The document outlines a student's digital graphic narrative development project, which includes tasks creating shapes, rotoscoping images, environments, and other graphics, along with evaluations of the work. The student provides details on assignments creating a cat and panda cartoon, rotoscoping celebrities, a London Underground environment, text effects, and comic book pages adapting movie scenes.
The document contains evaluations of various digital graphic narrative exercises completed by Max Lancaster, including shaping images, rotoscoping, adding film quotes, creating text-based images, comic books, photo stories, and illustrations. For most exercises, Lancaster liked the level of detail achieved but felt some areas could be improved, such as adding more realistic textures, improving character proportions, focusing on specific detail areas, and experimenting more with filters and effects.
The document contains evaluations from a student of various digital graphic projects they completed. For a polar bear image, the student likes how the shapes accurately outline the animal. They would improve fur texture and reshaping. For a rotocope image, the student likes the detail but would focus more on facial features. They enjoyed creating a photo story but would improve atmosphere.
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 document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
The original script tells the story of St. George and how he traveled to Libya where he heard that a dragon was terrorizing the kingdom and demanding sacrifices. St. George decides to fight the dragon to save the princess. In their battle, St. George's spear and sword break against the dragon's scales. Though injured by the dragon's poison, St. George is able to kill the dragon by piercing it under its wing.
The document provides feedback from a student on various digital graphic narrative assignments they completed. For their first shape task, the student likes how the shapes they used distinguish the animal's features and make it easy to identify, even without knowing the exact animal. They would improve it by adding more shapes to identify features better. For their second shape task, the student likes how the shapes realistically create the animal and background. They would add more texture to the animal. The student provides positive and critical feedback on their rotocope, comic book, and other assignments. They demonstrate reflection on their work and areas for improvement.
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 document contains evaluations of various digital graphic narrative exercises completed by Max Lancaster, including shaping images, rotoscoping, adding film quotes, creating text-based images, comic books, photo stories, and illustrations. For most exercises, Lancaster liked the level of detail achieved but felt some areas could be improved, such as adding more realistic textures, improving character proportions, focusing on specific detail areas, and experimenting more with filters and effects.
The document contains evaluations from a student of various digital graphic projects they completed. For a polar bear image, the student likes how the shapes accurately outline the animal. They would improve fur texture and reshaping. For a rotocope image, the student likes the detail but would focus more on facial features. They enjoyed creating a photo story but would improve atmosphere.
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 document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
The original script tells the story of St. George and how he traveled to Libya where he heard that a dragon was terrorizing the kingdom and demanding sacrifices. St. George decides to fight the dragon to save the princess. In their battle, St. George's spear and sword break against the dragon's scales. Though injured by the dragon's poison, St. George is able to kill the dragon by piercing it under its wing.
The document provides feedback from a student on various digital graphic narrative assignments they completed. For their first shape task, the student likes how the shapes they used distinguish the animal's features and make it easy to identify, even without knowing the exact animal. They would improve it by adding more shapes to identify features better. For their second shape task, the student likes how the shapes realistically create the animal and background. They would add more texture to the animal. The student provides positive and critical feedback on their rotocope, comic book, and other assignments. They demonstrate reflection on their work and areas for improvement.
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 document provides details of a digital graphic narrative project, including evaluations of different tasks completed and a proposal for a children's book. For the evaluations, the student describes what they liked about their images and how they could improve. The proposal outlines an 8-12 page children's book telling the story of Pablo Pan rescuing his girlfriend from an evil monkey army. It discusses dimensions, story overview, characters, mood boards, production methods using Photoshop, and strengths/areas for improvement. Feedback on the proposal and idea generation is also provided, noting strengths and ways to further develop certain aspects.
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.
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.
The document contains evaluations from a student of various digital graphic projects they completed. For each project, the student describes what they liked about their image and how they would improve it. They provided feedback on projects involving shapes, rotoscoping, narrative environments, text, comics, illustrations, and photo stories. The feedback demonstrates the student's growing skills with digital graphics programs and ability to critically reflect on their work.
This document contains evaluations from a student of various digital graphic narrative exercises they completed. For their first shape task, the student likes how the shapes were used to distinguish an animal's features and make it easy to identify, even without knowing the exact animal. For their second shape task, the student likes how the shapes realistically create the animal and background. If they did the tasks again, they would add more shapes/features and change backgrounds to make the images more realistic. The student provides positive and critical feedback on additional exercises including rotoscoping, creating text-based images, comic book panels, and more.
This document contains evaluations from a student of various digital graphic narrative exercises they completed. For their first shape task, the student likes how the shapes were used to distinguish an animal's features and make it easy to identify, even without knowing the exact animal. For their second shape task, the student likes how the shapes realistically create the animal and background. If they did the tasks again, they would add more shapes/features and change backgrounds to make the images more realistic. The student provides positive and critical feedback on additional exercises including rotoscoping, creating text-based images, comic book panels, and more.
Little Red Riding Hood sets off through the woods with gifts for her grandmother, but encounters the Big Bad Wolf along the way who tricks her and eats her grandmother. However, a woodsman hears Little Red Riding Hood's screams and fights off the wolf, rescuing both her and her grandmother. The story serves as a cautionary tale for children about talking to strangers.
The proposal outlines a graphic narrative adaptation of Goldilocks set in Antarctica. The story will follow Goldilocks as she loses her dog Bella and seeks shelter in an igloo belonging to penguins. She eats their food and sleeps in their beds before being chased out. The proposal provides details on the 8-10 page A4 landscape format, target audience of 3-6 year olds, and plans to use rotoscoping and filters to illustrate the story. Strengths include the unique setting twist and thoughtful explanations, while further work could refine the mood boards.
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from a coral reef, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles loved to swim fast and play tricks on the other sea creatures. Razor preferred to hone his skills and make sure he was the sharpest in the ocean.
One day, as Bubbles was showing off some new flips and spins, he swam up to Razor. "I'm the fastest animal in the sea," boasted Bubbles.
"Oh please," scoff
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from you, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles the Killer Whale loved to swim fast and play tricks on the other sea creatures. Razor the Swordfish was always looking for a challenge to prove how tough he was.
One day, the two were arguing over who had the best habitat in the ocean. "I'm the fastest swimmer in the sea," boasted Bubbles. "No one is quicker than me!"
"Speed isn't everything
Here is a revised script for the storyboards that addresses the feedback:
The Three Little Martians
By [Your Name]
Narrator: Once upon a time, there was an old Martian mother with three little Martians. She couldn't afford to keep them on Mars anymore, so she sent them off into space to make their fortunes.
The first little Martian met an asteroid miner with a bundle of space rocks. "Please, sir, may I have these rocks to build a house?" asked the Martian. The miner agreed.
With the rocks, the little Martian built a house on a small planet. Soon after, a bigger alien approached. "Little Martian,
The document provides details about a proposed children's book project based on the story of Goldilocks, but set in Antarctica. The proposal includes information about the number of pages, story overview, export format, deadline, intended audience, and production methods. Specifically, the story will follow Goldilocks as she gets lost searching for her dog in Antarctica and discovers an igloo belonging to penguins. The 8-10 page book will be created in Photoshop and exported as a PDF. The target audience is 3-6 year old children and rotoscoping will be used to create a simple yet visual style throughout the pages.
- 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 proposal provides a concise overview of a children's book telling the story of Rapunzel tricking her evil stepmother. Production methods including rotoscoping illustrations and simple fonts are outlined. While audience, format, strengths and weaknesses are discussed, further details on page layouts and font choices could strengthen the proposal.
The document discusses initial ideas for illustrating a digital graphic narrative based on the story "The Elves and the Shoemaker". The student provides examples of character appearances that resemble the kind and pleasant shoemaker and wife as well as the childish and mischievous elves. They want to depict the locations and shoemaker's home accurately to the historical time period and the shoemaker's poor status. Of the font options presented, the student prefers the third font as it suits the child-friendly storytone.
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 document provides feedback on a proposal for a children's book project. The strengths highlighted include providing a clear story overview that gives insight into the plot. The production methods and consideration of the target audience are also strengths. Areas for improvement include providing more detail on how image compression may affect quality for the chosen export format. The idea generation shows the creative process but the mood boards could be more developed with additional concepts. The target age range may be too young and adapting the story for parents reading aloud is suggested. Overall the feedback was mixed, but the student agrees the age range should be 5-8 years old rather than 3-6 as originally planned.
Here is a revised script for "The Poor Devil" based on the feedback:
The Poor Devil
By Oli Walwyn
Characters:
- The Peasant
- His Cow
- The Devil
Setting: A rural countryside with fields, paths, and swamps.
It was a sunny spring day and The Peasant was leading his Cow to pasture to graze. As they walked through the fields, The Peasant prayed to God "Please watch over my Cow and keep her safe."
Unbeknownst to them, The Devil was sitting in his bush nearby. He overheard The Peasant's prayer and thought to himself "Whenever things go well for people, they thank God
This summary provides the key details from the original script in 3 sentences:
The story follows Mr. and Mrs. Vinegar, who find gold coins after their house collapses. Mrs. Vinegar sends Mr. Vinegar to the market to buy a cow with the money so they can sell butter and cheese. However, through a series of bad decisions, Mr. Vinegar trades away the cow and money and ends up with nothing but a useless bagpipe and cold hands.
This document provides learning outcomes and activities related to understanding film editing. It begins with discussing the pioneers of early filmmaking in the late 19th and early 20th centuries like the Lumiere Brothers, Edison, and Porter. Key developments they made included inventing motion picture cameras and projectors, as well as pioneering narrative storytelling techniques. The document then discusses characteristics of early film productions, such as single shot scenes and reliance on natural lighting. It also covers purposes and techniques of modern editing like seamless cuts, continuity, and parallel editing to tell stories and manipulate time/space. Activities include analyzing example films and creating a timeline of editing developments.
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
The document provides details of a digital graphic narrative project, including evaluations of different tasks completed and a proposal for a children's book. For the evaluations, the student describes what they liked about their images and how they could improve. The proposal outlines an 8-12 page children's book telling the story of Pablo Pan rescuing his girlfriend from an evil monkey army. It discusses dimensions, story overview, characters, mood boards, production methods using Photoshop, and strengths/areas for improvement. Feedback on the proposal and idea generation is also provided, noting strengths and ways to further develop certain aspects.
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.
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.
The document contains evaluations from a student of various digital graphic projects they completed. For each project, the student describes what they liked about their image and how they would improve it. They provided feedback on projects involving shapes, rotoscoping, narrative environments, text, comics, illustrations, and photo stories. The feedback demonstrates the student's growing skills with digital graphics programs and ability to critically reflect on their work.
This document contains evaluations from a student of various digital graphic narrative exercises they completed. For their first shape task, the student likes how the shapes were used to distinguish an animal's features and make it easy to identify, even without knowing the exact animal. For their second shape task, the student likes how the shapes realistically create the animal and background. If they did the tasks again, they would add more shapes/features and change backgrounds to make the images more realistic. The student provides positive and critical feedback on additional exercises including rotoscoping, creating text-based images, comic book panels, and more.
This document contains evaluations from a student of various digital graphic narrative exercises they completed. For their first shape task, the student likes how the shapes were used to distinguish an animal's features and make it easy to identify, even without knowing the exact animal. For their second shape task, the student likes how the shapes realistically create the animal and background. If they did the tasks again, they would add more shapes/features and change backgrounds to make the images more realistic. The student provides positive and critical feedback on additional exercises including rotoscoping, creating text-based images, comic book panels, and more.
Little Red Riding Hood sets off through the woods with gifts for her grandmother, but encounters the Big Bad Wolf along the way who tricks her and eats her grandmother. However, a woodsman hears Little Red Riding Hood's screams and fights off the wolf, rescuing both her and her grandmother. The story serves as a cautionary tale for children about talking to strangers.
The proposal outlines a graphic narrative adaptation of Goldilocks set in Antarctica. The story will follow Goldilocks as she loses her dog Bella and seeks shelter in an igloo belonging to penguins. She eats their food and sleeps in their beds before being chased out. The proposal provides details on the 8-10 page A4 landscape format, target audience of 3-6 year olds, and plans to use rotoscoping and filters to illustrate the story. Strengths include the unique setting twist and thoughtful explanations, while further work could refine the mood boards.
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from a coral reef, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles loved to swim fast and play tricks on the other sea creatures. Razor preferred to hone his skills and make sure he was the sharpest in the ocean.
One day, as Bubbles was showing off some new flips and spins, he swam up to Razor. "I'm the fastest animal in the sea," boasted Bubbles.
"Oh please," scoff
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from you, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles the Killer Whale loved to swim fast and play tricks on the other sea creatures. Razor the Swordfish was always looking for a challenge to prove how tough he was.
One day, the two were arguing over who had the best habitat in the ocean. "I'm the fastest swimmer in the sea," boasted Bubbles. "No one is quicker than me!"
"Speed isn't everything
Here is a revised script for the storyboards that addresses the feedback:
The Three Little Martians
By [Your Name]
Narrator: Once upon a time, there was an old Martian mother with three little Martians. She couldn't afford to keep them on Mars anymore, so she sent them off into space to make their fortunes.
The first little Martian met an asteroid miner with a bundle of space rocks. "Please, sir, may I have these rocks to build a house?" asked the Martian. The miner agreed.
With the rocks, the little Martian built a house on a small planet. Soon after, a bigger alien approached. "Little Martian,
The document provides details about a proposed children's book project based on the story of Goldilocks, but set in Antarctica. The proposal includes information about the number of pages, story overview, export format, deadline, intended audience, and production methods. Specifically, the story will follow Goldilocks as she gets lost searching for her dog in Antarctica and discovers an igloo belonging to penguins. The 8-10 page book will be created in Photoshop and exported as a PDF. The target audience is 3-6 year old children and rotoscoping will be used to create a simple yet visual style throughout the pages.
- 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 proposal provides a concise overview of a children's book telling the story of Rapunzel tricking her evil stepmother. Production methods including rotoscoping illustrations and simple fonts are outlined. While audience, format, strengths and weaknesses are discussed, further details on page layouts and font choices could strengthen the proposal.
The document discusses initial ideas for illustrating a digital graphic narrative based on the story "The Elves and the Shoemaker". The student provides examples of character appearances that resemble the kind and pleasant shoemaker and wife as well as the childish and mischievous elves. They want to depict the locations and shoemaker's home accurately to the historical time period and the shoemaker's poor status. Of the font options presented, the student prefers the third font as it suits the child-friendly storytone.
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 document provides feedback on a proposal for a children's book project. The strengths highlighted include providing a clear story overview that gives insight into the plot. The production methods and consideration of the target audience are also strengths. Areas for improvement include providing more detail on how image compression may affect quality for the chosen export format. The idea generation shows the creative process but the mood boards could be more developed with additional concepts. The target age range may be too young and adapting the story for parents reading aloud is suggested. Overall the feedback was mixed, but the student agrees the age range should be 5-8 years old rather than 3-6 as originally planned.
Here is a revised script for "The Poor Devil" based on the feedback:
The Poor Devil
By Oli Walwyn
Characters:
- The Peasant
- His Cow
- The Devil
Setting: A rural countryside with fields, paths, and swamps.
It was a sunny spring day and The Peasant was leading his Cow to pasture to graze. As they walked through the fields, The Peasant prayed to God "Please watch over my Cow and keep her safe."
Unbeknownst to them, The Devil was sitting in his bush nearby. He overheard The Peasant's prayer and thought to himself "Whenever things go well for people, they thank God
This summary provides the key details from the original script in 3 sentences:
The story follows Mr. and Mrs. Vinegar, who find gold coins after their house collapses. Mrs. Vinegar sends Mr. Vinegar to the market to buy a cow with the money so they can sell butter and cheese. However, through a series of bad decisions, Mr. Vinegar trades away the cow and money and ends up with nothing but a useless bagpipe and cold hands.
This document provides learning outcomes and activities related to understanding film editing. It begins with discussing the pioneers of early filmmaking in the late 19th and early 20th centuries like the Lumiere Brothers, Edison, and Porter. Key developments they made included inventing motion picture cameras and projectors, as well as pioneering narrative storytelling techniques. The document then discusses characteristics of early film productions, such as single shot scenes and reliance on natural lighting. It also covers purposes and techniques of modern editing like seamless cuts, continuity, and parallel editing to tell stories and manipulate time/space. Activities include analyzing example films and creating a timeline of editing developments.
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
This document appears to be related to a graphic design project for a person named Niamh Darby. It references "Final Pages", suggesting it contains the completed work. Overall, the title and brief content indicate this is documentation for a graphic design project deliverable completed by Niamh Darby.
The document discusses developing a digital graphic narrative about a cat and mouse. The proposed story would involve the cat biting off the mouse's tail, forcing the mouse to complete a series of tasks like getting milk from a cow and bread from a baker to get its tail back. Potential advantages are that all the characters achieve their goals and are happy in the end, while disadvantages include the mouse initially losing its tail and having to do many tasks.
Niamh Darby reflects on her graphic narrative evaluation assignment. She discusses how she planned her final product by experimenting with techniques like rotoscoping and shape features. Rotoscoping took more time but produced results she was happier with. She created a schedule to manage her time and used idea generation like mind maps. For her final product, she kept the story close to the original "Jack and the Beanstalk" tale. Overall, she is pleased with how her final product turned out but notes some areas for improvement if she had more time.
Este documento presenta una guía para el desarrollo de un trabajo colaborativo en un curso de cálculo diferencial. La guía incluye contenidos de aprendizaje, referencias bibliográficas, estrategias de aprendizaje, actividades previas y pasos para desarrollar el trabajo colaborativo, culminando con la entrega de un producto final.
This document provides planning details for a digital graphic narrative project. It considers costs, available resources, quantity of pages, audience, quality factors, codes of practice, copyright, ethical issues, a production schedule, and health and safety. The project will create a 12-page children's book using Photoshop and internet images. Planning includes ensuring no copyright infringement, meeting deadlines, maintaining quality, and preventing risks like eyestrain from long computer use.
The document summarizes a student's proposal for a digital graphic narrative adaptation of The Ugly Duckling story. The proposal outlines the story in detail, proposes a 12-page comic book format, and describes the production methods using rotoscoping and Photoshop effects to create a cartoony style appealing to children ages 3-9. Feedback on the proposal notes its clear communication of ideas and consideration of audience, but suggests further developing the minor characters. Feedback on the idea generation praises the detailed mood board but notes the images of supporting characters were omitted.
John Smith has applied for the position of Managing Director of Digital Content Producer at Jarlett De Grouchy. He has years of experience in journalism, film, and television from working at the BBC and ITV. Most recently, he was a Category Manager at Warner Bros where he built relationships with retailers. John believes his writing skills, creativity, leadership experience, and work ethic make him the ideal candidate for the role.
The document defines and discusses the key elements of plot in narrative storytelling. It begins by defining plot as the sequence of events in a story arranged to create a particular emotional or thematic effect. It then outlines the typical narrative structure of a plot, including exposition, rising action, climax, falling action, and resolution. Each of these elements is then defined in more detail. The document also discusses other related concepts like plot devices, plot outlines, and how plot keeps readers engaged in a story by presenting conflicts for characters to overcome.
This document discusses the history and development of reception theory. It covers early uses of reception theory from the 1970s-1990s to analyze media content, the expansion of the theory beyond text to include semiotics and the understanding that environmental context influences reception. More recent developments mentioned include incorporating neuroscience findings and how reception models have been used to understand celebrity reception. The meaning derived from media depends on the relationship between the text and the reader's own background and experiences.
This document contains a proposal for a children's book from a student. The proposal includes details about the book such as it being 12 pages and A4 size. It provides an overview of the story which involves a boy trading his family's dog for a giant egg that hatches a dragon. The boy befriends the dragon and they have adventures, finding a goose that lays golden eggs and the dragon's family. The proposal states the export formats will be PDF and JPEG depending on the situation.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and little girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the final export. While production details are provided, further explanation of techniques could strengthen the proposal.
- Initial idea generation included exploring different character roles through a mind map. Switching the wolf and girl roles introduces an intriguing twist, though developing the story's moral may enhance it. Overall strong foundations are laid but leaving room for further refinement.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the digital book. The story involves an evil witch transforming the wolf cousin into a human to trick the little brown wolf.
- Strengths are the level of detail provided and interesting concepts like role reversal. Further work could expand on production methods and address pros and cons more fully. The idea generation effectively builds on the classic story with creative twists, and developing the moral or plot
Here is a revised version of the script that expands on some details:
Once upon a time, there lived a poor widow named Mary and her young son, Jack. They lived in a small cottage in the countryside and struggled to make ends meet. One morning, Mary told Jack, "We have no food left and our cow Bessie is our only possession of value. You must take her to the market and sell her so that we may buy seeds to plant our crops."
Jack sadly took Bessie to the market. On the road, he met a strange man. "What have you there, boy?" asked the man. "My cow Bessie, but we must sell her for we have nothing left to
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 contains evaluations from a student on various digital graphic narrative development tasks they completed, including shaping an image, rotoscoping, creating text-based images, making a comic book, photography assignments, an illustration, and initial ideas and storyboards. The student provides what they liked about each task and how they could improve if they did it again.
Simon and Marceline have a close friendship, with Simon caring for the young Marceline 996 years ago after a nuclear war. However, Simon's mental state begins deteriorating as he uses a magical crown, worrying Marceline. Marceline falls ill and Simon realizes he needs to find help, embarking on a journey to save her.
The document outlines Thomas Williams' digital graphic narrative development project which includes assignments where he created images using different techniques like shape tasks, rotoscoping, and creating a comic book effect. For each assignment, Thomas provides an evaluation of what he liked about the image and how he could improve if he were to do it again.
The document provides evaluations of different digital graphic narrative assignments completed by Katy Fleetham, including shape tasks, rotoscoping, text-based images, comic book filters, photography, and illustrations. Katy provides what she likes about each piece and areas for improvement if she was to redo the assignments. The feedback shows Katy's developing skills with different digital graphic techniques.
The document describes a digital graphic narrative development task where the student created images in different styles including a comic book effect, photo story, text effects, and a narrative environment. The student provided an evaluation of each image, noting what they liked such as the simplistic comic book effect and details in the photo story, and improvements they would make such as adding more color or background details.
Here is a revised version of the script based on the feedback:
Once upon a time there lived a poor widow and her young son, Jack. Struggling to make ends meet, Jack's mother told him they had no choice but to sell their beloved family cow, Bessie, in order to buy food for the winter.
Reluctantly, Jack led Bessie to the market. On the way, he came across a strange old man. "I'll trade you these magic beans for your cow," said the man. Jack was skeptical - what use were magic beans? But with his mother counting on him, he had no choice. He traded Bessie for five small, ordinary-looking beans.
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
In the original story, a girl named Lily is given an impossible task by her cruel stepmother of filling a sieve with water from the Well of the World's End or else never return home; with the help of a frog who tells her how to line the sieve with moss and clay, Lily is able to complete the task but must now keep her promise to do whatever the frog asks for one day; the frog has Lily lift him onto her knee and make him supper, much to the delight of her scheming stepmother.
In the original story, a girl named Lily is given an impossible task by her cruel stepmother of filling a sieve with water from the Well of the World's End or else never return home; with the help of a frog who tells her how to line the sieve with moss and clay, Lily is able to complete the task but must now keep her promise to do whatever the frog asks for one day; the frog has Lily lift him onto her knee and make him supper, much to the delight of her scheming stepmother.
The document describes the results of a student's digital graphic narrative development task. The student created several images using different tools and techniques. For the first image using just shapes, the student liked the neat edges and organization. For the second image customizing shapes, the student liked the warped grass background. Areas for improvement included adding more detail and customizing the eyes. The student also enjoyed the detail in their Harry Potter rotocope image and film quotes images. They would improve details like skin tones and font sizes.
The document provides details about a proposed 10-page children's storybook about a Chinese scholar. Key points:
- The story is about a scholar whose book is burned when a firefly lands on it, prompting him to learn a lesson about respect.
- Production methods will include rotoscoping and shape tasks to simplify images from photos into cartoons.
- The target audience is children ages 4-7 to teach respecting all creatures.
- The deadline for completion is April 7th and the format will be a high-quality PDF.
The proposal provides a detailed overview of the Goldilocks story that will be told in the graphic narrative. It specifies the page count and dimensions, as well as exporting the final product as a PDF. Rotoscoping techniques will be used to create cartoon-like images to accompany the text on each page. The target audience is defined as young children aged 2-5, and production aims to appeal to parents as well. Strengths include the clear story and production method explanations, while minor spelling checks could improve the proposal. The idea generation includes an annotated mood board but the mind map could be clearer to read.
The student provides a detailed proposal for a digital graphic narrative adaptation of the story Goldilocks and the Three Bears. Key details include that it will be a 20 page PDF comic book formatted for children ages 2-5. Images will be created using rotoscoping techniques. The story overview and production methods are well explained, though a few minor spelling errors were noted. Strengths of the idea generation include an annotated mood board, though the mind map could be clearer. Overall the proposal is strong with good planning, but minor proofreading could improve it.
The proposal outlines a children's book project involving a story about a race between a killer whale and swordfish set in the Atlantic Ocean. Key details provided include using 9-15 pages in either 15x23 or 21x23 dimensions, exporting as a PDF, and a deadline of April 22. The target audience is described as 7-11 year old males primarily in the UK. Production methods of rotoscoping and shape tasks are cited to incorporate professional conventions. Areas for further work include adding more details on the story and characters.
Decormart Studio is widely recognized as one of the best interior designers in Bangalore, known for their exceptional design expertise and ability to create stunning, functional spaces. With a strong focus on client preferences and timely project delivery, Decormart Studio has built a solid reputation for their innovative and personalized approach to interior design.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
Visual Style and Aesthetics: Basics of Visual Design
Visual Design for Enterprise Applications
Range of Visual Styles.
Mobile Interfaces:
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Approach to Mobile Design
Patterns
PDF SubmissionDigital Marketing Institute in NoidaPoojaSaini954651
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
[3:29 am, 30/05/2024] +91 83818 43552: Safalta Digital Marketing Institute in Noida also provides advanced classes for individuals seeking to develop their expertise and skills in this field. These classes, led by industry experts with vast experience, focus on specific aspects of digital marketing such as advanced SEO strategies, sophisticated content creation techniques, and data-driven analytics.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
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Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
Revolutionizing the Digital Landscape: Web Development Companies in Indiaamrsoftec1
Discover unparalleled creativity and technical prowess with India's leading web development companies. From custom solutions to e-commerce platforms, harness the expertise of skilled developers at competitive prices. Transform your digital presence, enhance the user experience, and propel your business to new heights with innovative solutions tailored to your needs, all from the heart of India's tech industry.
Connect Conference 2022: Passive House - Economic and Environmental Solution...TE Studio
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
4. Evaluation
What did you like about your image?
My favourite image from the two shape cartoons I have
completed is the panda as it looks more cartoon like, unlike the
cat, in my opinion. It was easier to create the panda as I had
already attempted the cat before. I like the vibrant colours used
for the cat, if I were to use it in my final product, I think that it
would attract the attention of young children. I added shadowing
to trees to give the appearance of depth to my image.
What would you improve if you did it again?
I wouldn’t improve anything on my panda cartoon but I would
improve the whiskers on my cat. I think they don’t look realistic,
so I would use the warp tool to create a curve in them.
8. Evaluation
What did you like about your images?
I am happy all three of my rotoscopes look very similar to the
original photograph I chose. I enjoyed the rotoscoping tasks
more than the shape tasks as you get a more accurate
representation of what you are trying to create, even though
with the shaping task, there is more freedom to create a
shape which is similar to the original whereas with
rotoscoping, it is very accurate to the original.
What would you improve if you did it again?
To improve my Peggy Carter rotoscope I would focus on the
highlights in her hair to make it look more realistic. Also I
would attempt to recreate my Chris Evans rotoscope as I feel it
doesn’t represent the original image.
10. Evaluation
What did you like about your image?
I really like this image. I used the Magic Wand Tool (ctrl/cmd +
W) to select various parts of the image which were similar
colours to create outlines of the windows and buildings and
rotoscoped them. I think this has made my finished product
look realistic and different to any other image I have created
so far, which was my intention.
What would you improve if you did it again?
To improve my image next time, I would make sure I have the
correct and even skin tone for the people in the bottom left of
the image. In my finished image, I can see one of the women
has a different colour tone on her face compared to her arm
so I would solve that problem when I improve my image.
12. Evaluation
What did you like about your images?
I like the various fonts Photoshop offers as it gives me a
wide choice to choose from when I make my final
product. I enjoyed creating the text with the photo
inserted behind it, it really catches my attention the most
out of the three examples. I like the different techniques
with the Transform tool, it gives the text and font a
different edge compared to the standard Serif font.
What would you improve if you did it again?
If I did improve the examples shown, I would take full
advantage of the colours as well as the fonts and the
manipulation techniques as well.
13. Comic Book – Sebastian Stan as the Winter Soldier (Captain
America 2: The Winter Soldier)
14. Evaluation – Sebastian Stan as the
Winter Soldier
What did you like about your image?
I really enjoyed this task of making our own movie quote images. From
the three images I have produced, I like this one the most. I edited the
original image and put a “cutout” filter on my image which make the
image look like it was in a comic book. I also moved the Threshold layer to
create an offset look which I think is the best feature in the image. I also
added my favourite line from that specific scene “Who the hell is Bucky?”
as I felt the image reflected what the scene is about.
What would you improve if you did it again?
If I did this image again, I would focus on the text more as I feel I could
make it stand out more and grab the viewer’s attention along with the
main focus point. Also I would make the background layer lighter so it
contrasts with the darker threshold layer.
15. Comic Book – Chris Evans as Captain America (Captain America
2: The Winter Soldier)
16. Evaluation – Chris Evans as Captain
America
What did you like about your image?
Again like my previous image, I edited the original image and put a “cutout” filter
on my image which make the image look like it was in a comic book, I cropped the
image to make it less rectangular. I also created a threshold layer to create a
darker edge to my image. This image is my second favourite out of the three I
have produced because the quote I have chosen “Before we start…does anybody
want to get out?”, again reflects the scene in the movie, also you can see from the
image itself, the main character is in a crowded room and knows something will
happen if he doesn’t act fast.
What would you improve if you did it again?
If I did this image again, I would attempt to rotoscope the shield in the centre of
the image, so it stands out from the image and when the viewer glances at the
image, they will know straight away who the character is. I would also lighten the
image as I feel it is a bit dark so the viewer might struggle to see all the important
features of the image, such as, the colour of the main character’s hair, I think it
should be lighter than his suit.
17. Comic Book – Renée Zellweger as Bridget Jones (Bridget Jones’s
Diary)
18. Evaluation – Renée Zellweger as
Bridget Jones
What did you like about your image?
Again like my previous images, I edited the original image
and put a “cutout” filter on my image which make the
image look like it was in a comic book. I also created a
threshold layer to create a darker edge to my image, like
the previous two images I have produced. This is my least
favourite image out of the three images, I don’t like how
simple I have made the image and the speech.
What would you improve if you did it again?
If I did this image again, I would make the image less simple
and edit the text to make it look more like a comic book.
20. Evaluation
What did you like about your image?
I like the simplicity of the story, it is easy to follow
and isn’t too complicated. The narrative is shown in
short sentences as I wanted to focus more on the
images featured. I enjoyed adding filters and
elements to the images to make them more
appealing.
What would you improve if you did it again?
Again, I would make sure to put all the features and
tools to full use as I only used a select few that I was
familiar with for this photo story.
22. Evaluation
What did you like about your images?
I liked being able to have control over specific
features in my illustrations but it took longer than
using a computer and I don’t think this technique is
ideal when we have a time limit as it can be very
time consuming. My favourite illustration is the
outline of my hand as I tried to put as much detail
as I could onto my knuckles and nails as well.
What would you improve if you did it again?
I would take less time doing the basic outline and
focus more on detail.
25. Evaluation
What did you like about your images?
I liked the quotes I was given as I found it easy to
find images to link to the quotes and I was able to
edit the images to fit in with the quotes as well. Out
of the two examples, I like the Stand By Me quote
the most as I was torn between two ideas, whereas
with my first quote I felt restricted.
What would you improve if you did it again?
I would analyse the quote to find a different
meaning than the obvious one and find images to
match the meaning.
27. Children’s Book:
All Possible Ideas
Characters
• Animals
• Cat
• Dog
• People
• Main female role
• Main male role
Layout
• Image on one page, text
on the other.
• Image filling the entire
double page with text
embedded into the
image, such as speech.
Scenery
• Rooms
• Houses
• Woodland (Forests)
• Castles
• Meadows
• Mountains
Font
• Serif
• San serif
• Easy to read
• Quite large for younger
children
• Black throughout the
book, unless necessary to
change
Structure
• Chronological order
• Clocks on top of
the pages like The
Bad Tempered
Ladybird by Eric
Carle
• One or two sentences of
text per page so it
doesn’t overwhelm
younger children
Colours
• Primary colours used
• Not too many colours on
one page
• Simple colour choice for
younger children
Background
• Image filling the whole
space
• The background being
the scenery of the book
• Primary colours such as
blue, white and red
28. Children’s Book:
Jack and the Beanstalk
Characters
• Jack
• Mother
• Giant
• Giant’s Wife
• Cow
Layout
• Images on one page, text
on the other.
• Multiple images set out
as a storyboard which are
synced with the text.
• One or two sentences for
each page of text.
Scenery
• House
• Village Market
• Castle
• Beanstalk
Font
• Serif
• Easy to read
• Quite large for younger
children
• Black throughout the
book, unless necessary to
change the colour of the
text.
Structure
• Chronological order
• One or two sentences of
text per page so it
doesn’t overwhelm
younger children
• Colourful, comic book like
storyboards on the image
side when a lot is going
on during pages.
Colours
• Primary colours used
• Not too many colours on
one page
• Simple colour choice for
younger children
Background
• Primary colours such as
blue, white and red will
be used
30. Character Analysis
Jack
I would like Jack’s character look like the pantomime version of the character. I feel like it is a realistic
interpretation of the character’s clothes and personality. Also, I like the way this interpretation makes
the character look innocent, when in fact in the story, we are told that Jack steals various things from
the Giant and ends up ending the Giant’s life.
Jack’s Mother
Even though Jack’s mother is a minor character in the story, I would like to make her character’s
presence known even if she isn’t featured in the images. I would do this by adding little details to Jack’s
clothes to show his mother has had input into his outfit choices, just to show how much “motherly
love” she is giving Jack and also to show, she is still mourning from her husband’s death, as it is
mentioned that she is a widow, I will feature pictures of a unnamed and unmentioned man, which will
be the husband she lost, in the kitchen images featured in my book.
Giant
I think my Giant character will be the stereotypical, bulky and boisterous man who shouts for no reason
about anything. The Giant is the second main character in this story and in some versions of this story
the Giant is intended to scare the children reading. In my book, I will intend for the Giant to overpower
Jack at some points but not enough to scare my audience.
Giant’s Wife
I would like to make the Giant’s Wife and Jack’s mother characters similar as I feel the Giant’s wife has
an identical personality to his mother and I think she is somewhat trapped in the castle with the Giant,
but has to live there with him until someone comes and rescues her, Jack is that person when he chops
down the beanstalk and kills the Giant, meaning the Giant’s now widow can be free.
31. Proposal
Dimensions
10 pages (21cm x 21.5cm)
Story Overview
There is a boy named Jack who lives with his poor, widowed mother. Jack’s mother tells him to sell their cow at the village market.
Jack sells the cow to a man who gives him five magic beans. Jack’s mother is not impressed with him and throws the beans out of
the window. A beanstalk grows overnight. Jack climbs up the beanstalk and meets a giant’s wife, who gives him some bread and
milk. The giant roars the famous words; “Fee-fifo-fum, I smell the blood of an Englishman!”. Jack takes a sack of the giant’s gold
coins and gives them to his mother, who is very happy. Jack visits the giant’s wife again but this time he gets caught by the giant as
he steals his golden egg laying hen. He races down the beanstalk with the giant hot on his tracks and manages to save the giant’s
wife and chops down the beanstalk, killing the giant in the process…and they all lived happily ever after!
Export Format
JPEG
Advantages: JPEGs are adaptable, they have a low resolution for a small file so they are downloaded quickly when on websites and
computers.
Disadvantages: JPEGs can lose quality if edited multiple times, due to the compression and recompression of the file.
32. Deadline
Friday 15th January 2015 – need a finished set of pages for this date
Audience
My age target group is 6 to 8 year olds as there will be a few sentences on each text
page and I think a younger audience will struggle to read and understand the story,
but this age range was my initial target audience. Even though the story I have
chosen has two leading character who are male, I will not be gender specifying my
book as any gender can enjoy reading stories. The geodemographic of my audience
will mainly be English speaking countries, which can be expanded to North America
and Australia. Also, my book can translated into various languages.
Production Methods
I will be using Photoshop to create my final product. I will be using the shape tools
to create rooms and little features in my book. As well as the shape tool, I will be
rotoscoping my characters to create a realistic and natural feel to my book. For the
text in my book, I will be using the Free Transform tool to make my text big and
small in the speech bubbles featured in my images.
33. What are the strengths of the proposal? What areas of the proposal need further work?
I think your proposal is very strong and has barely
any weaknesses. Examples of the strengths would
be your mind maps as you have got a lot of
information and ideas of what you could do, and
then in your second mind map you have narrowed
it down to specific things you are going to include.
The main strength to your proposal is the Character
Analysis as you have written a lot about each
character and how you want them.
Throughout your proposal there are no mistakes or
mishaps.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
34. What are the strengths of the proposal? What areas of the proposal need further work?
I think the proposal is good, it has lots of detail to
each part and gives out lots of information for the
creation of a good story. The strengths of the
proposal are that it includes the techniques used to
create the detail in the book.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
The strengths of the idea generation is that it has
lots of information regarding the scene and
characters. It also has a list of all possible text fonts
and layout of the book.
35. What are the strengths of the proposal? What areas of the proposal need further work?
There is a plenty of detail given meaning that you
are able to get a clear grasp as to what is going to
happen in and with the book.
Perhaps give slightly more information on why you
chose to use a jpeg as the export format.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Additional written information has been given for
each of the character which is useful to gain a
better understanding of what you are planning to
do.
A few more pictures could be added such as of the
setting/ background and the font to help give a
better idea of what you plan to for these.
36. Feedback Summary
Sum up your feedback.
From my feedback, the main thing standing out for me is the praise I have got for my
character analysis slide. Also, the fact I have plenty of detail has been mentioned too.
The improvements include a mood board for the setting or background and the font of
my story which I will include when I improve my proposal.
Which parts of your feedback do you agree with and why?
I agree with the feedback of adding a slide of setting, background and font mood board
as it will give me a better idea of how I want my story to look, just like my characters, I
could add an analysis slide like I have done for my characters.
Which parts of your feedback do you disagree with and why?
I would disagree with adding more information to my JPEG format section. I feel I have
explained it in enough detail for people to understand why I have chosen this format.
37. Original Script
Unknown. (2015).
Jack and the Beanstalk | Short Story.
Available: http://shortstoriesshort.com/story/jack-and-the-beanstalk/.
Last accessed 9th – 10th December 2015.
38. Simplified Version of the Story
Jack is told to sell his cow.
Goes to the market and meets a man.
Man gives him five magic beans.
Jack’s mother is not happy, and throws the magic beans out of the window.
Beanstalk grows overnight.
Jack climbs up the beanstalk and meets the giant’s wife.
Jack steals one of the giant’s sacks of gold.
Jack and his Mother live well for a while.
He visits the giant’s castle again.
He steals the giant’s golden egg laying hen.
Chops down beanstalk and saves the giant’s wife.
Live Happily ever after.
39. Final Script
First Draft
Page 1
Once upon a time, there lived a boy named Jack, who lived with his poor widowed mother.
One day, Jack’s mother told him to go to the village market and sell their cow.
Page 2
Jack went to the village market, like his mother had asked, along with his cow. Jack met a
man who wanted to buy his cow. “What will you give me to buy my cow?” Jack asked. “I
will give you FIVE MAGIC BEANS!” The man replied, and Jack gladly accepted the man’s
offer and walked home with the magic beans.
Page 3
When Jack returned home, he told his mother he had sold the cow for five magic beans.
Jack’s mother was furious. “Jack, you are a fool! You gave away our cow for five magic
beans!” She shouted, as she threw the magic beans out of the window. That night, Jack
went to bed without any dinner.
Page 4
The next day, Jack woke up and ran outside to find a GIANT beanstalk in front of his
house! Jack climbed up the beanstalk until he reached a magic kingdom, where a giant
and his wife lived. Jack heard noises coming from the kitchen, and walked into find the
Giant’s Wife cooking. Jack politely asked the kind lady for some food and drink, because
he was really hungry. The very kind woman gave him some bread and milk.
Page 5
Jack heard the giant’s footsteps and jumped up in fear, hiding underneath a table. “Fee-
fifo-fum, I smell the blood of an Englishman!” The giant roared. “You must be wrong! There
is no Englishman here!” His wife replied.
40. Final Script
First Draft
Page 6
The giant sat down and ate his meal and counted his sacks of gold coins. The Giant then
went to sleep. During the night, while the Giant was sleeping, Jack stole one of the gold
coin sacks and climbed back down the beanstalk.
Page 7
When Jack arrived home, he gave his mother the sack of gold coins. His mother was
delighted. Jack and his mother lived well for a long time. On one of Jack’s daily trips to visit
the Giant’s Wife, he heard the Giant roar, “Fee-fifo-fum, I smell the blood of an
Englishman!”. “Don’t be silly! There is no one else in here!” The Giant’s Wife cried.
Page 8
While Jack and the Giant’s Wife were running out of the Giant’s castle, he noticed a hen,
which laid golden eggs. Jack scooped up the hen and ran down the beanstalk; not knowing
the Giant was right behind them!
Page 9
Jack noticed the Giant climbing down after him along with the Giant’s Wife. Jack ran into
his house and grabbed an axe. He helped the Giant’s Wife down the beanstalk before
chopping it down. The Giant landed with a THUD. “He’s gone! You are now free!” Jack
exclaimed to the Giant’s Widow.
Page 10
Finally Jack was free from the beanstalk and most importantly the Giant! Jack, his mother
and the Giant’s Widow all lived happily ever after.
41. Final Script
Second Draft – only selected pages have changed
Page 3
When Jack returned home, Jack’s mother was furious. “Jack, you are a fool! You
gave away our cow for five magic beans!” She shouted, as she threw the magic
beans out of the window. That night, Jack went to bed without any dinner.
Page 4
The next day, Jack woke up and ran outside to find a GIANT beanstalk in front of
his house! Jack climbed up the beanstalk until he reached a magic kingdom,
where a giant and his wife lived. Jack politely asked the kind lady in the kitchen
for some food and drink, because he was really hungry. The very kind wife gave
him some bread and milk.
Page 7
When Jack arrived home, he gave his mother the sack of gold coins. His mother
was delighted. Jack and his mother lived well for a long time.
On one of Jack’s daily trips to visit the Giant’s Wife, he heard the Giant roar,
“Fee-fifo-fum, I smell the blood of an Englishman!”. “Don’t be silly! There is no
one else in here!” The Giant’s Wife cried.
42. Image Descriptions
Page 1: Jack and his mother in their kitchen.
Page 2: Jack with his cow in the village market, with a speech bubble from the
right side of the space saying, “I will give you FIVE MAGIC BEANS!”
Page 3: Jack and his mother in the kitchen again, with a speech bubble coming
from Jack’s mother saying, “Jack, you are a fool!”
Page 4: Three separate images: a window with a beanstalk outside, Jack
climbing up the beanstalk and the wife in the kitchen.
Page 5: The Giant’s foot next to the table Jack is under, with a speech bubble
from the middle top of the space saying, “Fee-fifo-fum, I smell the blood of an
Englishman!”
Page 6: The sacks of gold coins sitting on the table and Jack’s hand reaching for
one.
Page 7: Two images showing Jack’s mother’s delight and the giant’s foot again,
with a speech bubble saying, “Fee-fifo-fum, I smell the blood of an Englishman!”
Page 8: Two images showing The Giant’s hen with some golden eggs and the
Giant’s hand reaching up the beanstalk.
Page 9: The Giant’s outline showing “THUD!” in a spikey bubble.
Page 10: Jack, his mother and the Giant’s widow all happy.
43. Digital Flat Plans
Page 8 will have
this image layout.
The text will appear
here in this font
style and colour.
Pages 1, 6 and 10
will have this image
layout. The text will
appear here in this
font style and
colour.
Pages 2, 3, 5 and 7
will have this image
layout.
The text will appear
here in this font
style and colour.
Page 4 will have
this image layout.
The text will appear
here in this font
style and colour.
Page 9 will have
this image layout.
The text will appear
here in this font
style and colour.
THUD!