information added to it, such as what some of the
errands he has to run are and what his duties might
be.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
It has a lot of good detail on the setting of the book
and the art style that could possibly be used.
There is a good use pictures showing in what era
this is set and what style of village it is in.
There could be some parts on the types of fonts
that are going to be used for he text and it would
help to get some more images showing what the
characters may possibly look like.
23. What are the strengths of the proposal? What areas of the proposal need further work?
I think you have a clear idea of what you want to
do, and how you want to do it. You have shown
good examples of how you want to create the book
as well showing how you are going to make the
graphics.
I think it needs more work with the storyline and
explain what happens a bit more, go into a little
more detail with it. Also just explain how you are
going to create the effects a bit more in the
methods section.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Again I think you have a clear strong idea of what
you want to do with your book, this means you can
get a better feel for the book and make it exactly
how you want it if you know your idea well.
Well done
I would of liked to see some more pictures and to
have seen different ideas that you have had before
this, I also think you could have shown what
different fonts you are planning on using for your
book cover and the inner text.
24. What are the strengths of the proposal? What areas of the proposal need further work?
There is a clear explanation to how you will create
the illustrations for your book, which has been
thought about in detail with reasons behind your
thoughts.
The target audience for your book has been
thought about in detail which will be useful for
creating your final book as you will have a rough
idea of what your audience would want to see in a
book.
You could go into more depth with the story outline
mentioning some of the errands that the main
character has to do, so that when it comes to
making the book you will have a better
understanding about what key aspects you need to
put across into illustrations so the younger readers
can follow the story.
You could also mention the sizes of the pages or
the book in your dimensions section so we can get
a better understanding of what the book will look
like.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Contains a lot of images of the setting and theme of
your book, you have a clear understanding about
the style you are wanting to put across to the
reader.
You have a clear understanding of the era that you
are wanting to put across to the reader, which could
interest the reader in your book as it is unique,
make sure this comes across in your final design
for your book.
You could create a more general mind map which
shows the different styles and stories of existing
children’s books you have looked at and write about
what ideas you feel you could incorporate into your
book and what stories you looked at before you
decided on your final idea.
There could be more mind maps added so we can
get a better understanding of the characters within
the story and what they look like as well as what
styles of fonts you are wanting to use for the final
book, with examples.
25. Feedback Summary
Sum up your feedback.
My feedback was positive, but had some creative and understandable comments which
would allow me to improve my work basis.
Which parts of your feedback do you agree with and why?
I agree with all the feedback on slides 22, 23, 24 on what could be improved on both the
proposal and my idea generations.
Which parts of your feedback do you disagree with and why?
I don’t disagree with any of my feedback as it’s all things I know that I could improve on
in he future.
26. Story Outline
• Leader of the village prepares to leave for war
• Speaks to son that he’s left in charge to help
• Leader leaves the village, last goodbyes
• Son ventures through the village seeing what he can do
• Old lady asks him to help farm her crops for her
• Collects in the fresh crops for he village.
• After that Job, a keeper asks for him to help build a stable for more horses.
• He builds the stable.
• The next job is to help forage for some food for his mother, so he collects
some fruit.
• He ventures back to the village, exhausted but feeling good.
• Arrives back into the village to his house where the village are awaiting his
arrival to surprise him.
• Comes back to the house, everyone thanks him and he feels good. They
reward him with his own custom made armour
27.
28.
29. Original Script
http://www.worldoftales.com/Asian_folktales/Japanese_folktale_29.html
Long, long ago there lived in Kyoto a brave soldier named Kintoki. Now he fell in love with a
beautiful lady and married her. Not long after this, through the malice of some of his friends, he fell
into disgrace at Court and was dismissed. This misfortune so preyed upon his mind that he did not
long survive his dismissal—he died, leaving behind him his beautiful young wife to face the world
alone. Fearing her husband's enemies, she fled to the Ashigara Mountains as soon as her husband
was dead, and there in the lonely forests where no one ever came except woodcutters, a little boy
was born to her. She called him Kintaro or the Golden Boy. Now the remarkable thing about this
child was his great strength, and as he grew older he grew stronger and stronger, so that by the
time he was eight years of age he was able to cut down trees as quickly as the woodcutters. Then
his mother gave him a large ax, and he used to go out in the forest and help the woodcutters, who
called him "Wonder-child," and his mother the "Old Nurse of the Mountains," for they did not
know her high rank. Another favorite pastime of Kintaro's was to smash up rocks and stones. You
can imagine how strong he was!Quite unlike other boys, Kintaro, grew up all alone in the mountain
wilds, and as he had no companions he made friends with all the animals and learned to
understand them and to speak their strange talk. By degrees they all grew quite tame and looked
upon Kintaro as their master, and he used them as his servants and messengers. But his special
retainers were the bear, the deer, the monkey and the hare.The bear often brought her cubs for
Kintaro to romp with, and when she came to take them home Kintaro would get on her back and
have a ride to her cave. He was very fond of the deer too, and would often put his arms round the
creature's neck to show that its long horns did not frighten him. Great was the fun they all had
together.One day, as usual, Kintaro went up into the mountains, followed by the bear, the deer, the
monkey, and the hare. After walking for some time up hill and down dale and over rough roads,
they suddenly came out upon a wide and grassy plain covered with pretty wild flowers.Here,
indeed, was a nice place where they could all have a good romp together. The deer rubbed his
30. Final Script
• There once was a village in Japan. It went to war with the bad guys.
• The leader of the village had to leave, so he spoke to his son to tell him he was in charge while he
was gone.
• The son accepted his role. His dad left.
• The boy went out to see the village and how he could help.
• The only lady famer asked if he would help her farm her crops, so he did.
• Once the boy collected the crops, he carried on going through the village.
• The boy stumbled upon the keeper. He needed a new stable to be built so he asked if the boy
would help.
• They finished the stable.
• He returns home to his mother that then tells him he needs to collect some food for later on.
• The boy goes out to get some fresh fruit and berries later.
• When the boy returns back to the village and back home, there is a surprise for him.
• The whole village is here and the thank him for his work and rewarded him for his work. They
presented him with his very own armour. His mother was so proud and reminded her how much he
was like his amazing father.