Here is a revised script that addresses some issues in the original:
- Adds more dialogue and description to build suspense and engagement
- Makes the wolf's intentions less obvious from the start
- Adjusts some language to be more natural for children
"Mama, may I take this cake and butter to Grandma?" asked Little Red Riding Hood. "I heard she's feeling poorly."
"Of course, dear," said Mama. "But you must hurry through the forest - it's getting late. And remember, stay on the path."
Little Red Riding Hood put on her red cloak and basket. She skipped into the forest, enjoying the flowers and birds.
But as she
The document contains evaluations from students on various digital graphic tasks they completed, providing what they liked about their images and how they could improve. Students provided feedback on tasks involving shapes, gradients, rotoscoping, narratives, environments, and more. Many commented on using tools like the gradient and selection tools more effectively or adding more details.
The document contains evaluations from students on various graphic design exercises they completed. It includes feedback on images of a duck, tennis player Roger Federer, a city skyline, text with patterns, boxing gloves, actress Angelina Jolie, and a Cinderella illustration. Students provided what they liked about their images and how they could be improved. The feedback showed an understanding of techniques like rotoscoping, highlights and shadows, and using different tools to enhance images.
This document provides planning details for a digital graphic narrative project about Little Red Riding Hood. It includes considerations for costs, available resources, intended audience, production schedule, health and safety issues, and more. The production schedule outlines creating characters, backgrounds, and 10 pages over 10 sessions. Health and safety risks like trips and eye strain from screens are addressed, referencing relevant legislation.
The original folktale involves a monkey and crab finding a rice dumpling and persimmon seed respectively. The greedy monkey tricks the crab into trading the dumpling for the seemingly worthless seed by persuading the crab that if planted, the seed would grow into a large fruit-bearing tree. Years later, the tree does grow but the monkey steals the unripe fruit and kills the crab by throwing it at him. The crab's son then devises a plan with his friends to get revenge on the monkey.
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.
The document contains evaluations of various digital graphic projects completed by Taynie Gage. It includes critiques of images created including a cartoon panda, wolf, rotoscoped portraits, and images for a comic book. Areas for improvement are identified such as adding more shading, improving shapes, and including more details. A children's book proposal is also summarized, outlining dimensions, a story overview of Alice in Wonderland characters visiting the real world, intended format, deadline, target audience, and production methods using rotoscope techniques. Strengths identified are clear communication, while areas for development include expanding on the story and production details.
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
The document 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 students on various digital graphic tasks they completed, providing what they liked about their images and how they could improve. Students provided feedback on tasks involving shapes, gradients, rotoscoping, narratives, environments, and more. Many commented on using tools like the gradient and selection tools more effectively or adding more details.
The document contains evaluations from students on various graphic design exercises they completed. It includes feedback on images of a duck, tennis player Roger Federer, a city skyline, text with patterns, boxing gloves, actress Angelina Jolie, and a Cinderella illustration. Students provided what they liked about their images and how they could be improved. The feedback showed an understanding of techniques like rotoscoping, highlights and shadows, and using different tools to enhance images.
This document provides planning details for a digital graphic narrative project about Little Red Riding Hood. It includes considerations for costs, available resources, intended audience, production schedule, health and safety issues, and more. The production schedule outlines creating characters, backgrounds, and 10 pages over 10 sessions. Health and safety risks like trips and eye strain from screens are addressed, referencing relevant legislation.
The original folktale involves a monkey and crab finding a rice dumpling and persimmon seed respectively. The greedy monkey tricks the crab into trading the dumpling for the seemingly worthless seed by persuading the crab that if planted, the seed would grow into a large fruit-bearing tree. Years later, the tree does grow but the monkey steals the unripe fruit and kills the crab by throwing it at him. The crab's son then devises a plan with his friends to get revenge on the monkey.
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.
The document contains evaluations of various digital graphic projects completed by Taynie Gage. It includes critiques of images created including a cartoon panda, wolf, rotoscoped portraits, and images for a comic book. Areas for improvement are identified such as adding more shading, improving shapes, and including more details. A children's book proposal is also summarized, outlining dimensions, a story overview of Alice in Wonderland characters visiting the real world, intended format, deadline, target audience, and production methods using rotoscope techniques. Strengths identified are clear communication, while areas for development include expanding on the story and production details.
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
The document 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.
Here is a revised script that addresses some areas for improvement:
Once upon a time, there was a little old baker. She decided to make a gingerbread man for her shop. She rolled out the dough and cut it into the shape of a man. For eyes, she used raisins and for teeth she used peppermints. She iced hair on his head and then placed him in the oven.
When the gingerbread man was done baking, he jumped out of the oven. "Stop!" said the little old baker. "I want to sell you in my shop." But the gingerbread man said "No, I want to see the world!" And he ran away as fast as he could.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, creating a text-based image, making a comic book page, and taking photographs. For each exercise, the student provides what they liked about their image and what they would improve if doing the exercise again, focusing on things like color schemes, subject matter, and artistic effects.
The document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
The document provides the original script for Lewis Carroll's Alice's Adventures in Wonderland, telling the story of Alice following a white rabbit down a rabbit hole where she encounters magical creatures and strange events, including shrinking after drinking a potion, attending a mad tea party, and being put on trial by the Queen of Hearts for stealing tarts before waking up revealed to have been a dream.
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.
Here is a revised version of the original script that addresses some areas for improvement identified in the feedback:
There once was a prince who wished to marry a princess, but he wanted to be certain she was truly royal. He traveled far and wide in search of a real princess, yet in every kingdom something was amiss. Though princesses were plenty, he could not determine their legitimacy.
Discouraged, the prince returned home. One stormy night, as rain and wind battered the castle, a knock came at the city gates. The elderly king answered and found a bedraggled princess begging shelter from the foul weather. Though soaked through, she insisted she was authentic royalty.
The queen, skeptical of the claim
Lewis Hill - Print - Development Pro-formaLewis Hill
Here are my suggestions for improving the flat plans:
For part 7, show Perry arriving at the ship and sneaking onboard, setting up the conflict with Captain Claw.
Add more description to help visualize the story, like "Perry sees Wonda asleep in the captain's chamber" or "Captain Claw orders his polar bears to find the intruder."
Consider including emotions or dialogue to help engage readers, such as "Perry gasps when he sees Wonda under the sleeping curse" or "Wonda whispers 'Help me Perry'" in her sleep.
You may also want to foreshadow how Perry will break the curse, to build intrigue. For example, he could find a clue that true love
A client approached Material Concepts to transform her new home in Kingston, Surrey after relocating from Battersea. The brief was vague but the client allowed creativity. Her texture preferences were silks and suede with a neutral, elegant color palette. Below are examples of the approved design scheme that was implemented.
This document provides instructions for getting started with the Favor social media organizing tool. It explains how to import tweets and favorites from Twitter, create categories to organize content, assign categories to tweets, search within categories, delete tweets, share tweets publicly by adding them to a profile, and customize the public profile.
This document provides information and resources for performing a riding instructor's job performance evaluation. It includes:
1) A sample job performance evaluation form with sections for reviewing performance factors, strengths/accomplishments, areas for improvement, and signatures.
2) Examples of performance review phrases for evaluating an instructor's attitude, creativity, decision-making, interpersonal skills, and problem-solving.
3) An overview of the top 12 methods for conducting performance appraisals, including Management by Objectives, Critical Incident Method, Behaviorally Anchored Rating Scales, and 360 Degree Feedback.
The document provides details for a promotional campaign for DJ PUSH to increase social media exposure and build a fan base. It notes that interacting with audiences through social media is important for DJs today. The objective is to get more students and social media users to follow DJ PUSH's accounts on Facebook, Twitter, and Instagram. The campaign aims to capitalize on opportunities in the Cambridge region by promoting DJ PUSH's events and pursuing a wider fan base where no other DJ is actively doing so.
This document outlines the job descriptions and requirements for an intern position with AIESEC in Bursa, Turkey in 2015. The intern will be expected to participate in cultural activities, provide English language support and presentations in conferences, meet weekly with staff, provide evaluation reports, facilitate cross-cultural understanding activities, and complete surveys. Required skills include project management, leadership, training, language teaching and presentation skills. The intern must have a background in education and be an undergraduate student. Logistical support like airport reception, one meal per day, and accommodation will be provided.
Este documento describe un informe de práctica sobre operaciones farmacéuticas básicas que incluyen desagregación, tamizado, pesado y mezclado. Se compararon dos métodos de mezclado, el método directo y el método por dilución. El informe concluye que el tamizado es el método más efectivo para mezclas homogéneas y que la práctica del tamizado requiere precauciones como elegir el tamiz adecuado y evitar presionar el polvo sobre la malla.
This document discusses the benefits of exercise for both physical and mental health. It states that regular exercise can improve cardiovascular health, reduce stress and anxiety, boost mood, sharpen thinking and memory, and reduce the risk of depression. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
This story is about a clever young girl who shows a greedy spider named Spider where she finds the best fruits in the bush, including plums, bananas, and honey. Each time, Spider eats all of the fruit without sharing or thanking the girl. When the girl leads Spider to a honey tree, he eats all the honey and gets stuck inside the tree because his belly is too large. The girl refuses to help Spider, teaching him a lesson about being selfish.
The document outlines a student's proposal and idea generation for an illustrated children's book about The Ugly Duckling. It provides details on the production methods, formats, strengths and areas for improvement in the proposal and idea generation. Feedback notes the proposal thoroughly explains the approach but could include a story overview, and the idea generation clearly defines elements but might expand on the choice of story and art style.
The document 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 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.
Here is a revised script that addresses some areas for improvement:
Once upon a time, there was a little old baker. She decided to make a gingerbread man for her shop. She rolled out the dough and cut it into the shape of a man. For eyes, she used raisins and for teeth she used peppermints. She iced hair on his head and then placed him in the oven.
When the gingerbread man was done baking, he jumped out of the oven. "Stop!" said the little old baker. "I want to sell you in my shop." But the gingerbread man said "No, I want to see the world!" And he ran away as fast as he could.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, creating a text-based image, making a comic book page, and taking photographs. For each exercise, the student provides what they liked about their image and what they would improve if doing the exercise again, focusing on things like color schemes, subject matter, and artistic effects.
The document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
The document provides the original script for Lewis Carroll's Alice's Adventures in Wonderland, telling the story of Alice following a white rabbit down a rabbit hole where she encounters magical creatures and strange events, including shrinking after drinking a potion, attending a mad tea party, and being put on trial by the Queen of Hearts for stealing tarts before waking up revealed to have been a dream.
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.
Here is a revised version of the original script that addresses some areas for improvement identified in the feedback:
There once was a prince who wished to marry a princess, but he wanted to be certain she was truly royal. He traveled far and wide in search of a real princess, yet in every kingdom something was amiss. Though princesses were plenty, he could not determine their legitimacy.
Discouraged, the prince returned home. One stormy night, as rain and wind battered the castle, a knock came at the city gates. The elderly king answered and found a bedraggled princess begging shelter from the foul weather. Though soaked through, she insisted she was authentic royalty.
The queen, skeptical of the claim
Lewis Hill - Print - Development Pro-formaLewis Hill
Here are my suggestions for improving the flat plans:
For part 7, show Perry arriving at the ship and sneaking onboard, setting up the conflict with Captain Claw.
Add more description to help visualize the story, like "Perry sees Wonda asleep in the captain's chamber" or "Captain Claw orders his polar bears to find the intruder."
Consider including emotions or dialogue to help engage readers, such as "Perry gasps when he sees Wonda under the sleeping curse" or "Wonda whispers 'Help me Perry'" in her sleep.
You may also want to foreshadow how Perry will break the curse, to build intrigue. For example, he could find a clue that true love
A client approached Material Concepts to transform her new home in Kingston, Surrey after relocating from Battersea. The brief was vague but the client allowed creativity. Her texture preferences were silks and suede with a neutral, elegant color palette. Below are examples of the approved design scheme that was implemented.
This document provides instructions for getting started with the Favor social media organizing tool. It explains how to import tweets and favorites from Twitter, create categories to organize content, assign categories to tweets, search within categories, delete tweets, share tweets publicly by adding them to a profile, and customize the public profile.
This document provides information and resources for performing a riding instructor's job performance evaluation. It includes:
1) A sample job performance evaluation form with sections for reviewing performance factors, strengths/accomplishments, areas for improvement, and signatures.
2) Examples of performance review phrases for evaluating an instructor's attitude, creativity, decision-making, interpersonal skills, and problem-solving.
3) An overview of the top 12 methods for conducting performance appraisals, including Management by Objectives, Critical Incident Method, Behaviorally Anchored Rating Scales, and 360 Degree Feedback.
The document provides details for a promotional campaign for DJ PUSH to increase social media exposure and build a fan base. It notes that interacting with audiences through social media is important for DJs today. The objective is to get more students and social media users to follow DJ PUSH's accounts on Facebook, Twitter, and Instagram. The campaign aims to capitalize on opportunities in the Cambridge region by promoting DJ PUSH's events and pursuing a wider fan base where no other DJ is actively doing so.
This document outlines the job descriptions and requirements for an intern position with AIESEC in Bursa, Turkey in 2015. The intern will be expected to participate in cultural activities, provide English language support and presentations in conferences, meet weekly with staff, provide evaluation reports, facilitate cross-cultural understanding activities, and complete surveys. Required skills include project management, leadership, training, language teaching and presentation skills. The intern must have a background in education and be an undergraduate student. Logistical support like airport reception, one meal per day, and accommodation will be provided.
Este documento describe un informe de práctica sobre operaciones farmacéuticas básicas que incluyen desagregación, tamizado, pesado y mezclado. Se compararon dos métodos de mezclado, el método directo y el método por dilución. El informe concluye que el tamizado es el método más efectivo para mezclas homogéneas y que la práctica del tamizado requiere precauciones como elegir el tamiz adecuado y evitar presionar el polvo sobre la malla.
This document discusses the benefits of exercise for both physical and mental health. It states that regular exercise can improve cardiovascular health, reduce stress and anxiety, boost mood, sharpen thinking and memory, and reduce the risk of depression. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
This story is about a clever young girl who shows a greedy spider named Spider where she finds the best fruits in the bush, including plums, bananas, and honey. Each time, Spider eats all of the fruit without sharing or thanking the girl. When the girl leads Spider to a honey tree, he eats all the honey and gets stuck inside the tree because his belly is too large. The girl refuses to help Spider, teaching him a lesson about being selfish.
The document outlines a student's proposal and idea generation for an illustrated children's book about The Ugly Duckling. It provides details on the production methods, formats, strengths and areas for improvement in the proposal and idea generation. Feedback notes the proposal thoroughly explains the approach but could include a story overview, and the idea generation clearly defines elements but might expand on the choice of story and art style.
The document 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 document provides feedback on a proposal for a digital graphic narrative about "The Ugly Duckling" story. The proposal includes details on the story, production methods, target audience, and idea generation materials. The feedback notes strengths such as the detailed explanation of production methods and clear description of the target audience. Areas for improvement include providing more details on the story's ending and the interests of the target audience. The idea generation is praised for the mood board and clear portrayal of scenes and characters, though expanding the mood board and mind map is suggested.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including critiquing images they created using shapes, rotoscoping, incorporating film quotes, and more. The student provides what they liked about each image and how they could improve if doing the exercise again, focusing on adding more details or editing background images.
The document describes a student's digital graphic narrative development project where they created various images and evaluations for different assignments including shape tasks, rotoscoping, text-based images, comic book pages, photographs to convey emotions, illustrations, and initial story idea generation and proposals. The student provides feedback on what they liked and would improve for each image and discusses their plans for a graphic novel adaptation of Little Red Riding Hood.
The proposal outlines a children's book based on the nursery rhyme "The House That Jack Built." The 10-page book would be targeted at ages 3-6 and follow the rhyming structure of the poem, linking different animals. Strengths include a clear target audience and production methods using hand drawn textures, rotoscoping, and photographed patterns. Areas for improvement include shortening the page count to allow higher quality images and exporting in JPEG rather than PSD format for universal viewing. The idea generation shows contrasting traditional and adapted versions of the rhyme as well as font options, demonstrating thorough planning. Further developing the mind map with production techniques could strengthen the idea development process.
Lamont visits his aunt and dislikes her affectionate behavior, so he goes down to the loch to skip stones where he accidentally hits the Loch Ness Monster Nessie. Nessie is not angry and introduces herself, offering Lamont a ride around the loch and showing him her underwater cave home. When Lamont returns soaked, his mother believes they saw the Loch Ness Monster in the loch.
The document outlines a student's digital graphic narrative development project, which involved creating images using basic shapes. The student provides evaluations of each image created, noting what they liked about the image as well as areas for improvement if they were to recreate it. The images become increasingly complex as the student incorporates new techniques like 3D modeling, textures, and rotoscoping.
The document provides feedback on a student's proposal and idea generation for a digital graphic narrative project adapting the Cinderella story. The proposal is praised for clearly outlining the story, audience, and planned production methods. Minor improvements suggested include providing more detail on file types and advantages/disadvantages. The idea generation is commended for the variety in the mood board and mind map details, though developing separate mood boards for different characters and improving readability of the mind map are areas identified for further development. The student agrees with most of the feedback and sees value in the suggestions to strengthen their work.
The proposal outlines a children's story book project that involves illustrating and digitally designing an 8-page story. The story is about a boy named Jack who lives in poverty with his mother. Through his work, Jack receives rewards like a donkey that makes a girl laugh, leading to an offer of marriage. The proposal provides details on the story, format, audience, and production methods. Feedback notes the clear story overview and visual plans as strengths, recommending expanding the audience details and mind map ideas. The mood board's colors are praised for suiting the story, while adding more character/setting images and mind map details are suggested areas for development.
Human: You are an expert at summarizing documents. You
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document provides an evaluation of a digital graphic narrative project where the student discusses strengths and areas for improvement in various tasks including shape manipulation, rotoscoping, film quotes, and more. Feedback is given on techniques used and how the student could further develop their skills if repeating the tasks.
The document outlines a digital graphic narrative project where the student creates various images using different techniques like shaping, rotoscoping, and adding text. It includes evaluations of each image where the student discusses what they liked about the image and how they could improve if they were to do it again, focusing on adding more details like backgrounds.
The document outlines Jacob Hargrave's digital graphic narrative development project which includes shapes, rotoscoping, film quotes, and other exercises to improve skills in areas like character design, backgrounds, and storytelling. Feedback is provided on each exercise noting what went well and could be improved, demonstrating an effort to continually refine and advance skills in visual storytelling.
The document contains evaluations from a student of various digital graphic narrative exercises they completed. For a house image using basic shapes, the student liked the simplistic style but would improve centering the roof. For an image of a bear using mirroring shapes, the student liked the minimalist style but would draw the eyes. For an image made of layered shapes, the student liked the detail and perspective but would make the shapes more precise.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding film quotes, working with text, and creating comic book panels, photo stories, and illustrations. For each exercise, the student provides what they liked about their work and how they could improve if doing it again, focusing on adding more details and references.
The document contains evaluations of different digital graphic narrative development tasks completed by Ben Prudhoe. It includes feedback on tasks such as shape, rotoscope, film quotes, text based, comic book, photo story, and illustration exercises. The idea generation section outlines plans for a 10 page digital book adaptation of Jack and the Beanstalk, including story details, target audience, production methods, and improvements. Feedback provided on the proposal and idea generation emphasizes strengths like clear understanding of the project and audience, as well as areas for further elaboration such as character and background details. Multiple drafts of the script are also included, with feedback suggesting refinement.
The document contains digital flat plans for a 12-page children's storybook created by the student. The plans show the layout and design of each page, including images, text, and formatting. Feedback was provided on the proposal and idea generation for the book, noting the proposal's strengths while suggesting minor improvements. The feedback praised the thorough idea generation but recommended providing more detail and separating elements in the mood board. Overall the work was well developed and the feedback was constructive.
The document discusses different types of client briefs that can be used for media projects, including contractual, formal, informal, cooperative, negotiated, commission, tender, and competition briefs. It provides definitions and advantages and disadvantages of each brief type. The document also addresses topics like reading the brief thoroughly, discussing the brief with the client, potential legal issues, and opportunities working on the brief could provide.
This document outlines a client project proposal for creating marketing materials. It includes brainstorming ideas, assessing those ideas against the client's needs, developing two selected ideas further, and creating a production timeline. The student chose to develop a collage of images for a poster and a new logo design. A treatment is provided describing the visual elements of the finished pieces. A 2-week production schedule with interim deadlines is included to manage the timeline.
The document discusses different types of client briefs that can be used for media projects, including contractual, formal, informal, cooperative, negotiated, commission, tender, and competition briefs. It also covers the importance of thoroughly reading and discussing the brief with the client prior to production. The client brief in this case requests the production of a graphic design project and specifies the deadline and constraints around fonts, images and copyrighted materials. Potential amendments to the product or budget are considered, as well as opportunities the brief provides for skill development, learning new skills, multi-skilling, and gaining experience contributing to a project.
Tom Armstrong evaluated a project where he created a leaflet for a client. He faced financial constraints as he wasn't given funding and would have had to pay for resources himself. He managed the project well by communicating with the client, creating a schedule, and gathering needed images and fonts from the client. He learned the importance of time management, client communication, and gained skills in Photoshop. The project gave him experience that will help with future design work.
This document outlines a project plan for creating a leaflet to promote a vintage-themed event. It will target people attending the event and those looking for flower arrangements. The plan schedules starting production on May 8th, with sketches created from May 8th-10th, images and text collected from May 11th-12th, designs finalized from May 15th-16th, and the leaflet finalized from May 17th-19th to encourage participation and gain attention for the vintage event.
This document discusses different types of client briefs that can be used for media projects, including contractual, formal, informal, cooperative, negotiated, commission, tender, and competition briefs. It provides definitions and advantages and disadvantages of each brief type. Key points covered include the importance of thoroughly reading the brief to understand requirements and constraints, discussing the brief with the client to ensure shared understanding before production begins, and potential legal/ethical issues or need for amendments. Opportunities discussed include developing new skills and multi-skilling by working on the project.
Vegans avoid consuming or using animal products to help protect animals and the environment. They do not eat meat, dairy or eggs and also avoid using clothing, cosmetics or home products that contain animal ingredients or have been tested on animals. Going vegan helps reduce pollution, land and water use compared to a meat-based diet. It can also provide health benefits like reducing the risk of obesity, heart disease, diabetes and cancer since plant-based diets tend to be lower in saturated fat and higher in fiber and antioxidants. Vegans need to ensure they get enough vitamin B12, which is found in animal products, through supplements or fortified foods.
The document discusses different types of client briefs that a media company may receive, including contractual, formal, informal, cooperative, negotiated, commission, tender, and competition briefs. It is important to thoroughly read the brief to understand what is required and avoid legal issues from failing to fulfill the contract. Negotiating the brief with the client is also important to discuss expectations and make any necessary amendments prior to production. A brief can provide opportunities for self-development and learning new skills through taking on and completing the project.
This document discusses different types of client briefs that a media company may receive, including contractual, formal, informal, cooperative, negotiated, commission, tender, and competition briefs. Each brief type is defined, and the advantages and disadvantages are outlined. Key points covered include the importance of thoroughly reading and discussing the brief with the client prior to production in order to understand expectations and negotiate any issues. The briefs provide opportunities for self-development and learning new skills through multi-skilling and contributing to projects.
Tom Armstrong is developing ideas for a client project. He created mind maps and brainstormed potential ideas. Two of his initial ideas were a collage to display on the client's website and creating new pages for the client's website about their landscape design services. After assessing the ideas, Tom selected creating new website pages as the idea to pursue further. He will develop this idea with mood boards and mockups. Then he will assess the developed idea against the project constraints before presenting a final treatment to the client. He will also conduct research on the client, competition, audience and content to inform his work.
Tom Armstrong created an advertising campaign focused on raising awareness about ocean pollution. His campaign utilized posters, logos, merchandise, and other materials to communicate his message. Throughout the campaign development process, Tom refined his techniques and content to best suit his target audience of all ages. He aimed to clearly convey facts about ocean pollution without using overly graphic or disturbing imagery. Based on feedback, Tom's campaign effectively communicated its message and was deemed appropriate for all audiences. [/SUMMARY]
Tom Armstrong created a campaign focused on stopping ocean pollution. His main goals were to gain worldwide attention and raise awareness of the issue. He produced logos, posters, merchandise and other materials to communicate his message. Through testing and feedback, Armstrong found that simpler, less graphic designs were most effective at clearly conveying his message to all audiences while remaining appropriate for his target demographic of people of all ages.
Tom Armstrong created various materials for an ocean pollution awareness campaign including logos, posters, merchandise, and other graphics. He refined his logo to be simple and recognizable. His posters ranged from direct messages to more subtle designs and utilized colors, images, and text to raise awareness. For merchandise, Tom found simpler designs worked best, like using just the logo on phone cases. Overall, Tom tailored his pieces to effectively spread awareness of ocean pollution to various audiences through clear, impactful messaging.
This document discusses ideas, logos, and merchandise. It mentions Tom Armstrong and logos, as well as logos and logo merchandise. Finally, it notes posters, poster merchandise, and general merchandise.
This document discusses ideas, logos, and merchandise. It mentions Tom Armstrong and logos, as well as logos and logo merchandise. Finally, it notes posters, poster merchandise, and general merchandise.
The document outlines a schedule and resources for a marketing campaign. The schedule spans 4 weeks from March 7th to March 30th. The first week focuses on designing a logo. The second week is for creating posters using the finalized logo. The third week is for designing merchandise items. The fourth week is for finalizing any remaining work. Required resources include a computer, Photoshop, InDesign and internet access for designing the logo, posters and merchandise.
This document discusses ideas, logos, and merchandise. It mentions Tom Armstrong and logos, as well as logos and logo merchandise. Finally, it notes posters, poster merchandise, and general merchandise.
The document discusses considerations for research on a social action issue related to global warming and pollution. It will require looking at a wide range of existing materials on these topics to understand all elements. Primary research may involve online questionnaires to gather perspectives from around the world. Sensitivity will be needed when researching issues that affect people's lives. Problems could include stealing others' work or inaccurate survey responses, but these can be addressed through rewording and ensuring factual accuracy.
The document discusses potential topics for raising awareness including pollution/environment, homelessness, and mental health. For pollution, the document suggests raising awareness about problems like climate change and focusing on community involvement to address issues. Graphics could show the earth melting with a call to action. For homelessness, the document recommends focusing on prevention through shelters and donations, and graphics could directly ask for donations or show shelters. For mental health, the document does not provide details but suggests raising awareness of issues and how to seek help.
The document discusses several existing organizations that work to reduce ocean pollution and their advertising approaches. It analyzes Surfrider, which uses provocative imagery like a gun pointed at a sea animal to raise awareness. It also looks at Ondazul, which uses simple posters of people littering with consequences. Surfers Against Sewage focuses on images of surfers in polluted waters. WWF uses facts on posters with dark backgrounds. Greenpeace varies techniques, using both positive colors with negative messages or direct quotes. The client, Surfrider, was founded by surfers in 1984 and relies on donations and partnerships to fund campaigns addressing issues like beach litter and plastic pollution. Audience research showed people are aware of causes but
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. Evaluation
What did you like about your image?
I like the use of the custom shape tool (grass) to create the feathers around the
neck of the chicken. I also like how on the chicken I have added a drop shadow
that allows the head of the chicken to be seen as a separate layer from the body. I
also feel as though the eyes on the chicken are good. Overall I feel that the
chicken is much better than the bear. The reasons for this is because I have added
more detail to the chicken than I have to the bear.
What would you improve if you did it again?
If I was going to improve anything it would be he use of the gradient tool on the
chicken. I would have also made it so the feathers of the lower body also stuck out
into a 3d shape. For the bear I would have added a drop shadow or gradient tool
to bring out the depth of the bears head from its body. I would also may have
used the custom shape tool to create a more distinct fur around the body of the
bear.
5. Evaluation
What did you like about your image?
I feel that I have captured the shape and colours his suit. I also feel that I have
captured the elements on his face but I would add more detail to improve
this.
What would you improve if you did it again?
To improve my work I would created more precise shapes within the beard
and hair. I would also maybe add a gradient to his hair o make it look more
realistic. I would also add more detail to his face (shadows upon the left side
of the face and more wrinkles near to the eyes).
7. Evaluation
What did you like about your image?
I like the use of different colours to identify each individual bush
and tree.
What would you improve if you did it again?
If I was going to do it again I would be more precise when rotoscoping to
ensure that I gain a clear understanding of what the image is (so that different
layers are easier to identify).
9. Evaluation
What did you like about your image?
I liked the use of gradient overlay to add a range of different patterns over the
top of my font.
What would you improve if you did it again?
If I was to do it again I would find an image of better quality to add to the text
I clip masked (image behind the text).
14. Evaluation
What did you like about your image?
I like the use of the threshold overlay on the images. I also like how the use of
the hue and saturation tool allowed me to enhance certain colours from the
image.
What would you improve if you did it again?
If I was going to do it again I would attempt to be more precise when adding
colours to certain parts of the image. For edit 2 I would attempt to add
certain colour certain sections of the image. For example I would add a shade
of dark green to the small bushes on the right hand side of the Image.
16. Evaluation
What did you like about your image?
I like the filters I used when editing my images. I also like the use of threshold
to create a faint outline around the subject of my images.
What would you improve if you did it again?
If was going to do it again I would include more attention to detail when
editing my images. I might also attempt to take clearer photos.
18. Evaluation
What did you like about your image?
I like the use of the threshold overlay on the image. I also like the small
sections of rotoscoping I added to the the shadows. I also like the font I have
chosen on the text.
What would you improve if you did it again?
If I was to do it again I would add a better stroke and drop shadow to the text.
I would maybe add more rotoscope to the image.
23. Proposal
Dimensions
My story will include 8-9 pages
Story Overview
My story is based upon Red riding hood. Red riding hood has been told by her mum
she has to deliver the cakes she has baked to her grandmother on the other side of the
forest. On her journey she hears weird and unusual noises. What red riding hood
doesn’t know is that she is being followed by a monster. When Red riding hood arrives
at her grandmothers house things don’t feel normal. Her grandmother has an unusual
amount of eyes and teeth and a scaly skin. After a conversation with the monster, the
monster reveals its identity but just before the monster can get to red riding hood a
woodman appears to save the day.
Export Format
JPEG
Advantages: Great for Graphic artwork and have a short file transfer time.
Disadvantages: May give loss of image quality the more the file is opened.
24. Deadline
15th January.
Audience
The target audience for my story is for children ages 1+. The book will be for both
genders. The price of the book will be relatively low therefore people of all classes
can purchase the book. The book will be for all races and will be sold within the UK
first then later branch out to other countries around the world.
Production Methods
The production methods will consist of working with Adobe Photoshop to
rotoscope and colour the images for my story. The colours of my story will be bright
and vibrant creating a positive feel to the story. The font of the text will be in Sans
serif to create a bold and clear text so the children are able to easily read it.
25. What are the strengths of the proposal? What areas of the proposal need further work?
You have chosen a good export format with a good
advantage and disadvantage about using JPEG. I
also like your target audience as its very wide and
will include a lot of people.
The proposal needs completing, I would also use
an actual age range instead of using 1+ because
that isn’t specific enough as I feel like the type of
book you will be creating isn’t going to be sold to
adults for their own personal use, its likely to be
bought for their children.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
You have brainstormed a good range of ideas. I like
how you have talked about text style. I think you
have come up with some reasonably good ideas.
I think you need to elaborate on some of the points
however, As it appears rather vague. You could
also try talking about colours and textures you plan
to use, or whether you want the pages to be busy
with colour and subjects or whether you want a
more minimalistic looking book.
26. What are the strengths of the proposal? What areas of the proposal need further work?
• Good advantages/disadvantages of your
chosen file format.
• Good chosen age/demographic for a children’s
book.
• Give a few more advantages and
disadvantages or elaborate on your given
points.
• Decide what the dimensions of the book will be.
• Write a story overview.
• More detail on your production techniques. Talk
about what tools and techniques in Photoshop
are going to help you create your children’s
book.
• Explain why you chose the audience and
expand on your given points.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
• Make some moodboards to help develop the
ideas that you have. Do one for each character
and each scene you have in your book.
27. What are the strengths of the proposal? What areas of the proposal need further work?
You have thought about your target audience, both
a suitable age and gender. Also, you have chosen a
good file type for your final product.
Story Overview – I don’t know what your story is
about so I can’t give you feedback on that.
Production Methods – make sure to talk about the
shortcuts and tools that you will use in your
production process.
Audience – talk about the geodemographic of your
book, so how it will be sold in English speaking
countries but can be translated.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
You have some good ideas on your mind map with
some branches coming of them explaining what
you mean further.
There is no mood board so I can’t see what your
characters would look like. Insert your idea
generations mind map into your pro-forma so
everything is together.
28. Feedback Summary
Sum up your feedback.
Need to complete all work.
Which parts of your feedback do you agree with and why?
I agree with all the feedback given to me. In particular I feel that I need to complete my
story overview witch was mentioned in all feedbacks given.
Which parts of your feedback do you disagree with and why?
I did not disagree with any of it.
32. Original Script
"My dear, put on your red cloak with the hood to it, and take this cake and this pot of butter to your
Grannie, and ask how she is, for I hear she is ailing."
Now little Red Riding-Hood was very fond of her grandmother, who made her so many nice things, so she
put on her cloak joyfully and started on her errand. But her grandmother lived some way off, and to reach
the cottage little Red Riding-Hood had to pass through a vast lonely forest. However, some wood-cutters
were at work in it, so little Red Riding-Hood was not so very much alarmed when she saw a great big wolf
coming towards her, because she knew that wolves were cowardly things.
And sure enough the wolf, though but for the wood-cutters he would surely have eaten little Red Riding-
Hood, only stopped and asked her politely where she was going.
"I am going to see Grannie, take her this cake and this pot of butter, and ask how she is," says little Red
Riding-Hood.
"Does she live a very long way off?" asks the wolf craftily.
"Not so very far if you go by the straight road," replied little Red Riding-Hood. "You only have to pass the
mill and the first cottage on the right is Grannie's; but I am going by the wood path because there are such
a lot of nuts and flowers and butterflies."
"I wish you good luck," says the wolf politely. "Give my respects to your grandmother and tell her I hope
she is quite well."
And with that he trotted off. But instead of going his ways he turned back, took the straight road to the
old woman's cottage, and knocked at the door.
Rap! Rap! Rap!
"Who's there?" asked the old woman, who was in bed.
"Little Red Riding-Hood," sings out the wolf, making his voice as shrill as he could. "I've come to bring dear
Grannie a pot of butter and a cake from mother, and to ask how you are."
"Pull the bobbin, and the latch will go up," says the old woman, well satisfied.
So the wolf pulled the bobbin, the latch went up, and—oh my!—it wasn't a minute before he had gobbled
up old Grannie, for he had had nothing to eat for a week.
33. Original Script
http://www.worldoftales.com/Little_Red_Riding_Hood.html
Then he shut the door, put on Grannie's nightcap, and, getting into bed, rolled himself well up in the clothes.
By and by along comes little Red Riding-Hood, who had been amusing herself by gathering nuts, running after butterflies,
and picking flowers.
So she knocked at the door.
Rap! Rap! Rap!
"Who's there?" says the wolf, making his voice as soft as he could.
Now little Red Riding-Hood heard the voice was very gruff, but she thought her grandmother had a cold; so she said:
"Little Red Riding-Hood, with a pot of butter and a cake from mother, to ask how you are."
"Pull the bobbin, and the latch will go up."
So little Red Riding-Hood pulled the bobbin, the latch went up, and there, she thought, was her grandmother in the bed;
for the cottage was so dark one could not see well. Besides, the crafty wolf turned his face to the wall at first. And he
made his voice as soft, as soft as he could, when he said:
"Come and kiss me, my dear."
Then little Red Riding-Hood took off her cloak and went to the bed.
"Oh, Grandmamma, Grandmamma," says she, "what big arms you've got!"
"All the better to hug you with," says he.
"But, Grandmamma, Grandmamma, what big legs you have!"
"All the better to run with, my dear."
"Oh, Grandmamma, Grandmamma, what big ears you've got!"
"All the better to hear with, my dear."
"But, Grandmamma, Grandmamma, what big eyes you've got!"
"All the better to see you with, my dear!"
"Oh, Grandmamma, Grandmamma, what big teeth you've got!"
"All the better to eat you with, my dear!" says that wicked, wicked wolf, and with that he gobbled up little Red Riding-
Hood.
34. Break down of original script.
• Red riding hood is told by her mother to take cake and butter to her ill
grandmother.
• The only way she can get there Is through the dark woods.
• Red riding hood comes across the wolf who asks where she is going.
• Red riding hood leaves the wolf and makes her way to her grandmothers
and the wolf also makes his way to the grandmothers house.
• Wolf gets there first and tricks the grandmother into thinking he's red
riding hood.
• Wolf proceeds to eat the grandmother then dress himself in her clothes.
• Red riding hood enters her house and questions grandmother (the wolf)
for having distinct eyes, legs, ears, arms and teeth.
• Just as the wolf jumps to eat red riding hood the woodcutter jumps in
front of the wolf to save red riding hood and scare the wolf away.
35. Final Script
“Take these cakes and butter to you ill grandmother” said red riding hood’s mother. “Take
the safe route and whatever you do, don't go into the woods”.
“But the woods are fun and have lots of flowers in them” said red riding hood.
“I said no, I want you to get there safe” said the mother. Red riding hood set of on her
journey to her grandmothers house when she came across a dark figure amongst the trees
in the woods. “Hello?” called red riding hood.
Out from the woods came a large alien asking where red riding hood was going. “I'm going
to my grandmothers house to check If she is ok” replied red riding hood. “Where are you
from?” she asked the alien. “My space ship crashed and we are stuck here until it gets
fixed” he said. “Is there anyway I can help ?” she asked. The alien didn’t reply and made
his way back to woods where he came from. Red riding hood proceeded to make her way
to her grandmothers house. The alien knocked at the grandmothers house and gave a high
pitch call “Its me red riding hood, here with cakes for you”. “The doors unlocked, just come
in” called the grandmother. The alien bursts through the door and eats the grandmother.
Eventually red riding hood reaches her grandmothers house. She knocks at the door and
calls “Its me red riding hood, can I come in?”. “The doors open, let yourself in” Says the
alien in high pitch voice. Red riding hood enters. “What large eyes you have grandmother”
she said. “All the better for seeing you my dear” replied the alien. “Why do you have four
arms?’ asked red riding hood. “All the better for hugging you my dear” it replied. “What
large ears you have” she asked. “all the better for hearing with my dear”. “What large teeth
you’ve got” she asked. “All the better for eating you” says the alien as it leaps forward
towards red riding hood. The woodsman burst through the door and jumps in front of the
alien. The alien runs away revealing grandmother hidden in the wardrobe.