The digital graphic narrative proposal provides details for a children's book project. Key points include:
- The story is about two deer named Joe and Francis in a zoo, with Joe believing he is the lion.
- Production methods of drawing pages and scanning them into Photoshop are outlined.
- Dimensions, export format, deadline and target audience are specified.
- Feedback notes the original story idea but questions how understandable it will be for children. Areas for further explanation like character distinction and coloring techniques are identified.
The document provides details on the development of a digital graphic narrative by Leah Watson. It includes evaluations of various tasks completed, including shaping an image, rotoscoping, creating text-based images, comic book panels, photographs, illustrations, and initial ideas/mood boards. Feedback is provided on strengths and areas for improvement. Proposals include story details, dimensions, production methods, strengths, and weaknesses. Storyboards and a final script are also included. The document outlines Leah's process in creating a digital graphic narrative from ideation to completion.
The document 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 document contains evaluations from a student of various digital graphic projects they completed. For each project, the student describes what they liked about their image and how they would improve it. They provided feedback on projects involving shapes, rotoscoping, narrative environments, text, comics, illustrations, and photo stories. The feedback demonstrates the student's growing skills with digital graphics programs and ability to critically reflect on their work.
Emily has proposed an 8-page fairytale book for children ages 6-8 using Photoshop. The story involves a prince looking for a princess and testing a girl who claims to be one by placing a pea under her mattresses. Emily's strengths include a clear story overview, production methods using rotoscoping, and target audience details. Further details on stereotypes and additional background ideas could strengthen the proposal and idea generation.
Emily has created storyboards for an 8-page digital graphic narrative adaptation of the fairy tale "The Princess and the Pea". The storyboards show the key events of the narrative: a Prince is searching for a Princess; a storm arrives and a girl seeks shelter at the castle; the Queen tests if she is a true Princess by placing a pea under her mattress; in the morning the girl says she slept terribly due to something in the bed; it is revealed she is a true Princess and marries the Prince. Emily has also provided some text descriptions for each page. The storyboards demonstrate Emily's initial plans for visually adapting the fairy tale into a graphic format.
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.
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.
- The document outlines a proposal for a children's book featuring an Inuit folklore character called the Kalopaling.
- The story involves a boy named Noah who lives with his father after his mother dies. His father remarries and the stepmother tries to get rid of Noah by summoning the Kalopaling. However, the Kalopaling ends up taking the stepmother away instead, leaving Noah and his father to live happily ever after.
- The proposal provides details on the characters, locations, intended audience, production methods using Photoshop and drawing, and strengths/areas for improvement.
The document provides details on the development of a digital graphic narrative by Leah Watson. It includes evaluations of various tasks completed, including shaping an image, rotoscoping, creating text-based images, comic book panels, photographs, illustrations, and initial ideas/mood boards. Feedback is provided on strengths and areas for improvement. Proposals include story details, dimensions, production methods, strengths, and weaknesses. Storyboards and a final script are also included. The document outlines Leah's process in creating a digital graphic narrative from ideation to completion.
The document 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 document contains evaluations from a student of various digital graphic projects they completed. For each project, the student describes what they liked about their image and how they would improve it. They provided feedback on projects involving shapes, rotoscoping, narrative environments, text, comics, illustrations, and photo stories. The feedback demonstrates the student's growing skills with digital graphics programs and ability to critically reflect on their work.
Emily has proposed an 8-page fairytale book for children ages 6-8 using Photoshop. The story involves a prince looking for a princess and testing a girl who claims to be one by placing a pea under her mattresses. Emily's strengths include a clear story overview, production methods using rotoscoping, and target audience details. Further details on stereotypes and additional background ideas could strengthen the proposal and idea generation.
Emily has created storyboards for an 8-page digital graphic narrative adaptation of the fairy tale "The Princess and the Pea". The storyboards show the key events of the narrative: a Prince is searching for a Princess; a storm arrives and a girl seeks shelter at the castle; the Queen tests if she is a true Princess by placing a pea under her mattress; in the morning the girl says she slept terribly due to something in the bed; it is revealed she is a true Princess and marries the Prince. Emily has also provided some text descriptions for each page. The storyboards demonstrate Emily's initial plans for visually adapting the fairy tale into a graphic format.
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.
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.
- The document outlines a proposal for a children's book featuring an Inuit folklore character called the Kalopaling.
- The story involves a boy named Noah who lives with his father after his mother dies. His father remarries and the stepmother tries to get rid of Noah by summoning the Kalopaling. However, the Kalopaling ends up taking the stepmother away instead, leaving Noah and his father to live happily ever after.
- The proposal provides details on the characters, locations, intended audience, production methods using Photoshop and drawing, and strengths/areas for improvement.
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 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 provides details of a digital graphic narrative project, including evaluations of different tasks completed and a proposal for a children's book. For the evaluations, the student describes what they liked about their images and how they could improve. The proposal outlines an 8-12 page children's book telling the story of Pablo Pan rescuing his girlfriend from an evil monkey army. It discusses dimensions, story overview, characters, mood boards, production methods using Photoshop, and strengths/areas for improvement. Feedback on the proposal and idea generation is also provided, noting strengths and ways to further develop certain aspects.
The document 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 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 document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
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 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 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 storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
- 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 Lewis Urquhart's progress in a digital graphic narrative development course, including assignments where he created images using tools like pattern overlays and rotoscoping and provided self evaluations. Lewis incorporated feedback to improve techniques like color choice and detail in shapes. Overall the assignments helped Lewis learn new skills in Photoshop and he was able to see his images take shape through the creative process.
El resumen evalúa el recurso web YouTube, asignándole una puntuación de 1 a 5 en varios ítems como autoría, distribución de información, contenido publicado y fiabilidad, opciones de acceso, y actualización. Se determina que YouTube cumple con la mayoría de los criterios como tener información de contacto, ser editado por una entidad reconocida como Google, estar constantemente disponible y actualizado, y permitir el acceso sin requerimientos especiales.
Rosalina era uma criada idosa em um palácio conhecida por sua bondade. Um dia ela encontrou uma varinha mágica e imaginou usá-la para se transformar em uma jovem e encontrar amor, mas quando viu as crianças que criou, percebeu que sua vida atual era a que ela realmente queria.
Este documento presenta 10 preguntas de selección múltiple relacionadas con los procedimientos y responsabilidades de un soporte técnico. Las preguntas cubren temas como el objetivo de atender incidentes, a quién se deben escalar las solicitudes cuando la solución está fuera de alcance, los canales de contacto de la mesa de servicios, cómo se determinan las prioridades de incidentes y requerimientos, dónde se debe documentar la solución de una solicitud, los procesos en los que interviene un soporte técnico y el hor
Articulo portafolio es justo lo que reciben los medallistas olimpicosDiana Rubio Rosero
Este documento compara los incentivos económicos que reciben los medallistas olímpicos de diferentes países, incluida Colombia. Aunque algunos colombianos creen que el incentivo de Colombia no es suficiente, el documento explica que Colombia de hecho recompensa mejor a sus medallistas que Estados Unidos. No obstante, otros países como España, Italia y México ofrecen mayores incentivos que Colombia a sus medallistas olímpicos. Además de los incentivos iniciales, los medallistas olímpicos colombianos reciben una pensión vitalicia determinada por el
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 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 provides details of a digital graphic narrative project, including evaluations of different tasks completed and a proposal for a children's book. For the evaluations, the student describes what they liked about their images and how they could improve. The proposal outlines an 8-12 page children's book telling the story of Pablo Pan rescuing his girlfriend from an evil monkey army. It discusses dimensions, story overview, characters, mood boards, production methods using Photoshop, and strengths/areas for improvement. Feedback on the proposal and idea generation is also provided, noting strengths and ways to further develop certain aspects.
The document 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 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 document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
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 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 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 storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
- 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 Lewis Urquhart's progress in a digital graphic narrative development course, including assignments where he created images using tools like pattern overlays and rotoscoping and provided self evaluations. Lewis incorporated feedback to improve techniques like color choice and detail in shapes. Overall the assignments helped Lewis learn new skills in Photoshop and he was able to see his images take shape through the creative process.
El resumen evalúa el recurso web YouTube, asignándole una puntuación de 1 a 5 en varios ítems como autoría, distribución de información, contenido publicado y fiabilidad, opciones de acceso, y actualización. Se determina que YouTube cumple con la mayoría de los criterios como tener información de contacto, ser editado por una entidad reconocida como Google, estar constantemente disponible y actualizado, y permitir el acceso sin requerimientos especiales.
Rosalina era uma criada idosa em um palácio conhecida por sua bondade. Um dia ela encontrou uma varinha mágica e imaginou usá-la para se transformar em uma jovem e encontrar amor, mas quando viu as crianças que criou, percebeu que sua vida atual era a que ela realmente queria.
Este documento presenta 10 preguntas de selección múltiple relacionadas con los procedimientos y responsabilidades de un soporte técnico. Las preguntas cubren temas como el objetivo de atender incidentes, a quién se deben escalar las solicitudes cuando la solución está fuera de alcance, los canales de contacto de la mesa de servicios, cómo se determinan las prioridades de incidentes y requerimientos, dónde se debe documentar la solución de una solicitud, los procesos en los que interviene un soporte técnico y el hor
Articulo portafolio es justo lo que reciben los medallistas olimpicosDiana Rubio Rosero
Este documento compara los incentivos económicos que reciben los medallistas olímpicos de diferentes países, incluida Colombia. Aunque algunos colombianos creen que el incentivo de Colombia no es suficiente, el documento explica que Colombia de hecho recompensa mejor a sus medallistas que Estados Unidos. No obstante, otros países como España, Italia y México ofrecen mayores incentivos que Colombia a sus medallistas olímpicos. Además de los incentivos iniciales, los medallistas olímpicos colombianos reciben una pensión vitalicia determinada por el
Este documento describe tres nuevos escenarios para el aprendizaje: 1) Aprendizaje Ubicuo, que ocurre en cualquier lugar y momento gracias al uso de tecnologías integradas en objetos cotidianos, 2) Aprendizaje Invisible, que ocurre de forma imperceptible a través de la interacción con otras personas y el entorno sin espacios o tiempos establecidos, y 3) Aprendizaje haciendo, que implica vivir experiencias en las que los estudiantes fortalecen sus aprendizajes a través de la experiencia y
Oscar Mauricio nació en Honda, Tolima, Colombia. Desde los cinco años ha tenido experiencias psíquicas como ver, escuchar y sentir ángeles y contacto visual con personas fallecidas. A lo largo de los años ha desarrollado un acercamiento total con los ángeles a través de oraciones, reflexiones, rituales, profecías, visiones y terapias grupales que confirman que la vida continúa más allá del cuerpo físico.
UFMCO conducted a strategic conversation to evaluate its current strategic position and develop a strategic plan for the next three years. The document outlines UFMCO's current operational strengths and weaknesses as well as external opportunities and threats. Key issues identified include rationalizing UFMCO's pay structure, ensuring optimal performance of a new facility management software system, gaining market share on TPQ, developing high quality manpower, and positioning UFMCO as the leading FM company in the region. The strategic plan developed objectives and activities to address each issue to help UFMCO operate profitably from the start.
Lions and leopards are large carnivorous cats found in Africa. Lions primarily inhabit savannah grasslands and eat large herbivores like buffalo and zebra. They live in prides led by males and females and can have litters of 2-4 cubs. Leopards prefer forest and bush habitats and prey on smaller mammals like monkeys, baboons, and antelopes. Both male and female lions and leopards weigh between 66-250 pounds and feed their cubs the same diets of local mammals.
Leopards are the smallest of the big cat family and can be found in Africa and Asia. They have an agile, long body with short legs and stalk prey at night. Despite their size, leopards can carry prey up trees that is three times their own weight. Leopards live in varied habitats like woodlands, forests, and savannas, giving them a survival advantage over other big cats.
Las tapas del sábado 2 de junio serán presentadas por APT Virtual. El programa brindará información sobre las últimas noticias y eventos culturales de la semana en un formato conciso de tres oraciones o menos.
Assembling Scrum Teams: A Nonviolent StoryJuan Banda
The author recounts his journey of assembling nonviolent scrum teams. After feeling unfulfilled and frustrated in previous jobs with hierarchical structures and violent communication, he sought to create a new team environment based on collaborative spirit, empathy, courage and the ability to laugh without letting stress impact work. He looked for individuals without egos who felt a need to belong and be inspired. The newly formed teams focused on improving communication without violence and learning new skills quickly. While facing pressures, the teams have been able to improve their work through nonviolent communication and a focus on continuous learning.
El documento describe el contexto y las acciones de una práctica educativa. El contexto físico es un pueblo de montaña con buenas instalaciones escolares aunque ruidosas. El contexto social incluye estudiantes de estratos bajos y medios que son generalmente respetuosos. Las acciones de los estudiantes son ser agradecidos, participativos, creativos, analíticos y solidarios. Las conclusiones son que la oración, comunicación y lectura enriquecen, y que cumplir protocolos y ser proactivos hacen a los estudiant
Este documento explica cómo crear y personalizar gráficos en Excel 2007. Describe los pasos para seleccionar los datos, elegir un tipo de gráfico, y modificar el diseño y formato del gráfico usando las herramientas disponibles. También menciona que los gráficos pueden mostrar la información de los números de una manera más visual y significativa.
Lamont visits his aunt and dislikes her affectionate behavior, so he goes down to the loch to skip stones where he accidentally hits the Loch Ness Monster Nessie. Nessie is not angry and introduces herself, offering Lamont a ride around the loch and showing him her underwater cave home. When Lamont returns soaked, his mother believes they saw the Loch Ness Monster in the loch.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document 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 proposal outlines a children's book about the myth of Hercules. Key details include:
- The story will follow Hercules completing his 12 labors to rescue his kidnapped wife
- Illustrations will use a cartoon style with simple shapes to appeal to children
- Pages will have images on the left and text on the right for easy reading
Areas identified for improvement include clarifying the file format, ensuring the title font is readable, and providing more details on background settings for scenes. Overall, the proposal demonstrates a strong understanding of the character and story, with only minor elements needing further elaboration. The idea generation process incorporated mood boards and was well thought out, though could have expanded on the
Here is a revised script that addresses some areas for improvement:
Once upon a time, there was a little old baker. She decided to make a gingerbread man for her shop. She rolled out the dough and cut it into the shape of a man. For eyes, she used raisins and for teeth she used peppermints. She iced hair on his head and then placed him in the oven.
When the gingerbread man was done baking, he jumped out of the oven. "Stop!" said the little old baker. "I want to sell you in my shop." But the gingerbread man said "No, I want to see the world!" And he ran away as fast as he could.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, creating a text-based image, making a comic book page, and taking photographs. For each exercise, the student provides what they liked about their image and what they would improve if doing the exercise again, focusing on things like color schemes, subject matter, and artistic effects.
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 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.
The document summarizes the planning, production process, and evaluation of a graphic narrative created by the author. Some key points:
- The author created storyboards early in the process using stock images to plan page layouts and ensure their final product reflected original intentions.
- Characters and backgrounds were constructed in Photoshop using basic tools like the lasso tool and layers. Text was placed in high-contrast areas for readability.
- Through experimenting with facial expressions and shadowing, the author aimed to make characters more lifelike despite the simple cartoon style.
- While mostly pleased with achieving their cartoon aesthetic and 3D effects, the author notes some technical issues like inconsistent character details and
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.
This document provides a template for evaluating a graphic narrative project. It includes prompts to provide specific details about the project, including written and visual examples. It prompts the user to identify strengths in the project and areas that could be improved. The user is also asked to reflect on how well the project met its original intentions, how the images and text were constructed, whether the content is suitable for the intended audience, and the techniques and styles used.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their project, praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. It also prompts reflection on how well the intentions, images, text, techniques, audience suitability, representations, style, planning and historical/cultural context were executed in the project.
The document describes a student's digital graphic narrative development project where they created various images and evaluations for different assignments including shape tasks, rotoscoping, text-based images, comic book pages, photographs to convey emotions, illustrations, and initial story idea generation and proposals. The student provides feedback on what they liked and would improve for each image and discusses their plans for a graphic novel adaptation of Little Red Riding Hood.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It suggests including both written explanations and visual examples. The creator is also prompted to reflect on how well their final product achieved their original intentions and whether the content is suitable for the intended audience.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement, with a focus on visual and textual elements. The evaluation should reference specific examples from the project to explain choices in images, style, and how well the final product meets the original intentions.
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 provides a clear overview of a children's storybook involving two friends exploring woods and cliffs near the sea. The story is loosely based on Hans Christian Andersen's "The Bell". The proposal discusses intended dimensions, formats, deadlines, audiences and production methods using rough sketches before completing pages in Photoshop. Strengths include a well-defined story and audience. Further details could be added on desired artistic style and including other languages/continents for a broader reach. The idea generation includes a detailed mind map of story elements but the mood board could be simplified with less text for easier viewing.
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
This story is about a clever young girl who shows a greedy spider named Spider where she finds the best fruits in the bush, including plums, bananas, and honey. Each time, Spider eats all of the fruit without sharing or thanking the girl. When the girl leads Spider to a honey tree, he eats all the honey and gets stuck inside the tree because his belly is too large. The girl refuses to help Spider, teaching him a lesson about being selfish.
The student provides a detailed proposal for a digital graphic narrative adaptation of the story Goldilocks and the Three Bears. Key details include that it will be a 20 page PDF comic book formatted for children ages 2-5. Images will be created using rotoscoping techniques. The story overview and production methods are well explained, though a few minor spelling errors were noted. Strengths of the idea generation include an annotated mood board, though the mind map could be clearer. Overall the proposal is strong with good planning, but minor proofreading could improve it.
This document summarizes different types of digital file formats used for graphics, including raster graphics (made up of pixels that lose quality when resized), vector graphics (made up of paths that can be resized without quality loss), and several specific file formats for both raster and vector graphics. It discusses advantages and disadvantages of common formats like JPEG, TIFF, GIF, BMP, PSD, AI, FLA, and WMF. It also covers topics like file compression, image capture methods, file optimization, file size reduction techniques, and best practices for file naming and asset management.
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 boost feelings of calmness, happiness and focus.
This document provides an analysis of the narrative structure and components of the author's story for children. It begins by stating the story has an open narrative without a conclusion. It then analyzes the story's linear structure with a single storyline, compared to examples like Game of Thrones with multiple storylines. Components like an opening, conflict, climax, and resolution are discussed. Examples are given of closed versus open narratives, realist versus anti-realist, and linear versus non-linear structures. In conclusion, it states the author's story includes an opening, conflict, climax, and open-ended resolution.
This document provides a planning outline for a digital graphic narrative project. It includes considerations for costs, available resources, target audience, production schedule, and health and safety. Costs are estimated at £20 for supplies. The target audience is males and females under age 12. The production schedule outlines 10 sessions over 8 days to complete background designs, character additions, and text/speech for 11 pages. Health and safety risks addressed include eye strain, back pain, tripping, and collisions that could be prevented with breaks, posture changes, clear walkways, and pushed in chairs.
The document summarizes information about two children's books: The Selfish Giant by Oscar Wilde, illustrated by Michael Foreman and Freire Wright, which has a watercolor visual style with mostly text on each page illustrated on the next page, for a total of 28 pages. It also describes Where the Wild Things Are by Maurice Sendak, which has a bright, busy hand-drawn visual style with text on one side and pictures on the other across its unspecified number of pages.
The document outlines Josh Highton's experiments with different digital graphic techniques including shape tasks, rotoscoping, incorporating film quotes, using text, and creating comic book styles. For each technique, Josh provides self-evaluations on what he liked and how he could improve, showing a reflective process of developing skills in digital graphic narratives.
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.
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.
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
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
5. Evaluation
What did you like about your image?
I really like the penguin and crab task I did because it allowed
me to experiment with different textures and create
something really weird.
What would you improve if you did it again?
I don’t particularly like the cat I did. If I was to do it
again, I’d do a different picture. Because fur is really
difficult to recreate with shapes.
But if I had to do the cat again, I’d improve the level of
depth and detail. Because at the moment, it looks
really plain and flat.
8. Evaluation
What did you like about your image?
I’m really proud of my two rotoscopes. I especially like
the Deadpool one because it has a lot more detail and
depth than the Arrow.
What would you improve if you did it again?
I think I could improve the Arrow a lot more if I re-did
it, because it was the first piece I did and it I still
learning at that point.
I wouldn’t change Deadpool. But I find that I miss
small areas of colour, so to improve I would be sure to
be more accurate with the polygonal lasso tool.
11. Evaluation
What did you like about your image?
I like how in the first piece, the quote makes up the body of
Forrest. I thought it would have a really nice effect.
I like the look of the second piece because it seems a little bit
emotional, as you know Forrest had difficulties.
What would you improve if you did it again?
I wouldn’t change anything in the first piece. But I
would try to improve the accuracy of the hands and
the look of the chocolate in the second piece.
The chocolate was supposed to look like sprinkles. But
I don’t think I captured that look.
15. Evaluation
What did you like about your image?
Although you can’t see Deadpool very well, I really
like the effect that it has on the writing.
What would you improve if you did it again?
If I did it again, I’d probably go for a more clear image.
18. Evaluation
What did you like about your image?
I really like the Captain Phasma piece because,
although it looks simple, I think it has a really nice
effect and makes her look less menacing.
What would you improve if you did it again?
I might make the colours a little darker in the Phasma
piece. And I don’t like the grainy effect in the
Deadpool piece. So I would change that and try make
it look more Comic book-like.
20. Evaluation
What did you like about your image?
I like how it almost looks like a real Comic.
I also like how the last picture is photorealism, which
suggests the idea that he was in an alternate universe.
What would you improve if you did it again?
I’d find a better comic book outline, because some of
the pictures seem too squished and not readable.
22. Evaluation
What did you like about your image?
I really like my drawings. I know that sounds big headed,
but usually I actually dislike most of my drawings. So the
ones above are the ones that I’ve chosen as my
favourites.
I think the best ones are the skull (top middle) because
it’s not your usual looking skull, the zombie (bottom left)
because of the level of detail and shading, and 2D
(bottom right) who is the virtual lead singer of English
band ‘Gorillaz’.
What would you improve if you did it again?
Nothing. As stated earlier, these are my top favourite
drawings and I wouldn’t change anything.
24. Evaluation
What did you like about your image?
I really like this piece, not just because I made it, but
because it’s quite peaceful. There’s nothing going on in
the picture, it’s quite dark (as if it’s sunset), and it’s
detailed when it comes to shading and depth, despite the
simplicity of the development process.
What would you improve if you did it again?
I’d make the hills a lighter colour. It seems quite dark,
compared to the hills in the background. But my excuse is
just that it’s sunset.
30. Proposal
Dimensions
8-12 Pages, 25.4cm (10 inches) tall x 20.3cm (8 inches) wide x 2mm thick (Landscape).
Story Overview
There is a deer in a zoo. His name is Joe. Joe has learning difficulties, and he’s not quite
with it.
One day, another deer named Francis enters the Zoo. When confronting Joe, Joe tries
believes with all his heart that he is the lion (The main attraction of the Zoo. Little do
the deer realise that they are merely bait).
During their discussion, the Lion attacks and Joe disappears. Francis is thrown down a
hill and forgets everything that just happened.
Another deer enters the Zoo. When he meets Francis, Francis says “I am the Lion”.
And the story repeats…
Export Format
PDF
Advantages: PDF files are incredibly easy to email, download and view because it exists
independently from the hardware. Meaning you don’t need a specific OS or piece of
hardware to view the file.
Disadvantages: You can not edit a PDF file. It is essentially an image of a document.
31. Deadline
22/04/16
Audience
My main Target Audience is for both males and females under the age of 12.
Obviously my book will be for any English-speaking country.
My book will have a child-like aesthetic about it. But personally I would not class the
story was specifically child-like. So my less specific Target Audience is for anyone
who is interested, no matter the age, gender or class.
Production Methods
I am going to use Photoshop to produce my pages. This is because I can get the
pages to the exact sizes that I want.
I plan to draw my pages on paper first, then scan them into Photoshop.
This is useful because it is not only easier on me, but it also means I can add any
post-production to my drawings.
32. What are the strengths of the proposal? What areas of the proposal need further work?
The strengths of the proposal are that you have
listed the specific size of your book which gives a
clear understanding of your project.
You have also explained the story well and have
explained your methods simply. You have also
expressed your target audience efficiently.
Even though I said the way you explained your
story was good, however I still don’t fully
understand the concept of it, maybe try and re-word
some aspects, however it might just be me
personally.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
I think that the Idea generation is good because all
the Images are relevant to the Story that you have
chosen to do.
I think you could maybe add children’s books onto
the Idea Generation so we know what kind of
genre/type of Children’s books you’re going for.
33. What are the strengths of the proposal? What areas of the proposal need further work?
You have gone for a good artistic style, I don’t think
anyone in my class last year or this year has tried
this style.
How do you plan to create the two different deer
characters to be clearly distinguishable. How are
you planning on colouring your assets that you
have scanned in? If you are using the “fill tool” it
would be a good idea to consider how you are
going to make the colours into the style you have
suggested in your mood boards.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
Information is clearly given that details what
techniques are going to be used. Exact dimensions
of the page have been decided. Although I am un
sure which elements you plan to draw and which
you plan to create purely digitally, if any.
Is the story not a bit dark for children? I also sounds
like someone of a young age might struggle to
understand the story.
34. What are the strengths of the proposal? What areas of the proposal need further work?
Your story idea is different and original which
makes the book interesting and different.
You included a lot of detail in your proposal which
gives me a good idea of what the story will be like.
You could give more advantages and
disadvantages.
Also explain why you will use those production
techniques and why the will work best for your
story.
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
The idea is different and creative which makes the
story interesting. There will be a lot of detail and the
story you went for will allow lots of artistic detail
which is what children like.
I think that the story seems hard to understand
especially for a younger child, therefor maybe you
should simplify it slightly otherwise it seems
confusing.
35. Feedback Summary
Sum up your feedback.
Overall, the Feedback is good.
I got some good constructive criticism and top-tips. However I am now unsure where I
should go with my story.
Which parts of your feedback do you agree with and why?
I agree that my story may be confusing to younger audiences. I also agree that my story
may be a little dark, but my argument to that is: Bambi, the Lion King, Frozen, Lilo and
Stitch and much more stories/films all consist of death. Some darker than others. And
they’re supposed to be for children too.
Like those examples, you don’t see the deer actually die because the story follows
Francis, who is thrown down a hill.
Which parts of your feedback do you disagree with and why?
36. Story Breakdown
There is a deer in a zoo. His name is Joe. Joe has learning difficulties, and he’s not quite
with it.
One day, another deer named Francis enters the Zoo. When confronting Joe, Joe
believes with all his heart that he is the lion (The main attraction of the Zoo. Little do
the deer realise that they are merely bait).
During their discussion, the Lion attacks and Joe disappears. Francis is thrown down a
hill and forgets everything that just happened.
Another deer enters the Zoo. When he meets Francis, Francis says “I am the Lion”.
And the story repeats…
37. Draft Script 1
Page 1
Story starts with a drawing of a sign in a zoo that says “King of The Jungle: The Lion”
Page 2
We are introduced to Francis. He is shown waking up to find himself in a new land.
Francis: “Where am I? This isn’t home.”
Page 3
Francis is shown wandering around, looking for someone else in this strange place.
Francis: “HELLO? *His voice echoes* Is anyone here?”
A mumbled voice is heard from the distance.
Page 4
Francis finds another Deer, named Joe, stood at the foot of a hill.
Joe is convinced he is a Lion, so does not listen when Francis tells him he’s not a Lion.
Francis: “Hello! Hi! Can you help me? I think I’m lost. I fell asleep at home, and I woke up here. Where are we?”
Joe: “I am a Lion”
Francis: “What? No, you’re not. Can you help me or not?”
Joe: “I am a Lion. The sign says so.”
Francis: “What sign?”
Page 5
Joe shows Francis the same sign that was shown at the beginning of the story.
Joe: “Told you.”
Page 6
*Close up of Francis*
Francis: “No. No. This is not possible! How did I get in a zoo!? How did you get in here?”
Joe: “I’m a Lion.”
Page 7
Francis and Joe walk up the hill from earlier
Francis: “Joe, you’re not a lion. I’m sorry but you’re a buck, like me.”
Joe gets sad.
Joe: “For so long, I thought I was a Lion. I thought I was the main attraction.”
Page 8
Just then, the actual Lion attacks. Francis falls down the hill. When he stands back up, he has forgotten about their encounter. And stands still, waiting.
Page 9
Another deer enters, named Jim.
Jim: “Hi there! Can you help me? I think I’m lost.
Page 10
*close up of Francis*
Francis: “I’m a Lion…”
38. Draft Script 2
Page 1
Story starts with a drawing of a sign in a zoo that says “King of The Jungle: The Lion”
Page 2
We are introduced to a Buck, named Francis. He is shown waking up to find himself in a new land.
Francis: “Where am I? This isn’t home.”
Page 3
Francis is shown wandering around, looking for someone else in this strange place.
Francis: “HELLO? *His voice echoes* Is anyone here?”
A mumbled voice is heard from the distance.
Page 4
Francis finds another Buck, named Joe, stood at the foot of a hill.
Joe is convinced he is a Lion, so does not listen when Francis tells him he’s not a Lion.
Francis: “Hello! Hi! Can you help me? I think I’m lost. I fell asleep at home, and I woke up here. Where are we?”
Joe: “I am a Lion”
Francis: “What? No, you’re not. Can you help me or not?”
Joe: “I am a Lion. The sign says so.”
Francis: “What sign?”
Page 5
Joe shows Francis the same sign that was shown at the beginning of the story.
Joe: “Told you.”
Page 6
*Close up of Francis* Francis: “No. No. This is not possible! How did I get in a zoo!? How did you get in here?”
Joe: “I am a Lion.”
Page 7
Francis and Joe walk up the hill from earlier.
Francis: “Joe, you’re not a lion. I’m sorry but you’re a buck, like me.”
Page 8
Joe gets sad.
Joe: “For so long, I thought I was a Lion. I thought I was the main attraction.”
Page 9
Just then, the actual Lion attacks. Francis is pushed out of the way and falls down the hill. When he stands back up, he has forgotten about their encounter. And stands still with
a blank expression.
Page 10
Another Buck enters, named Jim.
Jim: “Hello! Hi! Can you help me? I think I’m lost. I fell asleep at home, and I woke up here. Where are we?”
Page 11
*close up of Francis* Francis: “I am a Lion…”
39. Final Script
Page 1
Once upon a time, there was a buck named Francis.
He lived a boring life. He would wake up, eat some grass, go to sleep, and repeat.
Page 2
One day, Francis was eating from his favourite spot of grass. Until he was distracted by an unfamiliar face.
“Hey there! Can I help?” Francis asked.
Page 3
Francis made his way to the friendly face, and once more said “Hello! Are you lost?”
“My name is Joe. I am a Lion”
“What? No, you’re not. Are you lost?” Francis repeated.
“I am a Lion.” Joe said once more.
“No you’re not!” Francis exclaimed.
Page 4
Francis points to Joe’s feet.
“Look! You have hooves, not paws. You’re the same as me.”
Page 5
Francis takes Joe to a watering hole. He asks Joe to look at his reflection in the water.
“You see? You’re the same as me.” Francis says.
But Joe does not say anything.
40. Final Script
Page 6
Francis takes Joe back to the hill. Just before he’s about to give up, he say’s “Joe, you’re not a lion. I’m sorry but
you’re a buck, like me.”
Page 7
Joe finally understands that he’s not a lion. He says “I’m really not a Lion am I? I’m just a buck”
Page 8
Just then, a real lion jumps up from behind a nearby bush!
Francis shouts “See? Now that’s a lion!”
Page 9
Joe and Francis run away in fear. But Joe trips over and hits his head on a rock.
Page 10
Francis turns around and runs back for Joe. “Are you okay Joe? We need to keep going, he’s right behind us!”
Page 11
Joe picks himself back up and says “I am a Lion…”