This document contains a story summary of "The Three Little Pigs". It describes how three little pigs build houses of different materials - straw, sticks and bricks - to avoid being eaten by a wolf. The wolf is able to blow down the straw and stick houses but not the brick house. The wolf tries to trick the pig in the brick house into leaving by telling him about fields of turnips and apple trees, but each time the pig outsmarts the wolf.
The document outlines Aaron Acaster's digital graphic narrative development project, in which he completes various tasks exploring different styles and techniques for creating graphic narratives, and provides self-evaluations for each task reflecting on what he liked and could improve. He experiments with shapes, rotoscoping, film quotes, text-based images, comic books, photo stories, illustrations, and narrative environments.
The story describes the classic tale of the three little pigs. The three pigs build houses out of different materials - straw, sticks, and bricks. A wolf blows down the houses made of straw and sticks, but is unable to destroy the brick house. Through trickery, the wolf tries to get the pig in the brick house to leave so he can eat him, but the pig outsmarts the wolf each time.
The document outlines various digital graphic narrative development tasks completed by Aaron Acaster, including shape tasks, rotoscoping, using film quotes, text-based images, comic books, photo stories, illustrations, and narrative environments. For each task, Acaster was asked to describe what they liked about their image and how they could improve for next time. The tasks appear aimed at practicing and developing different digital graphic storytelling techniques.
The document provides feedback on a student's digital graphic narrative project. It summarizes the student's feedback on different assignments, including liking the cartoon style clouds in one image and wanting more detail. For another assignment, the student liked the polygon tool's detail but would go for a more abstract look next time. Overall, the feedback aims to help the student improve techniques and styles for future projects.
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.
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 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.
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 outlines Aaron Acaster's digital graphic narrative development project, in which he completes various tasks exploring different styles and techniques for creating graphic narratives, and provides self-evaluations for each task reflecting on what he liked and could improve. He experiments with shapes, rotoscoping, film quotes, text-based images, comic books, photo stories, illustrations, and narrative environments.
The story describes the classic tale of the three little pigs. The three pigs build houses out of different materials - straw, sticks, and bricks. A wolf blows down the houses made of straw and sticks, but is unable to destroy the brick house. Through trickery, the wolf tries to get the pig in the brick house to leave so he can eat him, but the pig outsmarts the wolf each time.
The document outlines various digital graphic narrative development tasks completed by Aaron Acaster, including shape tasks, rotoscoping, using film quotes, text-based images, comic books, photo stories, illustrations, and narrative environments. For each task, Acaster was asked to describe what they liked about their image and how they could improve for next time. The tasks appear aimed at practicing and developing different digital graphic storytelling techniques.
The document provides feedback on a student's digital graphic narrative project. It summarizes the student's feedback on different assignments, including liking the cartoon style clouds in one image and wanting more detail. For another assignment, the student liked the polygon tool's detail but would go for a more abstract look next time. Overall, the feedback aims to help the student improve techniques and styles for future projects.
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.
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 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.
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 contains evaluations from a student on various digital graphic narrative development tasks they completed, including shaping an image, rotoscoping, creating text-based images, making a comic book, photography assignments, an illustration, and initial ideas and storyboards. The student provides what they liked about each task and how they could improve if they did it again.
The document 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.
The document provides evaluations from a student of various digital graphic narrative exercises they completed, including critiquing images they made of a chicken, bear, person, environment, text with overlays, comic book pages, and photos with filters. For each image, the student comments on what they liked and how they could improve, noting use of tools and attention to detail.
Here is a revised script that addresses some issues in the original:
"My dear, put on your red cloak with the hood to it, and take this cake and this pot of butter to your
Grannie. I hear she is feeling unwell, so do check on her for me," said Red Riding Hood's mother.
Red Riding Hood was worried about her grandmother. She put on her cloak and started through the forest,
hoping Grannie would feel better soon. Along the way, she noticed a large wolf watching her from the trees.
Red Riding Hood quickened her pace, uneasy about the wolf following behind.
When the wolf approached, Red Riding Hood tried to stay calm.
Here is a revised script that addresses some issues in the original:
- Adds more dialogue and description to build suspense and engagement
- Makes the wolf's intentions less obvious from the start
- Adjusts some language to be more natural for children
"Mama, may I take this cake and butter to Grandma?" asked Little Red Riding Hood. "I heard she's feeling poorly."
"Of course, dear," said Mama. "But you must hurry through the forest - it's getting late. And remember, stay on the path."
Little Red Riding Hood put on her red cloak and basket. She skipped into the forest, enjoying the flowers and birds.
But as she
The document provides evaluations of different digital graphic narrative assignments completed by a student, including shaping a chicken and bear, rotoscoping an image, creating a narrative environment, adding text overlays, editing comic book panels, telling a photo story, and illustrating an image. For each assignment, the student reflects on what they liked and how they could improve if doing the project again.
The document outlines the development of a digital graphic narrative project. It includes idea generation for story concepts, including folktales and mood boards. A proposal is presented for a children's book based on the English folktale "The Golden Arm." Feedback is provided on strengthening the proposal and further developing the idea generation. The story is then broken down and draft and final scripts are presented. Digital flat plans are shown for each page of the graphic narrative adaptation of the story.
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
The document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. A production schedule is outlined in sessions that include creating characters, scenery, and pages for the narrative. Risks such as long periods sitting, trip hazards, spills near electronics, and hazardous substances are identified and prevention methods referenced appropriate legislation.
Here is a revised version of the original script that addresses some areas for improvement identified in the feedback:
There once was a prince who wished to marry a princess, but he wanted to be certain she was truly royal. He traveled far and wide in search of a real princess, yet in every kingdom something was amiss. Though princesses were plenty, he could not determine their legitimacy.
Discouraged, the prince returned home. One stormy night, as rain and wind battered the castle, a knock came at the city gates. The elderly king answered and found a bedraggled princess begging shelter from the foul weather. Though soaked through, she insisted she was authentic royalty.
The queen, skeptical of the claim
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.
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The 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.
Digital graphics can be either raster or vector graphics. Raster graphics use bitmaps made of pixels to represent images, while vector graphics use paths defined by points and curves. Common raster formats include JPEG, TIFF, GIF and BMP, which are used for photos, publishing, web animations, and uncompressed images respectively. Vector formats include AI, PSD, and WMF, used for logos, image editing, and scalable graphics. Images can be captured with scanners, cameras, and tablets, then optimized for web by reducing size, depth, and resolution and compressing files.
The student evaluated their graphic narrative project using a provided template. They praised areas of their work, found areas for improvement, and compared their initial plans and storyboards to the final product. They discussed how well they constructed images using color and texture, how text was used to support images, and whether the content was suitable for their intended young audience. The student also reflected on the techniques used, strengths and weaknesses of planning, cultural representations in their work, and their work's style and historical context.
The document discusses different types of narrative structures and theories that can be used in storytelling. It notes that the author's story uses a closed, single-strand, linear narrative structure with some semi-realistic and anti-realistic elements. The story will have an opening, conflict, and resolution, but no flashbacks or nonlinear elements. This type of straightforward narrative structure is best suited to the author's intended younger audience.
The story is about a young girl named Sally who loves to read books. One night, Sally's favorite book comes to life and the characters jump out of the pages. Sally goes on an adventure with the book characters as they try to return to the book before Sally's parents find out. In the end, Sally and the book characters have a fun adventure and make it back to the book just in time.
Raster graphics are made up of pixels while vector graphics use paths and strokes. Common raster file formats include JPEG, TIFF, GIF, BMP while vector formats include AI, FLA and WMF. File sizes can be optimized by compressing files through reducing image size, resolution and bit depth. Assets should be organized, accurately named and stored in folders to help manage large projects.
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project including costs, available resources, target audience, quality factors, regulations, copyright, ethics, and a production schedule. Health and safety issues like eye strain, stress, and dehydration are also addressed. The planning booklet is meant to help structure planning and ensure all necessary elements are thoroughly considered to execute the project successfully.
The document contains feedback from a student on various digital graphic narrative assignments they completed. For the shape task, they liked the cartoon-like clouds and grass details. For the rotoscope task, they enjoyed the polygon tool's ability to add detailed lines and curves. Across assignments, the student noted things they would improve, such as adding more abstract elements or effects. The feedback provides insight into the student's creative process and opportunities for growth on different techniques.
Here are a few suggestions for improving the original script:
- Add more descriptive details to set the scene and build suspense. For example, describe the dark forest the pigs live in or the wolf's menacing appearance.
- Flesh out the pig characters more. Give them each unique personalities and ways of speaking to make them more engaging and distinct from each other.
- Consider changing up the traditional plot a bit. For example, have an unexpected event occur that alters the usual sequence of events and outcomes. Keeping readers guessing can make the story more exciting.
- Include more internal thoughts, feelings and reactions from the characters. Getting inside their heads will help readers connect with and care about what happens to them
The document 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 contains evaluations from a student on various digital graphic narrative development tasks they completed, including shaping an image, rotoscoping, creating text-based images, making a comic book, photography assignments, an illustration, and initial ideas and storyboards. The student provides what they liked about each task and how they could improve if they did it again.
The document 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.
The document provides evaluations from a student of various digital graphic narrative exercises they completed, including critiquing images they made of a chicken, bear, person, environment, text with overlays, comic book pages, and photos with filters. For each image, the student comments on what they liked and how they could improve, noting use of tools and attention to detail.
Here is a revised script that addresses some issues in the original:
"My dear, put on your red cloak with the hood to it, and take this cake and this pot of butter to your
Grannie. I hear she is feeling unwell, so do check on her for me," said Red Riding Hood's mother.
Red Riding Hood was worried about her grandmother. She put on her cloak and started through the forest,
hoping Grannie would feel better soon. Along the way, she noticed a large wolf watching her from the trees.
Red Riding Hood quickened her pace, uneasy about the wolf following behind.
When the wolf approached, Red Riding Hood tried to stay calm.
Here is a revised script that addresses some issues in the original:
- Adds more dialogue and description to build suspense and engagement
- Makes the wolf's intentions less obvious from the start
- Adjusts some language to be more natural for children
"Mama, may I take this cake and butter to Grandma?" asked Little Red Riding Hood. "I heard she's feeling poorly."
"Of course, dear," said Mama. "But you must hurry through the forest - it's getting late. And remember, stay on the path."
Little Red Riding Hood put on her red cloak and basket. She skipped into the forest, enjoying the flowers and birds.
But as she
The document provides evaluations of different digital graphic narrative assignments completed by a student, including shaping a chicken and bear, rotoscoping an image, creating a narrative environment, adding text overlays, editing comic book panels, telling a photo story, and illustrating an image. For each assignment, the student reflects on what they liked and how they could improve if doing the project again.
The document outlines the development of a digital graphic narrative project. It includes idea generation for story concepts, including folktales and mood boards. A proposal is presented for a children's book based on the English folktale "The Golden Arm." Feedback is provided on strengthening the proposal and further developing the idea generation. The story is then broken down and draft and final scripts are presented. Digital flat plans are shown for each page of the graphic narrative adaptation of the story.
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
The document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. A production schedule is outlined in sessions that include creating characters, scenery, and pages for the narrative. Risks such as long periods sitting, trip hazards, spills near electronics, and hazardous substances are identified and prevention methods referenced appropriate legislation.
Here is a revised version of the original script that addresses some areas for improvement identified in the feedback:
There once was a prince who wished to marry a princess, but he wanted to be certain she was truly royal. He traveled far and wide in search of a real princess, yet in every kingdom something was amiss. Though princesses were plenty, he could not determine their legitimacy.
Discouraged, the prince returned home. One stormy night, as rain and wind battered the castle, a knock came at the city gates. The elderly king answered and found a bedraggled princess begging shelter from the foul weather. Though soaked through, she insisted she was authentic royalty.
The queen, skeptical of the claim
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.
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
The 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.
Digital graphics can be either raster or vector graphics. Raster graphics use bitmaps made of pixels to represent images, while vector graphics use paths defined by points and curves. Common raster formats include JPEG, TIFF, GIF and BMP, which are used for photos, publishing, web animations, and uncompressed images respectively. Vector formats include AI, PSD, and WMF, used for logos, image editing, and scalable graphics. Images can be captured with scanners, cameras, and tablets, then optimized for web by reducing size, depth, and resolution and compressing files.
The student evaluated their graphic narrative project using a provided template. They praised areas of their work, found areas for improvement, and compared their initial plans and storyboards to the final product. They discussed how well they constructed images using color and texture, how text was used to support images, and whether the content was suitable for their intended young audience. The student also reflected on the techniques used, strengths and weaknesses of planning, cultural representations in their work, and their work's style and historical context.
The document discusses different types of narrative structures and theories that can be used in storytelling. It notes that the author's story uses a closed, single-strand, linear narrative structure with some semi-realistic and anti-realistic elements. The story will have an opening, conflict, and resolution, but no flashbacks or nonlinear elements. This type of straightforward narrative structure is best suited to the author's intended younger audience.
The story is about a young girl named Sally who loves to read books. One night, Sally's favorite book comes to life and the characters jump out of the pages. Sally goes on an adventure with the book characters as they try to return to the book before Sally's parents find out. In the end, Sally and the book characters have a fun adventure and make it back to the book just in time.
Raster graphics are made up of pixels while vector graphics use paths and strokes. Common raster file formats include JPEG, TIFF, GIF, BMP while vector formats include AI, FLA and WMF. File sizes can be optimized by compressing files through reducing image size, resolution and bit depth. Assets should be organized, accurately named and stored in folders to help manage large projects.
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project including costs, available resources, target audience, quality factors, regulations, copyright, ethics, and a production schedule. Health and safety issues like eye strain, stress, and dehydration are also addressed. The planning booklet is meant to help structure planning and ensure all necessary elements are thoroughly considered to execute the project successfully.
The document contains feedback from a student on various digital graphic narrative assignments they completed. For the shape task, they liked the cartoon-like clouds and grass details. For the rotoscope task, they enjoyed the polygon tool's ability to add detailed lines and curves. Across assignments, the student noted things they would improve, such as adding more abstract elements or effects. The feedback provides insight into the student's creative process and opportunities for growth on different techniques.
Here are a few suggestions for improving the original script:
- Add more descriptive details to set the scene and build suspense. For example, describe the dark forest the pigs live in or the wolf's menacing appearance.
- Flesh out the pig characters more. Give them each unique personalities and ways of speaking to make them more engaging and distinct from each other.
- Consider changing up the traditional plot a bit. For example, have an unexpected event occur that alters the usual sequence of events and outcomes. Keeping readers guessing can make the story more exciting.
- Include more internal thoughts, feelings and reactions from the characters. Getting inside their heads will help readers connect with and care about what happens to them
The document outlines a student's digital graphic narrative development project which involved creating images using different techniques like shape tasks, rotocoping, adding film quotes, and text effects. It includes evaluations of each image where the student discusses what they liked about the image and how they could improve if doing the project again. The document shows the progression of the student's skills and understanding of digital graphic techniques.
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including shaping an image, rotoscoping, creating a text-based image, making a comic book page, and taking photographs. For each exercise, the student provides what they liked about their image and what they would improve if doing the exercise again, focusing on things like color schemes, subject matter, and artistic effects.
The document 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.
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,
This document contains Nick Aldous' evaluations of various digital graphic narrative development tasks he completed. For each task, Nick provides feedback on what he liked about his image and how he could improve. He completed tasks involving shape, rotocope, text-based, comic book, and photography images. The document also includes Nick's proposal for creating a children's book, which outlines his story, production methods, audience, and deadline. Feedback provided on the proposal and idea generation suggests strengths while also offering areas for improvement.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
The document contains evaluations from a student of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the student provides what they liked about their image and what they would improve if doing the assignment again.
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 feedback from a student on various digital graphic narrative assignments they completed. For the "Shape Task" assignment, the student liked the cartoon-like clouds and grass details in their image. For the next assignment, they enjoyed the polygon tool's ability to add detail but would experiment more with abstract designs next time. Overall, the feedback indicates the student is practicing different digital art styles and techniques, and looking to improve details and experimenting with new approaches in their future work.
The document contains evaluations from students of different digital graphic narrative assignments they completed, including shaping an image, rotoscoping, creating text-based images, comic books, photography, and illustrations. For each assignment, the students note what they liked about their image and what they would improve if they did the assignment again. They provide feedback on strengths and areas for improvement for each other's proposals and idea generation processes.
The original folktale involves a monkey and crab finding a rice dumpling and persimmon seed respectively. The greedy monkey tricks the crab into trading the dumpling for the seemingly worthless seed by persuading the crab that if planted, the seed would grow into a large fruit-bearing tree. Years later, the tree does grow but the monkey steals the unripe fruit and kills the crab by throwing it at him. The crab's son then devises a plan with his friends to get revenge on the monkey.
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 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 Thomas Williams' digital graphic narrative development project which includes assignments where he created images using different techniques like shape tasks, rotoscoping, and creating a comic book effect. For each assignment, Thomas provides an evaluation of what he liked about the image and how he could improve if he were to do it again.
The original tale of "The Three Little Pigs" tells the story of three little pigs who each build a house out of different materials - straw, sticks, and bricks - and are visited by a big, bad wolf who "huffs and puffs" and tries to blow down their houses in order to eat them. The third little pig's house, made of bricks, is the only one strong enough to withstand the wolf's blowing, allowing that pig to outwit the wolf in the end.
- The proposal is for a children's book adaptation of "The Three Little Pigs" targeted at ages 3-6.
- It will consist of 10 pages in .TIFF format for quality and multi-page capabilities.
- The story is altered to be more child friendly and humorous, with the wolf sneezing down the houses of straw and sticks due to allergies.
- Further details on dimensions, production methods, and strengths/areas for improvement were requested in the feedback.
The 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.
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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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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The utilization of land is impacted by human needs and environmental factors. In countries
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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
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Accurate understanding of land use and cover is imperative for the development planning
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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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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4. Evaluation
What did you like about your image?
I like the colours I have used in both instances.
What would you improve if you did it again?
I would improve the quality of the panda and
make it more life like.
7. Evaluation
What did you like about your image?
I like the colour scheme I chose for both images.
What would you improve if you did it again?
I would finish of the second image as it is
currently incomplete due to time restraints
10. Evaluation
What did you like about your image?
I like that I have used key visuals of the film to put
my film posters together. If the viewer is familiar
with the film then they will understand the
references more.
What would you improve if you did it again?
I would like to make a poster of a different film if I
had more time.
13. Evaluation
What did you like about your image?
I like how my name looks with the pattern as it
looks very creative and stands out.
What would you improve if you did it again?
I would have improved the clipping mask by
making the logo more visible.
17. Evaluation
What did you like about your image?
I like the variety of colours I have used. I also like
the fact that I have took screenshots of the movie
as the movie has a comic book feel to it.
What would you improve if you did it again?
If I were to do it again I would try this technique
with a different movie.
19. Evaluation
What did you like about your image?
I like the effects I have used and how it visually
turned out
What would you improve if you did it again?
I would like to put a bit more effort into the actual
story and make it more clear what I am going for.
23. Evaluation
What did you like about your image?
I like the overall look and feel of the whole
image and am proud of how it all turned out.
What would you improve if you did it again?
I would like to add more detail such as more
trees or a small animal such as a bird or a cat
30. Deadline
Audience
My children's book is targeted towards children aged 3-10 I feel like this age range
of children will like the themes of the story and will be drawn in by the colourful
images and characters.
Production Methods
The methods I will be roterscoping. I will be using this method mainly to help me
outline characters. I will also be using Shape warping as it helps to distort the
image.
31. 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?
The strengths of the idea generation are that there
are two different ones for two different stories. This
means that each of the stories have been studied in
more depth instead only doing one of the stories.
Another strength in the mind maps is the detail that
has been gone into in the stories. I like what you
have done with the mood boards the display a good
range of cartoon characters that could be used to
develop one of your stories. I also like how you
have split the two mood boards up for each of your
different stories showing ideas for characters and
different locations.
Some of the ideas that could have been developed
further with the mind map include details into the
characters roles and details into the set location
and how the set was going to be produced. Also
another idea that could have been further produced
is the plot of the stories they have been mentioned
just not in much detail.
32. 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?
There is more than one idea shown in the idea
generation, this is good as it shows you have
considered other options before picking the story
you will do. The mood boards are good as they
show clearly what you are wanting the story to look
like but also you have show the style of the
cartoons you want to make.
The ide generation mind maps could be expanded
more as they are quite basic, maybe adding ore
details will help. Adding in more details about the
locations and characters would help. Also the mood
boards are good but you could add one to do with
colour scheme or text? Just to help add to to your
ideas and show that you have thought a lot about
what you are doing before hand.
33. 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?
The idea generation section goes into detail about
what the author will do with the story and the
reasons behind this, they have included an
additional story to work on before deciding on their
final product, building on it and creating accurate
and well-thought out mood boards. The mood
boards display to the reader the art style and
general tone that will be given by the artwork.
I feel the mind maps could have been elaborated
on more, contained more components such as
what characters will be in the story and the possible
backgrounds that will be used.
34. Feedback Summary
Sum up your feedback.
Overall I agree with my peer feedback as I was aware of many of the faults in my work.
Many of the feedback segments are incomplete as my works wasn’t there when the
class gave feedback. The fault lies with me for this as I was absent from class leading me
to fall behind a bit. However I do agree with the overall points made I think that my
peers have been fair with their analysis.
Which parts of your feedback do you agree with and why?
I specifically agree with the detail I have gone into with my mood board. I also agree
with the points that people brought up of my mind maps not being as detailed as they
could be.
Which parts of your feedback do you disagree with and why?
I disagree with nothing as my peers had very little to review at the time and pointed
everything out and I agree with all their criticism.
35. There was an old sow with three little pigs, and as she had not enough to keep them, she sent them out to seek their fortune. The first that went off met a man with a bundle of straw, and said to
him:
“Please, man, give me that straw to build me a house.”
Which the man did, and the little pig built a house with it. Presently came along a wolf, and knocked at the door, and said:
“Little pig, little pig, let me come in.”
To which the pig answered:
“No, no, by the hair of my chiny chin chin.”
The wolf then answered to that:
“Then I’ll huff, and I’ll puff, and I’ll blow your house in.”
So he huffed, and he puffed, and he blew his house in, and ate up the little pig.
The second little pig met a man with a bundle of furze, and said:
“Please, man, give me that furze to build a house.”
Which the man did, and the pig built his house. Then along came the wolf, and said:
“Little pig, little pig, let me come in.”
“No, no, by the hair of my chiny chin chin.”
“Then I’ll puff, and I’ll huff, and I’ll blow your house in.”
So he huffed, and he puffed, and he puffed, and he huffed, and at last he blew the house down, and he ate up the little pig.
The third little pig met a man with a load of bricks, and said:
“Please, man, give me those bricks to build a house with.”
So the man gave him the bricks, and he built his house with them. So the wolf came, as he did to the other little pigs, and said:
“Little pig, little pig, let me come in.”
“No, no, by the hair of my chiny chin chin.”
“Then I’ll huff, and I’ll puff, and I’ll blow your house in.”
Well, he huffed, and he puffed, and he huffed and he puffed, and he puffed and huffed; but he could not get the house down. When he found that he could not, with all his huffing and puffing, blow
the house down, he said:
“Little pig, I know where there is a nice field of turnips.”
“Where?” said the little pig.
“Oh, in Mr. Smith’s Home-field, and if you will be ready tomorrow morning I will call for you, and we will go together, and get some for dinner.”
“Very well,” said the little pig, “I will be ready. What time do you mean to go?”
“Oh, at six o’clock.”
Well, the little pig got up at five, and got the turnips before the wolf came (which he did about six) and who said:
“Little Pig, are you ready?”
The little pig said: “Ready! I have been and come back again, and got a nice potful for dinner.”
The wolf felt very angry at this, but thought that he would be up to the little pig somehow or other, so he said:
“Little pig, I know where there is a nice apple-tree.”
“Where?” said the pig.
“Down at Merry-garden,” replied the wolf, “and if you will not deceive me I will come for you, at five o’clock tomorrow and get some apples.”
Well, the little pig bustled up the next morning at four o’clock, and went off for the apples, hoping to get back before the wolf came; but he had further to go, and had to climb the tree, so that just a
he was coming down from it, he saw the wolf coming, which, as you may suppose, frightened him very much. When the wolf came up he said:
“Little pig, what! are you here before me? Are they nice apples?”
“Yes, very,” said the little pig. “I will throw you down one.”
And he threw it so far, that, while the wolf was gone to pick it up, the little pig jumped down and ran home. The next day the wolf came again, and said to the little pig:
“Little pig, there is a fair at Shanklin this afternoon, will you go?”
“Oh yes,” said the pig, “I will go; what time shall you be ready?”
“At three,” said the wolf. So the little pig went off before the time as usual, and got to the fair, and bought a butter-churn, which he was going home with, when he saw the wolf coming. Then he
could not tell what to do. So he got into the churn to hide, and by so doing turned it round, and it rolled down the hill with the pig in it, which frightened the wolf so much, that he ran home without
going to the fair. He went to the little pig’s house, and told him how frightened he had been by a great round thing which came down the hill past him. Then the little pig said:
“Hah, I frightened you, then. I had been to the fair and bought a butter-churn, and when I saw you, I got into it, and rolled down the hill.”
Then the wolf was very angry indeed, and declared he would eat up the little pig, and that he would get down the chimney after him. When the little pig saw what he was about, he hung on the pot
36. Original Script
There was an old sow with three little pigs their baby brother they all had to leave because she did not have enough energy or money to look after them any more. The 4 siblings
all had big dreams so their mum sent them out to seek their fortune. They all set out firstly they all had had to make a group decision of where they wish to build their house and
what materials they want to make it out of. They couldn’t decide and argue for hours and hours and couldn’t agree. Eventually the eldist pig spoke up and pointed out a location
and sugested that they build the house out of bricks. The other two pigs laughed and eventually decided upon wood and straw. Each of the pigs went off to met a man with their
desired material. The smallest pig asked for a bundle of straw. He said to the man “Please, man, give me that straw to build me a house.”
Which the man did and the little pig built a house with it. The second little pig met a man with a bundle of furze, and said:
“Please, man, give me that furze to build a house.”
The third little pig met a man with a load of bricks, and said:
“Please, man, give me those bricks to build a house with.”
So the man gave him the bricks, and he built his house with them. Presently came along a wolf, and knocked at the door, and said:
“Little pig, little pig, let me come in.”
To which the pig answered:
“No, no, by the hair of my chiny chin chin.”
The wolf then answered to that:
“Then I’ll huff, and I’ll puff, and I’ll blow your house down.”
So he huffed, and he puffed, and he blew his house in. Amongst all the chaos the little pig managed to escape and run into the wooden house next door. The wolf saw the wooden
house qnd aproched it. “Little pig, little pig, let me come in.”
“No, no, by the hair of my chiny chin chin.”
“Then I’ll puff, and I’ll huff, and I’ll blow your house in.”
So he huffed, and he puffed, and he puffed, and he huffed, and at last he blew the house down, Both pigs managed to make it out of the house in time and get to the brick house
next door. So the wolf came, as he did to the other little pigs, and said:
“Little pig, little pig, let me come in.”
“No, no, by the hair of my chiny chin chin.”
“Then I’ll huff, and I’ll puff, and I’ll blow your house in.”
Well, he huffed, and he puffed, and he huffed and he puffed, and he puffed and huffed; but he could not get the house down. When he found that he could not, with all his huffin
and puffing, blow the house down, The wolf felt mad that he couldn’t get into the house. So mad that he stated climb onto the roof. The pigs inside were anxious. The wolf
thought he was very smart and decided to climb down the chimney. He tumbled down and
37. Story Breakdown
1. Three little pigs leave home with their baby brother to find their fortune
2. The Pigs argue about where to live and what to build their house out of
3. They ignore the eldest pigs advice to build a house out of brick and all go
off to build their own houses
4. A wolf comes along and blows down the straw house
5. The wolf blows down the wooden house
6. The wolf tries to blow down the brick house but cant
7. He climbs on the roof and jumps down the chimney
8. He lands inside the house hurting him self in the process
9. The three little pigs feel bad and take care of the wolf
10. The wolf apologizes and suggests that the three little pigs turn the strong
brick house into a hospital to take care of the other animals
38.
39. Final Script
Once there was an old sow with three little pigs and their baby brother. They all had to leave their mum because she was getting too old to look after
four of them anymore. They all had big dreams and wanted to explore the world. So their mum send them out to seek their fortune.
The first thing they had to do was build a house. They all had to agree where to build it and what materials they should use.
“I think straw is the best material to use” said the youngest pig
“I think wood is the best material to use” said the blossoming pig
“I think brick is the best material to use” said the eldest pig
The other two pigs laughed at this idea. They argued for hours. They eventually decided to go off on their own to build their own separate houses.
Without warning a gigantic rough wolf strolled up to the straw house. He knocked on the door and said
“Little pig, little pig let me come in”
To witch the pig answered
“not by the hair of my chinny chin chin”
To witch the wolf replied
“Then I’ll huff, and I’ll puff and I’ll puff and I’ll blow your house down”
So he huffed and he puffed and he blew the straw house down.
Amongst all the chaos the youngest pig managed to run into the wooden house.
The wolf approached the wooden house confidently. He yelled
“Little pig, little pig let me come in”
To witch both pigs replied
“not by the hair of my chinny chin chin”
The wolf replied with anger.
“Then I’ll huff and I’ll puff and I’ll blow your house down”
So he huffed and he puffed and he blew the wooden house down.
The two little pigs inside the house managed to escape into the solid brick house.
The wolf sauntered up to the brick house and asked
“Little pig, little pig, let me come in”
To witch all three pigs replied
“not by the hair of my chinny chin chin”
“Then I’ll huff and I’ll puff and I’ll blow your house down”
so he confidently huffed and puffed and he blew… he huffed and he puffed and he blew…
He felt mad that he couldn’t get into the house. So he climbed onto the roof and let out a tremendous “HOOOOOWWWWLLLLLLL”.
He suddenly lost his footing and fell backwards into the chimney.
He rapidly tumbled down the chimney and into the fire place.
The three little pigs stood around the injured wolf. They felt bad for him. So they decided to help him. They all worked together and nursed the injure
wolf back to health.
The wolf felt shock that the pigs would help him. He was so thankful that he apologised blowing their houses down promised he’d learned his lesso
The three little pigs accepted his apology.
As a token of his gratitude the wolf suggested that the three pigs turn their strong brick house into a small hospital to look after sick animals.