The summary is as follows:
1. A young boy named Little Blue Hat visits his ill grandmother, taking flowers. On the way, he meets a wolf who tricks him into going alone to pick more flowers.
2. The wolf hurries to the grandmother's house, eats her, and waits in her bed disguised as her.
3. When Little Blue Hat arrives, he realizes it is the wolf. The wolf eats him but is discovered by a passing huntsman, who rescues the boy and grandmother from the wolf's stomach.
The document provides feedback on a student's digital graphic narrative project. It summarizes the strengths of the student's proposal, including explaining the production methods and consideration of the audience. It notes that the story overview could be more detailed. It also comments that the student's idea generation looked at characters in some children's books but could have explored more source material. The feedback concludes by summarizing the key points and which aspects the student agrees and disagrees with.
- The document contains evaluations from a student on various digital graphic narrative assignments they completed, including shaping images, adding rotoscoping, creating film quotes, manipulating text, comic book elements, photo stories, illustrations, and narrative environments.
- For each assignment, the student describes what they liked about their work and how they would improve it. Common feedback includes adding more details, colors, and background elements to make the images more interesting and visually engaging.
- The document also includes idea generation and inspiration from children's stories, a script draft, and a proposal that provides an overview of the planned story, dimensions, export format, production timeline, and intended audience. The proposal describes the production methods but could provide more story
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping and warping images, adding rotoscoping, incorporating film quotes, experimenting with fonts, creating comic book style images, telling photo stories, illustrating, and building narrative environments. The student provides what they liked about each image and how they could improve if doing the project again, offering feedback on developing their skills in digital graphic narratives.
The document outlines a story about a boy named Little Blue Hat who goes to visit his sick grandmother in the woods, but encounters a wolf along the way. The wolf tricks Little Blue Hat into leaving to pick flowers, while the wolf goes to the grandmother's house, eats her, and disguises himself as the grandmother to try and eat Little Blue Hat too. The story is presented over 9 pages in a script format and includes feedback from the creator on ways to improve the story and images.
Little Red Riding Hood is a fairy tale about a girl who goes to visit her grandmother through a forest, where she encounters a wolf. The wolf tricks Little Red Riding Hood into going down a longer path while he takes a shorter one to reach the grandmother's house first. There, he eats the grandmother and disguises himself as her. When Little Red Riding Hood arrives, she begins to notice strange physical attributes of the wolf disguised as her grandmother. Before the wolf can eat Little Red Riding Hood, she realizes it is actually the wolf and escapes from the house to safety.
The document provides a template for evaluating a graphic narrative project. It prompts the user to praise strong elements of their work and identify areas for improvement. It suggests including both written explanations and visual examples. The summary evaluates a children's book project based on the template. It notes that illustrations helped plan page layouts and flat plans mirrored intentions. While techniques like rotoscoping and warping were useful, some images could be improved by filling gaps or adding missing details. Overall, the project reflects the target audience of ages 3-7 through its use of color, characters, and story elements.
This document provides a product catalogue from Mehta Publishers for 2014. It includes summaries of 26 books across various genres such as fiction, reference books, activity books, moral stories, and more. The books are designed for different age groups ranging from 3+ to 5+ years old. Mehta Publishers emphasizes research on suitability of content and details for the intended age groups. The catalogue is intended to help evaluate and market Mehta Publishers' books.
The document is a graphic narrative evaluation by a student. It includes reflections on their original intentions, construction of images, use of text, and suitability for audience.
Some key points:
- The student used Photoshop filters and color overlays to create their main character from a flat plan.
- They constructed images well by adjusting colors and positioning text, but one image could be improved by adding more context without text.
- The story was aimed at older children aged 7-10, mainly males, due to hunting/killing themes. It would appeal most to middle/upper class families in Western Europe and North America.
The document provides feedback on a student's digital graphic narrative project. It summarizes the strengths of the student's proposal, including explaining the production methods and consideration of the audience. It notes that the story overview could be more detailed. It also comments that the student's idea generation looked at characters in some children's books but could have explored more source material. The feedback concludes by summarizing the key points and which aspects the student agrees and disagrees with.
- The document contains evaluations from a student on various digital graphic narrative assignments they completed, including shaping images, adding rotoscoping, creating film quotes, manipulating text, comic book elements, photo stories, illustrations, and narrative environments.
- For each assignment, the student describes what they liked about their work and how they would improve it. Common feedback includes adding more details, colors, and background elements to make the images more interesting and visually engaging.
- The document also includes idea generation and inspiration from children's stories, a script draft, and a proposal that provides an overview of the planned story, dimensions, export format, production timeline, and intended audience. The proposal describes the production methods but could provide more story
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping and warping images, adding rotoscoping, incorporating film quotes, experimenting with fonts, creating comic book style images, telling photo stories, illustrating, and building narrative environments. The student provides what they liked about each image and how they could improve if doing the project again, offering feedback on developing their skills in digital graphic narratives.
The document outlines a story about a boy named Little Blue Hat who goes to visit his sick grandmother in the woods, but encounters a wolf along the way. The wolf tricks Little Blue Hat into leaving to pick flowers, while the wolf goes to the grandmother's house, eats her, and disguises himself as the grandmother to try and eat Little Blue Hat too. The story is presented over 9 pages in a script format and includes feedback from the creator on ways to improve the story and images.
Little Red Riding Hood is a fairy tale about a girl who goes to visit her grandmother through a forest, where she encounters a wolf. The wolf tricks Little Red Riding Hood into going down a longer path while he takes a shorter one to reach the grandmother's house first. There, he eats the grandmother and disguises himself as her. When Little Red Riding Hood arrives, she begins to notice strange physical attributes of the wolf disguised as her grandmother. Before the wolf can eat Little Red Riding Hood, she realizes it is actually the wolf and escapes from the house to safety.
The document provides a template for evaluating a graphic narrative project. It prompts the user to praise strong elements of their work and identify areas for improvement. It suggests including both written explanations and visual examples. The summary evaluates a children's book project based on the template. It notes that illustrations helped plan page layouts and flat plans mirrored intentions. While techniques like rotoscoping and warping were useful, some images could be improved by filling gaps or adding missing details. Overall, the project reflects the target audience of ages 3-7 through its use of color, characters, and story elements.
This document provides a product catalogue from Mehta Publishers for 2014. It includes summaries of 26 books across various genres such as fiction, reference books, activity books, moral stories, and more. The books are designed for different age groups ranging from 3+ to 5+ years old. Mehta Publishers emphasizes research on suitability of content and details for the intended age groups. The catalogue is intended to help evaluate and market Mehta Publishers' books.
The document is a graphic narrative evaluation by a student. It includes reflections on their original intentions, construction of images, use of text, and suitability for audience.
Some key points:
- The student used Photoshop filters and color overlays to create their main character from a flat plan.
- They constructed images well by adjusting colors and positioning text, but one image could be improved by adding more context without text.
- The story was aimed at older children aged 7-10, mainly males, due to hunting/killing themes. It would appeal most to middle/upper class families in Western Europe and North America.
Power point presentation on little red riding hood (1)pratyush prashar
The presentation summarizes the children's story "Little Red Riding Hood" and discusses its psychological effects on children's minds. It outlines the key characters and plot points of the story, including the wolf deceiving and eating Little Red Riding Hood and her grandmother. The presentation notes that the violent actions in the story could have bad psychological effects on children, so some versions of the story have been changed. It suggests the easiest message for children to understand is the danger of trusting strangers.
Here is a summary of the peer feedback I received:
- Peers praised the quality of my rotoscoping, particularly for Red Riding Hood and Grandma. They felt these characters were the most successful. I agree with this feedback.
- Feedback noted issues with consistency in character sizes between scenes. Peers pointed out the Mother and Wolf could have been improved. I agree these characters were weaker areas of my work.
- My planning and structure was praised by peers. They felt my proposal set clear intentions and the project was well organized. I agree the planning was a strength.
- Some feedback noted the outdoor scenes like the woods could have been improved with more contrast between sky and trees. I agree more sky
1) The production portfolio will consist of a short film adaptation of Little Red Riding Hood, two ancillary products to support the film, a blog, and an evaluation.
2) The short film will be a modernized 5-minute version of Little Red Riding Hood set in a West Indian context, subverting conventions by having an athletic grandmother save the girl from the wolf.
3) The blog will document the filmmaking process and progress, and the evaluation will reflect on what went well and could be improved.
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.
Little Red Riding Hood takes a basket of goods to her grandmother's house in the forest but encounters the Big Bad Wolf along the way. He tricks her into taking a detour and arrives at her grandmother's house first, eating the grandmother. When Little Red Riding Hood arrives, the wolf eats her too. A woodcutter hears their cries and kills the wolf, rescuing Little Red Riding Hood and her grandmother. From then on, Little Red Riding Hood is more cautious traveling in the forest.
Little Red Riding Hood lives in a village near the forest and often visits her grandmother, wearing her red cloak. One day, she goes to visit her grandmother, but stops to pick flowers and loses track of time. She meets a wolf who asks where she is going, and she tells him about visiting her grandmother. The wolf races ahead and tricks the grandmother, eating her. He waits for Little Red Riding Hood in her grandmother's bed. When she arrives, he tricks her too until she notices his big teeth. She escapes and calls for help, leading a woodcutter to save them. The woodcutter defeats the wolf, and Little Red Riding Hood learns an important lesson about talking to strangers.
Max Lancaster created a mood board to break down ideas for a children's book retelling of "The Boy Who Cried Wolf" with the wolf crying "human" instead. The mood board includes images of rural settings to explore locations for sheep herding or the environment of wolves. It also features the characters that will be used and techniques for their stylized, cartoon-like design. The bottom right of the board outlines the planned page layout, visual style, and readable font to guide the production.
The document provides a summary of the characters and plot of a story. The main characters are: Pretto and Pretty (the parents of Parrot), Parrot (their son), Joe (a hunter), Erik (a little boy), Angel (a young man Erik's parents sell Parrot to), and Anglia (a woman Angel loves). The story follows Parrot from birth with his parents, to being captured by Joe and living in cages, to being sold to different owners until being released to return to his homeland.
Little Red Riding Hood and the day PowerPoint came to town...Libby Spears
This slideshare demonstrates how PowerPoint has the capacity to destroy the narrative integrity of a beloved children's story OR enhance it. The choice is up to the person designing the slides! It takes work but the work pays off with happy audiences clamoring for more.
This document proposes a digital graphic narrative called "The Three Little Fish" that retells the classic story of "The Three Little Pigs" but with fish characters. The proposal includes details on the plot, characters, colors, fonts, and backgrounds that will be used. It also specifies that the book will be 10 pages long and exported as PDF files. The story follows three fish who each build a house out of different materials - bubbles, seaweed, and stones. When a shark comes along looking for food, the first two houses are destroyed but the fish escape to the stone house where they are safe from the shark.
Little Red Riding Hood lives in a village near the forest and visits her grandmother who lives through the forest near a brook. Her mother warns her not to talk to strangers or dawdle in the woods. However, Little Red Riding Hood stops to pick flowers and loses track of time. She meets a wolf who asks where she is going and then hurries to her grandmother's house. The wolf arrives first and eats the grandmother. He waits in her bed for Little Red Riding Hood, but a woodsman hears her cries for help and rescues them.
Fables and fairy tales are both fictional stories that are passed down through generations. Fables typically use animals as characters to teach a moral lesson, while fairy tales feature royalty or other human characters and often involve magic. Both forms of storytelling connect cultures and can be enjoyed by all ages, though fables focus on teaching lessons and fairy tales emphasize good triumphing over evil. Aesop is credited with many well-known fables featuring animals with human traits representing different qualities.
This document provides instructions and examples for writing fables. It explains that fables typically involve a problem faced by a little animal that is resolved by a big animal. The document includes examples of common fable structures, such as "The Boy Who Cried Wolf" and templates for planning a fable. It then provides two sample fables written following the structure of having an opening, event, problem, and ending. The fables teach lessons about the consequences of lying and playing with fire.
1. Fairy tales have common elements such as taking place in a fantasy setting, including magical events and characters, and following a problem-solution structure.
2. They often feature royalty, good and evil characters, and begin with an opening phrase like "Once upon a time."
3. Fairy tales typically have happy endings where problems are resolved, sometimes including a lesson learned.
The document provides details about a proposed 10-page children's storybook about a Chinese scholar. Key points:
- The story is about a scholar whose book is burned when a firefly lands on it, prompting him to learn a lesson about respect.
- Production methods will include rotoscoping and shape tasks to simplify images from photos into cartoons.
- The target audience is children ages 4-7 to teach respecting all creatures.
- The deadline for completion is April 7th and the format will be a high-quality PDF.
This document summarizes a student's digital graphic narrative development project. It includes evaluations of images the student created using different techniques like shape tasks, rotoscoping, and comic books. The student provides what they liked about each image and how they could improve. It also includes a proposal for a children's storybook focusing on respecting all creatures, to be created using rotocoping and shape tasks. The proposal discusses dimensions, format, deadline, audience, and production methods. Areas for further development in the proposal include simplifying cultural context. Idea generation strengths include themes of respect, while context could have been explored more.
the moral story for children and you that teach about life.. this story is based on the fable that the moral still easily understand by the child and gives a moral for adult also.
1) A poor woodcutter's cruel stepmother abandons Hansel and Gretel in the forest.
2) The children come upon a cottage made of sweets and are captured by a wicked witch who plans to eat them.
3) Gretel pushes the witch into her own boiling pot, killing her. Hansel and Gretel return home with the witch's treasure and their father welcomes them, as their stepmother has died.
The story is about a kitten named Miss Moppet who thinks she hears a mouse behind a cupboard. When she jumps at the cupboard to catch the mouse, she hits her head. The mouse then peeks out and teases Miss Moppet. Later, when Miss Moppet catches the mouse, she ties him up in a duster as payback for teasing her but the mouse escapes through a hole in the duster.
The story is an allegory for corporate life lessons. It describes a washer man who owns a donkey and dog. One night, a thief breaks in but the dog refuses to bark out of resentment towards its owner. The donkey brays loudly to alert the owner, but gets beaten for the noise. However, the educated owner later realizes the donkey's initiative saved them, and rewards it. The donkey takes on more duties and becomes overburdened, seeking a new job to escape the pressure. The story warns about engaging only in one's own duties to avoid stress.
The document discusses planning the color scheme, fonts, and content for a booklet. It will use light pastel colors to seem happy and welcoming. The main font will be Helvetica Neue to seem light and modern. The title font will be "Rolina" to fit a modern but friendly feel. The booklet will have 6 pages covering an introduction, facts, encouragement, and contents.
Power point presentation on little red riding hood (1)pratyush prashar
The presentation summarizes the children's story "Little Red Riding Hood" and discusses its psychological effects on children's minds. It outlines the key characters and plot points of the story, including the wolf deceiving and eating Little Red Riding Hood and her grandmother. The presentation notes that the violent actions in the story could have bad psychological effects on children, so some versions of the story have been changed. It suggests the easiest message for children to understand is the danger of trusting strangers.
Here is a summary of the peer feedback I received:
- Peers praised the quality of my rotoscoping, particularly for Red Riding Hood and Grandma. They felt these characters were the most successful. I agree with this feedback.
- Feedback noted issues with consistency in character sizes between scenes. Peers pointed out the Mother and Wolf could have been improved. I agree these characters were weaker areas of my work.
- My planning and structure was praised by peers. They felt my proposal set clear intentions and the project was well organized. I agree the planning was a strength.
- Some feedback noted the outdoor scenes like the woods could have been improved with more contrast between sky and trees. I agree more sky
1) The production portfolio will consist of a short film adaptation of Little Red Riding Hood, two ancillary products to support the film, a blog, and an evaluation.
2) The short film will be a modernized 5-minute version of Little Red Riding Hood set in a West Indian context, subverting conventions by having an athletic grandmother save the girl from the wolf.
3) The blog will document the filmmaking process and progress, and the evaluation will reflect on what went well and could be improved.
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.
Little Red Riding Hood takes a basket of goods to her grandmother's house in the forest but encounters the Big Bad Wolf along the way. He tricks her into taking a detour and arrives at her grandmother's house first, eating the grandmother. When Little Red Riding Hood arrives, the wolf eats her too. A woodcutter hears their cries and kills the wolf, rescuing Little Red Riding Hood and her grandmother. From then on, Little Red Riding Hood is more cautious traveling in the forest.
Little Red Riding Hood lives in a village near the forest and often visits her grandmother, wearing her red cloak. One day, she goes to visit her grandmother, but stops to pick flowers and loses track of time. She meets a wolf who asks where she is going, and she tells him about visiting her grandmother. The wolf races ahead and tricks the grandmother, eating her. He waits for Little Red Riding Hood in her grandmother's bed. When she arrives, he tricks her too until she notices his big teeth. She escapes and calls for help, leading a woodcutter to save them. The woodcutter defeats the wolf, and Little Red Riding Hood learns an important lesson about talking to strangers.
Max Lancaster created a mood board to break down ideas for a children's book retelling of "The Boy Who Cried Wolf" with the wolf crying "human" instead. The mood board includes images of rural settings to explore locations for sheep herding or the environment of wolves. It also features the characters that will be used and techniques for their stylized, cartoon-like design. The bottom right of the board outlines the planned page layout, visual style, and readable font to guide the production.
The document provides a summary of the characters and plot of a story. The main characters are: Pretto and Pretty (the parents of Parrot), Parrot (their son), Joe (a hunter), Erik (a little boy), Angel (a young man Erik's parents sell Parrot to), and Anglia (a woman Angel loves). The story follows Parrot from birth with his parents, to being captured by Joe and living in cages, to being sold to different owners until being released to return to his homeland.
Little Red Riding Hood and the day PowerPoint came to town...Libby Spears
This slideshare demonstrates how PowerPoint has the capacity to destroy the narrative integrity of a beloved children's story OR enhance it. The choice is up to the person designing the slides! It takes work but the work pays off with happy audiences clamoring for more.
This document proposes a digital graphic narrative called "The Three Little Fish" that retells the classic story of "The Three Little Pigs" but with fish characters. The proposal includes details on the plot, characters, colors, fonts, and backgrounds that will be used. It also specifies that the book will be 10 pages long and exported as PDF files. The story follows three fish who each build a house out of different materials - bubbles, seaweed, and stones. When a shark comes along looking for food, the first two houses are destroyed but the fish escape to the stone house where they are safe from the shark.
Little Red Riding Hood lives in a village near the forest and visits her grandmother who lives through the forest near a brook. Her mother warns her not to talk to strangers or dawdle in the woods. However, Little Red Riding Hood stops to pick flowers and loses track of time. She meets a wolf who asks where she is going and then hurries to her grandmother's house. The wolf arrives first and eats the grandmother. He waits in her bed for Little Red Riding Hood, but a woodsman hears her cries for help and rescues them.
Fables and fairy tales are both fictional stories that are passed down through generations. Fables typically use animals as characters to teach a moral lesson, while fairy tales feature royalty or other human characters and often involve magic. Both forms of storytelling connect cultures and can be enjoyed by all ages, though fables focus on teaching lessons and fairy tales emphasize good triumphing over evil. Aesop is credited with many well-known fables featuring animals with human traits representing different qualities.
This document provides instructions and examples for writing fables. It explains that fables typically involve a problem faced by a little animal that is resolved by a big animal. The document includes examples of common fable structures, such as "The Boy Who Cried Wolf" and templates for planning a fable. It then provides two sample fables written following the structure of having an opening, event, problem, and ending. The fables teach lessons about the consequences of lying and playing with fire.
1. Fairy tales have common elements such as taking place in a fantasy setting, including magical events and characters, and following a problem-solution structure.
2. They often feature royalty, good and evil characters, and begin with an opening phrase like "Once upon a time."
3. Fairy tales typically have happy endings where problems are resolved, sometimes including a lesson learned.
The document provides details about a proposed 10-page children's storybook about a Chinese scholar. Key points:
- The story is about a scholar whose book is burned when a firefly lands on it, prompting him to learn a lesson about respect.
- Production methods will include rotoscoping and shape tasks to simplify images from photos into cartoons.
- The target audience is children ages 4-7 to teach respecting all creatures.
- The deadline for completion is April 7th and the format will be a high-quality PDF.
This document summarizes a student's digital graphic narrative development project. It includes evaluations of images the student created using different techniques like shape tasks, rotoscoping, and comic books. The student provides what they liked about each image and how they could improve. It also includes a proposal for a children's storybook focusing on respecting all creatures, to be created using rotocoping and shape tasks. The proposal discusses dimensions, format, deadline, audience, and production methods. Areas for further development in the proposal include simplifying cultural context. Idea generation strengths include themes of respect, while context could have been explored more.
the moral story for children and you that teach about life.. this story is based on the fable that the moral still easily understand by the child and gives a moral for adult also.
1) A poor woodcutter's cruel stepmother abandons Hansel and Gretel in the forest.
2) The children come upon a cottage made of sweets and are captured by a wicked witch who plans to eat them.
3) Gretel pushes the witch into her own boiling pot, killing her. Hansel and Gretel return home with the witch's treasure and their father welcomes them, as their stepmother has died.
The story is about a kitten named Miss Moppet who thinks she hears a mouse behind a cupboard. When she jumps at the cupboard to catch the mouse, she hits her head. The mouse then peeks out and teases Miss Moppet. Later, when Miss Moppet catches the mouse, she ties him up in a duster as payback for teasing her but the mouse escapes through a hole in the duster.
The story is an allegory for corporate life lessons. It describes a washer man who owns a donkey and dog. One night, a thief breaks in but the dog refuses to bark out of resentment towards its owner. The donkey brays loudly to alert the owner, but gets beaten for the noise. However, the educated owner later realizes the donkey's initiative saved them, and rewards it. The donkey takes on more duties and becomes overburdened, seeking a new job to escape the pressure. The story warns about engaging only in one's own duties to avoid stress.
The document discusses planning the color scheme, fonts, and content for a booklet. It will use light pastel colors to seem happy and welcoming. The main font will be Helvetica Neue to seem light and modern. The title font will be "Rolina" to fit a modern but friendly feel. The booklet will have 6 pages covering an introduction, facts, encouragement, and contents.
Hannah Woollaston proposes three ideas for a deforestation awareness campaign. Idea one uses images of animals in cupped hands with the tagline "Deforestation kills more than trees" to emphasize the effect on wildlife. Idea two depicts a standing and falling tree with the tagline "YOU can cut down on deforestation" to add sarcasm. Idea three shows a rotoscoped orangutan and faded trees asking "do YOU want to see them homeless?" to create a direct appeal. All ideas will use consistent dark green and blue colors and a bold natural font to effectively convey the serious message.
WATERREPELL S SPECIAL is a ready to use, solvent based repellent which penetrates in concrete or cementitious protective coating. Its UV resistant properties makes the film durable for outdoor use. The use of silicone retards or prevents changes in the surface appearance by resisting the deterioration effects occurs due to atmospheric attack. Due to its excellent water repellent properties, dirt and other atmospheric impurities are washed off by rain and its clean appearance is maintained for a longer period. Also WATERREPELL S SPECIAL prolongs the clear appearance of buildings and minimizes efflorescence.
Music Video Analysis – ‘Shining Road’ by CranesRory Giddings
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document outlines 6 key characteristics of human language:
1. Productivity/creativity - Humans can talk about topics that are displaced in time or existence through language.
2. Cultural transmission - Language is culturally transmitted from one generation to the next, rather than through heredity.
3. Displacement - Human language can refer to past, future, intangible concepts through words.
4. Arbitrariness - There is no natural relationship between the form of a word and its meaning.
5. Duality - Language operates on a physical sound level and conceptual meaning level simultaneously.
6. Discreetness - Human sounds that make up words can be separated from one
El documento describe varios regímenes tributarios especiales en Perú, incluyendo para el sector agrario, la Amazonía, acuicultura, educación y zonas altoandinas. Define CETICOS como áreas geográficas delimitadas con beneficios tributarios para promover el desarrollo e inversión. También explica beneficios tributarios como tasas reducidas de impuesto a la renta para ciertas actividades en estos sectores y regiones.
The original Little Red Riding Hood story is summarized in 3 sentences:
Little Red Riding Hood is sent by her mother to bring custard and butter to her ill grandmother. On the way, she meets the wolf who tricks her by saying he will get there first. The wolf arrives at the grandmother's house before Little Red Riding Hood and eats the grandmother after she lets him in by his trick of imitating Little Red Riding Hood's voice.
The document summarizes the original story of Little Red Riding Hood. It describes how Little Red Riding Hood's mother sends her to bring custard and butter to her ill grandmother. On the way, Little Red Riding Hood meets the wolf who tricks her by saying he will arrive at her grandmother's house first. He gets there before her and eats the grandmother. When Little Red Riding Hood arrives, the wolf pretends to be the grandmother until he eats Little Red Riding Hood as well.
The document outlines Cam Stannard's work on various digital graphic narrative exercises, including shaping images, rotoscoping, incorporating film quotes, using text, and more. For each exercise, Cam provides feedback on what they liked and how they could improve. The feedback shows an interest in improving technical skills and adding more detail and diversity to further exercises.
Little Red Riding Hood takes a cake and wine to her sick grandmother's house in the woods, but is distracted by flowers along the way. A crab tricks Little Red Riding Hood by arriving at the grandmother's house first and eating her. When Little Red Riding Hood arrives, she finds the crab in her grandmother's clothes in bed and realizes she has been deceived.
The document contains evaluations from a student of various digital graphic projects they completed. For a paper collage image of an owl, the student likes how the effort made the image resemble an owl more, and they liked doing the eyes to make it look more lifelike. For a rotoscope image of a person, they liked how the eyes made the person look more human. For a film quotes image, they liked that it revealed little about the film to maintain the surprise.
1. Red receives a delivery job from her boss to take food to her grandmother's house. A wolf offers Red a shortcut through a nebula, allowing him to reach the grandmother's house first.
2. The wolf disguises himself as the grandmother and imprisons the real grandmother. When Red arrives, the wolf tricks and captures her too.
3. Red activates a distress signal. A space marine breaks in and rescues Red and her grandmother, having followed the signal. The wolf is defeated.
Red Riding Hood is making a delivery to her grandmother's house in space. She encounters a wolf who offers her a shortcut through a nebula. Unaware of the danger, Red takes the shortcut, allowing the wolf to arrive at the grandmother's house first. He disguises himself as the grandmother and imprisons both her and Red when she arrives. Red manages to send a distress signal before the wolf can harm them further. Heavy footsteps are then heard, suggesting a rescue may be coming.
The document outlines a student's digital graphic narrative development project where they created images using different tools in Photoshop and evaluated each part of the process, providing what they liked and could improve. They developed an idea for a comic book telling the story of Little Red Riding Hood and included proposal details, idea generation, and initial script before providing a final script and page layouts.
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
The document contains evaluations of various digital graphic narrative exercises completed by the student. For each exercise, the student provides what they liked about their image and how they could improve. They demonstrate growing skills and understanding of Photoshop tools. The student expresses wanting to learn more techniques from tutors to further improve their work. Overall, the evaluations show the student is actively reflecting on their work and skills to continue developing their digital storytelling abilities.
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
The proposal outlines a children's storybook project involving a shepherd herding sheep across a narrow bridge. Key details include:
- The story will be 7-8 pages and follow a shepherd counting sheep as they cross one by one.
- The target audience is children under 5 who will understand the message of patience.
- Images will be created using a rotoscope style in Photoshop to add detail and surrealism.
- The deadline is April 7th and files will be exported as JPEGs for web use.
The idea generation provides story details and visual inspiration but could be more clearly organized. The proposal is strong but adding dimensions rationale could strengthen it.
The document outlines Callum Hamilton's digital graphic narrative development project. It includes evaluations of different techniques used, such as shape tasks, rotoscoping, and creating comic books. Proposals are provided for a 10-page comic telling a version of "The Princess and the Pea" from the pea's perspective. Feedback on the initial ideas and proposal is given, noting strengths like clear dimensions but also areas for improvement such as adding more details.
The summary provides the essential information from the document in 3 sentences:
The document is a story planner worksheet for a student named Alice. It includes Alice planning a fractured fairy tale that combines Snow White and the Gingerbread Man. Alice outlines the main characters, point of view, and major plot events of the story which involves the gingerbread man meeting Snow White in the forest while running away. Snow White uses her magic to help the gingerbread man remember his love for his mother and return to her.
The document contains a student's assignments for a digital graphic narrative development course. It includes evaluations of different image exercises they completed, such as using shapes, rotoscoping, adding text, and taking photos. It also includes materials for planning their own narrative, such as idea generation, storyboards, scripts, and feedback. The student worked on a three little pigs story, creating draft storyboards and scripts to depict the classic tale for a younger audience using rotoscoping techniques.
The document provides feedback on a student's digital graphic narrative development project. The feedback summarizes that the student's mood board could have more variation in images but what was shown was good. It also notes the project presentation was well done but the target audience description could have been more detailed. The student agrees variation in the mood board could be improved but disagrees with no other parts of the feedback.
The document describes various digital graphic narrative projects created by a student. It includes evaluations of different projects including shapes, roto scoping, text-based images, comic books, photography, and illustrations. For each project, the student notes what they liked such as detail or emotion conveyed, and improvements they would make such as adding more effects or changing the subject matter. The projects demonstrate the student's growing skills in digital graphic design and storytelling.
The document appears to be an evaluation of different digital graphic narrative exercises completed by a student, including shape tasks, rotoscoping, adding text to images, applying filters to mimic comic books, photography projects conveying emotions, and pencil illustrations. For each exercise, the student provides what they liked and opportunities for improvement in the future. It also includes a proposal for a digital graphic novel adaptation of Cinderella with details on dimensions, format, story, production methods, target audience, and deadline.
The document appears to be a collection of assignments and evaluations from a digital graphic narrative development course. It includes summaries and feedback from tasks involving shapes, rotoscoping, using text and images together, applying filters to achieve a comic book style, photography assignments conveying emotions, and an illustration assignment. It also includes proposal documents for a digital graphic narrative adaptation of Cinderella including storyboards, as well as feedback on the proposal and areas for improvement.
Giorgia, Jacob, Maddy and Matthew were assigned a group web quest to complete fairy tale worksheets. The worksheets focused on literary terms like irony, satire and parody used in fractured fairy tales. They also explored stereotypes present in classic fairy tales. For their fractured tale, they combined elements of Cinderella and the Three Little Pigs. In their story, Cinderella lives with the three pigs who forbid her from attending the ball. With the help of her fairy godmother, Cinderella attends and dances with the prince, who is revealed to actually be the wolf from the original three little pigs story. The pigs' story of the wolf is exposed as a lie, and they
This document provides instructions for a photography project involving contact sheets and editing digital images. Students are instructed to download project files, create contact sheets of their images in Adobe Photoshop, and select their top 10-15 images to edit. The document then guides students through editing individual images and evaluating their work, including discussing successful elements of their shoot, potential post-production techniques, and feedback on composition, audience, influences, and technical skills developed.
Jack Sullivan created an 8-bit side-scrolling pixelated video game called "Cloud Hop" using Photoshop. The game is set in sky levels where the player controls a character to collect coins and reach the flag at the end of each level before losing all their lives. Artwork is presented showing the character, level screenshots, menus, and a loading screen where the character walks and the word "loading" lights up. The target audience is children, teenagers, and adults ages 7+ due to its similarity and accessibility to Mario games.
This document provides information about employment opportunities and job roles in the media sector for a BTEC Extended Diploma in Creative Media Production course. It discusses different types of employment such as full-time, part-time, freelance and voluntary work. It also covers topics like shift work, permanent and temporary contracts, multiskilling, casual work, hourly paid work and piecework. The document provides guidance on finding work through careers guidance, trade fairs, trade press, networking and maintaining personal contacts. It instructs students to research a potential career path including required skills, qualifications and courses. Examples of applying for jobs and the benefits of work experience are also discussed.
This document provides guidance for a case study assignment on music video production. It outlines 3 tasks: 1) understanding the purposes and strategies of music videos, 2) styles, techniques and conventions, and 3) a case study of 3 music videos. Task 1 questions discuss how more popular artists have higher production videos and how product placement works. Task 2 addresses camera angles, lip syncing, and genre conventions. The case study requires discussing purpose, style, techniques, intertextuality, camerawork, and genre conventions for 3 chosen videos.
This document provides guidance for a case study assignment on music video production. It outlines 3 tasks: 1) understanding the purposes and strategies of music videos, 2) styles, techniques and conventions, and 3) a case study analyzing at least 3 music videos. Task 1 discusses how music videos are used for entertainment, branding, sales and more. Task 2 covers common techniques like camerawork and lip syncing. The case study requires discussing videos in terms of purpose, style, techniques, intertextuality and more. Sample analyses of 3 videos are also provided.
This document outlines a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos in terms of entertainment, branding, sales, and strategies used by different types of artists. Task 2 covers common styles, techniques and conventions used in music video production. Task 3 requires analyzing at least three music videos in terms of purpose, style, techniques, intertextuality, camerawork, and genre conventions. The case study aims to demonstrate understanding of the purposes and production aspects of music videos.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strengths, identify areas for improvement, and reflect on how well their final product meets the original intentions and is suitable for the intended audience. The creator is expected to provide both written and visual examples in their evaluation.
This document provides an overview of various ethical and legal constraints within the UK media sector. It discusses representation and accuracy in media, regulations around language and content from Ofcom and other bodies, guidelines for accessibility and inclusion, and laws around privacy, copyright, libel and official secrets. Key acts and cases are referenced, such as the Broadcasting Act, Video Recordings Act, and privacy cases involving the press and royals. The document serves as a study guide for understanding different rules and considerations that shape media in the UK.
The document discusses understanding regulation of the media sector. It focuses on the British Board of Film Classification (BBFC) regulatory body. The BBFC was set up in 1912 to classify cinema films and began regulating videos/DVDs in 1984. It is funded through fees from submissions and uses age ratings as guidelines. The BBFC can restrict sales and viewing of media if ratings are broken. Case studies of A Clockwork Orange and Fight Club demonstrate the BBFC in action classifying films as 18 rated. Regulation is important to protect younger viewers but regulators should remain independent.
The document discusses the narrative structure of a children's book. It has a linear structure that starts at the beginning and progresses to the end. It has a closed narrative that reaches a conclusion. The story has a single narrative strand to avoid confusion, and is anti-realist with fictional elements like talking animals.
This document outlines the planning and considerations for a digital graphic narrative project. It discusses costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Health and safety issues like eye strain, headaches, cramp, dehydration, and stress are also addressed. The student will create a children's storybook using digital tools like Photoshop over 10 sessions, considering design elements, text, and images for each page.
This document discusses different file formats for digital graphics including raster graphics like JPEG, TIFF, GIF, and BMP as well as vector graphics like PSD, AI, FLA, and WMF. It also covers topics like compression, image capture through scanners, cameras and graphics tablets, optimizing images for web use, file size considerations, and asset management through file naming conventions and folders.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their original intentions, discuss how well they constructed images and used text, whether the product is suitable for the audience, and strengths and weaknesses of planning. The creator provides responses, praising clear and simple images, while noting text size could be improved and additional details like leaves added to backgrounds.
This document discusses different file formats for digital graphics including raster graphics like JPEG, TIFF, GIF, and BMP as well as vector graphics like PSD, AI, FLA, and WMF. It describes what each file format stands for, examples of how it is used, advantages and disadvantages. It also covers topics like image capture methods, compression, optimizing images, and file storage considerations including file size, naming conventions, and organizing assets into folders.
Where the Wild Things Are is a picture book by Maurice Sendak published in 1963. The book uses dark colors and cartoon-style illustrations to tell the story of a boy whose imagination transports him to a jungle where he meets wild creatures. There are only a few words of text on each page to accompany the detailed pictures, which take up most of the space, narrating the story visually. The Ugly Duckling is an 1844 fairy tale by Hans Christian Andersen with simple, black-and-white hand drawings and dark text on a light background to illustrate the story of a misunderstood young swan.
This document provides information about work-related learning and research opportunities for media-related jobs and university courses. It includes summaries of 3 job vacancies for social media manager roles and qualifications needed to apply. It also lists 2 media studies courses at York St John University and their entry requirements. An action plan is outlined to gain relevant experience and qualifications over the next 10 years, culminating in developing one's own app. A case study is also included about Dong Nguyen, the creator of the popular mobile game Flappy Bird.
Jack Sullivan created a magazine cover and spreadsheet to promote a music artist. In his document, he discusses the research, planning, time management, target audience, and technical and aesthetic qualities of his work. He received peer feedback which noted that the main font on the magazine cover stands out well but could be improved with more images and subheadings. The spreadsheet effectively promotes the artist's music but page 3 could include more text for additional details. Jack agrees with this feedback and would make changes such as adding more content to the magazine cover and spreadsheet page 3 for more depth and professional appearance.
The document describes the process of designing a magazine cover and article pages about musician Wiz Khalifa. Key steps include:
- Adding a grey background and main image of the artist on the cover
- Adding the title and additional images and text elements to complete the cover design
- Designing interior pages with the artist's image in the background, article headlines, images, and body text about Khalifa's new album
- Formatting text features like bolding, font styles, colors and images to make elements stand out on the pages
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
3. Evaluation
What did you like about your image?
I have added different colours over different parts of the image. I like that the background of the
image has two different colours and they join together.
What would you improve if you did it again?
I would add more colours to the image to make certain parts of the image stand out over other
parts more.
5. Evaluation
What did you like about your image?
I like how I included the little details like the shadows on the ears to make them look more
realistic, also how I added the little details on the trophy to make it stand out more.
What would you improve if you did it again?
I would add a relatable background to the image to make the image look better. I would also fill in
the little gaps that are on little bits of the image.
9. Evaluation
What did you like about your image?
All the fonts I used are different to each other. Three of them are the same colour and one of
them has an overlay on it. This was to show all the different ways you can change a font around
when editing a title.
What would you improve if you did it again?
I would add more colours and also add a image with a pattern over the text. This is a good idea
because it makes the text suit the background and the theme of the project.
13. Evaluation
What did you like about your image?
I like how I used different camera angles to show what is happening in the story. Also the facial
expressions and the way the character is stood shows clearly to the audience what they are doing
in each image to tell the story.
What would you improve if you did it again?
I would make the story in different environments to make it more interesting. As the background
in each image are very similar to each other.
15. Evaluation
What did you like about your image?
I like how I added detail on the head of the wolf to show where the hair on the wolfs head is. Also
how I shaded different areas to show where each body part is.
What would you improve if you did it again?
To improve my image I would add more colour to make it stand out more. I would also draw it
bigger and make the arm on the wolf more curved to make it look more real.
17. Evaluation
What did you like about your image?
I like how I made the stairs go a darker shade as they get further away to show the distance of the
stairs. I used an image of a bridge to use as an outline and I made it look like it was in space by
changing and creating a new background.
What would you improve if you did it again?
I would add more detail to the background to make it look more like space. I would also make the
stairs look more futuristic so the bridge fits into the environment more.
19. Idea Generation
Little thumb - He was called
little thumb because when
he was born he was smaller
than a thumb.
The ugly Duckling - It is set
in a beautiful environment.
Little Red Riding Hood –
Describes the villain at the
start. Also describes all the
other main characters well
at the start.
20. Evaluation
• I have drawn a wolf for my ‘little red riding cap’ story. I have made it look evil as
the wolf is the villain in the story. I have made it so the wolf is holding ‘little riding
caps’ hat, this makes the character look more evil.
21.
22. Evaluation
I have added images from the story book ‘little red riding hood’ to my mood board. All
the images are similar as they are all based on one story. Each image also shows all the
characters in different versions of the story. It also shows the location and where the
story is set.
23. Script draft
Page1
Once upon a time there was a little boy who was loved by everyone, but mostly by his grandmother, once his grandmother gave him a
blue hat, it suited him so well he wouldn’t wear anything else.
Page 2
One day his mother said to him ‘go visit your grandmother as she is ill and weak, and your company will do her good just be careful
and remember to say “good morning” when you see your grandmother’.
Page 3
The grandmother lived far out into the woods, just as little blue hat entered the woods he met a wolf. Blue hat did not know what sort
of evil creature the wolf was so he was not scared of it at all.
Page 4
“Hello there” said the wolf
“Hello, wolf”
“Where are you going, little Blue hat”
“To grandmothers”
“little Blue hat, where does your grandmother live?”
“deep into the woods, said little Blue hat”
Page 5
The wolf walked with little blue hat and said “little blue hat, why don’t you pick some beautiful flowers to take to your grandmother”.
So little blue hat ran away far into the woods to collect some flowers for his grandmother. But the wolf ran straight to the
grandmothers house.
Page 6
“who’s there?” said the grandmother
“little blue hat, I have come to bring you flowers”
The wolf opened the door, stepped inside the house and went straight to the grandmothers bed. In one great big bite the wolf ate her
up. The wolf then dressed himself in the grandmothers clothes and put her cap on his head.
24. Script draft
Page 7
Little blue hat gathered up a bunch of flowers and then continued his way to his grandmothers house. The door was already
open so little blue hat walked straight in.
Page 8
He called out “Good morning” but there was no answer.
Then little blue hat walked over to the bed, Grandmother was lying there with her cap pulled over her face and looked
different.
“Grandmother, what big ears you have!”
“all the better to hear you with”
“Grandmother, what big eyes you have!”
“All the better to see you with”
“Grandmother, what a horribly big mouth you have!”
“all the better to eat you with”
The wolf quickly jumped up out of bed and swallowed little blue cap whole, then the wolf went straight back into bed, fell
asleep and started to snore very loudly.
Page 9
A huntsman passing by and thought the old women was snoring very loudly, so he went into the house to check if there was
anything wrong with her. The huntsman walked up to the bed and saw the wolf laying there fast asleep. The huntsman thought
the wolf could have eaten the grandmother so he threw a net over the wolf and pulled little blue hat and the grandmother out
of the wolfs mouth.
26. Deadline
Audience
(Think about who you are targeting as your audience. Consider age, gender, class,
location and other characteristics which could define your audience.)
Production Methods
(Explain the methods you are going to use to produce your pages. Show us the
thinking behind your decisions for a more detail response)
27. What are the strengths of the proposal? What areas of the proposal need further work?
What are the strengths of the idea generation? What areas of idea generation could have been
further developed?
28. Feedback Summary
Sum up your feedback.
Which parts of your feedback do you agree with and why?
Which parts of your feedback do you disagree with and why?
29. Original Script
Page1
Once upon a time there was a little boy who was loved by everyone, but mostly by his grandmother, once his grandmother gave him a
blue hat, it suited him so well he wouldn’t wear anything else.
Page 2
One day his mother said to him ‘go visit your grandmother as she is ill and weak, and your company will do her good just be careful
and remember to say “good morning” when you see your grandmother’.
Page 3
The grandmother lived far out into the woods, just as little blue hat entered the woods he met a wolf. Blue hat did not know what sort
of evil creature the wolf was so he was not scared of it at all.
Page 4
“Hello there” said the wolf
“Hello, wolf”
“Where are you going, little Blue hat”
“To grandmothers”
“little Blue hat, where does your grandmother live?”
“deep into the woods, said little Blue hat”
Page 5
The wolf walked with little blue hat and said “little blue hat, why don’t you pick some beautiful flowers to take to your grandmother”.
So little blue hat ran away far into the woods to collect some flowers for his grandmother. But the wolf ran straight to the
grandmothers house.
Page 6
“who’s there?” said the grandmother
“little blue hat, I have come to bring you flowers”
The wolf opened the door, stepped inside the house and went straight to the grandmothers bed. In one great big bite the wolf ate her
up. The wolf then dressed himself in the grandmothers clothes and put her cap on his head.
30. Original Script
Page 7
Little blue hat gathered up a bunch of flowers and then continued his way to his grandmothers house. The door was already
open so little blue hat walked straight in.
Page 8
He called out “Good morning” but there was no answer.
Then little blue hat walked over to the bed, Grandmother was lying there with her cap pulled over her face and looked different.
“Grandmother, what big ears you have!”
“all the better to hear you with”
“Grandmother, what big eyes you have!”
“All the better to see you with”
“Grandmother, what a horribly big mouth you have!”
“all the better to eat you with”
The wolf quickly jumped up out of bed and swallowed little blue cap whole, then the wolf went straight back into bed, fell asleep
and started to snore very loudly.
Page 9
A huntsman passing by and thought the old women was snoring very loudly, so he went into the house to check if there was
anything wrong with her. The huntsman walked up to the bed and saw the wolf laying there fast asleep. The huntsman thought
the wolf could have eaten the grandmother so he threw a net over the wolf and pulled little blue hat and the grandmother out
of the wolfs mouth.
32. Draft Script
Page1
Once upon a time there was a little boy who was loved by everyone, but mostly by his grandmother, once his grandmother gave him
a blue hat, it suited him so well he wouldn’t wear anything else.
Page 2
One day his mother said to him ‘go visit your grandmother as she is ill and weak, and your company will do her good just be careful
and remember to say “good morning” when you see your grandmother’.
Page 3
The grandmother lived far out into the woods, just as little blue hat entered the woods he met a wolf. Blue hat did not know what
sort of evil creature the wolf was so he was not scared of it at all.
Page 4
“Hello there” said the wolf
“Hello, wolf”
“Where are you going, little Blue hat”
“To grandmothers”
“little Blue hat, where does your grandmother live?”
“deep into the woods, said little Blue hat”
Page 5
The wolf walked with little blue hat and said “little blue hat, why don’t you pick some beautiful flowers to take to your
grandmother”. So little blue hat ran away far into the woods to collect some flowers for his grandmother. But the wolf ran straight to
the grandmothers house.
Page 6
“who’s there?” said the grandmother
“little blue hat, I have come to bring you flowers”
The wolf opened the door, stepped inside the house and went straight to the grandmothers bed. In one great big bite the wolf ate
her up. The wolf then dressed himself in the grandmothers clothes and put her cap on his head.
33. Page 7
Little blue hat gathered up a bunch of flowers and then continued his way to his grandmothers house. The door was already open
so little blue hat walked straight in.
Page 8
He called out “Good morning” but there was no answer.
Then little blue hat walked over to the bed, Grandmother was lying there with her cap pulled over her face and looked different.
“Grandmother, what big ears you have!”
“all the better to hear you with”
“Grandmother, what big eyes you have!”
“All the better to see you with”
“Grandmother, what a horribly big mouth you have!”
“all the better to eat you with”
The wolf quickly jumped up out of bed and swallowed little blue cap whole, then the wolf went straight back into bed, fell asleep
and started to snore very loudly.
Page 9
A huntsman passing by and thought the old women was snoring very loudly, so he went into the house to check if there was
anything wrong with her. The huntsman walked up to the bed and saw the wolf laying there fast asleep. The huntsman thought
the wolf could have eaten the grandmother so he threw a net over the wolf and pulled little blue hat and the grandmother out of
the wolfs mouth.
34. Final Script
Page1
Once upon a time there was a little boy who was loved by everyone, but mostly by his grandmother, once his grandmother gave him
a blue hat, it suited him so well he wouldn’t wear anything else.
Page 2
One day his mother said to him ‘go visit your grandmother as she is ill and weak, and your company will do her good just be careful
and remember to say “good morning” when you see your grandmother’.
Page 3
The grandmother lived far out into the woods, just as little blue hat entered the woods he met a wolf. Blue hat did not know what
sort of evil creature the wolf was so he was not scared of it at all.
Page 4
“Hello there” said the wolf
“Hello, wolf”
“Where are you going, little Blue hat”
“To grandmothers”
“little Blue hat, where does your grandmother live?”
“deep into the woods, said little Blue hat”
Page 5
The wolf walked with little blue hat and said “little blue hat, why don’t you pick some beautiful flowers to take to your
grandmother”. So little blue hat ran away far into the woods to collect some flowers for his grandmother. But the wolf ran straight to
the grandmothers house.
Page 6
“who’s there?” said the grandmother
“little blue hat, I have come to bring you flowers”
The wolf opened the door, stepped inside the house and went straight to the grandmothers bed. In one great big bite the wolf ate
her up. The wolf then dressed himself in the grandmothers clothes and put her cap on his head.
35. Final Script
Page 7
Little blue hat gathered up a bunch of flowers and then continued his way to his grandmothers house. The door was already open
so little blue hat walked straight in.
Page 8
He called out “Good morning” but there was no answer.
Then little blue hat walked over to the bed, Grandmother was lying there with her cap pulled over her face and looked different.
“Grandmother, what big ears you have!”
“all the better to hear you with”
“Grandmother, what big eyes you have!”
“All the better to see you with”
“Grandmother, what a horribly big mouth you have!”
“all the better to eat you with”
The wolf quickly jumped up out of bed and swallowed little blue cap whole, then the wolf went straight back into bed, fell asleep
and started to snore very loudly.
Page 9
A huntsman passing by and thought the old women was snoring very loudly, so he went into the house to check if there was
anything wrong with her. The huntsman walked up to the bed and saw the wolf laying there fast asleep. The huntsman thought
the wolf could have eaten the grandmother so he threw a net over the wolf and pulled little blue hat and the grandmother out of
the wolfs mouth.