The document outlines plans for a digital graphic narrative project involving the creation of a children's book. It includes details on the story, which follows a lazy teenager named Jack who is forced to find work over the course of a week and ends up marrying the daughter of a rich man. Visual elements like characters, settings and plot points are concepted through sketches. The production process in Photoshop is also outlined, focusing on rotoscoping techniques to illustrate the story for a target audience of 5-8 year olds. Key deadlines and formats are mentioned, with the goal of an 8 page book in JPEG format by November 6th.
Digital Graphic Narrative Development
The document contains evaluations from a student on various digital graphic assignments they completed, including creating an image using shapes, rotorscoping an image, creating a narrative environment, working with text, making a comic book, developing a photo story, and doing an illustration. For most assignments, the student liked the creative aspects and abilities of the tools but felt they could improve with more practice, such as adding more detail, improving features, and utilizing additional skills and tools.
The document provides details on the development of a digital graphic narrative by Leah Watson. It includes evaluations of various tasks completed, including shaping an image, rotoscoping, creating text-based images, comic book panels, photographs, illustrations, and initial ideas/mood boards. Feedback is provided on strengths and areas for improvement. Proposals include story details, dimensions, production methods, strengths, and weaknesses. Storyboards and a final script are also included. The document outlines Leah's process in creating a digital graphic narrative from ideation to completion.
The document outlines a student's digital graphic narrative development project, providing evaluations of various assignments including shape tasks, rotoscoping, film quotes, text-based work, comic books, photo stories, illustrations, and a narrative environment. The student effectively critiques their own work and identifies areas for improvement in future projects.
The proposal outlines a children's book about the myth of Hercules. Key details include:
- The story will follow Hercules completing his 12 labors to rescue his kidnapped wife
- Illustrations will use a cartoon style with simple shapes to appeal to children
- Pages will have images on the left and text on the right for easy reading
Areas identified for improvement include clarifying the file format, ensuring the title font is readable, and providing more details on background settings for scenes. Overall, the proposal demonstrates a strong understanding of the character and story, with only minor elements needing further elaboration. The idea generation process incorporated mood boards and was well thought out, though could have expanded on the
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strong elements, identify areas for improvement, and reflect on how well their final product achieved their original intentions. It also includes questions about constructing images, using text to support images, suitability for the intended audience, and techniques used.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strong elements, identify areas for improvement, and reflect on how well their final product achieved their original intentions. It also includes questions about constructing images, using text to support images, suitability for the intended audience, and techniques used.
The document summarizes the creator's graphic narrative evaluation. It discusses how the final product reflects the original planning intentions. For the most part, the creator was able to stick closely to their original plans, though some minor changes were made, such as changing eye colors or adding details. The creator also discusses how they constructed their images well, using techniques like gradients, blur tools, clipping masks and filters to make elements like the sea or igloo walls more realistic. The creator anchored their images to the text by depicting what was described, such as using a speech bubble or running pose. Finally, the creator evaluates if their product is suitable for their intended audience of ages 4-7, discussing content and appeal to both genders and lower
Lili brewin digital graphics evaluationLili_Brewin
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 project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
Digital Graphic Narrative Development
The document contains evaluations from a student on various digital graphic assignments they completed, including creating an image using shapes, rotorscoping an image, creating a narrative environment, working with text, making a comic book, developing a photo story, and doing an illustration. For most assignments, the student liked the creative aspects and abilities of the tools but felt they could improve with more practice, such as adding more detail, improving features, and utilizing additional skills and tools.
The document provides details on the development of a digital graphic narrative by Leah Watson. It includes evaluations of various tasks completed, including shaping an image, rotoscoping, creating text-based images, comic book panels, photographs, illustrations, and initial ideas/mood boards. Feedback is provided on strengths and areas for improvement. Proposals include story details, dimensions, production methods, strengths, and weaknesses. Storyboards and a final script are also included. The document outlines Leah's process in creating a digital graphic narrative from ideation to completion.
The document outlines a student's digital graphic narrative development project, providing evaluations of various assignments including shape tasks, rotoscoping, film quotes, text-based work, comic books, photo stories, illustrations, and a narrative environment. The student effectively critiques their own work and identifies areas for improvement in future projects.
The proposal outlines a children's book about the myth of Hercules. Key details include:
- The story will follow Hercules completing his 12 labors to rescue his kidnapped wife
- Illustrations will use a cartoon style with simple shapes to appeal to children
- Pages will have images on the left and text on the right for easy reading
Areas identified for improvement include clarifying the file format, ensuring the title font is readable, and providing more details on background settings for scenes. Overall, the proposal demonstrates a strong understanding of the character and story, with only minor elements needing further elaboration. The idea generation process incorporated mood boards and was well thought out, though could have expanded on the
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strong elements, identify areas for improvement, and reflect on how well their final product achieved their original intentions. It also includes questions about constructing images, using text to support images, suitability for the intended audience, and techniques used.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strong elements, identify areas for improvement, and reflect on how well their final product achieved their original intentions. It also includes questions about constructing images, using text to support images, suitability for the intended audience, and techniques used.
The document summarizes the creator's graphic narrative evaluation. It discusses how the final product reflects the original planning intentions. For the most part, the creator was able to stick closely to their original plans, though some minor changes were made, such as changing eye colors or adding details. The creator also discusses how they constructed their images well, using techniques like gradients, blur tools, clipping masks and filters to make elements like the sea or igloo walls more realistic. The creator anchored their images to the text by depicting what was described, such as using a speech bubble or running pose. Finally, the creator evaluates if their product is suitable for their intended audience of ages 4-7, discussing content and appeal to both genders and lower
Lili brewin digital graphics evaluationLili_Brewin
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 project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
The document outlines a storyboard for a children's book adapting the fairy tale of Puss in Boots. The storyboard shows key events in the tale, including the miller leaving his sons different items upon his death, Puss obtaining clothes and traps to catch food for the king, and Puss securing a home and money for the youngest son. The storyboard provides a visual layout of the adapted tale for a graphic novel format.
The document outlines a proposal for a graphic narrative adaptation of the story of Rumpelstiltskin. It includes an 11-page story overview with key details: the miller's daughter Elizabeth is locked in a dungeon by the greedy king and promised her first born child in exchange for help turning straw to gold from the strange man Rumpelstiltskin. In the ending, Elizabeth and the prince have a baby but Rumpelstiltskin returns to claim the child; Elizabeth must discover his name to save her baby. Character designs and settings like the castle, forest and Rumpelstiltskin's camp are presented to bring the adaptation to life visually.
The document provides details for a digital graphic narrative adaptation of the story of Rumpelstiltskin. It includes a proposal for an 11-page graphic novel with story details, character descriptions, and sketches. The story would follow a miller's daughter named Elizabeth who is locked in a dungeon by the greedy king and promised her first born child to a strange man named Rumpelstiltskin in exchange for him spinning straw into gold. In the end, the prince discovers Rumpelstiltskin's name to save Elizabeth's baby from his promise. The document discusses the plot, settings, characters, and provides sketches for reference in creating the graphic adaptation of the story.
- The summary describes a retelling of the story of Rumpelstiltskin. It involves a miller's daughter, Elizabeth, who is locked in a dungeon by the greedy king and told to spin straw into gold. A strange man appears and agrees to help in exchange for her necklace and later her firstborn child. Elizabeth marries the prince but the man returns to claim the child. Elizabeth is given a week to discover his name, which the prince eventually learns by following the man to his camp.
- The story is a retelling of Rumpelstiltskin. A miller's daughter, Elizabeth, is placed in the dungeon by the greedy king after her father lies that she can spin straw into gold.
- A strange man appears and offers to spin the straw into gold in exchange for Elizabeth's mother's necklace. He does the same again when more straw is brought, asking for Elizabeth's firstborn child in payment.
- Elizabeth marries the prince and has a child. The man returns to claim the baby. Elizabeth is given a week to discover his name or he will take the child. The prince discovers his name is Rumpelstiltskin by overhearing him
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.
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.
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.
This document contains a student's evaluations of their digital graphic narrative assignments. It includes summaries of images they created using different techniques like shape tasks, rotoscoping, and adding text and backgrounds. The student reflects on what they liked about each image, such as the proportions and realism added by colors. They also discuss areas for improvement, such as adding more depth and detail. The final section includes initial ideas for interpreting the story of Rumplestiltskin in different formats and generations of proposal details for a book project on the story.
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
The original story follows Little Red Riding Hood taking cake and wine to her sick grandmother. Along the way, she meets a crab who tricks her into leaving the path and picking flowers. The crab hurries to the grandmother's house and eats her. When Little Red Riding Hood arrives, the crab pretends to be the grandmother and eats her too. A huntsman discovers the crab and cuts open its belly, rescuing Little Red Riding Hood and her grandmother. In the future, Little Red Riding Hood remains cautious of strangers.
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 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.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement, with a focus on visual and textual elements. The evaluation should reference specific examples from the project to explain choices in images, style, and how well the final product meets the original intentions.
- 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.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their project, praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. It also prompts reflection on how well the intentions, images, text, techniques, audience suitability, representations, style, planning and historical/cultural context were executed in the project.
The proposal is for an 8-page children's book that retells the story of Jack and the Beanstalk in a modern setting. Jack trades his pet goat for magic beans, which grow into a beanstalk reaching into the sky. At the top is a portal to another planet where a cyclops alien has captured a princess. Jack rescues the princess and is rewarded with gold, allowing his mother to live comfortably. The book will be drawn by hand and colored digitally in Photoshop. Formats will include PDF and JPEG. The target audience is 3-6 year olds, focusing on pictures over text for early readers. Areas for improvement include more details on appealing to the target audience and production methods.
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.
Here are the storyboards for the beginning of the story:
Page 1
Panel 1: A widow and her son Jack are sitting at a table. The widow says "What shall we do? Milky-White isn't giving milk."
Panel 2: Jack says "Don't worry mother, I'll go sell Milky-White at the market to get us some money."
Page 2
Panel 1: Jack leads Milky-White down the road. In the background an old man watches.
Panel 2: The man approaches Jack "Good morning Jack, where are you off to?"
Page 3
Panel 1: Jack replies "I'm going to sell our cow Milky-White at the market."
The peer feedback was entirely positive. Feedback praised the clarity of the graphics, well-coordinated colors, highlighted text that stands out, and easy to read font. No suggestions were made for improvement, with one peer saying the graphics were "absolutely fine as they are" and another seeing "nothing that could be improved really."
The document outlines a storyboard for a children's book adapting the fairy tale of Puss in Boots. The storyboard shows key events in the tale, including the miller leaving his sons different items upon his death, Puss obtaining clothes and traps to catch food for the king, and Puss securing a home and money for the youngest son. The storyboard provides a visual layout of the adapted tale for a graphic novel format.
The document outlines a proposal for a graphic narrative adaptation of the story of Rumpelstiltskin. It includes an 11-page story overview with key details: the miller's daughter Elizabeth is locked in a dungeon by the greedy king and promised her first born child in exchange for help turning straw to gold from the strange man Rumpelstiltskin. In the ending, Elizabeth and the prince have a baby but Rumpelstiltskin returns to claim the child; Elizabeth must discover his name to save her baby. Character designs and settings like the castle, forest and Rumpelstiltskin's camp are presented to bring the adaptation to life visually.
The document provides details for a digital graphic narrative adaptation of the story of Rumpelstiltskin. It includes a proposal for an 11-page graphic novel with story details, character descriptions, and sketches. The story would follow a miller's daughter named Elizabeth who is locked in a dungeon by the greedy king and promised her first born child to a strange man named Rumpelstiltskin in exchange for him spinning straw into gold. In the end, the prince discovers Rumpelstiltskin's name to save Elizabeth's baby from his promise. The document discusses the plot, settings, characters, and provides sketches for reference in creating the graphic adaptation of the story.
- The summary describes a retelling of the story of Rumpelstiltskin. It involves a miller's daughter, Elizabeth, who is locked in a dungeon by the greedy king and told to spin straw into gold. A strange man appears and agrees to help in exchange for her necklace and later her firstborn child. Elizabeth marries the prince but the man returns to claim the child. Elizabeth is given a week to discover his name, which the prince eventually learns by following the man to his camp.
- The story is a retelling of Rumpelstiltskin. A miller's daughter, Elizabeth, is placed in the dungeon by the greedy king after her father lies that she can spin straw into gold.
- A strange man appears and offers to spin the straw into gold in exchange for Elizabeth's mother's necklace. He does the same again when more straw is brought, asking for Elizabeth's firstborn child in payment.
- Elizabeth marries the prince and has a child. The man returns to claim the baby. Elizabeth is given a week to discover his name or he will take the child. The prince discovers his name is Rumpelstiltskin by overhearing him
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.
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.
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.
This document contains a student's evaluations of their digital graphic narrative assignments. It includes summaries of images they created using different techniques like shape tasks, rotoscoping, and adding text and backgrounds. The student reflects on what they liked about each image, such as the proportions and realism added by colors. They also discuss areas for improvement, such as adding more depth and detail. The final section includes initial ideas for interpreting the story of Rumplestiltskin in different formats and generations of proposal details for a book project on the story.
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
The original story follows Little Red Riding Hood taking cake and wine to her sick grandmother. Along the way, she meets a crab who tricks her into leaving the path and picking flowers. The crab hurries to the grandmother's house and eats her. When Little Red Riding Hood arrives, the crab pretends to be the grandmother and eats her too. A huntsman discovers the crab and cuts open its belly, rescuing Little Red Riding Hood and her grandmother. In the future, Little Red Riding Hood remains cautious of strangers.
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 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.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement, with a focus on visual and textual elements. The evaluation should reference specific examples from the project to explain choices in images, style, and how well the final product meets the original intentions.
- 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.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their project, praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. It also prompts reflection on how well the intentions, images, text, techniques, audience suitability, representations, style, planning and historical/cultural context were executed in the project.
The proposal is for an 8-page children's book that retells the story of Jack and the Beanstalk in a modern setting. Jack trades his pet goat for magic beans, which grow into a beanstalk reaching into the sky. At the top is a portal to another planet where a cyclops alien has captured a princess. Jack rescues the princess and is rewarded with gold, allowing his mother to live comfortably. The book will be drawn by hand and colored digitally in Photoshop. Formats will include PDF and JPEG. The target audience is 3-6 year olds, focusing on pictures over text for early readers. Areas for improvement include more details on appealing to the target audience and production methods.
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.
Here are the storyboards for the beginning of the story:
Page 1
Panel 1: A widow and her son Jack are sitting at a table. The widow says "What shall we do? Milky-White isn't giving milk."
Panel 2: Jack says "Don't worry mother, I'll go sell Milky-White at the market to get us some money."
Page 2
Panel 1: Jack leads Milky-White down the road. In the background an old man watches.
Panel 2: The man approaches Jack "Good morning Jack, where are you off to?"
Page 3
Panel 1: Jack replies "I'm going to sell our cow Milky-White at the market."
The peer feedback was entirely positive. Feedback praised the clarity of the graphics, well-coordinated colors, highlighted text that stands out, and easy to read font. No suggestions were made for improvement, with one peer saying the graphics were "absolutely fine as they are" and another seeing "nothing that could be improved really."
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.
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 animating an insect or creature. Ethan enjoyed the increased detail possible with rotocoping and wanted to add shading or color differentials. Ethan also provided positive feedback and areas for improvement for additional exercises involving rotocoping, text, comic books, photography, and illustration.
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 proposal provides a clear overview for a children's book adaptation of "Jack and the Beanstalk" titled "Jack and the Peastalk". Key details include a 12-page, paperback book format for ages 7-11. The story involves Jack buying a pea pod that grows into a peastalk inhabited by a nimble rather than strong giant and his magic chicken. Production methods like rotoscoping and shaping will be used to hand-draw original characters and settings in Photoshop. The strengths are a well-developed story and consideration of format, audience, and production. Further work could refine specific visuals and page layouts.
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, working with text, creating a comic book page, photography, illustration, and initial ideas generation. For each exercise, the student provides what they liked about the image and what they would improve if doing it again. They note things like making shapes more detailed, adding more detail to rotoscoped images, experimenting more with text warping, increasing levels on a cutout tool, improving poses for emotions, and being more consistent with shading.
This document contains evaluations of different digital graphic narrative assignments, including shape tasks, rotoscoping, text-based images, comic books, photography, illustrations, and initial ideas. For each assignment, the student provides what they liked about the image and what they would improve. They receive feedback on their story proposal, which includes a plot overview, production methods, target audience, and advantages/disadvantages of the file format. The feedback identifies strengths and areas needing further development.
The original script describes the town of Hamelin which lived contentedly until the rats began multiplying to plague the town, overwhelming it with their numbers in a "black sea" of rats. The citizens of Hamelin were honest folk who lived peacefully in their grey stone houses until the rats disturbed their peace and multiplied out of control, swarming over the entire town.
The princess loses her golden ball down a well. A frog retrieves it in exchange for being her companion. The princess agrees but then refuses to uphold her end of the bargain. The frog comes to the castle, frightening the princess. The king insists she allow the frog in as promised.
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.
The script tells the story of Jack, a farmer's son in Cornwall who kills the giant Cormoran who has been terrorizing the local villages. After killing Cormoran and claiming his treasure, Jack becomes known as "Jack the Giant Killer." However, this draws the attention of another giant named Blunderbore who vows revenge on Jack if he ever finds him. The story sets up Jack's coming encounter with Blunderbore in the woods near the giant's enchanted castle.
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 story is about a little girl who lives with her father and cruel stepmother after her mother passes away. The stepmother mistreats the girl and blames her for everything. One day while crying in the shed, the girl befriends a mouse who warns her that if her stepmother ever sends her on an errand to visit her aunt, she must be careful because her aunt is actually the witch Baba Yaga who might eat her with her iron teeth.
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,
1) The client wanted the student to create a poster and social media poster to promote a dot peen machine. Through meetings and conversations, the student gathered requirements and creative direction from the client.
2) The student created draft designs, incorporating client feedback on changes and improvements. Communication through email allowed further refinement.
3) The final posters were well-received by the client and colleagues. While the client did not confirm poster usage, the project provided the student valuable experience in client communication, project management, and design skills.
The document discusses different types of client briefs, including:
1. Contractual briefs that outline tasks, fees, and rules between a client and worker.
2. Formal briefs that provide detailed project descriptions for clients and production companies.
3. Informal briefs that are discussed verbally rather than through written documents.
4. Co-operative briefs where multiple production companies work together on a brief.
5. Negotiated briefs that require agreements between clients and multiple companies.
6. Commission briefs where an outside company creates a product for another.
The client has asked for a concise summary of the document in 3 sentences or less. The document discusses 3 potential poster ideas for a client project.
Idea 1 involves using bright colors, images of the machine in use, and brief descriptive text. Idea 2 shows the machine process through black and white images with less text. Idea 3 has a large central machine image with descriptive text wrapped around it in a unique style. The document evaluates each idea against the client's brief for an eye-catching poster.
1. The client wanted the student to create a poster and Twitter poster to promote a dot peen machine used to mark property. Through meetings and conversations, the student gathered information on what the client wanted.
2. The student created initial designs and incorporated feedback from the client to make changes. The final posters included bright colors, images, and specific logos and fonts provided by the media team.
3. The client and others in the department provided positive feedback and said they liked the posters, though it was unclear if they would use them. The student felt they effectively managed the project and learned valuable skills in working with clients.
This document outlines a project to create an informational poster about dot peening, a process that uses small dots to mark metal items. The poster will include a title, introduction, photographs showing the dot peen machine and marked items, and a description of the dot peening process. The target audience is everyone, especially young adults and teenagers. Resources will include Photoshop, InDesign, and a camera. The creator will work individually with no budget over two weeks, first taking photos and then improving the poster design.
The document outlines considerations for research on a social action project about stopping smoking. It discusses exploring existing artifacts like ads, posters, and organization websites to understand messaging and design elements. Primary research will involve interviews and surveys of young adults who smoke and don't smoke to get different perspectives. Sensitive issues could include offending people or lack of willingness to discuss personal topics. Research must be conducted ethically and take diverse community views into account.
The document describes several anti-smoking posters and advertisements, analyzing their visual design elements and text to understand how each piece conveys its message. Various posters use disturbing images of health effects like blindness or mutations alongside bold text warnings and quitline contact information. Graphics include hands or smoke gripping a child to represent secondhand smoke harm. Overall, the posters aim to educate viewers about smoking dangers and encourage quitting through provocative images and clear, easy-to-read messages.
Cameron Barnes created a campaign to raise awareness about the harms of smoking. Their campaign used a mix of dark and cartoon styles in posters and merchandise like t-shirts and wristbands. Some posters featured distressing images of children affected by secondhand smoke to shock viewers. Barnes got feedback that the campaign effectively conveyed the message about how smoking can negatively impact both smokers and those around them. The mixed styles attracted different audiences. Barnes felt their finished pieces served the campaign's purpose of educating people about smoking.
The document outlines considerations for research on a social action project about stopping smoking. It discusses examining existing artifacts like ads, posters and websites to inform the creation of new products. Primary research will involve interviews and surveys of both smokers and non-smokers to understand different perspectives. Finished pieces may be displayed in places like bus stops, clinics and smoking areas to reach the target audience. Sensitive topics require careful research to avoid offending participants and address personal issues respectfully.
The document outlines several ideas for an anti-smoking poster, including presenting facts about smoking through graphs and images, showing the progression of smoking from first cigarette to potential disease, comparing the benefits of smoking vs. not smoking, and the effects of secondhand smoke. It also provides ideas for anti-smoking merchandise designs, noting designs for t-shirts, coffee mugs, badges, and wristbands that use images and text to convey serious or humorous messages about the dangers of smoking.
The production schedule outlines 4 weeks of work. Week 1 focuses on creating a mood board and logo. Week 2 involves making a mind map and poster. Week 3 includes a mind map and mood board for merchandise, with 1 mockup created. Week 4 has 2 additional merchandise mockups to choose the final product. The necessary equipment includes a computer, Photoshop, InDesign, internet access, and PowerPoint.
The American Lung Association is a 112-year-old nonprofit organization focused on eliminating tobacco use and lung disease. They advocate to stop smoking and reduce the burden of lung disease. Some of their impacts include funding $10 million for lung cancer research and educating over 220,000 people through their help line. While they have made progress, they still hope to beat lung cancer and improve air quality to prevent disease.
The document summarizes the responses from interviews about smoking. For the question "Do you smoke?", some people had never smoked, some used to smoke but quit, and some continued smoking. For how people start smoking, some said to fit in, some said parental influence, and some said it helps with stress. Respondents also believed people smoke to fit in or because of parental/advertising influence. While smoking was seen as harmful, some felt risks exist for everything and smoking allows illnesses to develop quicker. Respondents were surprised by all health risks, including blindness. Opinions varied on the ideal age to start smoking from teenager years to stress later in life. While complete bans had mixed views, banning smoking around children had
The document discusses initial ideas for topics related to social issues, including smoking, racism, drunk driving, and women's rights. For smoking, the idea is to discourage teenage smoking by educating youth about health risks and secondhand smoke. For racism, the idea is to address racism in football by looking at its history and how to promote tolerance. For drunk driving, the idea is to increase awareness of dangers and consequences by highlighting risks to drivers and pedestrians. For women's rights, the idea is to promote greater political participation by women and address gender inequalities internationally.
Social action and community media productionCameron Barnes
The poster aims to stop smoking around children by raising awareness of the negative health impacts. It shows a bottle filled with cigarettes to represent how each cigarette exposes a child to secondhand smoke. The simple black and white design with bold text clearly conveys the message. The sad image of the bottle is meant to make people feel badly about endangering children's health through secondhand smoke. The goal is to change attitudes and behaviors around smoking near kids.
The American Lung Association is a 112-year-old nonprofit organization focused on eliminating tobacco use and lung disease. They advocate to stop smoking and reduce the burden of lung cancer. Some of their impacts include funding $10 million for lung cancer research and educating over 220,000 people through their help line. While they have made progress, they still hope to beat lung cancer, improve air quality, and eliminate tobacco-related diseases.
The document discusses different methods for sourcing and formatting images. It outlines advantages and disadvantages of sourcing images from books, Google Images, stock image libraries, copyright free sites, and using one's own existing images. It also discusses cropping, scaling images to different sizes like A4 and A5, using different resolutions like 300dpi for print and 72dpi for web, and manipulating images by adjusting brightness, hue, saturation, and using selective coloring. The overall document provides guidance on selecting appropriate image sources and properly formatting images for different uses.
Best Digital Marketing Strategy Build Your Online Presence 2024.pptxpavankumarpayexelsol
This presentation provides a comprehensive guide to the best digital marketing strategies for 2024, focusing on enhancing your online presence. Key topics include understanding and targeting your audience, building a user-friendly and mobile-responsive website, leveraging the power of social media platforms, optimizing content for search engines, and using email marketing to foster direct engagement. By adopting these strategies, you can increase brand visibility, drive traffic, generate leads, and ultimately boost sales, ensuring your business thrives in the competitive digital landscape.
5. Evaluation
What did you like about your image?
What would you improve if you did it again?
If I was to do it again I would take more time on the hair trying to get every
strand correct because different parts of the hair where different colours. I
would also improve the face features like the nose as it looks like the nose has
been stuck on. I would also like to improve the light and dark parts and make
them stand out more so that if a part of the picture is lighter than another I
would like to show that clearly.
9. Evaluation
What did you like about your image?
I liked how it went from a just my name into turning my name into something
weird. I liked getting use the different tools and changing the text in new
ways. I liked that you could input images into the text and have a type of
camo to go other the words. I liked the fact you could put the words really
close or really far away. What I also liked about my text based image was
What would you improve if you did it again?
I would use other aspects of the new tools that I didn’t get to use when doing
the text type.
13. Evaluation
What did you like about your image?
What I enjoyed about my image is that it was simplistic to do. I think that the images
show clearly what is happening in the story and you can tell at each stage what is
going on. I also liked the facial expressions on the face of the person in the images it
captured exactly what I wanted. I also liked the detail within the image it captures
every aspect of what I wanted. I also liked hat the image shows what I wanted it to
show. I also liked the image with the black background as it shows he is falling to
nowhere which is what I wanted.
What would you improve if you did it again?
I would improve the pictures that were taking for the photo story. I would try to take
the photo from different angles to get a better image, Also take a mixture of short and
long photo to mix it up as images at the same distance can get boring. Make sure all
the images are at the best quality they can be because one of the images came out
really blurry. I would plan what I want the final product to be better. I would add more
to the images and make a background for each of the images. I would also try and add
some prompts so that I do not have to get images off the internet and add them in.
18. Mind Map
Source of the story
Fairy tale
Style The pages could be landscape
because most books are
landscape. But I might use
portrait to be different.
I will be using standard font and
will be making the font big and
clear to read.
The style of the book will be set in
small paragraphs. One per page on
the other page there will be an
image showing what is going on.
The colors of the book will
be bright and the story will
be colorful.
Characters
The main characters would be
modern day people. There would
be a teenager, mother, rich father
and his daughter.
The characters will be happy
with what they have. Jack
will be lazy at the start and
then later on in the story
become active.
Jack will be lifeless and boring
but his journey will change that
and he will become full of life
and enjoy his life.
They will be
cartoonish
characters
I could use a
wood as a
background
setting
because he
could work for
a
woodchopper
in the woods.
The background settings
I could also use a desert and
show him working towards a
town to find his job.
The background setting
is going to be in a city or
a town. The town or city
will be very modern. It
will be set in modern
time.
I am going to have different
types of weather. Like one day
it will be raining and the next it
is sun shining.
Story
The story is going to be
about a teenager called jack.
He is very lazy and gets told
by his parents that if he
doesn’t get a job she will
kick him out. So for seven
days he goes out and does a
job and gets a reward but he
never brings it home as it
breaks. The final day he gets
a donkey and walks past a
house where a girl laughs for
the first time and her father
ends up getting the pair
married.
I could have dark colour
when bad things happen
and bright colors for when
good things are happening. I
could also change the story
and have a darker feel to
the story, which would be
good for dark colors.
Maybe some bad things occur
that don’t happen in the story.
Like jack disappearing for
example. And maybe jack will
be sad even after he gets
married to a rich man
daughter.
Visual style
Photographs
It’s going to look modern with a cartoon feel to it.
Illustrating Rotoscoping
19. He gets rewarded
with a cat that he
tries to carry
home.
This is going to be one
of the backgrounds as
one day it will be raining
when jack is coming
back with his reward.
The butcher
which jack
works for.
The coin in which
was jacks first
reward for working.
Lazy jack is taking in the
sun relaxing because he
has nothing else to do
with himself.
Jack get
rewarded with
cheese and is
told by his
mother that he
should keep is
reward on his
head.
Jack being lazy with his
mother telling him that
he got to find a job or will
have to buy in own
porridge.
This is when jack get his
final prize being a donkey
and is walking past the
house of a rich man and his
daughter and his daughter
sees jack and starts to burst
into laughter.
This is the rich father
who jack passes his
house with the
donkey and makes his
daughter laugh for the
very first time.
Jack
carrying
the
donkey
home
around his
shoulders.
This is like the
city/town that
jack will be
looking for his
jobs.
The rich man
daughter who
ends up
getting
married to
lazy jack.
The neighbor
farmer that jack
works for.
This is the
baker that
jack works
for.
20. This shows the city street in which jack
will have to travel through to get to his
job and then get home.
This picture shows jack getting an
reward for working
The rich guys house
Jack telling his mother what
had happened with the cat he
got.
Black and white image of jack
with the donkey on his
shoulders
His peace of meat for working
with the butcher. Dragging it to
his house.
21. Proposal
Dimensions
The number of pages I will use in my book is 8 pages. I will be using a A5 size for my children book.
Export Format
The export format I am going to use is going to be a JPEG file.
Advantages: the advantages of using a JPEG file is high controlled degree of compression. The user independently selects the ratio
quality file size
small file size.
format is compatible and it is displayed correctly in any browsers, text and graphics programs, on all computers, tablets and mobile
devices.
suitable for full-color realistic images with a lot of color and contrast transitions
picture quality is high with small degree of compression.
Disadvantages: image may fall apart into individual squares – 8×8 pixel blocks when you squeeze it. This occurs because
compression algorithm involves analysis of neighboring pixels, due to this smooth color – transitions may become harsh or just
disappear.
JPEG is less suitable for working with text or monochrome graphics with clear boundaries
format does not support transparency and In case of drawing templates, logos, buttons it’s necessary;
every next step of compressing the image degrades its quality .
22. Story Overview
A outline of the story would be that lazy jack is a person how is very lazy and doesn’t
plan on doing anything except siting in the sun. jack gets told by his mother that he
needs to go and find work. So everyday of the next week he goes out and finds a job
and gets rewarded everytime he does a new job. The rewards he gets he ends up not
getting them home and his mother each time will tell him to try a different method of
bringing it home. The last day of the week he gets a donkey and carries over his
shoulders. He walks past a rich man house where his daughter sees jack and for the
first time in her life she laughs. So the rich man decides that jack and his daughter are
to get married and live in a big house with his mother.
23. Deadline
The deadline is going to be the 6th of November.
Audience
The target audience that will be aiming my children book at is going to be 5 to 8 year olds. The
gender would be mostly aimed at males because the book is about a male character but
females could also read the book for entertainment reasons and also there is a female
character within the book. The location where the book will be released would probably the
entire world as there are no problems with what the story tells and nobody should take it
offensive. It could be aimed at people who lack motivation to try and motivate them to do
something because they don’t know how there future is going to play out just like the main
character in the book. The book will be aimed at middle class people. People how enjoy
comedy may read this book as it has a comedy feel to it.
Production Methods
To produce the pages I am going to use Photoshop. I will use rotoscoping to create the images,
I will do this because I find it easier to do than the other methods. Also using this makes it
faster. But I might use photographs because it is simple to do and you can capture exactly what
you want. I will use Photoshop because you can use it for every aspect that you need within a
book. I would use rotoscoping because it is easy to access. There will be more pictures than
text within the book because picture can say more words from just the image. The images are
going to be bright colours and the text is going to be big and readable for the reader to read.
24. What are the strengths of the proposal? What areas of the proposal need further work?
A strength of this proposal is that the story is clear
and easy to understand, also there are lots of
reasoning behind the production techniques.
If it was to be improved it could a have more detail
about he audience.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
A strength of the idea generation is that the mind
map is very clear and shows that the ideas have
been thought out and have considered lots of
options
Something that could be improved could be the
mood board, it could have more options of the
illustration styles.
25. What are the strengths of the proposal? What areas of the proposal need further work?
Detailed points about the advantages and
disadvantages of the export format.
In terms of the dimensions it doesn’t say how big
the page sizes will be.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Explained thoroughly for each point and also used
picture annotations for each one. Used multiple
points for each heading and again is explained in
detail.
Be more clear for which line/arrow it is pointing at.
Also possibly use less writing on the mood board.
26. What are the strengths of the proposal? What areas of the proposal need further work?
You explained the advantages and disadvantages
in lots of detail, so the person knows why JPEG
may be suitable/unsuitable for task.
You explained clearly why photoshop and
photographs would be best for you. This shows
your understanding of this story.
In the audience category, you explained the aim of
the story which helps to show what the reader
should gain from it.
Explain why middle class people.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
27. Feedback Summary
Sum up your feedback.
The sum up of my feedback is that it is generally positive from the people that reviewed.
My proposal got better feedback than the mood board and mind map. People say that I
have put detailed descriptions of the story and the format type. There were some
negatives to do with the mood board and the mind map.
Which parts of your feedback do you agree with and why?
The parts of the feedback I agree with is that I put a detailed description of the format
and that I put plenty of detail for each point. I agree with parts of my mind map not be
very clear as there is a lack of arrows pointing to the information. I agree with the
explanation I did on the Photoshop and the photographs. I could have more variations of
pictures on my mood board.
Which parts of your feedback do you disagree with and why?
The parts on which I disagree on are the detail in which was put in the audience section I
feel like I covered all aspects of the audience.
31. 1. Lazy Jack is a boy who lives at home with his mother. He enjoys siting in the sun and doing nothing
all day long. while he is not having to do any work his mother does all the work for him. Jack and his
mother are very poor and struggle to have the money to do any think so his mother decides it is time for
Jack to get a job and start earning for the family.
2. Jacks mother tells Jack “you have to find a job tomorrow or I will kick you out”. So Jack decided that
he would get a job to help his mother out.
3. The next day Jack goes out to find a job. Jack hired himself to a neighbour farmer. The farmer would
offer a coin for his work. But he loses the coin as he drop the coin. When he gets home he tells his
mother that he dropped it and so she calls him a silly boy and “that he should carry it in his pocket”.
4. The next day Jack hired himself to a cow keeper. The cattle-keeper offer him a jar of milk for his work.
Jack put the jar of milk in his pocket but by the time he got home the jar of milk had spilled in his pocket.
When he got home his mother told him “he should of carried it on your head”.
5. The next day Jack hired himself to a farmer. The farmer would offer him some cream cheese for his
work. So on the way back he carried the cream cheese on his head. By the time he got home the
cheese was spoilt and some got stuck in his hair. His mother told him “that he should of carried it in his
hands”.
6. The next day Jack hired himself to a baker. The baker would offer jack a large cat for his work. So
jack took the cat and carried it in his arms. The cat scratched jack until jack could not hold on any longer.
When jack gets home his mother tells him “he should of tied a lead around the cat and dragged it home”.
7. The next day Jack hired himself to a butcher. The butcher would offer him a piece of meat for his
work. So jack took the meat and put a lead around the meat and dragged it home. When he got home
the meat was completely spoilt. His mother told him “he should of carried it on his shoulders”.
8. The next day Jack hired himself to another farmer. The farmer would offer him a donkey for his work.
Jack found it hard to carry the donkey on his shoulders, but he managed to do it. On his journey back to
his house he went past the house of a rich man. The rich man and his daughter were looking at jack
carrying the donkey. The daughter of the rich man started to laugh for the first time in her life.
9. Her father was so delighted that she laughs for the first time that he married his daughter to lazy Jack.
Who because of this became a rich man and would live in a big house with his mother.
32. 1. Lazy Jack was a boy who lives at home with his mother. Jack enjoyed siting in the sun and doing nothing
all day long. while he was not having to do any work his mother would do all the work for him. Jack and his
mother were very poor and struggle to have the money to do any think so his mother decides it is time for
Jack to get a job and start earning for the family.
2. Jacks mother tells Jack “you have to find a job tomorrow or I will kick you out”. So Jack decided that he
would get a job to help his mother out.
3. The next day Jack went out to find a job. Jack got himself a job with the neighbour farmer. The farmer
would give Jack a coin for his work. But Jack loses the coin as he dropped the coin. When he got home he
told his mother “I dropped the coin I got given” so she calls him a “silly boy” and that “he should carry it in
his pocket”.
4. The next day Jack got himself a job with the cattle-keeper. The cattle-keeper would offer him a jar of milk
for his work. Jack put the jar of milk in his pocket but by the time he got home the jar of milk had spilled in
his pocket. When he got home his mother told him “he should of carried it on your head”.
5. The next day Jack got himself a job with the farmer. The farmer would offer him some cream cheese for
his work. So on the way back he carried the cream cheese on his head. By the time he got home the
cheese was spoilt and some got stuck in his hair. His mother told him that “he should carry it in his hands”.
6. The next day Jack got himself a job with the baker. The baker would offer jack a large cat for his work. So
jack took the cat and carried it in his arms. The cat scratched jack until jack could not hold on any longer.
When jack gets home his mother tells him “he should of tied a lead around the cat and dragged it home”.
7. The next day Jack got himself a job with the butcher. The butcher would offer him a piece of meat for his
work. So jack took the meat and put a lead around the meat and dragged it home. When he got home the
meat was completely spoilt. His mother told him “he should of carried it on his shoulders”.
8. The next day Jack got himself a job with another farmer. The farmer would offer him a donkey for his work.
Jack found it hard to carry the donkey on his shoulders, but he managed to do it. On his journey back to
his house he went past the house of a rich man. The rich man and his daughter were looking at jack
carrying the donkey. The daughter of the rich man started to laugh for the first time in her life.
9. Her father was so delighted that she laughs for the first time that he married his daughter to lazy Jack.
Who because of this became a rich man and would live in a big house with his mother.