The document outlines a student's digital graphic narrative development project which involved creating images using different techniques like shape tasks, rotocoping, adding film quotes, and text effects. It includes evaluations of each image where the student discusses what they liked about the image and how they could improve if doing the project again. The document shows the progression of the student's skills and understanding of digital graphic techniques.
Here are a few suggestions for improving the original script:
- Add more descriptive details to set the scene and build suspense. For example, describe the dark forest the pigs live in or the wolf's menacing appearance.
- Flesh out the pig characters more. Give them each unique personalities and ways of speaking to make them more engaging and distinct from each other.
- Consider changing up the traditional plot a bit. For example, have an unexpected event occur that alters the usual sequence of events and outcomes. Keeping readers guessing can make the story more exciting.
- Include more internal thoughts, feelings and reactions from the characters. Getting inside their heads will help readers connect with and care about what happens to them
The document provides details on the development of a digital graphic narrative project. It includes evaluations of images created using shape tasks, rotoscoping, adding narrative environments, working with text, comic book styles, a photo story, and illustrations. Feedback is provided on what was liked about each image and opportunities for improvement. Proposals are made for an original children's story involving characters such as a badger and farmer, including character sketches, mood boards, page layout ideas, and production methods. The deadline for the project is January 15, 2016 and it will be aimed at ages 6-8.
The document contains a student's proposal for creating a digital graphic narrative retelling the Greek myth of Perseus. Some key points:
- The storybook will be A5 size, 12-15 pages with an image and text on each page to allow readers to visualize the story.
- Fonts and styles were selected to resemble ancient Greek texts. Two fonts were proposed for chapter headings.
- The story will follow the original myth of Perseus but censor graphic elements for a child audience. Images will have a cartoon-like style.
- Strengths included clear dimensions, export format details, and fonts fitting the Greek theme. Further work was needed on simplifying the complex story, character designs,
- The document discusses developing a digital graphic narrative retelling the Greek myth of Perseus.
- It proposes a 12-15 page children's book in A5 size featuring images and text on each page telling the story. The images will be in a cartoon style.
- Feedback is provided on the proposal, noting the fonts chosen are suitable for a Greek mythology story but the story may be too complex for children under 10. More detail on character design and production methods is suggested.
The document outlines the progress of a student on a digital graphic narrative development project, including feedback received on image and text-based exercises, as well as proposals, scripts, and revisions for a children's book on the fairy tale "The Bear and the Two Travelers." The student incorporated feedback to refine elements like their target audience age range and further developed initial ideas.
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
The original tale of "The Three Little Pigs" tells the story of three little pigs who each build a house out of different materials - straw, sticks, and bricks - and are visited by a big, bad wolf who "huffs and puffs" and tries to blow down their houses in order to eat them. The third little pig's house, made of bricks, is the only one strong enough to withstand the wolf's blowing, allowing that pig to outwit the wolf in the end.
- The proposal is for a children's book adaptation of "The Three Little Pigs" targeted at ages 3-6.
- It will consist of 10 pages in .TIFF format for quality and multi-page capabilities.
- The story is altered to be more child friendly and humorous, with the wolf sneezing down the houses of straw and sticks due to allergies.
- Further details on dimensions, production methods, and strengths/areas for improvement were requested in the feedback.
Here are a few suggestions for improving the original script:
- Add more descriptive details to set the scene and build suspense. For example, describe the dark forest the pigs live in or the wolf's menacing appearance.
- Flesh out the pig characters more. Give them each unique personalities and ways of speaking to make them more engaging and distinct from each other.
- Consider changing up the traditional plot a bit. For example, have an unexpected event occur that alters the usual sequence of events and outcomes. Keeping readers guessing can make the story more exciting.
- Include more internal thoughts, feelings and reactions from the characters. Getting inside their heads will help readers connect with and care about what happens to them
The document provides details on the development of a digital graphic narrative project. It includes evaluations of images created using shape tasks, rotoscoping, adding narrative environments, working with text, comic book styles, a photo story, and illustrations. Feedback is provided on what was liked about each image and opportunities for improvement. Proposals are made for an original children's story involving characters such as a badger and farmer, including character sketches, mood boards, page layout ideas, and production methods. The deadline for the project is January 15, 2016 and it will be aimed at ages 6-8.
The document contains a student's proposal for creating a digital graphic narrative retelling the Greek myth of Perseus. Some key points:
- The storybook will be A5 size, 12-15 pages with an image and text on each page to allow readers to visualize the story.
- Fonts and styles were selected to resemble ancient Greek texts. Two fonts were proposed for chapter headings.
- The story will follow the original myth of Perseus but censor graphic elements for a child audience. Images will have a cartoon-like style.
- Strengths included clear dimensions, export format details, and fonts fitting the Greek theme. Further work was needed on simplifying the complex story, character designs,
- The document discusses developing a digital graphic narrative retelling the Greek myth of Perseus.
- It proposes a 12-15 page children's book in A5 size featuring images and text on each page telling the story. The images will be in a cartoon style.
- Feedback is provided on the proposal, noting the fonts chosen are suitable for a Greek mythology story but the story may be too complex for children under 10. More detail on character design and production methods is suggested.
The document outlines the progress of a student on a digital graphic narrative development project, including feedback received on image and text-based exercises, as well as proposals, scripts, and revisions for a children's book on the fairy tale "The Bear and the Two Travelers." The student incorporated feedback to refine elements like their target audience age range and further developed initial ideas.
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
The original tale of "The Three Little Pigs" tells the story of three little pigs who each build a house out of different materials - straw, sticks, and bricks - and are visited by a big, bad wolf who "huffs and puffs" and tries to blow down their houses in order to eat them. The third little pig's house, made of bricks, is the only one strong enough to withstand the wolf's blowing, allowing that pig to outwit the wolf in the end.
- The proposal is for a children's book adaptation of "The Three Little Pigs" targeted at ages 3-6.
- It will consist of 10 pages in .TIFF format for quality and multi-page capabilities.
- The story is altered to be more child friendly and humorous, with the wolf sneezing down the houses of straw and sticks due to allergies.
- Further details on dimensions, production methods, and strengths/areas for improvement were requested in the feedback.
The document outlines a student's digital graphic narrative development project, providing evaluations of various assignments including shape tasks, rotoscoping, film quotes, text-based work, comic books, photo stories, illustrations, and a narrative environment. The student effectively critiques their own work and identifies areas for improvement in future projects.
The proposal outlines a children's book telling the story of three little rabbits who each build houses out of different materials. One builds with straw, one with cardboard, and the third with bricks. A fierce fox blows down the straw and cardboard houses, eating the rabbits that lived in them. When the fox tries to destroy the brick house, the rabbit has escaped. The fox waits inside but then gets captured by a hunter, ending its threats. The proposal provides details on the story, intended audience, production methods, and deadlines. Feedback recommends shortening the story outline, explaining character changes, and adding more annotations.
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text to images, creating comic books, photography with thought bubbles, editing backgrounds, illustrations, and developing story ideas. For their illustrations assignment, the student liked how their image of the three little pigs accurately depicted the children's story, and they would improve it by using felt tips for bolder colors. They also included initial ideas and designs for retelling the three little pigs story with rabbits instead of pigs.
Here is a revised script that adds more detail and character while keeping the overall story and lesson the same:
There once was a curious young shepherd boy named Peter who tended his flock of sheep in the green hills just outside the small village. Though the work could be dull at times, Peter took great joy in watching over the flock.
One sunny afternoon, as Peter gazed out at the grazing sheep, an mischievous idea came to him. "What fun it would be to surprise the villagers!" he thought. With a sly grin, Peter cupped his hands around his mouth and called out "Wolf! Wolf!" as loud as he could.
Hearing the boy's cries for help, the villagers dropped what
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text to images, creating comic books, photography with thought bubbles, editing backgrounds, illustrations, and developing story ideas. For their story ideas, the student proposes adapting "The Three Little Pigs" with three little rabbits building houses from different materials to protect themselves from a hungry fox. They provide sketches of character designs and an improved story outline. Finally, they propose creating an 8-page children's book in A5 size format as their final project, targeting 4-8 year old middle class children of both genders.
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The original story follows Little Red Riding Hood taking cake and wine to her sick grandmother. Along the way, she meets a crab who tricks her into leaving the path and picking flowers. The crab hurries to the grandmother's house and eats her. When Little Red Riding Hood arrives, the crab pretends to be the grandmother and eats her too. A huntsman discovers the crab and cuts open its belly, rescuing Little Red Riding Hood and her grandmother. In the future, Little Red Riding Hood remains cautious of strangers.
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.
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 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 an evaluation of different digital graphic narrative development tasks completed by Lili Brewin, including shaping animals with simple lines, rotoscoping, creating text-based images, combining comic book styles with rotoscoping, and taking photos to use for expressions. For each task, Lili notes what they liked about the results and how they could be improved. Some key points included keeping animals cute with simple rounded shapes, spending more time on facial features like eyes and lips for realism, and taking more photos with plain backgrounds for future rotoscoping.
The document provides feedback on a student's digital graphic narrative project. It summarizes the strengths of the student's proposal, including explaining the production methods and consideration of the audience. It notes that the story overview could be more detailed. It also comments that the student's idea generation looked at characters in some children's books but could have explored more source material. The feedback concludes by summarizing the key points and which aspects the student agrees and disagrees with.
Lili brewin digital graphics evaluationLili_Brewin
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
The document 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.
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, working with text, creating a comic book page, photography, illustration, and initial ideas generation. For each exercise, the student provides what they liked about the image and what they would improve if doing it again. They note things like making shapes more detailed, adding more detail to rotoscoped images, experimenting more with text warping, increasing levels on a cutout tool, improving poses for emotions, and being more consistent with shading.
This document summarizes a student's digital graphic narrative development project. It includes evaluations of images the student created using different techniques like shape tasks, rotoscoping, and comic books. The student provides what they liked about each image and how they could improve. It also includes a proposal for a children's storybook focusing on respecting all creatures, to be created using rotocoping and shape tasks. The proposal discusses dimensions, format, deadline, audience, and production methods. Areas for further development in the proposal include simplifying cultural context. Idea generation strengths include themes of respect, while context could have been explored more.
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 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.
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 contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
Here is a revised script that incorporates some of the feedback:
There once was a shepherd boy named Peter who was bored as he sat on the hillside watching the village sheep. To amuse himself, he took a great breath and called out in a raspy voice, "Wolf! Wolf! The big bad wolf is after the sheep!"
The villagers came running up the hill, waving their pitchforks and clubs, ready to chase the sneaky wolf away. But when they arrived at the top, they saw no wolf - only Peter laughing at his little trick.
The next day, Peter cried "Wolf!" again just for fun. This time, the villagers were less amused. "Don't bother us with
The document outlines a student's digital graphic narrative development project, providing evaluations of various assignments including shape tasks, rotoscoping, film quotes, text-based work, comic books, photo stories, illustrations, and a narrative environment. The student effectively critiques their own work and identifies areas for improvement in future projects.
The proposal outlines a children's book telling the story of three little rabbits who each build houses out of different materials. One builds with straw, one with cardboard, and the third with bricks. A fierce fox blows down the straw and cardboard houses, eating the rabbits that lived in them. When the fox tries to destroy the brick house, the rabbit has escaped. The fox waits inside but then gets captured by a hunter, ending its threats. The proposal provides details on the story, intended audience, production methods, and deadlines. Feedback recommends shortening the story outline, explaining character changes, and adding more annotations.
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text to images, creating comic books, photography with thought bubbles, editing backgrounds, illustrations, and developing story ideas. For their illustrations assignment, the student liked how their image of the three little pigs accurately depicted the children's story, and they would improve it by using felt tips for bolder colors. They also included initial ideas and designs for retelling the three little pigs story with rabbits instead of pigs.
Here is a revised script that adds more detail and character while keeping the overall story and lesson the same:
There once was a curious young shepherd boy named Peter who tended his flock of sheep in the green hills just outside the small village. Though the work could be dull at times, Peter took great joy in watching over the flock.
One sunny afternoon, as Peter gazed out at the grazing sheep, an mischievous idea came to him. "What fun it would be to surprise the villagers!" he thought. With a sly grin, Peter cupped his hands around his mouth and called out "Wolf! Wolf!" as loud as he could.
Hearing the boy's cries for help, the villagers dropped what
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text to images, creating comic books, photography with thought bubbles, editing backgrounds, illustrations, and developing story ideas. For their story ideas, the student proposes adapting "The Three Little Pigs" with three little rabbits building houses from different materials to protect themselves from a hungry fox. They provide sketches of character designs and an improved story outline. Finally, they propose creating an 8-page children's book in A5 size format as their final project, targeting 4-8 year old middle class children of both genders.
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The original story follows Little Red Riding Hood taking cake and wine to her sick grandmother. Along the way, she meets a crab who tricks her into leaving the path and picking flowers. The crab hurries to the grandmother's house and eats her. When Little Red Riding Hood arrives, the crab pretends to be the grandmother and eats her too. A huntsman discovers the crab and cuts open its belly, rescuing Little Red Riding Hood and her grandmother. In the future, Little Red Riding Hood remains cautious of strangers.
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.
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 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 an evaluation of different digital graphic narrative development tasks completed by Lili Brewin, including shaping animals with simple lines, rotoscoping, creating text-based images, combining comic book styles with rotoscoping, and taking photos to use for expressions. For each task, Lili notes what they liked about the results and how they could be improved. Some key points included keeping animals cute with simple rounded shapes, spending more time on facial features like eyes and lips for realism, and taking more photos with plain backgrounds for future rotoscoping.
The document provides feedback on a student's digital graphic narrative project. It summarizes the strengths of the student's proposal, including explaining the production methods and consideration of the audience. It notes that the story overview could be more detailed. It also comments that the student's idea generation looked at characters in some children's books but could have explored more source material. The feedback concludes by summarizing the key points and which aspects the student agrees and disagrees with.
Lili brewin digital graphics evaluationLili_Brewin
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
The document 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.
This document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, working with text, creating a comic book page, photography, illustration, and initial ideas generation. For each exercise, the student provides what they liked about the image and what they would improve if doing it again. They note things like making shapes more detailed, adding more detail to rotoscoped images, experimenting more with text warping, increasing levels on a cutout tool, improving poses for emotions, and being more consistent with shading.
This document summarizes a student's digital graphic narrative development project. It includes evaluations of images the student created using different techniques like shape tasks, rotoscoping, and comic books. The student provides what they liked about each image and how they could improve. It also includes a proposal for a children's storybook focusing on respecting all creatures, to be created using rotocoping and shape tasks. The proposal discusses dimensions, format, deadline, audience, and production methods. Areas for further development in the proposal include simplifying cultural context. Idea generation strengths include themes of respect, while context could have been explored more.
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 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.
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 contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
Here is a revised script that incorporates some of the feedback:
There once was a shepherd boy named Peter who was bored as he sat on the hillside watching the village sheep. To amuse himself, he took a great breath and called out in a raspy voice, "Wolf! Wolf! The big bad wolf is after the sheep!"
The villagers came running up the hill, waving their pitchforks and clubs, ready to chase the sneaky wolf away. But when they arrived at the top, they saw no wolf - only Peter laughing at his little trick.
The next day, Peter cried "Wolf!" again just for fun. This time, the villagers were less amused. "Don't bother us with
The document contains a student's evaluations of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text overlays, and developing comic book and illustration styles. For each exercise, the student notes what they liked, such as the ability to add precise details, and opportunities for improvement, such as incorporating more complex backgrounds or subjects. They express an interest in more challenging assignments that allow them to improve their skills.
The 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 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 original folktale involves a monkey and crab finding a rice dumpling and persimmon seed respectively. The greedy monkey tricks the crab into trading the dumpling for the seemingly worthless seed by persuading the crab that if planted, the seed would grow into a large fruit-bearing tree. Years later, the tree does grow but the monkey steals the unripe fruit and kills the crab by throwing it at him. The crab's son then devises a plan with his friends to get revenge on the monkey.
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
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 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 guidance for evaluating a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It suggests comparing the final product to original plans and storyboards. The creator is also prompted to discuss their construction of images, use of text, suitability for the intended audience, and techniques used. Blank slides should be deleted before submission.
The document outlines a storyboard for a children's book adapting the fairy tale of Puss in Boots. The storyboard shows key events in the tale, including the miller leaving his sons different items upon his death, Puss obtaining clothes and traps to catch food for the king, and Puss securing a home and money for the youngest son. The storyboard provides a visual layout of the adapted tale for a graphic novel format.
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try animating an insect or creature. Ethan enjoyed the increased detail possible with rotocoping and wanted to add shading or color differentials. Ethan also provided positive feedback and areas for improvement for additional exercises involving rotocoping, text, comic books, photography, and illustration.
Here are the storyboards for the simplified children's version of "The Boy Who Cried Wolf":
Page 1:
- Panel 1: A boy is sitting in a field watching over a flock of sheep. He looks bored.
- Panel 2: The boy gets an idea and shouts "Wolf! Wolf!" while pointing off into the distance.
Page 2:
- Panel 1: The villagers come running up the hill towards the boy.
- Panel 2: The villagers ask "Where's the wolf?" The boy is laughing.
Page 3:
- Panel 1: The next day, the boy shouts "Wolf!" again while laughing.
- Panel 2: The villagers come running again and ask
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try depicting an insect or unusual creature. Ethan enjoyed the precision and color range tools used for rotocoping and wanted to depict a more detailed person. Overall, Ethan aimed to improve their skills and try more complex images with each new exercise.
The proposal 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 provides feedback on a student's digital graphic narrative development project. It summarizes the student's proposal, which included an outline of an 11-page story adaptation of Little Red Riding Hood set on the moon. It also discusses the student's idea generation, including a mind map for the story. The feedback notes strengths like clear audience targeting and unique story ideas, while suggesting areas for improvement such as simplifying the complex story and allowing more time for page production to ensure high quality. Overall, the feedback aims to help the student strengthen their project proposal and planning.
The document discusses J.J. Abrams' directorial style and how he can be considered an auteur. It notes that Abrams frequently uses mysteries in his storylines that are gradually revealed throughout films. He also features unlikely heroes who prevail through determination. Abrams is known for using shaky camera work during action scenes and lens flares to add nostalgia and heighten tension. Overall, the document argues that Abrams has developed a unique visual style through techniques like mise-en-scene, lighting, and storytelling that stamp his films as his own and qualify him as an auteur.
The document discusses synergy within the film industry. It provides examples of how synergy is achieved through product placement, tie-ins, spin-offs, and utilizing existing intellectual property from other markets. Product placement, tie-ins, and spin-offs are common ways for film studios and brands to work together across multiple revenue streams. Synergy allows companies to maximize profits from a single film property.
Week 12 pro-forma audiences & products (1)Jack Booth
This document discusses various theories related to audiences and media consumption. It defines passive consumption as audiences simply accepting media messages without response. The hypodermic needle model suggests audiences will immediately believe anything in media. Active consumption is when audiences interact with and influence media. Uses and gratifications theory explains why audiences consume media for information, identity, social integration, and entertainment. Reception theory looks at how audiences interpret encoded media messages based on their own experiences and decoding. Spectatorship theory examines how audiences make meaning based on their social, cultural, private, and desiring selves. Different frameworks can lead to varied interpretations of the same media. The document uses these theories to analyze audiences' interactions with the Alien film franchise.
The document discusses the marketing strategy for the film Get Out. It analyzes the film's poster, which uses a simple black and white design to represent segregation and features the terrified lead actor. The trailer created buzz by showing quick cuts from unsettling scenes without context. Interviews with the director discussed the film's themes of racism and built anticipation. The marketing focused on a staggered release of information, interviews, and trailers that generated online speculation and discussion about the film's underlying social themes.
The document discusses the narrative structure components used in a children's story about monkeys escaping an alien. It utilized an opening to introduce the storyline, included a conflict in the form of the chasing alien to drive the story, and had a resolution when the monkeys escaped. While it had a brief climax when the monkeys fled around the planet, it did not include an enigma or manipulation as those could confuse young readers.
The document summarizes and compares three well-known children's stories: The Three Little Pigs, The Pied Piper, and The Story of the Three Bears. For The Three Little Pigs, the summary notes it has a simple structure with main characters, a dilemma of the wolf trying to eat the pigs, and a solution. For The Pied Piper, the summary says it has a more complicated narrative where the piper controls rats and later the town's children, making it less suitable for young kids. For The Story of the Three Bears, the summary states it has a repetitive storyline where a woman tries the bears' porridge, chairs, and beds, getting in trouble when the bears return home.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, compare their final product to planning documents, discuss the construction and use of images and text, and evaluate how suitable their product is for the intended audience. The user is asked to provide specific details, examples, praise for strong elements, and suggestions for potential improvements. Blank slides can be deleted before submission.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a planning guide for creating a digital graphic narrative. It includes sections on costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Considerations for the project include costs if printing 1000 copies for public distribution. Resources available include design software like Photoshop and word processing programs. The narrative will be designed for children ages 3-6. A 10-session production schedule outlines tasks like character/background design, page layout, text insertion, and quality checks. Health and safety precautions are also addressed, such as preventing trip hazards.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
5. Evaluation
What did you like about your image?
I feel like I made the images well, and they look good,
especially for my first try. I feel the house I designed
was very unique, and then the animal I drew was a
good cartoon version of the real life Red Panda.
What would you improve if you did it again?
I would have probably picked an animal which was less
detailed, as the animal I chose has lots of small details
in its fur which is very difficult to incorporate into a
cartoon version of the animal, as seen by the final
result. I would have spent less time on the facial
features and aimed to finish the whole animal first.
8. Evaluation
What did you like about your image?
I think my Rotoscope image was the best one I created,
as it is similar enough to the original image I used
without it seeming like it is overly edited or not enough
work has been put into the image. It also clearly
presents the same messages in the original image,
which means I made the image with enough detail.
What would you improve if you did it again?
I would take more time to change small parts of his
face and add in extra details, such as facial hair or some
basic shadow elements to add depth to the image,
though doing this could ruin the simplified version.
11. Evaluation
What did you like about your image?
I like these images because the posters I created fit well
with the film’s theme, and the quotes I chose sums up
the main character in both films, who is also on the
poster, just in a cartooned form for added effect. They
also has the drop shadow effect, which makes it seem
like it is a bigger event and builds the film’s excitement.
What would you improve if you did it again?
I would probably spend more time on choosing a good
font and theme for the posters, and also spend more
time adding detail on the background of the posters.
14. Evaluation
What did you like about your image?
I like the effect that I chose to incorporate onto the
text, and I feel like it will be very useful for my final
product as I will try and incorporate something similar
into my title or text for my final product in this course.
What would you improve if you did it again?
I would probably work on improving the text styles in
order to make them more unique and to make each
one stand out from the others, creating more contrast.
I would also experiment more with the font styles in
order to find different styles I like, so I can use them in
my final product which is a story book for children.
18. Evaluation
What did you like about your image?
I feel like I created a very good comic book styled
image, through the use of the filter gallery and its
various different options, which allowed me to make an
image which was originally modern and real, and
transform it into a style which would fit in a comic.
What would you improve if you did it again?
I would probably spend more time on making the
backgrounds look of a better quality, and also mix up
the colours in order to get more of the desired effect
and to make the main subject stand out more clearly.
21. Evaluation
What did you like about your image?
I like the style of the images I took, as they are all in
focus and clearly present the moods and themes in
each shot within the story. I also used the rule of thirds
‘grid’ in my images, in order to enhance the effect the
images had on my audience and to present the story
and its themes and moods to the audience clearly.
What would you improve if you did it again?
I would probably spend more time on choosing a better
location and story for my photos, as I had to rush them
all in order to get the work completed in time.
23. Evaluation
What did you like about your image?
I like this image as it has a lot of potential to be used in
a cartoon, and it has enough detail to be used in a
children’s cartoon book. The style is also simple to
recreate and so could be used on many pages of the
book and has potential for many different settings.
What would you improve if you did it again?
I would take more time on the background and the
setting of the image, and also make the character
bolder and take more time when designing the monkey
so it matches the scene properly.
27. Evaluation
What did you like about your image?
I feel like the images I created, despite being from
completely different environments, are both very good
and could easily be used in my final product. The
background’s feature textures which make them stand
out and ultimately create more detail in the scene.
What would you improve if you did it again?
The main thing I would do to improve them is to decide
on a style that I will use for my final product and then
practise creating narrative environments in that style,
meaning that I will have more experience for my final
product and how well it blends with my characters etc.
32. Proposal
Dimensions
11 Pages of 21 x 25 paper
Story Overview
The story will be based on the fairy-tale 3 Little Pigs, except the characters will all be
different, as well as the settings of the story, which will all be suitable for children. The
story will be based on ‘3 Space Monkeys’ who are building their own spaceships after
leaving their family. In a similar fashion to the original story, they all build their own
spaceships in different ways, the first one built is slow, the second is built faster, then
the final monkey spends longer building a ship that is the fastest. The first 2 are playing
in their ships when they find a new planet, where they are chased by an alien in his
own spaceship, who chases the first ship until the monkey jumps into the second ship.
The story progresses like 3 Little Pigs, where the alien chases the ships until the
monkeys are all in the final spaceship as they fly away from the alien until he crashes
into a planet and jumps out of his spaceship and lands back onto his own planet.
Export Format
PDF File Format
Advantages: Popular File Format which is openable on many devices, smaller file size.
Disadvantages: Once formatted PDF Files are harder to edit then other types of files.
33. Deadline
My book must be submitted and complete by the 9th June 2017.
Audience
My audience is going to be primarily aimed at children aged 3-6 years old, and both
genders will be attracted to the storyline, though due to the space theme, which is
stereotypically associated with boys rather than girls, it may be more popular with a
male audience. There is not a specific social class for the families I am aiming the
book at, though it will be especially popular with middle class families who prefer
traditional stories rather than branded stories from cartoons on TV and films. The
book will be mainly popular in English speaking places such as Britain, and
potentially the USA, Australia, and other countries like Canada or New Zealand.
Production Methods
I am going to produce my sheets on Photoshop, where I will put in my page
dimensions and then begin to work on each page. Before I start making the story, I
will create all of the characters, the locations, and other aspects of the storyline.
Once they’re all created, I will begin to put them all onto each sheet to start
creating the story, before I then write in all of the speech and text over the pages.
Once I've put in all of the basic character models on each location page, I am going
to change the characters slightly so their poses and expressions match the story.
34. What are the strengths of the proposal? What areas of the proposal need further work?
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
35. What are the strengths of the proposal? What areas of the proposal need further work?
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
36. What are the strengths of the proposal? What areas of the proposal need further work?
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
37. Feedback Summary
Sum up your feedback.
Which parts of your feedback do you agree with and why?
Which parts of your feedback do you disagree with and why?
38. Original Script
Once upon a time there was an old mother pig who had three little pigs and not enough
food to feed them. So when they were old enough, she sent them out into the world to
seek their fortunes.
The first little pig was very lazy. He didn't want to work at all and he built his house out
of straw. The second little pig worked a little bit harder but he was somewhat lazy too
and he built his house out of sticks. Then, they sang and danced and played together
the rest of the day.
The third little pig worked hard all day and built his house with bricks. It was a sturdy
house complete with a fine fireplace and chimney. It looked like it could withstand the
strongest winds.
The next day, a wolf happened to pass by the lane where the three little pigs lived; and
he saw the straw house, and he smelled the pig inside. He thought the pig would make
a mighty fine meal and his mouth began to water.
So he knocked on the door and said: "Little pig! Little pig! Let me in! Let me in!”
But the little pig saw the wolf's big paws through the keyhole, so he answered back:
"No! No! No! Not by the hairs on my chinny chin chin!” Then the wolf showed his teeth
and said: "Then I'll huff, and I'll puff, and I'll blow your house down.”
So he huffed and he puffed and he blew the house down! The wolf opened his jaws
very wide and bit down as hard as he could, but the first little pig escaped and ran away
to hide with the second little pig.
39. Original Script
The wolf continued down the lane and he passed by the second house made of sticks;
and he saw the house, and he smelled the pigs inside, and his mouth began to water as
he thought about the fine dinner they would make.
So he knocked on the door and said: "Little pigs! Little pigs! Let me in! Let me in!” But
the little pigs saw the wolf's pointy ears through the keyhole, so they answered back:
"No! No! No! Not by the hairs on our chinny chin chin!” So the wolf showed his teeth
and said: "Then I'll huff, and I'll puff, and I'll blow your house down."
So he huffed and he puffed and he blew the house down! The wolf was greedy and he
tried to catch both pigs at once, but he was too greedy and got neither! His big jaws
clamped down on nothing but air and the two little pigs scrambled away as fast as their
little hooves would carry them. The wolf chased them down the lane he almost caught
them. But they made it to the brick house and slammed the door closed before the wolf
could catch them. The three little pigs they were very frightened, they knew the wolf
wanted to eat them. And that was very, very true.
The wolf hadn't eaten all day and he had worked up a large appetite chasing the pigs
around and now he could smell all three of them inside and he knew that the three
little pigs would make a lovely feast. So the wolf knocked on the door and said:
"Little pigs! Little pigs! Let me in! Let me in!” But the little pigs saw the wolf's narrow
eyes through the keyhole, so they answered back:
"No! No! No! Not by the hairs on our chinny chin chin!” So the wolf showed his teeth
and said: “Then I’ll huff, and I’ll puff, and I’ll blow your house down.”
40. Original Script
Well! he huffed and he puffed. He puffed and he huffed. And he huffed, huffed, and he
puffed, puffed; but he could not blow the house down. At last, he was so out of breath
that he couldn't huff and he couldn't puff anymore. So he stopped to rest and thought a
bit. But this was too much.
The wolf danced about with rage and swore he would come down the chimney and eat
up the little pig for his supper. But while he was climbing on to the roof the little pig
made up a blazing fire and put on a big pot full of water to boil. Then, just as the wolf
was coming down the chimney, the little piggy off with the lid, and plump! in fell the
wolf into the scalding water.
So the little piggy put on the cover again, boiled the wolf up, and the three little pigs ate
him for supper.
https://americanliterature.com/childrens-stories/the-three-little-pigs
41. Story Breakdown
Page 1; 3 Space Monkeys had to leave their mother’s spaceship in order to begin making their own
room. They began building their own spaceships for when they each earned their own pilot license.
Page 2; The first monkey was lazy, and finished building his spaceship first so he could make it look
bright and colourful and show off to his brother and sister.
Page 3; The second monkey had taken more time, but she still wanted to have a bright and fancy
spaceship to compare with her brothers.
Page 4; The last monkey finished his ship the day before their licenses arrived, and had built a very
fast spaceship but it didn’t look very fancy or colourful.
Page 5; The 3 space monkeys are playing in their ships when they find a new spaceship parked on a
small planet, which suddenly starts chasing the first monkey.
Page 6; The first monkey had spent too long making his ship look cool to show off, and so wasn’t
fast enough to escape the alien, and so he jumped into his sister’s ship.
Page 7; The second monkey had also wasted time trying to show off her ship, which meant it still
wasn’t fast enough to outrun the alien’s spaceship.
Page 8; Both monkeys jumped into the final ship, which the last monkey had taken the longest to
build, and so it was very fast, and they escaped the alien’s spaceship.
Page 9; The alien crashes into the moon as it tries to catch the final monkey’s spaceship, and the
monkeys live happily ever after.
42. Draft Script
The 3 space monkeys are told by their mother that they all need to prepare to leave her ship as
she doesn’t have enough room for them anymore, and so they all begin to build their own
spaceships for when their pilot licenses arrive.
The first monkey, who was the oldest, finished his spaceship first of the 3, so he could make his
spaceship bright and colourful so he could show off to all of his friends. He painted it blue and
red and green, and then he found some stickers and put them on the spaceship.
The second monkey spent longer building her spaceship, but she also wanted to show off her
new spaceship to her friends so she made it look bright and fancy as well. She painted the
whole thing pink, but she didn’t have enough time to add any stickers.
The final monkey spent the longest on his ship, and only finished it the day before their licenses
arrived, but his spaceship was the fastest because he had spent the longest. He didn’t have any
time to paint or decorate his spaceship like his siblings.
The 3 space monkeys then began to fly their new spaceships and playing until they found a new
planet, from which a new alien spaceship comes to chase them!
The first monkey, who had spent more time making his spaceship colourful, was the first to be
chased, and since he took the least time on his ship it was the slowest.
The second monkey flew by, and the first monkey jumped into her spaceship, as it was faster
than his, but yet the alien still chased them.
They couldn’t escape, and so the third monkey, who had the fastest ship came and they all
jumped into his spaceship and began to fly away.
They all flew away in the final monkey’s fast spaceship, and they escaped the alien after he
crashed into his own moon and jumped out just before his spaceship broke.
43. Final Script
Once upon a time, there were 3 Space Monkeys living on their mother’s spaceship. One day,
during dinner, their mother spoke to them and said “The time has come for you all to make your
own spaceships to use as homes, as mine is running out of room for you all!” and with that, they
all got to work on building their own spaceships. They had to have their ships built before their
pilot licenses arrived, which was in 1 week. The first monkey, who was the oldest, finished his
spaceship first, so he could paint his spaceship to show it off to all of his friends. He painted it
red, and found some stickers to decorate it. “Mother! Look at my spaceship and how bright it
is!” he bragged at the dinner table in front of his brother and sister. The second monkey finished
hers next, and then began painting hers. However, she only had time to paint it one colour,
which she chose to be pink, but she was still proud of her work none the less. When all of the
monkeys were at the dinner table once again, she spoke up and said “Mother! Have you seen
how pretty and pink my spaceship is!” The final monkey however, took the longest to finish his
spaceship, and he only finished it on the night before their licenses arrived. Every night at the
dinner table, the last monkey’s brother and sister teased him for not finishing his spaceship in
time, but he ignored them and continued to work hard on his spaceship. At long last, he had
finished his ship, but he had no time to paint or decorate it so it matched with his brother and
sister and their fancy spaceships. However, his ship was the best built as he had taken the most
time on it and had patience. The 3 monkeys finally went out to fly their own spaceships for the
first time, and then whooshed and zoomed around the galaxy, enjoying their newfound
freedom. One day, when the oldest monkey tried to show off how far he could fly, he
accidentally stumbled across a moon. As he flew closer towards this new moon, a spaceship left
the moon, with an alien driving it!
44. Final Script
The first monkey got scared of the alien and flew away back to his brother and sister, but the
alien had a faster spaceship then the first monkey and he chased him all the way! “Help me! I’m
being chased!” shouted the first monkey to the second monkey, who had a faster spaceship. So
she flew past and the first monkey jumped into her spaceship, and they both flew away. “Oh
thank you sister, now lets escape!” he said to her. However, the alien’s spaceship was still faster
and he came close to catching them until the third monkey flew over. He shouted to them
“Jump aboard!” and jump aboard they did. Since he had spent the longest time building his ship
and not trying to show off to everyone else, he had the fastest spaceship. He managed to fly
away from the alien, before the alien tried to trick the monkeys. He flew around a planet the
other way to the monkeys, trying to catch them by surprise. “Look out!” shouted the second
monkey as she saw the alien flying towards them. The third monkey had spent the most time in
his spaceship practising, and it was also the fastest, and so he managed to avoid the alien and fly
past, towards home. The alien however, crashed his spaceship into the planet he had tried to
trick the monkeys with, and he jumped out just before it crashed into the ground below. The
monkeys all flew away as quick as they could, which was very quick, back towards their mother’s
spaceship. “We made it!” they all exclaimed as they saw their mother’s spaceship in the
distance, and they flew back to tell their mother about their adventures. Once they were safe,
the third monkey taught his older brother and sister how to build a spaceship that was faster
and better than their first ones. In return, they both helped him paint and decorate his
spaceship all different bright colours, so he could show it off to everyone else. They all built their
spaceships, and went out to explore the galaxy, and live happily ever after…