The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their project, praise strong elements, identify areas for improvement, and reflect on how well their final product achieved their original intentions. It also includes questions about constructing images, using text to support images, suitability for the intended audience, and techniques used.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their work, provide examples from their project to explain it, identify areas that went well and could be improved, and reflect on how well their final product achieved their original intentions. It includes questions about the construction of images, use of text, suitability for the intended audience, and techniques used. The creator provides detailed responses analyzing various aspects of their graphic narrative book project for a young audience.
The document provides guidelines for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work by giving both written and visual examples to explain the project. It also says to find areas of the project to praise by being specific about what is good or could be improved, and to add additional slides as needed. Blank slides should be deleted before submission.
The document provides an evaluation of a graphic narrative project. It summarizes the creator's process, including intentions for each page, construction of images, use of text, suitability for the target audience, and representation and style. The creator reflects on what they liked and disliked about techniques used, the final product's appearance, and strengths and weaknesses of pre-production planning. Context around the narrative's cultural influences and similarities to other stories is also discussed.
This document contains the responses from Jordan Lee to questions about their graphic narrative project. Jordan indicates that their final product largely reflected their original intentions and planning. They constructed simple but effective images within the time constraints. Text was used well to anchor the images and provide a clear narrative. Jordan feels the project is suitable for its intended 2-5 year old audience. They liked using shape tools but disliked rotoscoping. While characters could have been improved, overall Jordan is pleased with the consistent style and readability of the final product. Signs, symbols and representations were carefully considered to differentiate characters and create meaning.
The document summarizes the creator's graphic narrative evaluation. It discusses how the final product reflects the original planning intentions. For the most part, the creator was able to stick closely to their original plans, though some minor changes were made, such as changing eye colors or adding details. The creator also discusses how they constructed their images well, using techniques like gradients, blur tools, clipping masks and filters to make elements like the sea or igloo walls more realistic. The creator anchored their images to the text by depicting what was described, such as using a speech bubble or running pose. Finally, the creator evaluates if their product is suitable for their intended audience of ages 4-7, discussing content and appeal to both genders and lower
The document is a reflection by a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9, merging two pages. The story plot stayed the same. They used rotoscoping as intended but less than expected. They experimented with background techniques like paisley patterns instead of collage as originally proposed. Overall they felt their final product closely matched the goals in their proposal.
The document outlines plans for a digital graphic narrative project involving the creation of a children's book. It includes details on the story, which follows a lazy teenager named Jack who is forced to find work over the course of a week and ends up marrying the daughter of a rich man. Visual elements like characters, settings and plot points are concepted through sketches. The production process in Photoshop is also outlined, focusing on rotoscoping techniques to illustrate the story for a target audience of 5-8 year olds. Key deadlines and formats are mentioned, with the goal of an 8 page book in JPEG format by November 6th.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, analyze how well their final product reflected those intentions, evaluate how well they constructed their images, and assess how well they used text to anchor their images. The user provides detailed responses analyzing various strengths and weaknesses in their project, including aspects of their planning, character and background designs, page layouts, use of color, and how well their text descriptions matched the accompanying visuals. They find some areas were successful while others could be improved, and reflect on lessons learned.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their work, provide examples from their project to explain it, identify areas that went well and could be improved, and reflect on how well their final product achieved their original intentions. It includes questions about the construction of images, use of text, suitability for the intended audience, and techniques used. The creator provides detailed responses analyzing various aspects of their graphic narrative book project for a young audience.
The document provides guidelines for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work by giving both written and visual examples to explain the project. It also says to find areas of the project to praise by being specific about what is good or could be improved, and to add additional slides as needed. Blank slides should be deleted before submission.
The document provides an evaluation of a graphic narrative project. It summarizes the creator's process, including intentions for each page, construction of images, use of text, suitability for the target audience, and representation and style. The creator reflects on what they liked and disliked about techniques used, the final product's appearance, and strengths and weaknesses of pre-production planning. Context around the narrative's cultural influences and similarities to other stories is also discussed.
This document contains the responses from Jordan Lee to questions about their graphic narrative project. Jordan indicates that their final product largely reflected their original intentions and planning. They constructed simple but effective images within the time constraints. Text was used well to anchor the images and provide a clear narrative. Jordan feels the project is suitable for its intended 2-5 year old audience. They liked using shape tools but disliked rotoscoping. While characters could have been improved, overall Jordan is pleased with the consistent style and readability of the final product. Signs, symbols and representations were carefully considered to differentiate characters and create meaning.
The document summarizes the creator's graphic narrative evaluation. It discusses how the final product reflects the original planning intentions. For the most part, the creator was able to stick closely to their original plans, though some minor changes were made, such as changing eye colors or adding details. The creator also discusses how they constructed their images well, using techniques like gradients, blur tools, clipping masks and filters to make elements like the sea or igloo walls more realistic. The creator anchored their images to the text by depicting what was described, such as using a speech bubble or running pose. Finally, the creator evaluates if their product is suitable for their intended audience of ages 4-7, discussing content and appeal to both genders and lower
The document is a reflection by a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9, merging two pages. The story plot stayed the same. They used rotoscoping as intended but less than expected. They experimented with background techniques like paisley patterns instead of collage as originally proposed. Overall they felt their final product closely matched the goals in their proposal.
The document outlines plans for a digital graphic narrative project involving the creation of a children's book. It includes details on the story, which follows a lazy teenager named Jack who is forced to find work over the course of a week and ends up marrying the daughter of a rich man. Visual elements like characters, settings and plot points are concepted through sketches. The production process in Photoshop is also outlined, focusing on rotoscoping techniques to illustrate the story for a target audience of 5-8 year olds. Key deadlines and formats are mentioned, with the goal of an 8 page book in JPEG format by November 6th.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, analyze how well their final product reflected those intentions, evaluate how well they constructed their images, and assess how well they used text to anchor their images. The user provides detailed responses analyzing various strengths and weaknesses in their project, including aspects of their planning, character and background designs, page layouts, use of color, and how well their text descriptions matched the accompanying visuals. They find some areas were successful while others could be improved, and reflect on lessons learned.
The document outlines a storyboard for a children's book adapting the fairy tale of Puss in Boots. The storyboard shows key events in the tale, including the miller leaving his sons different items upon his death, Puss obtaining clothes and traps to catch food for the king, and Puss securing a home and money for the youngest son. The storyboard provides a visual layout of the adapted tale for a graphic novel format.
Lili brewin digital graphics evaluationLili_Brewin
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
The creator intended to adapt the traditional Ugly Duckling story while keeping the main parts the same. During production, they changed the ending and had to make additional changes throughout. While this meant the final product differed from original plans, the changes were not significant enough to alter the overall storyboard and flat plans. The creator likes how they constructed simple cartoon images using shape tasks but found backgrounds and small details challenging with this technique. They feel the final product is suitable for children due to its clear images, simple text, and meaningful story about treating others fairly.
The document summarizes the creator's graphic narrative project. They used basic shapes and the shape tool to construct cartoon-style images to tell a story about an old woman and a tramp. The creator aimed to reflect the original story plans in the finished product while adding more details. Text was included to explain the images and anchor the story. The style was influenced by children's books like The Very Hungry Caterpillar to make it suitable for the intended 8-year-old audience. Colors, characters, and progression of time through details like a changing clock further reinforced the story and representations.
The author remade the story of Goldilocks and the Three Bears for their graphic narrative project. They initially considered remaking Hansel and Gretel or The Three Little Pigs but ultimately chose Goldilocks at the last minute. The author used rotoscoping in Photoshop to create simple images with bright colors suited to their young target audience of 2-5 year olds. While rotoscoping allowed for accurate images, shape tasks were also used but took more time. The author feels their images, text, and story are well suited to their intended audience due to the simplicity and clarity throughout.
Here is a summary of the peer feedback I received and my thoughts on it:
- Peers said the images were simple and clear which would appeal to children, which I agree with. This was my goal.
- Some felt the story could have been expanded on more. I disagree as I wanted to keep it concise for children.
- Feedback noted the rhyming text would engage children, which I'm glad about as this was an intention.
- It was pointed out some slides could have more detail, which I agree with as I ran short on time.
- Peers felt the characters were well represented through visuals and text, which I'm pleased about.
- One peer said the
The proposal provides a clear overview for a children's book adaptation of "Jack and the Beanstalk" titled "Jack and the Peastalk". Key details include a 12-page, paperback book format for ages 7-11. The story involves Jack buying a pea pod that grows into a peastalk inhabited by a nimble rather than strong giant and his magic chicken. Production methods like rotoscoping and shaping will be used to hand-draw original characters and settings in Photoshop. The strengths are a well-developed story and consideration of format, audience, and production. Further work could refine specific visuals and page layouts.
The document describes the design process and research behind creating a magazine cover, contents page, and double page spread. Key elements were borrowed from existing magazines like Kerrang, Big Cheese, and Q, including banners, text layout, and box elements. The author experimented with effects like transparency and contrast adjustment to achieve a grunge aesthetic appealing to rock music fans ages 18-30. Feedback indicates their editing and Photoshop skills improved from preliminary to final designs.
The document analyzes the front cover of a magazine created for a school project. It discusses the model, background, colors, fonts, layout and other design elements chosen for the cover. The goal was to create a magazine cover that represented classical music. Several alternative cover designs are also presented and analyzed.
The document provides an evaluation of a graphic narrative project. The author summarizes how their final product followed their original intentions from the storyboard, with some changes that improved the work. While the beginning followed the flat plans closely, more relevant details from the plans were included as the book went on. The layout also changed from multiple images per page to one image per page for better aesthetics. In conclusion, the original intentions were generally followed and changes made improvements.
Digital graphics evaluation pro forma2Beth Geldard
The document discusses the creation of a graphic narrative titled "Princess and The Pea". The author created storyboards to plan out page layouts and where to place characters and text. Google images were used to find pre-existing images to break down the story. Some text was removed that could be shown through images instead. Research was done on other books for inspiration on angles, page layouts, and use of color. The final product includes constructed images with space for characters and text. A variety of tools like shapes, rotoscoping, and comic effects were used to add texture and depth. The author likes how the images turned out but would make some changes like adding more shading and varying character expressions.
The document provides feedback on a graphic narrative project. It summarizes the key points made in each response section, evaluating how well the final product reflects the original intentions, how the images were constructed, how text was used to anchor images, the suitability for the target audience, techniques used, and representations in the work. Overall it reflects on the strengths and weaknesses of the pre-production planning.
The peer feedback provided positive feedback on the detailed backgrounds and simple yet effective character designs. Suggestions for improvement included condensing the amount of text per page to better suit the target audience, including a closer view of Jack climbing the beanstalk for clarity, and changing the thought bubbles to speech bubbles. The creator agreed with most of the feedback, but disagreed that the landscape page needed to be portrait to match the others due to its subject matter working better in landscape format. Overall the feedback was constructive and helped identify areas for potential improvement.
The planning for the graphic narrative had some weaknesses. The flat plans did not allow for enough variation between pages and used real images that could not be replicated digitally. More time should have been spent planning character placement and text to avoid repetitive pages. However, research of other books helped with props and style. Overall, better planning is needed for consistency and to avoid rushing production.
The student created a children's book as a graphic narrative project. They used shaping tools to construct background images and rotoscoping to create characters. They included different colors, fonts, and effects to convey meaning. Bright colors were used in the beginning to match the happy emotions, and darker tones were used at night to match somber emotions. Character designs and locations were chosen deliberately to symbolize aspects like the old man's age through his baldness and hunched posture. Though the characters differ in attributes like wealth, both have positive traits. The student provided this self-evaluation to analyze strengths and areas for improvement in their project.
The document provides guidelines for evaluating a graphic narrative project. It prompts the creator to summarize their original intentions, analyze how well they constructed images and used text, determine if the product is suitable for the intended audience, and identify strengths and areas for improvement. The creator then provides a self-evaluation following the prompts, praising aspects like character development while noting the text layout could be improved.
- The document discusses the evaluation of a graphic narrative created by Demi Jay.
- The creator feels their final product largely reflects their original planning and intentions, though some minor changes were made for improved storytelling.
- They constructed characters and backgrounds using rotoscoping and Photoshop tools to achieve a cartoon style. More detailed characters came out better.
- Images and style reflect popular animated shows like Ben and Holly to achieve a professional standard.
- Text was shortened and placed amongst images to tell the story concisely while keeping pages visually engaging for young audiences.
Evaluation of Children's book pro forma - personal reflectionEllie Marsh
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, compare their planning documents to the final product, evaluate how well they constructed images and used text to anchor the images, and assess whether the product is suitable for the intended audience. The user provides responses analyzing the development of their 9-page graphic narrative for boys aged 4-6. They discuss aligning with their original plans, using consistent colors and styles, room for improving text-image alignment, and similarities to other books for their audience.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details and examples from their work to explain what they liked and areas that could be improved. It includes questions to help guide self-reflection on how well the final product achieved the original intentions, how images were constructed, how text was used, and whether the content and techniques were suitable for the intended audience. The reader provides responses analyzing various aspects of their graphic narrative based project.
The document is a reflection from a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9 after merging two pages. Their story plot stayed the same. They used techniques like rotoscoping as intended but did not rely on it as much as expected. They felt their images clearly conveyed the story well but some pages were too busy. The text mostly anchored the images well except for a few pages. Overall, they felt their book was suitable for the 3-6 year old audience.
The document is a graphic narrative evaluation by a student. In the summary:
- The student's final product mostly followed their original intentions, though some pages differed slightly from the original plan.
- They constructed images well with consistent textures, colors, and character styles, but could have added more character variations.
- Text effectively explains the images to anchor the story, though some text provides more detail than images.
- The book is now aimed at 3-6 year olds due to simpler images that still leave room for imagination compared to the original 4-8 year old audience.
The document outlines a storyboard for a children's book adapting the fairy tale of Puss in Boots. The storyboard shows key events in the tale, including the miller leaving his sons different items upon his death, Puss obtaining clothes and traps to catch food for the king, and Puss securing a home and money for the youngest son. The storyboard provides a visual layout of the adapted tale for a graphic novel format.
Lili brewin digital graphics evaluationLili_Brewin
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work, including written and visual examples. It also prompts the reader to identify areas of their project to praise and areas that could be improved, with specific details. The reader is told they can add additional slides as needed and should delete any blank slides before submission.
The creator intended to adapt the traditional Ugly Duckling story while keeping the main parts the same. During production, they changed the ending and had to make additional changes throughout. While this meant the final product differed from original plans, the changes were not significant enough to alter the overall storyboard and flat plans. The creator likes how they constructed simple cartoon images using shape tasks but found backgrounds and small details challenging with this technique. They feel the final product is suitable for children due to its clear images, simple text, and meaningful story about treating others fairly.
The document summarizes the creator's graphic narrative project. They used basic shapes and the shape tool to construct cartoon-style images to tell a story about an old woman and a tramp. The creator aimed to reflect the original story plans in the finished product while adding more details. Text was included to explain the images and anchor the story. The style was influenced by children's books like The Very Hungry Caterpillar to make it suitable for the intended 8-year-old audience. Colors, characters, and progression of time through details like a changing clock further reinforced the story and representations.
The author remade the story of Goldilocks and the Three Bears for their graphic narrative project. They initially considered remaking Hansel and Gretel or The Three Little Pigs but ultimately chose Goldilocks at the last minute. The author used rotoscoping in Photoshop to create simple images with bright colors suited to their young target audience of 2-5 year olds. While rotoscoping allowed for accurate images, shape tasks were also used but took more time. The author feels their images, text, and story are well suited to their intended audience due to the simplicity and clarity throughout.
Here is a summary of the peer feedback I received and my thoughts on it:
- Peers said the images were simple and clear which would appeal to children, which I agree with. This was my goal.
- Some felt the story could have been expanded on more. I disagree as I wanted to keep it concise for children.
- Feedback noted the rhyming text would engage children, which I'm glad about as this was an intention.
- It was pointed out some slides could have more detail, which I agree with as I ran short on time.
- Peers felt the characters were well represented through visuals and text, which I'm pleased about.
- One peer said the
The proposal provides a clear overview for a children's book adaptation of "Jack and the Beanstalk" titled "Jack and the Peastalk". Key details include a 12-page, paperback book format for ages 7-11. The story involves Jack buying a pea pod that grows into a peastalk inhabited by a nimble rather than strong giant and his magic chicken. Production methods like rotoscoping and shaping will be used to hand-draw original characters and settings in Photoshop. The strengths are a well-developed story and consideration of format, audience, and production. Further work could refine specific visuals and page layouts.
The document describes the design process and research behind creating a magazine cover, contents page, and double page spread. Key elements were borrowed from existing magazines like Kerrang, Big Cheese, and Q, including banners, text layout, and box elements. The author experimented with effects like transparency and contrast adjustment to achieve a grunge aesthetic appealing to rock music fans ages 18-30. Feedback indicates their editing and Photoshop skills improved from preliminary to final designs.
The document analyzes the front cover of a magazine created for a school project. It discusses the model, background, colors, fonts, layout and other design elements chosen for the cover. The goal was to create a magazine cover that represented classical music. Several alternative cover designs are also presented and analyzed.
The document provides an evaluation of a graphic narrative project. The author summarizes how their final product followed their original intentions from the storyboard, with some changes that improved the work. While the beginning followed the flat plans closely, more relevant details from the plans were included as the book went on. The layout also changed from multiple images per page to one image per page for better aesthetics. In conclusion, the original intentions were generally followed and changes made improvements.
Digital graphics evaluation pro forma2Beth Geldard
The document discusses the creation of a graphic narrative titled "Princess and The Pea". The author created storyboards to plan out page layouts and where to place characters and text. Google images were used to find pre-existing images to break down the story. Some text was removed that could be shown through images instead. Research was done on other books for inspiration on angles, page layouts, and use of color. The final product includes constructed images with space for characters and text. A variety of tools like shapes, rotoscoping, and comic effects were used to add texture and depth. The author likes how the images turned out but would make some changes like adding more shading and varying character expressions.
The document provides feedback on a graphic narrative project. It summarizes the key points made in each response section, evaluating how well the final product reflects the original intentions, how the images were constructed, how text was used to anchor images, the suitability for the target audience, techniques used, and representations in the work. Overall it reflects on the strengths and weaknesses of the pre-production planning.
The peer feedback provided positive feedback on the detailed backgrounds and simple yet effective character designs. Suggestions for improvement included condensing the amount of text per page to better suit the target audience, including a closer view of Jack climbing the beanstalk for clarity, and changing the thought bubbles to speech bubbles. The creator agreed with most of the feedback, but disagreed that the landscape page needed to be portrait to match the others due to its subject matter working better in landscape format. Overall the feedback was constructive and helped identify areas for potential improvement.
The planning for the graphic narrative had some weaknesses. The flat plans did not allow for enough variation between pages and used real images that could not be replicated digitally. More time should have been spent planning character placement and text to avoid repetitive pages. However, research of other books helped with props and style. Overall, better planning is needed for consistency and to avoid rushing production.
The student created a children's book as a graphic narrative project. They used shaping tools to construct background images and rotoscoping to create characters. They included different colors, fonts, and effects to convey meaning. Bright colors were used in the beginning to match the happy emotions, and darker tones were used at night to match somber emotions. Character designs and locations were chosen deliberately to symbolize aspects like the old man's age through his baldness and hunched posture. Though the characters differ in attributes like wealth, both have positive traits. The student provided this self-evaluation to analyze strengths and areas for improvement in their project.
The document provides guidelines for evaluating a graphic narrative project. It prompts the creator to summarize their original intentions, analyze how well they constructed images and used text, determine if the product is suitable for the intended audience, and identify strengths and areas for improvement. The creator then provides a self-evaluation following the prompts, praising aspects like character development while noting the text layout could be improved.
- The document discusses the evaluation of a graphic narrative created by Demi Jay.
- The creator feels their final product largely reflects their original planning and intentions, though some minor changes were made for improved storytelling.
- They constructed characters and backgrounds using rotoscoping and Photoshop tools to achieve a cartoon style. More detailed characters came out better.
- Images and style reflect popular animated shows like Ben and Holly to achieve a professional standard.
- Text was shortened and placed amongst images to tell the story concisely while keeping pages visually engaging for young audiences.
Evaluation of Children's book pro forma - personal reflectionEllie Marsh
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, compare their planning documents to the final product, evaluate how well they constructed images and used text to anchor the images, and assess whether the product is suitable for the intended audience. The user provides responses analyzing the development of their 9-page graphic narrative for boys aged 4-6. They discuss aligning with their original plans, using consistent colors and styles, room for improving text-image alignment, and similarities to other books for their audience.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details and examples from their work to explain what they liked and areas that could be improved. It includes questions to help guide self-reflection on how well the final product achieved the original intentions, how images were constructed, how text was used, and whether the content and techniques were suitable for the intended audience. The reader provides responses analyzing various aspects of their graphic narrative based project.
The document is a reflection from a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9 after merging two pages. Their story plot stayed the same. They used techniques like rotoscoping as intended but did not rely on it as much as expected. They felt their images clearly conveyed the story well but some pages were too busy. The text mostly anchored the images well except for a few pages. Overall, they felt their book was suitable for the 3-6 year old audience.
The document is a graphic narrative evaluation by a student. In the summary:
- The student's final product mostly followed their original intentions, though some pages differed slightly from the original plan.
- They constructed images well with consistent textures, colors, and character styles, but could have added more character variations.
- Text effectively explains the images to anchor the story, though some text provides more detail than images.
- The book is now aimed at 3-6 year olds due to simpler images that still leave room for imagination compared to the original 4-8 year old audience.
Digital graphics evaluation pro forma (1)Sian England
The document provides guidance for evaluating a graphic narrative project. It instructs the user to provide specific details about their work, including written and visual examples. It also prompts the user to identify strengths and areas for improvement. The user should compare their original plans to the final product and reflect on how well they constructed images, used text, and ensured their product was suitable for the intended audience. The template suggests adding additional slides as needed and deleting any blank slides before submission.
Here is a summary of the peer feedback and my thoughts on it:
- Peers praised the simplistic cartoon style of the images and said it would appeal to children. I agree that the bright colors and clear lines help engage younger readers.
- Some felt the lack of character movement/poses was repetitive. I acknowledge this as an area for improvement, as reusing poses limited expression.
- Feedback noted the text generally anchored the images well but could be strengthened in a few spots. I agree the story could be clearer in those instances mentioned.
- Peers felt the 8-10 age range was appropriate. I'm glad the language and themes seem suitable.
- One peer said the story followed the
The proposal outlines a 10-page children's storybook about two friends, including a story overview where one bakes a cake for the other but encounters a bear on the way. Photoshop will be used to create pages through rotoscoping and shapes. The strengths are a clear story overview and production plan using rotoscoping and shapes. Further details could be added on the audience and development of the bear character. Idea generation includes story elements and colors but could provide more character details.
The proposal outlines a 10-page children's storybook about two friends, including a story overview, production methods using Photoshop, and target audience of 3-6 year old girls. Strengths include a clear story overview and understanding of the end goal. Further work could provide more audience details and expand on the bear character in the idea generation. Production methods and idea generation are well developed, while the audience section and bear idea could use more elaboration. Overall the proposal and idea generation demonstrate a thoughtful approach, with minor areas identified for additional details.
Digital graphics evaluation pro forma(1)Fraeya Snaith
The document summarizes the student's graphic narrative evaluation. It discusses how their final product reflects their original planning, how well they constructed images using color and texture, how text anchors the images, the suitability of the product for its target audience of 3-5 year olds, likes and dislikes of techniques used, the inclusion of specific content, representations in the work, visual style influences, and strengths and weaknesses of pre-production planning.
The document provides guidance for evaluating a project using a template. It instructs the user to provide specific details about their work, including written and visual examples to explain the project. The user should find areas of their work to praise, being specific about what is good or what they are proud of. They should also find areas for improvement, specifying what could be better if revisited. Additional slides can be added as needed, and any blank slides should be deleted before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It also prompts the user to identify areas of their work that are good or could be improved, and to be specific about why. The user is encouraged to add additional slides as needed and delete any blank slides before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It also prompts the user to identify areas of their work that are good or could be improved, and to be specific about why. The user is encouraged to add additional slides as needed and delete any blank slides before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It also prompts the user to identify areas of their work that are good or could be improved, and to be specific about why. The user is encouraged to add additional slides as needed and delete any blank slides before submission.
The document provides an evaluation of a graphic narrative project. The evaluation discusses various aspects of the project including how well the images were constructed, how text was used to support the images, whether the final product achieved the original intentions and was suitable for the target audience. It also discusses likes and dislikes of the techniques used and how the content was selected. Representations in the work, such as ethnicity and social class, are also considered.
The document provides guidance for evaluating a graphic narrative project. It prompts the reader to:
- Provide specific details about their work through written and visual examples.
- Find areas to praise, specifying why parts are good or what they are proud of.
- Identify areas for improvement and what could be better if revisited.
- Reflect on if the final product achieved the original intentions shown in planning materials like mind maps, mood boards, and storyboards.
The document is a graphic narrative evaluation by the creator of a children's book. In their evaluation, the creator discusses several aspects of their final product compared to their original intentions and plans. Some key points:
- The creator's final product largely reflects their original plan, though some pages were adjusted for stylistic or clarity reasons.
- Shape manipulation and rotoscoping techniques allowed the creator to achieve their simple graphic style while constructing images.
- Text placement was improved in some instances by splitting text between pages to better anchor images.
- The intended target audience of 6-9 year olds from middle-upper class backgrounds remains suitable.
- Facial features were added despite not fully fitting the
- The document reflects on how the creator's final graphic narrative product reflects their original intentions as shown in planning materials like storyboards and digital flats.
- The creator aimed to keep key story elements, characters, and techniques the same between planning and final products. Backgrounds and rotoscoping were also consistent.
- Storyboards helped test character positioning and connotations, which carried through to the final work.
- The creator evaluates how well they constructed images using appropriate colors, textures, and details to match the narrative. Feedback is also provided on areas for improvement.
- Text is used to clearly depict scenes from the narrative through techniques like character versions and opacity adjustments. Images work to anchor and exemplify the accompanying text
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.
The document provides a template for evaluating a graphic narrative project. It instructs the user to provide both written and visual examples to explain the project. It suggests praising strong areas of the work and identifying areas for improvement. The template states that additional slides can be added as needed and blank slides should be deleted before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It suggests praising strong areas and identifying areas for improvement. The user should add details about how their final product reflects or differs from their original intentions, how well images and text are constructed and integrated, and the suitability of the project for its intended audience.
Similar to Digital graphics evaluation finished pro forma (20)
The client wants business cards created for their farming and haulage business that specializes in machinery movement. The document discusses three potential ideas for the business cards:
1. A rectangular card with an image of the client's favorite truck and contact information in bold, high-contrast colors.
2. A card shaped like an outline of one of the client's trucks, with contact text placed carefully.
3. A double-sided card providing more details about the client's various business operations, beyond just haulage.
The document evaluates each idea based on the client's needs, the creator's abilities, and other factors. It determines that the second idea, shaping the card like a truck outline, is
The client wants the student to design business cards for their farming and haulage business. The student has come up with three potential ideas:
1) A rectangular business card with a picture of the client's well-known truck, contact details, and a blue/white/red color scheme.
2) A business card shaped like the client's truck trailer with lights, featuring contact details in bold font colors.
3) A double-sided business card with additional information about the client's other services on the back in blue/white/yellow colors.
The student believes the second idea of a shaped card cut out like the truck trailer is the best option to develop further as it is unique, fun
This document outlines a content plan for business cards for a client who is a farmer. It discusses the target audience of other farmers and hauliers who would be interested in the client's products. It also lists the resources and personnel needed to design the cards, including a budget, and a schedule to provide initial designs in 3 weeks for feedback and adjustments.
The client has requested that the student design business cards for their trucking company. Specifically, the cards should feature an image of one of the client's trucks as the background and include contact details. The brief is informal as the client filled it out in person with the student. It is important for the student to thoroughly read the brief to understand what is being requested and ensure they do not create something the client does not like. There are no major legal, ethical or regulatory issues with the proposed design. The project will provide learning opportunities for the student to develop new skills like business card design and working with clients.
The document provides details about Alisha Harrison's planning and preparation process for creating a fanzine about the TV show Friends. Some key aspects of the planning included looking at fonts, creating a mood board with images, considering color schemes, doing pagination to plan out each page, and creating a timeline. While creating the fanzine, Alisha reviewed her work for errors and made minor changes, such as updating the title. She felt her timeline helped her manage her time effectively to complete the fanzine on deadline. Areas for potential improvement included making the biography pages less text-heavy. Overall, the planning process helped ensure the finished fanzine matched Alisha's vision and goals.
Jennifer Aniston is a 50-year-old American actress and businesswoman born in 1969 in Sherman Oaks, California. She is best known for her role as Rachel Green on the sitcom Friends, for which she won an Emmy Award. Aniston has since starred in many successful comedy films that have grossed over $200 million worldwide each. She founded her own production company called Echo Films in 2008. With an estimated net worth of $200 million, Aniston is one of the highest paid actresses in Hollywood.
Matt LeBlanc is a 50-year-old American actor best known for playing Joey Tribbiani on Friends for 10 seasons and two seasons of the spin-off Joey. He found success and wide recognition among viewers for his role on Friends, which was a major hit for NBC. Following the cancellation of Joey, LeBlanc took a hiatus from television acting for five years before taking on the role of a fictionalized version of himself in Episodes.
Friends was an American sitcom that aired on NBC from 1994 to 2004, lasting ten seasons. It followed the lives of six friends living in Manhattan. Though created by David Crane and Marta Kauffman in the United States, Friends achieved immense international popularity by also airing in countries like the UK, Ireland, Australia, and Canada. The show was filmed at Warner Bros. Studios in California and became one of the most successful sitcoms of all time, ranking highly in seasonal ratings and receiving Emmy awards.
This 12-page document contains various sections including a front cover, article, fact files, and pages of additional content. It is organized with distinct sections spanning multiple pages such as an article from pages 2-3 and two separate fact files from pages 6-7 and 8-9. The back cover is on page 12.
This document outlines Alisha Marie Harrison's pre-production plans for creating a fanzine about the TV show "Friends." It includes details about fonts, color schemes, page layout, and a production schedule. The fonts and colors described are meant to evoke the aesthetic of "Friends" and make key information stand out. The page layout includes elements like articles, pictures, and fact files. Work is scheduled from March 12th to 21st and will involve a computer, Photoshop, and Word to create the front cover, articles, photos, and more.
Factual writing aims to present facts without bias or personal interpretation. Examples of factual writing include news stories, which describe events objectively without subjective descriptions. However, some argue that complete objectivity is impossible and that bias inevitably creeps into even factual reporting. For instance, certain news outlets have been accused of bias in their frequent negative coverage of some politicians and celebrities. Overall, while bias should generally be avoided in factual writing to maintain credibility, some degree of positive bias may be acceptable depending on the topic being covered. Factual accuracy should always remain the top priority.
This document provides a summary of secondary research conducted on the TV show "Friends." It analyzes several sources of information on Friends, including newspaper articles, fan forums, and a mental floss article. The sources discussed provide background on the creation of Friends and facts about the characters, actors, and filming locations. The document evaluates the credibility and objectivity of each source. It also describes primary research conducted through a questionnaire about viewers' favorite characters, episodes, and whether they dislike any parts of the show. The overall purpose is to gather and validate information from various sources for a fanzine about the popular sitcom Friends.
This document discusses anti-bullying campaigns and logos. It analyzes three logos that use visual techniques like reverse text, scissors, and varied colors to convey strong anti-bullying messages. It also discusses anti-bullying t-shirts, noting that one logo uses only two colors but employs the reverse technique so the message stands out clearly. Wearing such apparel can help promote an anti-bullying message anywhere.
This document analyzes and summarizes the key elements of factual writing styles for different types of documents, including leaflets, instruction manuals, and magazines. It discusses the importance of clarity, conciseness, accuracy, avoiding ambiguity, and other factors for each format. For leaflets, it notes the use of bold text and colors to draw attention. For instruction manuals, it emphasizes the need for complete accuracy. For magazines, it briefly touches on keeping stories concise to maintain reader interest.
This document outlines the purpose, aims, techniques, and impact of several campaigns and organizations. It discusses campaigns aimed at raising awareness of issues like drinking and driving, homelessness, and recycling. For each campaign, it describes the overall purpose as raising awareness and bringing about change. It discusses techniques like using bold text, images, and shocking tones to grab attention. It also provides evidence that while some campaigns have increased awareness, the issues themselves may still be ongoing problems.
The document provides peer feedback on Alisha Harrison's campaign posters, logos, and merchandise. For the posters, feedback praised how certain bold words stood out and the simplicity allowing easy access to contact information. Feedback on the logos said the word "strong" in bold red conveyed the message well and the tagline clearly stated the campaign topic. Merchandise feedback noted the clear connection to the campaign through the consistent logos and wide variety of product types. Alisha agreed with most feedback but disagreed that her designs were too simple or strange-looking, noting she modeled them after existing effective campaigns.
This document outlines Alisha Marie Harrison's 4-week schedule and plan for a social action project against bullying. In week 1, she will create logos, caligrams, and posters. In week 2, she will finalize the logo and create merchandise. In week 3, she will design bus advertisement formats. In week 4, she will review and edit her work. The document also lists the resources and software she will use and includes mood boards and mind maps for logos, posters, and merchandise ideas. Samples of anti-bullying merchandise and potential bus advertisement designs are discussed.
The document summarizes the results of a survey on bullying. The key findings are:
- The majority of respondents were aged 19-20.
- Over half reported being bullied themselves. Verbal bullying was the most common form reported.
- Most bullied respondents said they did nothing and kept quiet about it.
- Schools and social media were the most common places where bullying occurred.
- Many respondents knew someone who had self-harmed or taken their own life due to bullying.
The survey results will help the author target their final anti-bullying products towards older teenagers and focus on encouraging victims to speak up rather than stay silent.
The Anti-Bullying Alliance (ABA) is a coalition of organizations working to stop bullying and create safe environments for children. The ABA focuses on supporting best practices, raising awareness through events like Anti-Bullying Week, and delivering national and local anti-bullying programs. Issues the ABA addresses include bullying, cyberbullying, verbal and physical bullying, as well as homophobic, biphobic, and transphobic bullying. Surveys show two-thirds of disabled children experience homophobic bullying compared to 55% of children overall. The ABA works to combat bullying and ensure young people, especially those with disabilities, can access information and support.
The document outlines considerations for research on bullying as a social issue. It discusses looking at existing anti-bullying campaigns, websites, and artifacts to understand different forms of bullying. Primary research would involve surveys and interviews to get a variety of personal stories and experiences from those affected by bullying. Sensitivity would be needed in the research as bullying can be an embarrassing or upsetting topic for some. Issues that could affect the research include people not wanting to admit to being bullied and lack of funding or priority for anti-bullying initiatives compared to other issues.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 ...
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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Use this template to help you evaluate your project.
You should give specific details about your work.
You should provide both written and visual examples to explain your project.
You should find areas to praise in your work. Be specific about why you think they are
good or why you are proud of them.
You should also find areas that could be improved. Look for areas that you could make
better if you went back to them. Be specific about what you would improve.
Add additional slides as you need to. Don’t be restricted by what is here.
Any blank slides should be deleted before submission.
3. Does your final product reflect your
original intentions?
• Compare your planning/digital flat plans/
storyboards to your final product
My final product reflects my original intentions, I made some digital flat plans which look very similar to
my final product, I also drew out some which look very similar to my final product. I have kept nearly all
the story the same throughout planning and making the final product, I did change the ending slightly,
in my planning it said there would be a shooter that shoots the bear because the bear got angry and
hungry, but in my final one I have changed it so that the bear doesn't get shot, other than changing that
I don’t think I have made any other drastic changes, other than maybe the colors. I changed page 5 a
little bit, I added in a fence and didn't’t put any flowers in, I planned to put a fence in but I've changed
where it it is because I thought it looked better, somehow I have managed to flip the whole image and
make it from a different angle to what I planned, I have also changed the positing of the text and added
a floral corner border on the text, I did this to make it look more girly as my book is aimed at young
girls.
4. This is page 8 in my story, the only page that has had a drastic change, as you can see in
the first image there is a shooter and a lot more text, this is the image I planned to do.
The image on the right is my final image with no shooter in and less text, I decided to get
rid of this violent bit as I thought a young girl wont want to hear that a bear has been
shot, I was also running out of time as I had completely forgotten to make the shooter
character at the beginning I got to the end of making my story and I realized I had
forgotten to make his character, but I think my story is better without him as the girl
who's reading this story will be happy that everyone lives happily every after and there is
no violence happening in it, which makes the story happier for a child to read.
5. Other ways that I also think my final product meets my original intentions
is because it meets the audience that I intended to make this book for, in
my planning I said that my book would be for ages 3-6 I think my audience
has been met because the sentences are shot and the pictures are big and
the words go with each picture, there is more pictures than text, there is
only very little text because children 3-6 prefer pictures than to read loads
so therefor I think my book meets my original intentions. Another reason
that I think my book meet my original intentions is because I intended to
make my book for mostly females and young girls, which I think I have
highly achieved because my characters are girls, there isn't a boy character
in my story, the story is sweet which is more for girls than boys, I have used
girly colors and objects, like flowers.
6. How well have you constructed your
images?
• How well have you constructed your images?
You could talk about the overall visual
appearance and well as the use of texture and
colour.
In my own opinion I think that I have constructed my images quite well because they reflect
on my planning so well, I have created the images I was planning and hoping to create, I have
succeeded my outcomes so therefor I think I have constructed my images well.
I think that the colors I have used look well because its realistic all the colors of the objects
and characters are how they should be for example the sky in my story images is blue how it
should be and and not pink. I have kept the colors natural to suit the objects and characters.
There is also texture within some of my images, for example the path in the image’s you can
see bellow.
7. These images all contain texture, the path in all of these images is
textured, I have made them look like this to make them look realistic.
Each of these paths have a different texture to suit where it is for
example the path that’s in the forest doesn't’t look like stone it looks
muddy because its in the middle of trees in a forest, you wouldn't’t
usually see a stone path in a forest, where as the paths that are
outside the houses are made to look like stone because it suits where
they are, I created these by taking a picture of the ground and
creating a clipping mask in Photoshop and I put that image over the
path I drew out.
I have taken this image from an existing children's book, you can see they have got a forest path
in there image, which is similar to the one I have made in my story, they have used texture to
give the feel to the path that its in a forest. They have used very different colors to me, they
have used darker colors and less bright and vibrant there book has a vintage feel to it where as
mine is modern.
8. The image on the left is one of my final story pages; the image on the right is an existing
children's book page, as you can see these pages have similarities as the page sizes are the
same, they also have the same layout. And the text is also similar on both because its in the
corners of the images, however mine has a flower border where as the existing story page
doesn’t. Both of these pages mine and the already existing one both use similar colors, my
contrast is darker than theirs is more vibrant than mine the colors they have used mix in where
as mine is just block color, you can see if you look the the leafs on the existing story page that
there's a yellowy tone on the tips of the leafs the colors blend in whereas if you look at mine I
haven't used that technique.
The image on the right is a lot more detailed than mine there is a lot more happening within
the image, there are loads of animals/characters, the image is busy.
9. How well have you used text to anchor
your images
• You should talk about the combination of
words, images and text.
I personally think that I have used text to anchor my images well, I have tried to match the text
with the picture for example if you look at the image bellow you can clearly see that the text
matches the whole image, without the text there you could clearly see what is going on and
have a gist of what it would say if there was text there. In the image below you can clearly see
the text matches the picture it shows that the characters have got to the house and the text tells
you that.
Another reason that I think this is because I have used a
font which I found on Photoshop called “ chalk duster” I
picked this font because My book Is for children and the
font looks fun and its easy to read. It anchors my book
on a whole because the text looks fun and it isn't boring
which shows its aimed at children.
10. This story page is very different to all
my other pages, this one has speech
bubbles instead of blocks of text in the
corners.
However I still think the text anchors
the image just as well as the others do
because there stood next to each other
and its clear to see their both having a
conversation
This is a story page from an already existing children's book. This one also uses text
to anchor their images they have used a picture of a hero and the text anchors it by
saying “he heard his pals cry for help”
I think that my children's book is similar to this one because of how they both
anchor there images using text, they both use characters that match the text along
with colors and certain words.
11. Is your product suitable for your
audience?
• Reference your proposal
• Give an audience profile and describe
suitability in reference to content
When I created my proposal I said that my intended audience would be the ages 3 – 6. I also
said that I wanted my book to be aimed at and suitable for girls, I know that I have achieved this
because the characters I have used are females; the main character is a female, boys are not
going to want to read a story about girls at that age. The colors that I have used also appeal to a
girl rather than a boy for example I have used purple and pink flowers which appeal to girls.
Boys like dark colors. If you look at the image below you can clearly see by looking at it that it’s
aimed at a young girl. A boy would not want to look at this as much as a girl would. The house
has pink on it, the flowers are pink and purple which appeal to a girl, the main character is a girl
who were red which is a girly color.
12. This is an already existing children's book
that I have found which is aimed at young
boys, you can tell this is aimed at boys
because the word “ fart” isn't girly, also the
colors that have been used are not bright
they are dull which also shows this book is
aimed at boys, a big one that is easy to tell
that the book is aimed at boys is the
character, the main character is a little boy.
In comparison to my book you can clearly
see they are aimed at different audiences,
because of the colors used the characters
and the words. I have also used a flower
border around my text whereas they have
not used a border to make it look more
manly for little boys to read as there not
going to want to look at pretty flower like
girls. The main characters in both my book
and theirs are who they are aimed it for
example their main character is a young boy
because its aimed at young boys, and my
main character is a young girl because its
aimed at young girls.
13. What do you like/dislike about the
techniques you have used?
• Reference specific tools you used with images
I have used a range of techniques within my book, I used rotascoping to create my bear, and
other aspects such as the houses and objects such as flowers and trees. The rotascoping
technique came in really handy and useful, and was also the tool that gave me the best
outcome, I enjoyed rotascoping. I also went out and took some images which I have used to
create textures for example the paths I have created for my story pages, the two images you can
see below I have used pictures for the path textures, the one on the left I took a picture of some
mud and used it for the path to create the path in the forest kind of look. And the image on the
right I actually took a picture of a path and used it to create a clipping mask to create the path
for my story page, I like this technique because the paths look realistic even though they have
been drawn.
14. This is the image of a real bear that I used to rotascope my bear for
my book. The image underneath is the final image I created by
roatascoping. I really enjoyed rotascoping this bear, I did find it
difficult at first but once I got going I was fine, the outline of the
bear was easy to do, it’s the facial details that worried me and that I
found hard. If I had a lot more time I think the bear would look a lot
more realistic I spent ages trying to create the bear. But overall I
would use rotascoping again especially for animals and people. My
bear was the hardest character to do because of the fur it has. I kept
having to use different colors and tones in order to make it look
realistic.
I also used rotascoping to create some flowers, I also used the paint
bucket tool and the gradient tool to give them color. I used the
gradient tool to make the color's fade instead of them been one
pure block color I thought having tones in them would look more
realistic.
15. What do you like/dislike about how
your final product looks?
In my opinion I think that I like the way my final product looks, over all I think it looks good but
there are some things I dislike that I wish I could have spent more time on. One thing I dislike
about my final product is my two female characters they don’t have noses, because it was tricky
and I ran out of time to figure out how to do it.
This is a story page that I dislike. I dislike this because its boring. There is nothing going on in the
background, although I did this to show that the text was focusing on the girl and her red hood.
If I was to re create this I would add in some trees because she lives in a forest. However I do
really like the green grass because its textured I think it looks slightly realistic which is what I was
aiming for so this is a feature I really like about this page. Another reason I dislike this page is
because my other outside pages have houses and trees in the background this has nothing.
16. Another feature that I really like about my books is that I have used a flower border around
the text, which I think looks lovely and stands out, its eye catching and very appealing to my
audience of young girls. The flower borders also make the text stand out because most of my
text is over trees and can be quite hard to see it.
Another feature I really like about my book is the page where the
bear and little red riding hood are having a conversation, I particularly
like this page because I have used speech bubbles which are color
coded to the character the speech comes from. I like this feature
because it makes my book appeal to my chosen audience, its childish
which is what I was going for. What I don’t like about it is that this is
the only page that has speech bubbles although this is the main
conversation within the book so I quite like it but then again I don’t.
Another reason I dislike my book is because of the last page,( page 8)
it looks almost identical to page 7, and you cant really see a clear
ending other than reading the text. If I was to re create this I would
change the picture to show an actual ending rather than keeping the
page identical to the previous page. I think that if anyone really looks
at this book they wont know how the ending looks because its
identical to the previous page, the reader will be hoping for a nice
happy ending page that is different from the rest of the pages.
17. Why did you include the content you
used?
• Images, fonts, effects, colours
The content I included was because I had a specific audience that I wanted it all to fit with for
example young girls ages 3- 6 I used flowers and pretty images so that my book would appeal to
them has my chosen audience. My images fill up the whole of the page with foreground for
example the sky and grass then the trees in the background and the houses and characters to
tell the story. I have kept the images quite simple with little detail within them, because children
are not bothered about detail they just like pretty pictures.
The font that I used was because in my plans I decided I would use something clear, simple and
easy to read and for children to be able to understand so I used a font I felt would be
appropriate for my story and target audience. I didn't’t use any techniques I just picked a font
which I thought would be ideal and easy to read over the big pictures.
The colors I have used in my book are quite bright and exaggerated and bold mostly block color
I have used bright blue for the sky and bright green for the grass I have also used bright colors
for my characters I have used bright red for Little red riding hoods outfit. I have used these
specific colors to appeal to my audience and so that my book would be eye catching. When I
was doing research and finding existing children's book I found that quite a few had used bright
colors to catch the child's eye so I decided to follow this convention and use bright colors also.
18. I have not really used any effects while making my children's book, The only effect I can actually
think of that I have used is the gradient tool, I have used this on the flowers but only subtly. I
used it on the flowers to add more depth to them and also to make them look realistic. I have
previously mentioned that I have taken images and used them to create clipping masks for the
paths in my book which could also be classed as an effect, I have also used the brightness bar to
adjust these to make them look realistic.
This is the original
image of the flower o
used to create mine for
my story.
This is the only
font I have used in
my book.
I have used bright
colors in my book.
19. What signs, symbols or codes have
your used in your work?
• Choices of colour, style, locations, character
design and tone all give additional meaning to
your work.
I have created the images in my book so that the location is outside and inside because of the
characters, the bear lives outside so I have created a forest to connote this. The forest fits in
well with the story because The main character the girl goes on a journey to see her friend
and she meets a bear, and bears live in forests and somewhere with a lot of trees so to
connote this I had to create a forest otherwise my book would not be realistic it would be
fake and fantasy. Below are some pages from my story you can see that the trees have been
repeated quite a lot, this is because I wanted to get the point across that she lives in a forest
and meets a bear.
20. A lot of the colors that I have used in my book connote feelings, I wanted
to come across to my target audience. For example throughout the book I
have used bright colors, for the backgrounds and characters I have used
red for the the girl because its bright and gives the impression of the book
been girly. And you can tell that the main character is little red riding
hood because she’s wearing red with a red hood on so this connotates
that this is her.
The style I have created in my work is cartoon like and professional, I have
done this by creating my characters, for example the bear looks real but in
a cartoony style which follows the codes and conventions of a children's
book for my target audience age range. I have created my own version of
this book by looking at the original Little Red Riding Hood book, and
changing the character and the backgrounds to fit my style.
I have also used tone in my book to create certain signs/symbols and
codes. I have used tone in my book to connate to my audience with
certain feelings and signs throughout the book.
21. Audience Responses
Cultural competence:
Media texts require us to have a certain level of cultural understanding to
be able to interpret them.
At a basic level, this could mean being able to read the language that a
magazine is written in.
At a deeper level, it means being able to interpret signs and symbols that
we use a visual shorthand to communicate ideas.
We recognise these signs in our own culture but find it harder to
understand when looking at others.
We create and attach meaning to signs and symbols in many different
forms.
21Creative Media Production 2012
22. Audience Responses
Cultural competence:
What is this?
This is a Norwegian Pine tree, covered in
snow and with a red ribbon on.
Our cultural understanding allows us to
interpret its meaning.
To us, in British society, it means
Christmas, presents and family.
This is because we share a cultural
knowledge.
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23. Audience Responses
Cultural competence:
There are many other signs and symbols
that we attach meaning to.
A leather jacket can imply rebellion.
A sports car can imply wealth and power.
A cross can represent religion.
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24. Audience Responses
Cultural competence:
Visual representations of everyday objects are often the same the world
over. A car appears as a car, no matter what country it appears in.
What that car means however, can be very different depending on your
cultural background.
24Creative Media Production 2012
25. What representations can be found in
your work?
• How are men, women or children shown in
your work? Does your work feature different
ages, races, social groups or religions? Does a
lack of any variety of character types create its
own representation?
My book is an old story so some of the representation can be quite old and dated, in particular
the attitudes towards the gender in my story, for instance all the characters in my book are
female this shows how the story is set to the attitude of females and young girls. Young girls
and boys are very different and this is connoted as the girls in my story care about each other
as one goes on a long journey to see her friend who’s unwell, men wouldn't really do this for
their friend. If my story had a male In it he would probably react horribly to the bear where as
the girl in my story is nice to it.
My whole story is representing young girls are lovely and caring because he goes on a long
journey to see her friend who’s unwell and meets a bear and she still carries on her journey
because she cares for her friend.
26. My work doesn’t’t show any social groups because all the characters in my story are friends
and we don’t know much about the social group or class also the bears class is unknown
because we don’t know much about it’s life because this story is a single strand narrative
where the only story line is what’s happening as the main part of the story I have done this
so its easier for my target audience to understand because they are young.
Religion does not come up in my work also race. I have chosen not to add any of this in
because the traditional story or my adaption of it. I think it wouldn’t add anything to my
story anyway and the representation of religion could be confusing for my target audience
they could get the wrong side of it because they are young and they wont understand
religion and race yet.
27. What style have you employed in your
products?
• Discuss influences/ existing products
• What visual style does your work have and
why did you choose it?
I feel that my visual style in my book is cartoon like but also professional. I am happy with my
visual style that I have created because I feel that I have created something that relates to
children and easy for them to read but also professional enough ho accurately tell and show
the story. I have also chose the visual style of making it look professional so that it fitted in
with the codes and conventions of other children's books because that is a well known trusted
style and parents associating that style with my book would encourage them to buy it.
I also chose to make it look cartoony because that style is more appealing to children because
the characters are simple and there is a lot of block colors, its clear for them to understand.
28. Influences for my book where other children's book which I researched such as Little Red
Riding Hood, I have basically re written this and changed the wolf to a bear in my book. I
knew straight away I wanted to base my book on young girls. I also researched children's
books for girls and they were all sweet and caring, no violence in them, and had a girl as the
main character.
The Little Red Riding Hood has been re-written so many times, that I thought I would do my
own and instead of having a wolf have a bear something different to the others.
29. What were the strengths and weaknesses
of the pre-production and planning
• How did the planning and research help
• How well did you manage your time
• Reference specific examples
My planning and pre-production had many strengths and weaknesses. I found that the
planning helped me more than I thought it would, particularly during the making of my
story, when I started to make my final pages I knew exactly what I was doing because I had
references from my planning that I could look and think yeah, I want it to look like that in
more detail. My story board came in most useful because it was exactly like my final idea
just in less detail. From looking at my planning I knew what I had to do to make my book
look like the book I wanted to make.
30. I also think that my research helped me because it enabled me to see some of the typical
codes and conventions of other children's books before creating my own for example
cartoon characters and text and images on the same page. It also helped me to figure out
the best techniques to use whilst making a children's book for example rotascoping, creating
clipping masks.
I also think that the timetable helped me to manage my time throughout the project, this
helped to make the process of the book easier and quicker as I had planned what I was going
to do and when so when I was going to create the characters then the backgrounds, I stuck
to my time schedule that I made, if I didn't’t do this I would have probably gone over time on
making my children's book.
31. Historical and cultural context
• How does your work compare to what has
come before? What other similar products
have existed in the past? What current
products exist?
Its obvious that my book is very similar to the original book (The Little Red Riding Hood)
There are a lot of different versions of the book The Little Red Riding Hood, so my book is
similar to a range of books because I have taken out the wolf and changed it to a bear I have
also changed it from seeing her grandmother to seeing her friend so my book is similar but
different, the text in mine is similar to these existing ones. I changed the story line to appeal
more to my target audience because I didn't’t want any violence in it as young girls were my
target audience. My images are also more simple compared to the original book this is also
because I wanted to appeal more to my target audience.
I also found that some older books were more visually detailed and the drawings were very
intricate because when the first book was written that was a popular style for the writers and
the makers of the books back then.
32. As you can see that the original book
in comparison to mine is far more
detailed using more tones, colors and
shapes. The original book also uses
darker colors where as mine is bright
and stands out, there text font is very
different to mine, I have used
something plain and easy to read they
have used something different with
more to it.
Also when comparing my work to versions that already exist and come before, they all seem
to have used darker and more subtle colors with more tones and shadows. This shows that my
work is modern compared to the older versions of the book because they were done in a time
that bright colors would not have been in, they wouldn't’t have been popular whereas darker
colors where, because when I’ve looked at most children's book they have been quite vintage
and old looking with darker colors and more detail. Where as if you look at ones day there
more simplistic and brighter.
33. Peer Feedback
• Summarise peer feedback and discuss
– Responses you agree with
– Responses you disagree with