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 original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
The document provides feedback on a proposal for a children's book project. The strengths highlighted include providing a clear story overview that gives insight into the plot. The production methods and consideration of the target audience are also strengths. Areas for improvement include providing more detail on how image compression may affect quality for the chosen export format. The idea generation shows the creative process but the mood boards could be more developed with additional concepts. The target age range may be too young and adapting the story for parents reading aloud is suggested. Overall the feedback was mixed, but the student agrees the age range should be 5-8 years old rather than 3-6 as originally planned.
The proposal outlines a children's book project involving a story about a race between a killer whale and swordfish set in the Atlantic Ocean. Key details provided include using 9-15 pages in either 15x23 or 21x23 dimensions, exporting as a PDF, and a deadline of April 22. The target audience is described as 7-11 year old males primarily in the UK. Production methods of rotoscoping and shape tasks are cited to incorporate professional conventions. Areas for further work include adding more details on the story and characters.
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from you, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles the Killer Whale loved to swim fast and play tricks on the other sea creatures. Razor the Swordfish was always looking for a challenge to prove how tough he was.
One day, the two were arguing over who had the best habitat in the ocean. "I'm the fastest swimmer in the sea," boasted Bubbles. "No one is quicker than me!"
"Speed isn't everything
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from a coral reef, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles loved to swim fast and play tricks on the other sea creatures. Razor preferred to hone his skills and make sure he was the sharpest in the ocean.
One day, as Bubbles was showing off some new flips and spins, he swam up to Razor. "I'm the fastest animal in the sea," boasted Bubbles.
"Oh please," scoff
The document outlines Beth Geldard's digital graphic narrative development project which involved students creating images based on different tasks and evaluating their work. Students provided self-evaluations of their images, noting what they liked about their work and how they could improve, giving insight into their creative process and growth. The project exposed students to different styles of digital graphic storytelling through tasks involving shapes, rotoscoping, film quotes, text, and more.
The original story of the three little pigs is retold in rhyming verse. The three little pigs build houses of straw, sticks, and bricks to escape from the big bad wolf. The wolf blows down the houses of straw and sticks but is unable to destroy the brick house. He tricks the pig into going to a turnip field and apple tree but each time the pig arrives early and gets the food before the wolf arrives.
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
The document provides feedback on a proposal for a children's book project. The strengths highlighted include providing a clear story overview that gives insight into the plot. The production methods and consideration of the target audience are also strengths. Areas for improvement include providing more detail on how image compression may affect quality for the chosen export format. The idea generation shows the creative process but the mood boards could be more developed with additional concepts. The target age range may be too young and adapting the story for parents reading aloud is suggested. Overall the feedback was mixed, but the student agrees the age range should be 5-8 years old rather than 3-6 as originally planned.
The proposal outlines a children's book project involving a story about a race between a killer whale and swordfish set in the Atlantic Ocean. Key details provided include using 9-15 pages in either 15x23 or 21x23 dimensions, exporting as a PDF, and a deadline of April 22. The target audience is described as 7-11 year old males primarily in the UK. Production methods of rotoscoping and shape tasks are cited to incorporate professional conventions. Areas for further work include adding more details on the story and characters.
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from you, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles the Killer Whale loved to swim fast and play tricks on the other sea creatures. Razor the Swordfish was always looking for a challenge to prove how tough he was.
One day, the two were arguing over who had the best habitat in the ocean. "I'm the fastest swimmer in the sea," boasted Bubbles. "No one is quicker than me!"
"Speed isn't everything
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from a coral reef, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles loved to swim fast and play tricks on the other sea creatures. Razor preferred to hone his skills and make sure he was the sharpest in the ocean.
One day, as Bubbles was showing off some new flips and spins, he swam up to Razor. "I'm the fastest animal in the sea," boasted Bubbles.
"Oh please," scoff
The document outlines Beth Geldard's digital graphic narrative development project which involved students creating images based on different tasks and evaluating their work. Students provided self-evaluations of their images, noting what they liked about their work and how they could improve, giving insight into their creative process and growth. The project exposed students to different styles of digital graphic storytelling through tasks involving shapes, rotoscoping, film quotes, text, and more.
The original story of the three little pigs is retold in rhyming verse. The three little pigs build houses of straw, sticks, and bricks to escape from the big bad wolf. The wolf blows down the houses of straw and sticks but is unable to destroy the brick house. He tricks the pig into going to a turnip field and apple tree but each time the pig arrives early and gets the food before the wolf arrives.
This document contains a student's proposal for a digital graphic narrative project. The proposal outlines a story about a fox trying to steal grapes from a garden. Key details include:
- The story will be 4 inches by 8 inches in size and target an audience ages 1-3.
- Pages will be created in Photoshop using paper cutout textures to resemble a scrapbook.
- Feedback on the proposal noted the file format choice was clear but dimensions and page count were missing.
- Idea generation focused on using textile-like textures to make images seem innocent and friendly, potentially for sensory exploration. More development of ideas could have occurred.
- 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 proposal provides an overview of a children's book involving two friends following the ringing of a bell through a forest to a seaside cliff. Key details include an 8-9 page A4 landscape format, JPEG export, a June 9th deadline, and a 3-6 year old audience. Production methods will involve rough page layouts in Photoshop to plan illustrations before finalizing each page. Further details on intended Photoshop tools could strengthen the production methods section.
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 story is about a little girl who lives with her father and cruel stepmother after her mother passes away. The stepmother mistreats the girl and blames her for everything. One day while crying in the shed, the girl befriends a mouse who warns her that if her stepmother ever sends her on an errand to visit her aunt, she must be careful because her aunt is actually the witch Baba Yaga who might eat her with her iron teeth.
This proposal outlines a children's book about an Inuit folklore character called the Kalopaling. The story involves a boy named Noah who lives with his father after his mother dies. His stepmother hates Noah and tries to summon the Kalopaling to take him away, but the Kalopaling ends up taking the stepmother instead. The proposal discusses the target audience of 3-4 year olds, production methods using Photoshop, and strengths/areas for improvement in the proposal and idea generation sections.
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
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 document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
The 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.
Here is a revised version of the script that expands on some details:
Once upon a time, there lived a poor widow named Mary and her young son, Jack. They lived in a small cottage in the countryside and struggled to make ends meet. One morning, Mary told Jack, "We have no food left and our cow Bessie is our only possession of value. You must take her to the market and sell her so that we may buy seeds to plant our crops."
Jack sadly took Bessie to the market. On the road, he met a strange man. "What have you there, boy?" asked the man. "My cow Bessie, but we must sell her for we have nothing left to
This document contains a proposal for a children's book from a student. The proposal includes details about the book such as it being 12 pages and A4 size. It provides an overview of the story which involves a boy trading his family's dog for a giant egg that hatches a dragon. The boy befriends the dragon and they have adventures, finding a goose that lays golden eggs and the dragon's family. The proposal states the export formats will be PDF and JPEG depending on the situation.
- The proposal is for an 8 page children's storybook in PDF format targeting 3-6 year old girls.
- The story is about two friends, one who is sick, and their journey through the woods to visit each other while wearing matching riding hoods and encountering a bear.
- Photoshop will be used to create the book, utilizing techniques like rotocoping for details and shapes for simpler elements. Fonts, houses, and characters will be crafted through these methods to achieve a cartoony style suitable for young readers.
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
Little Red Riding Hood is sent by her mother to deliver cake and wine to her sick grandmother, but encounters a wolf along the way who tricks her and eats her grandmother before impersonating her in bed; when Little Red Riding Hood arrives the wolf reveals himself and eats her too before being killed by a hunter who rescues the two from the wolf's stomach.
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
Little Red Riding Hood sets off through the woods with gifts for her grandmother, but encounters the Big Bad Wolf along the way who tricks her and eats her grandmother. However, a woodsman hears Little Red Riding Hood's screams and fights off the wolf, rescuing both her and her grandmother. The story serves as a cautionary tale for children about talking to strangers.
The 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.
The proposal outlines a 10-page children's storybook about two friends, including a story overview where one bakes a cake for the other but encounters a bear on the way. Photoshop will be used to create pages through rotoscoping and shapes. The strengths are a clear story overview and production plan using rotoscoping and shapes. Further details could be added on the audience and development of the bear character. Idea generation includes story elements and colors but could provide more character details.
The proposal outlines a 10-page children's storybook about two friends, including a story overview, production methods using Photoshop, and target audience of 3-6 year old girls. Strengths include a clear story overview and understanding of the end goal. Further work could provide more audience details and expand on the bear character in the idea generation. Production methods and idea generation are well developed, while the audience section and bear idea could use more elaboration. Overall the proposal and idea generation demonstrate a thoughtful approach, with minor areas identified for additional details.
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.
This document contains a student's proposal for a digital graphic narrative project. The proposal outlines a story about a fox trying to steal grapes from a garden. Key details include:
- The story will be 4 inches by 8 inches in size and target an audience ages 1-3.
- Pages will be created in Photoshop using paper cutout textures to resemble a scrapbook.
- Feedback on the proposal noted the file format choice was clear but dimensions and page count were missing.
- Idea generation focused on using textile-like textures to make images seem innocent and friendly, potentially for sensory exploration. More development of ideas could have occurred.
- 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 proposal provides an overview of a children's book involving two friends following the ringing of a bell through a forest to a seaside cliff. Key details include an 8-9 page A4 landscape format, JPEG export, a June 9th deadline, and a 3-6 year old audience. Production methods will involve rough page layouts in Photoshop to plan illustrations before finalizing each page. Further details on intended Photoshop tools could strengthen the production methods section.
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 story is about a little girl who lives with her father and cruel stepmother after her mother passes away. The stepmother mistreats the girl and blames her for everything. One day while crying in the shed, the girl befriends a mouse who warns her that if her stepmother ever sends her on an errand to visit her aunt, she must be careful because her aunt is actually the witch Baba Yaga who might eat her with her iron teeth.
This proposal outlines a children's book about an Inuit folklore character called the Kalopaling. The story involves a boy named Noah who lives with his father after his mother dies. His stepmother hates Noah and tries to summon the Kalopaling to take him away, but the Kalopaling ends up taking the stepmother instead. The proposal discusses the target audience of 3-4 year olds, production methods using Photoshop, and strengths/areas for improvement in the proposal and idea generation sections.
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
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 document provides details about a digital graphic narrative project, including tasks completed, evaluations of images created, and feedback. It includes evaluations of images created for tasks like shape, rotoscope, film quotes, text based, comic book, photo story, and narrative environment. The feedback summarizes that more details and images could strengthen proposals and idea generation. Overall the document outlines the process and results of assignments in a digital graphic narrative course.
The 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.
Here is a revised version of the script that expands on some details:
Once upon a time, there lived a poor widow named Mary and her young son, Jack. They lived in a small cottage in the countryside and struggled to make ends meet. One morning, Mary told Jack, "We have no food left and our cow Bessie is our only possession of value. You must take her to the market and sell her so that we may buy seeds to plant our crops."
Jack sadly took Bessie to the market. On the road, he met a strange man. "What have you there, boy?" asked the man. "My cow Bessie, but we must sell her for we have nothing left to
This document contains a proposal for a children's book from a student. The proposal includes details about the book such as it being 12 pages and A4 size. It provides an overview of the story which involves a boy trading his family's dog for a giant egg that hatches a dragon. The boy befriends the dragon and they have adventures, finding a goose that lays golden eggs and the dragon's family. The proposal states the export formats will be PDF and JPEG depending on the situation.
- The proposal is for an 8 page children's storybook in PDF format targeting 3-6 year old girls.
- The story is about two friends, one who is sick, and their journey through the woods to visit each other while wearing matching riding hoods and encountering a bear.
- Photoshop will be used to create the book, utilizing techniques like rotocoping for details and shapes for simpler elements. Fonts, houses, and characters will be crafted through these methods to achieve a cartoony style suitable for young readers.
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
Little Red Riding Hood is sent by her mother to deliver cake and wine to her sick grandmother, but encounters a wolf along the way who tricks her and eats her grandmother before impersonating her in bed; when Little Red Riding Hood arrives the wolf reveals himself and eats her too before being killed by a hunter who rescues the two from the wolf's stomach.
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
Little Red Riding Hood sets off through the woods with gifts for her grandmother, but encounters the Big Bad Wolf along the way who tricks her and eats her grandmother. However, a woodsman hears Little Red Riding Hood's screams and fights off the wolf, rescuing both her and her grandmother. The story serves as a cautionary tale for children about talking to strangers.
The 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.
The proposal outlines a 10-page children's storybook about two friends, including a story overview where one bakes a cake for the other but encounters a bear on the way. Photoshop will be used to create pages through rotoscoping and shapes. The strengths are a clear story overview and production plan using rotoscoping and shapes. Further details could be added on the audience and development of the bear character. Idea generation includes story elements and colors but could provide more character details.
The proposal outlines a 10-page children's storybook about two friends, including a story overview, production methods using Photoshop, and target audience of 3-6 year old girls. Strengths include a clear story overview and understanding of the end goal. Further work could provide more audience details and expand on the bear character in the idea generation. Production methods and idea generation are well developed, while the audience section and bear idea could use more elaboration. Overall the proposal and idea generation demonstrate a thoughtful approach, with minor areas identified for additional details.
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 is a draft script based on the story breakdown you provided:
It was the day of the big Intergalactic Race and all the farm animals were getting ready. Oinky the pig had won the last 9 trial races in a row and was feeling very confident. However, his best friend Baah the sheep was starting to get jealous of all the attention Oinky was getting.
As Oinky was preparing his rocket buggy for the big race, he discovered that one of his tires was flat. "Oh no!" cried Oinky, "how am I going to race without a spare tire?" He searched high and low around the barn but couldn't find the spare anywhere.
Worried that he wouldn't be able
The document provides details for a proposed children's book project, including an overview of the story, intended format, audience, and production methods. The story is about a character who has a flat tire before an intergalactic race and enlists help to find his spare tire, which his friend had hidden out of jealousy. Key strengths noted are the simple plot that teaches a lesson and use of rotoscoping for illustrations to match the simplicity. Areas for further work include increasing the book size for young readers and providing more details on how rotoscoping will be applied.
The proposal is for an 8-page children's storybook about an intergalactic race. The main character finds his spare tire is missing on race day. He enlists help to find it, discovering his jealous friend had hidden it. The friend admits it and returns the tire, allowing the character to compete. The proposal outlines rotoscoping production methods to appeal to young readers. Strengths include a simple lesson and engaging space theme. Areas for further work include expanding the page size for readability and providing more visual detail in the rotoscoping plans.
Here is a draft script based on the story breakdown you provided:
It was the day of the big Intergalactic Race and all the farm animals were getting ready. Oinky the pig had won the last 9 trial races in a row and was feeling very confident. However, his best friend Baah the sheep was starting to get jealous of all the attention Oinky was getting.
As Oinky was preparing his rocket buggy for the big race, he discovered that one of his tires was flat. "Oh no!" cried Oinky, "how am I going to race without a spare tire?" He searched high and low around the barn but couldn't find the spare anywhere.
Worried that he wouldn't be able
The script tells the story of Goldilocks spacewalking near a large spaceship where she discovers the door is open, so she explores inside and finds space food in the kitchen that is too hot, too salty, and just right. After eating, Goldilocks tries on the family of bears' spacesuits and gets in their beds until they return home to find her and throw her out of the spaceship.
The script tells the story of Jack, a farmer's son in Cornwall who kills the giant Cormoran who has been terrorizing the local villages. After killing Cormoran and claiming his treasure, Jack becomes known as "Jack the Giant Killer." However, this draws the attention of another giant named Blunderbore who vows revenge on Jack if he ever finds him. The story sets up Jack's coming encounter with Blunderbore in the woods near the giant's enchanted castle.
The document provides details about a proposed children's book project. It will be a space-themed version of Goldilocks and the Three Bears, targeting 3-5 year olds. The book will have 8-12 pages sized at 10x20cm in JPEG format. Graphics will be created using the shape tool and rotoscope in Adobe Photoshop. The deadline for completion is June 15, 2016 and the intended audience is primarily middle class children in England, though it could also be released in other English speaking countries. Production will involve using Photoshop tools like the shape tool and rotoscope to create graphics for each page telling the story.
The document contains evaluations from a student on various digital graphic narrative development tasks they completed, including shaping an image, rotoscoping, creating text-based images, making a comic book, photography assignments, an illustration, and initial ideas and storyboards. The student provides what they liked about each task and how they could improve if they did it again.
Simon and Marceline have a close friendship, with Simon caring for the young Marceline 996 years ago after a nuclear war. However, Simon's mental state begins deteriorating as he uses a magical crown, worrying Marceline. Marceline falls ill and Simon realizes he needs to find help, embarking on a journey to save her.
The 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
Marceline asks the Ice King and Finn and Jake to play basketball. During the game, Marceline easily outplays the Ice King. When Finn asks why she invited the ancient Ice King to play, Marceline reveals that despite his flaws, the Ice King is very dear to her heart and she loves him.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and little girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the final export. While production details are provided, further explanation of techniques could strengthen the proposal.
- Initial idea generation included exploring different character roles through a mind map. Switching the wolf and girl roles introduces an intriguing twist, though developing the story's moral may enhance it. Overall strong foundations are laid but leaving room for further refinement.
- The proposal is for a 10-page children's book adapting the story of Little Red Riding Hood. In this version, the roles of the wolf and girl are switched, with the wolf being afraid of humans.
- Key elements include rotoscoping real animals for illustrations, a 10-15 year old audience, and JPEG format for the digital book. The story involves an evil witch transforming the wolf cousin into a human to trick the little brown wolf.
- Strengths are the level of detail provided and interesting concepts like role reversal. Further work could expand on production methods and address pros and cons more fully. The idea generation effectively builds on the classic story with creative twists, and developing the moral or plot
The princess loses her golden ball down a well. A frog retrieves it in exchange for being her companion. The princess agrees but then refuses to uphold her end of the bargain. The frog comes to the castle, frightening the princess. The king insists she allow the frog in as promised.
The document 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.
Here is a draft script for the children's book based on the story breakdown:
1. Deep in outer space, on a small planet orbiting a distant star, lived a family of bears - Mama Bear, Papa Bear, and Baby Bear. Their home was a cozy spaceship where they lived together in harmony.
2. One day, the bear family decided to go on a spacewalk to explore the planet's surface. "Be back soon!" called Mama Bear as they floated out the airlock door. But in their excitement, they forgot to close the door all the way.
3. Meanwhile, a little human girl named Goldilocks was floating through space in her spacesuit. "I
This document provides a structural breakdown and storyboard for an 8-scene short film about a man dealing with loneliness in a world where everyone is distracted by their phones. The breakdown describes each scene in 1-2 sentences. Scene 1 shows the man's morning routine with shots of daily tasks edited together. Subsequent scenes show him interacting unsuccessfully with people at the bus stop who are on their phones. In the climax, a girl without a phone speaks to him and they connect. The film aims to illustrate the message of looking up from our devices and connecting with others.
This document provides questions for a student to evaluate their final film project. The student is asked to fully answer questions about their pre-production, production, post-production, and scheduling processes. For pre-production, the student describes their three stage planning process including research, proposal/pitch, and detailed storyboards. They note organization and planning could be improved. For production, the student discusses cast issues causing reshoots and outlines sound and equipment problems. They are happy with footage quality but note organization needs work. For post-production, the student enjoyed editing and found a non-copyrighted soundtrack, using Premiere Pro and After Effects. They wish they allocated more time. For scheduling, the student created schedules but had
The document provides details on production management for stage 1 of an idea generation and research project. It includes sections on initial ideas, explaining the chosen idea in more detail, conducting primary and secondary audience research, identifying the target audience, considering appropriate content for the target audience, and researching potential production techniques. The document gives guidance on structuring the response and provides examples to illustrate ideas.
This document provides a template for a production management proposal and pitch, outlining the necessary elements to include such as an outline, synopsis, market fit, characters, locations, resources, crew, cast, budget, and schedule. The template is meant to help structure the proposal and allow the user to summarize the research and information collected in stage 1 of the process. The proposal will form the basis of a video pitch/presentation.
The document outlines a student's idea for a short film exploring how technology and social media have impacted modern communication and relationships. The student chose this idea because they believe it comments on relevant issues in contemporary culture. They conducted primary research through surveys to better understand their target audience of 16-24 year olds. Secondary research on smartphone ownership demographics and a similar viral video helped define this target age group that is heavily engaged with smartphones. The student's film will have a PG rating and employ quick editing techniques to efficiently set scenes while avoiding inappropriate content. Resources for production will be obtained through equipment rental from their college.
Week 12 audiences interaction film studies Elliot Miller
This document discusses various theories related to how audiences consume and interpret media. It begins by defining passive and active consumption, then discusses several theories: the hypodermic needle model which suggests media immediately affects audiences; uses and gratifications theory which focuses on why audiences consume certain media; reception theory which proposes that meaning can be encoded differently; and spectatorship which notes personal experiences influence responses. It also covers frameworks for interpreting media differently based on attributes. Overall the document analyzes the complex relationship between audiences and media from several theoretical perspectives.
[Pro forma] corporate - live project evaluation-2Elliot Miller
This production log documents the process of creating a promotional video for a client. It describes various editing and production decisions made, including adding cinematic bars, color correcting footage for warmth, managing files, editing audio interviews to remove mistakes and pauses, and receiving feedback from tutors and clients. The client and tutors were pleased with the final product and provided positive feedback, suggesting it effectively portrayed the company. [/SUMMARY]
- Contractual briefs outline exactly what a client wants from a media company they are hiring. The company must follow the guidelines set out in the brief or it could result in legal action for breach of contract. While this provides clarity for the company, it also restricts their creativity.
- A formal brief gives basic information about what a client wants from a project but allows for discussion between the client and company. This allows both sides to negotiate terms but does not legally bind them to the project. However, it risks the company not receiving enough information.
- Informal briefs involve initial verbal discussions between a client and company about a project but do not finalize any contractual terms or requirements. This allows for early planning but
The document outlines plans for a promotional video for a tile showroom client, including initial ideas of interviews, exterior shots, and timelapses of the store. It discusses shooting schedules, roles for camera operators and editors, and a shot list. The goal is to showcase the store's products and services through creative shots and interviews to appeal to both trade and regular customers online.
The poster for Star Wars: The Last Jedi prominently features central images of key characters like Luke Skywalker to engage fans nostalgically. Characters are arranged by importance, and the dark vs. light side dynamic is symbolized. The red color scheme represents death and the dominance of the dark side. Font, composition, and character poses also reference previous films. Interviews on late night shows like Jimmy Kimmel target older fans, discussing the original films and experiences making The Last Jedi. Trailers build anticipation through glimpses of plot and action while leaving questions unanswered until the film's release.
The document provides details on the production of a channel ident, including planning, storyboarding, and techniques used. The ident focuses on portraying a typical British family's Christmas living room scene. Planning includes shot lists, sound design, and a production timeline. Risk assessment and contingency plans are also included. The final ident incorporates parallax sequencing at the beginning using Photoshop and After Effects compositing techniques. A motion graphic logo animation concludes the ident using After Effects animation tools.
The document provides information on codes, conventions, styles, techniques and purposes of corporate and promotional video production. It discusses typical elements found in such videos like transitions between shots, language and script used, different shooting techniques, potential use of voiceovers, inclusion of the company logo, use of on-screen titles, and emphasizing the unique selling point of the company or product. Examples are given of various corporate videos to illustrate different elements that may be included.
The document provides planning and guidance for a student assignment to create a package of channel identification graphics (idents). It includes concepts for 3 potential idents - one set in a gym showing a logo tattoo, one in a forest showing a logo scratched into a tree, and one in a train station showing graffiti logo. The student chooses the forest ident as their final project due to the ease of filming near their home location without permission required. Storyboards and technical plans are provided for motion graphics, compositing, sound design, and filming techniques to bring the forest ident concept to production.
The document discusses television idents, which are short video segments shown between programs to represent the broadcasting channel. It addresses several questions about the design and purpose of idents. Regarding purpose, idents are used to brand and identify the channel, convey its personality, retain viewers, and inform them. Developments in broadcasting that led to modern idents include the rise of cable/satellite channels which increased competition, requiring channels to distinguish their brands. The document then analyzes examples of idents from BBC1, BBC2, ITV and Channel 4, describing how their designs reflect the identities and target audiences of each channel.
Motion graphics and visual effects have evolved significantly since their early uses in film. Motion graphics first appeared in title sequences during the silent film era to convey information about the film. By the 1950s, title sequences incorporated animation and sound to set the mood and portray the film's story. Pioneers like Saul Bass designed minimalist title sequences that effectively summarized the entire film for audiences. Visual effects techniques also advanced, starting with matte painting techniques used by directors like Georges Méliès to create fictional settings. As technology improved, matte painting transitioned to digital techniques and blue/green screen compositing, enabling more advanced CGI effects. Major breakthroughs included the first CGI in Westworld and realistic dinosaurs in Jurassic Park.
The document discusses motion graphics and compositing. It provides examples of effective title sequences from films like The Pink Panther and Catch Me If You Can that set the tone and establish key elements of the story in a concise visual way at the beginning. It also examines the evolution of visual effects techniques from matte painting to CGI, noting how techniques like blue/green screen compositing expanded what stories could be told on film by placing actors in fictional settings.
In the original story, a girl named Lily is given an impossible task by her cruel stepmother of filling a sieve with water from the Well of the World's End or else never return home; with the help of a frog who tells her how to line the sieve with moss and clay, Lily is able to complete the task but must now keep her promise to do whatever the frog asks for one day; the frog has Lily lift him onto her knee and make him supper, much to the delight of her scheming stepmother.
The document discusses the student's graphic narrative project evaluating various aspects of their final product such as how well it reflects their original intentions, how they constructed images, used text to anchor images, how suitable it is for the intended audience, and techniques used.
The student feels their final product generally reflects their original intentions as shown through their planning process including mind maps, mood boards, and storyboards. They constructed images using shape tools in Photoshop but note room for improvement. They acknowledge text could have been better anchored to images on some pages. The content is deemed suitable for the 4-6 year old target audience.
The student discusses likes and dislikes of the techniques used, including enjoying the warp tool but finding 2
The document discusses cultural competence in understanding media texts. It explains that cultural understanding is needed to interpret language, signs, and symbols used as visual shorthand. Different cultures attach meaning to signs and symbols in various forms. It provides examples of how a Christmas tree, leather jacket, sports car, and cross take on certain meanings based on shared cultural knowledge and interpretations. The document stresses that while visual representations may appear the same globally, the meanings attached can differ across cultures.
This document provides a planning booklet for a digital graphic narrative project. It includes considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulations, copyright, ethical issues, and a production schedule. The production schedule outlines 10 sessions to complete the project, with tasks for each session like planning pages, creating artwork in Photoshop, and improving work based on feedback. Health and safety risks of computer work like eye strain and trip hazards are also addressed, with precautions like taking breaks and keeping work areas uncluttered.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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 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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Evaluation
What did you like about your image?
With my image I like how by only using shapes I can create an image that has
a lot of resemblance to the original, plus I even added extra objects to the
image such as a mouse in the owls claws.
What would you improve if you did it again?
If I were to do this task again the part that I would improve would be the detail of the
owl, I would add further detail making the owl more clear and making the
resemblance between mine and the original stronger.
7. Evaluation
What did you like about your image?
I toughly enjoyed doing this task and creating an end image that I was proud
of, I believe I did a good job on this task as my image resembles the original
very well. I feel that the aspect that worked best was the hair with the
gradient tool as it gave the hair a faded look similar to Wiley’s original hair in
the image.
What would you improve if you did it again?
If I were to do this task again an area that I would aim to improve on would be
his tattoo on his neck, I feel I could have done this better if I had a higher
quality picture as I found it hard to copy the original as when zoomed in the
image began to blur.
10. Evaluation
What did you like about your image?
Fight club is one of my favourite films so I enjoyed this task, in the image I like the
use of the famous soap linked to the film, similar to the films poster. For the Harvey
Dent quote I liked the fact it gave me the chose to be creative in my approach so I
thought the coin that’s famously linked to Dent was a good idea to add to the film
quote.
What would you improve if you did it again?
There are a number of things I would improve if I did this task again, firstly I would
spend more time on them as I feel I could have done a better job if I had a bit longer
on it, the text used in the pictures could have been better, more suitable to what the
images shows. The editing could have been stronger, as places look sloppy.
12. Evaluation
What did you like about your image?
I like the creativity and originality that I was allowed to express in my images as I had the
choice of what to do with the text, creating the image has taught me a number of new skills
that I can use on in future on Photoshop such as tracking and leading, these tools allow me
modify my text by increasing or decreasing the space between letters and sentences. I also
liked the use of the warp tool which allowed me to distort the positioning of letters and
their shapes which can be useful for future reference. Furthermore I was shown how to
implement over images over my text by using the clipping mask tool, I created my own by
placing an image of something that means something to be so I chose the iconic image of
England winning the football world cup, the clipping mask tool helped me do this.
What would you improve if you did it again?
If I were to do this work again, next time for the clipping mask task I would choose a
different image or possibly a better version of my original image, this is because the top of
the image is mostly bright white colours which makes it hard to properly view my name. so
to improve my work a different image choice would be effective.
14. Evaluation
What did you like about your image?
With this image I liked the fact I could take an existing normal image and once
I've taken it to Photoshop I can add filters over it and edit it in a way that
resembles a comic illustration. With my image you can still clearly see who
the character in my image is.
What would you improve if you did it again?
If I were to do this task again firstly I would improve it by decreasing the noise
that can be seen in the photo, mainly around the jokers suit. I would also aim
to add greater detail to my image, especially in the jokers face, his face paint
isn't very clear.
18. Evaluation
What did you like about your image?
I enjoyed the fact we created a story with only using images and no text, it
was insightful and helpful towards my project of making a children’s story
book as it let me practice telling a story with illustrations as well as text.
What would you improve if you did it again?
If I were to do this task again I would chose I different idea, perhaps one with
a more interesting outcome. I would also think about the angles and
construction of the shots more if I did this again as I realised that camera
angle is very important to creating an atmosphere in the image.
20. Evaluation
What did you like about your image?
I like the originality of my image, there is no other penguin like mine and
while creating my drawing I improvised everything I drew from the top of my
head, this allowed me to be as creative as possible.
What would you improve if you did it again?
Next time if I attempted this task again I would conduct further research into the
drawing, I would plan my drawing better so I that next time the quality of the
illustration would be better
23. Evaluation
What did you like about your image?
For the first image I liked how realistic it can look, as I used an original image
of a mountain range then added a filter over it, it made it quick and easy to
make a illustrated styled background. For the second image I liked the use of
colours in the image, along with the symmetry between the path and trees
leading towards the sunset, I felt this looked good.
What would you improve if you did it again?
If I were to do this task again I would improve my work by adding more detail
to the environments, perhaps adding in animals to the background or even
more nature such as bushes, plants or trees.
28. Proposal
Dimensions
(number of pages and page size) estimate 10 pages
Story Overview
The story features 3 characters, Sammy the Space girl, the evil Space mother and the three eyed
space frog. Sammy's step mother treats her horribly giving her space chores all the time. One
day She sends her out to find the well at the galaxies end so that she can bring her back
some space gunk but the trick is she most only use a sieve to carry it back. She finds the well but
realises the task is impossible, until out of nowhere appears a 3 eyed space frog that shows her
what to do but at the price of one request, she must do his bidding for a whole night. She agrees
goes home with the space gunk still inside the sieve to her stepmothers amaze. The frog turns up
at her house that same night and her stepmother forces her to keep her word, once the night is
nearly over the frog has one last request, to have his head cut off by Sammy, hesitantly at first she
does and to her and everyone else’s amaze the frog turns in to a space prince belonging to the
galaxies royal family. She marries the prince and they live happily ever after.
Export Format
PSD
Advantages: PSD files allow me to add extra layers and gives me a number a tools they allow me to edit and
manipulate images however I want.
Disadvantages: PSD files cannot be viewed by everyone, only those who have the correct software to open
them, however PSD documents can be saved as JPEG’s which is a file that anyone can view.
29. Deadline
7th April
Audience
For the age of my target audience I plan to aim toward a younger audience as my adaptation of the old
English fairy tale 'the well at the ends world' will be written in a children's book style, the target age will be
around 4-6 year olds. As the main character of my story is a space girl the book may mainly appeal to a
younger female audience, however the content will be written in a manner that appeals to both boys and
girls, this is because space travel, spaceships and aliens are all known interest of both young boys and girls.
Which then leads me to the characteristics of my target audience, I will be focus on characteristics of any
child that likes the idea of space travel and adventure as that is what my book will feature. The story may
also interest children who espier to be astronauts as the story features space travels and elements of
exploration. My story is based around an old English Fairy tail and my book will be written in English to the
location of my targeted audience will be English based.
Production Methods
I'm going to use Photoshop to create my illustrations for my book, I like the idea of using rotoscoping to
create my characters and their settings. Rotoscoping consists of getting an original image on Photoshop for
example a frog and using the polygonal lasso tool to select sections of the image and adding a copy layer
over the original in colour, you do this a number of times to build up layers until the end result shows a
replicate copy coloured in in the colours which I selected. When we did the rotoscoping task before hand I
found that it was an effective way of creating good looking illustrations that had both a real life aspect and
also a cartoon aspect which is what I will be aiming to create in my book. There are a few disadvantages to
rotoscoping as it may take me quite a while to create my characters in full detail however I feel that this will
be worth it as I will be left with professional looking characters with good detail and enjoyable to read for a
young audience. Once my characters created I can copy and paste the already finished characters into the
settings of each page.
30. What are the strengths of the proposal? What areas of the proposal need further work?
A strength of your proposal is that you’ve really
gone into detail with what it is your wanting to
accomplish. But also the fact that you have different
ideas of what could happen in the story. I would say
this is a strength as if one to go wrong you still have
your back up idea in a way.
I think your proposal is well thought out and you’ve
managed to explain what it is you would like to do
very well. I feel though one thing that could have
further work on is why you would like to rotoscope
for your production methods and why you think this
could appeal to your target audience.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
I would say the strengths are that you know what it
is your wanting to do. You seem to have it well
planned out in your head. I feel as if the galaxy idea
you have is planned out a lot more and this is a
strength as this does seem to be your chosen one.
I would say an area that needs further development
is the Mcdonalds idea that you have as this could
always be your back up plan. But I feel as if you
could have a bit more detail added to it. As it feels
like you know exactly what you want to do and
every small detail. But I feel like you havent got
everything down in your idea generation.
31. What are the strengths of the proposal? What areas of the proposal need further work?
I like how you have gone into a lot of detail about
how you will adapt the story to make it your own. I
also like you have explained who your target
audience is and why it is this.
To improve you could go into slight more detail
about your production method and why you have
chosen to create your book in this way rather than
using an alternate method.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
A strength is how you have explained what the
traditional fairy tale is and how you will adapt it to
appeal to children of the modern day. It shows you
have a clear understanding of what you are wanting
to produce.
An improvement is that you could explain what
characters will be in your adapted version and what
characteristics each of them will have and how this
relates back to the traditional fairy tale you have
based your story upon.
32. What are the strengths of the proposal? What areas of the proposal need further work?
Your story overview has great detail, this will help
you when creating the imagery for the book and the
text used. I think you have chosen a good way to
create your visuals using photography. This is a
good way to challenge yourself and I believe it will
turn out nicely. You have explained how your book
will appeal to your target audience well and have
given a good explanation on where the story comes
from.
One thing you could do is add in the original story
to your overview and compare each of the story’s
and how you have changed the elements in them.
For example how you have changed the characters
and locations.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Your idea generation has lots of different ideas and
has been explained well. Your mood boards are
nicely presented.
One improvement can be made on the idea
generation, you could explain the locations more
and what is going to be in each locations (objects
etc.) You could add in a front mood board. This will
give you more fronts to select from and will help
you decide the main font for your book.
33. Feedback Summary
Sum up your feedback.
My feedback suggests that I have shown good detail in my audience and story
development however it has also shown me that I may need to further develop on the
production method of my story and why I have chosen to use rotoscoping.
Which parts of your feedback do you agree with and why?
I agree that my audience and story development has been presented in good detail, I
also agree that further development needs to be done on my production method.
Which parts of your feedback do you disagree with and why?
I understand the feedback stating I need to add more detail to my other adaptation, this
is true I could do with adding more detail, however I had already decided what idea I
was going to do so I went into more detail explaining the chosen idea.
34. Original Script
http://www.uexpress.com/tell-me-a-story/2000/4/2/the-well-of-the-worlds-end
One day the mother of a little girl named Lily suddenly died. Her father remarried, but Lily's stepmother was as
unkind as could be. The stepmother was forever giving Lily difficult tasks to do, treating her like a servant and
feeding her scraps.
One day the stepmother decided she would send the child away for good. And so she picked up a sieve and
handed it to Lily and said, "Go fill this from the Well of the World's End, and if you do not succeed, never show
your face in this home again!"
So Lily started on her journey, though of course she had no idea where to go. She asked everyone she met where
she would find the Well of the World's End, but they just shook their heads and shrugged and answered, "I don't
know." And then suddenly, as sometimes happens, an old woman appeared and said, "There, take that path and
you will find the Well of the World's End."
Naturally Lily was pleased, but then she remembered the sieve. "How on earth will I fill a sieve with water," she
asked a bird, and though the bird might have known the answer, he said not a word. And so, when Lily reached
the well, she dipped her sieve into the water, but it ran out just as quickly as she could scoop it in.
She began to weep, but just then, as sometimes happens, a frog leaped into her lap and looked up at her and
spoke. "If you promise to do whatever I ask for one whole day, I'll tell you how to fill your sieve."
Lily agreed at once.
"Stop it with moss and daub it with clay, and then it will carry the water away," said the frog.
Lily collected moss and lined the sieve, and she dabbed clay on it, too. Sure enough, this time when she dipped it
in, the water stayed.
"Don't forget your promise," the frog croaked as Lily skipped away.
"I won't," she sang as she ran happily home.
35. Original Script
Well, when the stepmother saw the sieve full of the water from the Well of the World's End, she was furious, and
she began to concoct other plans, but just then they heard a tapping at the door and a voice cried out,
"Remember the promise you made me."
When the stepmother opened the door she saw a frog. "What on earth?" she cried, but Lily quickly told the story
of the Well of the World's End and of her promise to the frog.
The stepmother grinned wickedly. "Girls must keep their promises," she said, and so Lily nodded. "I remember,"
she said to the frog. What do you wish?"
"Lift me up," said the frog, "lift me onto your knee. Remember the promise you made to me."
Lily shuddered. She wasn't certain that she liked the notion of a slithery frog on her knee, but her stepmother
said, "Do as he asks. Girls must keep their promises." And so she did.
And then the frog looked up at Lily, and his great big eyes bulged as he said, "Give me some supper made
especially by thee. Remember the promise you made to me."
Again the stepmother grinned. "Girls must keep their promises," she said. "Now go make the frog some supper."
And so she did, and she fed the frog so well that soon his stomach bulged as much as his eyes.
"Take me to your bedroom quick as can be. Remember the promise you made to me."
Well, Lily didn't like this idea, but her stepmother smirked and said, "Girls must keep their promises," and so Lily
took the frog to her room and set him down to sleep as far away from her as she could.
At dawn she woke, and when she opened her eyes, the frog sat on her pillow.
"Kiss me, kiss me as quick as can be. Remember the promise you made to me."
Now Lily shook her head, for she didn't want to kiss a frog at all, but she remembered how well the frog had
treated her at the Well of the World's End, and she surely didn't want to hurt him. At last she shut her eyes and
kissed him quickly on top of his head. When she opened her eyes, there stood a handsome young prince.
"I was enchanted by a wicked magician, and I could not break the spell until a girl would do what I asked for one
whole day and then kiss me at dawn. Now marry me, for I love you."
36. Story Breakdown
1. Sammy is sent out by her step mother to find the well at the galaxies end.
2. Sammy searches for the Well
3. she comes across an old woman who shows her the way
4. She finds the well but discovers she cannot bring back the space gunk in a
sieve
5. a three eyed space frogs appears that tells her how to do it but at a price
6. Sammy comes back with the space gunk at her step mothers surprise
7. later that night the frog comes to her home telling her she needs to fulfil her
promise of doing the frogs bidding for a whole night.
8. Sammy’s step mother forces her to keep her word, so she lets the frog in
9. the frog requests she shares a bed with through the night, she reluctantly
agrees.
10. as the night comes towards an ends the frogs final request is for Sammy to
kiss him, Sammy insists it wont happen however her step mother again forces
her as she thinks it is punishment
11. Sammy kisses the frog which then turns him back into a prince, they marry
and live happily ever after.
37. Draft Script
sometime, long into the future where people lived on Moons and fly spaceships, there was a space girl named Sammy. Sammy lived on a tiny planet called Toto
with her horrible step mother. Her step mother always treated her badly, making her do countless space chores everyday. One day the stepmother wanted to get
rid of her for good so she called Sammy and commanded her to “go find the well of the galaxies end and from it you must fill up this sieve full of space gunk and
bring it back to me with out spilling, if you cant do this you must never show your face on this planet ever again!”
So without any choices Sammy was sent out into space in search of the well. After a while of searching through asteroid fields and empty planets Sammy came
across an old whistling woman. “do you know where I can find the well of the Galaxies end?” Sammy asked
“yes, yes my child, simply follow the milky way road, once the end is reached, the well you will find.” Sammy thanked the old woman and jumped back in her ship
taking no delay in continuing her journey.
Sammy began to reach the end of the Milky way road and just like the old woman had said the well was just at the end. Wasting no time Sammy threw on her
space outfit and rushed out her ship to the well. Sammy plunged the sieve into the well, filling it with gooey purple space gunk, but to her despair the gunk spilled
away just as fast as she had filled it.
She began to weep, but just then, out of the well appeared a 3 eyed space frog. The frog to her amazement then spoke. “if you promise to do whatever I ask for
one whole night, I promise I will show you how to fill your sieve’.
Sammy agreed at once.
"Stop it with some space moss over there and then dab it with this space clay, and then it wont leak" said the space frog.
Sammy did exactly what the frog suggested and to her amazement the gunk stayed.
“don’t forget your promise” said the space frog as Sammy hopped away.
“I wont” she sang as she jumped into her spaceship to finally go home.
Well, when the stepmother saw Sammy with the sieve full of space gunk with a single drop spilled, she was furious, and she began to concoct other plans, but just
then they heard a slimy tapping at the door and a voice cried out, "Remember the promise you made me.”
the stepmother quickly opened the door and to her amazement there stood the three eyed space frog.
“what is this disgusting creature doing at my door step?!”
Sammy quickly told her the story of what happened at the well and the promise she made the space frog.
The wicked stepmother then with an evil grin on her face said “girls must keep their promises”. Sadly Sammy knew she must keep her promise so she nodded
and said “I remember, what is it you wish?”
“Lift me up” said the space frog, “lift me up onto your knee. Remember the promise you made to me”.
Sammy was hesitant, she didn’t want the slithery space frog sat on her knee, but her stepmother quickly insisted “do as he asks. Girls must keep their promises.”
and so she did.
Then the frog asked “make me some supper, I’m incredibly hungry. Remember the promise you made me.”
The stepmother again grinned “go make him some supper, girls must keep their promises.”
so Sammy did, she fed the space frog so well that soon his stomach bulged like a beach ball.
Finally the space frog said “Take me to your bedroom quick as can be. Remember the promise you made me.”
this didn’t appeal to Sammy, no way did she want to take this revolting three eyed space frog to her bedroom, but just like every other time Sammy’s stepmother
grinned once again and said “girls must keep their promises.” and so Sammy did what she was asked and kept her promise but placed the space frog down to
sleep as far away from her as possible.
Once the light shone through her window in the morning she woke to the sight of the space frog sat on her pillow.
“kiss me, kiss me as quick as can be, remember the promise you made to me.”
Sammy shook her head in disagreement, there was no way she wanted to kiss this space frog. Yet she then remembered just how kind the frog had been to her
by helping her at the well of the Galaxies end, so surely the least he deserved was a quick kiss. At last she shut her eyes and kissed the top of his head. Once her
eyes opened to her astonishment there stood a tall handsome young prince.
“Thank you ever so much! I am the son of the King of the galaxy and was cursed long ago by an evil alien witch and I could not break the spell until a girl would do
what I asked for one whole day and then kiss me at dawn. You have freed me from the curse and If you would, I promise to take you far away from this retched
place and we can live happily ever after!”
Sammy couldn’t explain how happy she was so she agreed and just like that they got in her ship, flew far far away and lived happily ever after.
38. Final Script
Sammy lived on a tiny planet called Toto with her horrible step mother. Her step mother treated her like a slave, always making her do countless space
chores everyday.
One day the stepmother called Sammy and told her to “go find the well of the galaxies end and fill up this sieve with space gunk. Bring it back to me with out
spilling a drop. If you can’t, you must leave this planet forever.”
Sammy set out into space in search of the well. She searched through asteroid fields and empty planets until finally she came to the well of the galaxies end.
Sammy rushed out of her ship to the well. She plunged the sieve into the well, filling it with gooey purple space gunk, but the gunk spilled away just as fast as
she had filled it.
She began to weep, “What ever will I do?”. Just then, out of the well appeared a 3 eyed space frog. The frog then said. “If you promise to do whatever I ask
for one whole night, I promise I will show you how to fill your sieve”. Sammy agreed at once.
“take this clay and moss and block the holes with them, it then wont leak”. Said the space frog.
Sammy did this and to her amazement the gunk stayed.
“Don’t forget your promise” said the space frog as Sammy happily hopped away.
“I wont” she sang as she jumped into her spaceship to finally go home.
The stepmother was furious when she saw the sieve full of space gunk but before she could react they heard a slimy tapping at the door and a voice cried
out, "Remember the promise you made me.”
The stepmother quickly opened the door and saw there stood the three eyed space frog.
“What is this disgusting creature doing at my door step?!”
Sammy quickly told her what happened at the well and the promise she made.
The wicked stepmother then with an evil grin on her face said “girls must keep their promises”. Sammy knew this
so she nodded and said “I remember, what is it you wish?”
The space frog had one wish “let me use your bed tonight, I cant recall the last time I had my own bed. I am ever so tired. Remember the promise you made
me.” Sammy did what she was told and kept her promise. She placed the space frog down to sleep and set out a blanket and pillow on the floor for her self.
Once the morning came she woke to the sight of the space frog sat on her pillow.
“Kiss me, kiss me as quick as you can. Remember the promise you made to me.”
Sammy immediately disagreed, there was no way she wanted to kiss this space frog. Yet she then remembered just how kind the frog had been to her, what
harm could it be? At last she shut her eyes and kissed the top of his head. Once her eyes opened to her astonishment there stood a tall handsome young
prince.
“you broke my curse! I am the son of the King of the galaxy. I was cursed long ago by an evil alien witch and I could not break the spell until a girl would do
what I asked for one whole day and then kiss me at dawn. I am forever in your debt. I promise to take you far away from this retched place and we can live
happily ever after!”
Sammy was thrilled so she agreed and just like that they got in her ship, flew far far away and lived happily ever after.