The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about strengths and weaknesses in their work, including both written explanations and visual examples. The reader should identify areas of their project that are good as well as areas that could be improved, and be specific about what they would change. Additional slides can be added as needed, and any blank slides should be deleted before submission.
Digital Graphics Evaluation Pro-Forma Finishedhannahw12
The document provides a template for evaluating a graphic narrative project. It prompts the user to:
1) Provide specific details about the project, including written and visual examples, to explain the project.
2) Identify areas of the work to praise, specifying why they are good or what the user is proud of.
3) Identify areas for improvement and what could be better if revisited.
The template suggests adding additional slides as needed and deleting any blank slides before submission.
The document provides guidance for evaluating a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It suggests including both written and visual examples to explain the project. The creator should evaluate whether their final product achieved their original intentions and reflected their planning documents. They should also consider how well they constructed images, used text, and ensured their product was suitable for their intended audience.
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 author believes their final product reflects their original intentions as it incorporates elements from research on children's books that worked well, such as varied page layouts from The Gruffalo.
- Characters look similar to initial mood boards, with some elements directly rotoscoped from mood boards. The style is similar to the digital flat plan with minor changes.
- The storyboard was used as a template for layout and design, with minor adjustments for aesthetics once constructed. A few elements differed from intentions, such as more detailed characters on a simpler background.
- Images are constructed consistently in a muted color scheme to give an aged feel setting the story in the past. Characters are integrated into settings with shadows
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 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.
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 provides guidance for evaluating a graphic narrative project, including comparing the final product to original plans, examining how well images and text were constructed, and assessing whether the intended audience was suitable. Specific examples are given of how the project followed or diverged from initial plans, techniques used like shapes and tools, and how effectively the narrative and visuals were conveyed for young children.
Digital Graphics Evaluation Pro-Forma Finishedhannahw12
The document provides a template for evaluating a graphic narrative project. It prompts the user to:
1) Provide specific details about the project, including written and visual examples, to explain the project.
2) Identify areas of the work to praise, specifying why they are good or what the user is proud of.
3) Identify areas for improvement and what could be better if revisited.
The template suggests adding additional slides as needed and deleting any blank slides before submission.
The document provides guidance for evaluating a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It suggests including both written and visual examples to explain the project. The creator should evaluate whether their final product achieved their original intentions and reflected their planning documents. They should also consider how well they constructed images, used text, and ensured their product was suitable for their intended audience.
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 author believes their final product reflects their original intentions as it incorporates elements from research on children's books that worked well, such as varied page layouts from The Gruffalo.
- Characters look similar to initial mood boards, with some elements directly rotoscoped from mood boards. The style is similar to the digital flat plan with minor changes.
- The storyboard was used as a template for layout and design, with minor adjustments for aesthetics once constructed. A few elements differed from intentions, such as more detailed characters on a simpler background.
- Images are constructed consistently in a muted color scheme to give an aged feel setting the story in the past. Characters are integrated into settings with shadows
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 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.
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 provides guidance for evaluating a graphic narrative project, including comparing the final product to original plans, examining how well images and text were constructed, and assessing whether the intended audience was suitable. Specific examples are given of how the project followed or diverged from initial plans, techniques used like shapes and tools, and how effectively the narrative and visuals were conveyed for young children.
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 provides a template for evaluating a graphic narrative project. It prompts the student to summarize their original intentions, analyze how well they constructed images and used text, evaluate whether their final product is suitable for the intended audience, reflect on techniques used, and identify representations in the work. The student responds to each prompt, praising aspects of their work while also noting areas for improvement, such as making characters more detailed and the overall production more accurate.
The document discusses the student's graphic narrative project evaluating various aspects of their final product such as how well it reflects their original intentions, how they constructed images, used text to anchor images, how suitable it is for the intended audience, and techniques used.
The student feels their final product generally reflects their original intentions as shown through their planning process including mind maps, mood boards, and storyboards. They constructed images using shape tools in Photoshop but note room for improvement. They acknowledge text could have been better anchored to images on some pages. The content is deemed suitable for the 4-6 year old target audience.
The student discusses likes and dislikes of the techniques used, including enjoying the warp tool but finding 2
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, compare their final product to planning documents, discuss the construction and use of images and text, and evaluate how suitable their product is for the intended audience. The user is asked to provide specific details, examples, praise for strong elements, and suggestions for potential improvements. Blank slides can be deleted before submission.
A small powerpoint presentation which clearly states what tasks i have had to do during my creative media course, critic self evaluation on these products.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details and examples from their work to explain strengths and areas for improvement. The user should praise strong elements of their project and identify what they would improve if given another chance. Additional slides can be added as needed and any blank slides should be deleted before submission.
The document discusses the creator's graphic narrative evaluation. Some key points:
- The final product reflects the original intentions through inclusion of elements from research and planning.
- Techniques like varied page layouts from books like The Gruffalo were incorporated to make the book more interesting.
- Characters look similar to initial mood boards through combining elements and some direct rotoscoping.
- The style is similar to the digital flat plan with minor changes for aesthetics.
- The storyboard was used as a template with minor adjustments for layout and placement.
- Feedback is provided on ways to improve elements like text size, complexity, and use of quotation marks.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about strengths and weaknesses in both the written and visual elements. It encourages praising strong areas and identifying opportunities for improvement. Blank slides should be deleted before submission. The document contains examples of an author reflecting on how their project changed from initial plans to the final product, how they constructed images, used text, and suited their intended 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.
Digital graphics evaluation pro forma james horbury james horbury
The document provides self-evaluation and reflection from a student on their graphic narrative project. The student evaluates how well their final product met their original intentions, how they constructed images, used text, and whether their product was suitable for the intended audience. They also reflect on the techniques used, content included, representations, style, pre-production planning, and historical/cultural context of their work.
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.
This document summarizes Chloe Ross' evaluation of her magazine project. For her research, she analyzed different magazines' content, styles, and audiences to inform her own magazine design. Her planning process helped her choose a movie magazine topic and develop mood boards. She managed her time well to complete several pages but would have added more with more time. For technical qualities, she compared her magazine's cover design to another magazine. She believes her work appeals to its target teenage and young adult male audience through its movie-focused content and images.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific written and visual details about their work, including areas they are proud of and could improve. It suggests adding additional slides as needed and deleting any blank slides before submission. The reader is prompted to reflect on whether their final product reflects their original intentions by comparing it to their storyboards and planning.
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 template recommends adding additional slides as needed and deleting any blank slides before submission. It also asks the user to compare their final product to their original plans and intentions.
The document discusses cultural competence in understanding media texts. It explains that cultural understanding is needed to interpret language, signs, and symbols used as visual shorthand. Different cultures attach meaning to signs and symbols in various forms. It provides examples of how a Christmas tree, leather jacket, sports car, and cross take on certain meanings based on shared cultural knowledge and interpretations. The document stresses that while visual representations may appear the same globally, the meanings attached can differ across cultures.
- 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.
The peer feedback praised the graphics for using simple yet distinctive character designs and striking colors that would appeal to younger audiences, though some felt the backgrounds could be more realistic. The use of thought bubbles to show additional story elements was highlighted as effective, while some responses noted the text could be improved and backgrounds varied more across pages. Overall the feedback provided constructive suggestions to consider while also acknowledging positive aspects of the graphics.
This document provides an overview and outline of the Ethics Workbook I: World History. It introduces the workbook as a primer meant to simplify ethical concepts for younger secondary students. It discusses how the workbook embeds ethics into the broader study of history to show students the timeless and universal nature of ethical questions.
The workbook is organized chronologically, examining the unfolding of ethical thought across recorded history. It focuses on commonly taught topics that add new perspectives, rewriting original texts to increase comprehension for younger students. Chapters will cover ancient civilizations and their ethical traditions, comparing views on relationships with others and nature. The goal is for students to confront timeless issues like equality, reciprocity, duty and more through this study of
Email etiquette is important for students to follow when communicating with teachers. Some key points of email etiquette include: including your full name and class period in the subject line; keeping emails brief and proofreading for errors; using a positive tone and avoiding negative language; properly renaming any attachments; stating the full context when making a complaint; and using email for simple questions but not large assignments or topics requiring discussion. Following these guidelines helps ensure students' emails are clear, concise and professional.
El documento discute la diferencia entre el sistema operativo y el entorno de escritorio. Explica que el sistema operativo gestiona los recursos del hardware y protege el acceso, mientras que el entorno de escritorio (como el explorador de archivos y el navegador web) permite la interacción del usuario con el sistema operativo. También señala que en los años 80 hubo una transición de los sistemas multiusuario a sistemas monousuario más sencillos para el hogar.
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 provides a template for evaluating a graphic narrative project. It prompts the student to summarize their original intentions, analyze how well they constructed images and used text, evaluate whether their final product is suitable for the intended audience, reflect on techniques used, and identify representations in the work. The student responds to each prompt, praising aspects of their work while also noting areas for improvement, such as making characters more detailed and the overall production more accurate.
The document discusses the student's graphic narrative project evaluating various aspects of their final product such as how well it reflects their original intentions, how they constructed images, used text to anchor images, how suitable it is for the intended audience, and techniques used.
The student feels their final product generally reflects their original intentions as shown through their planning process including mind maps, mood boards, and storyboards. They constructed images using shape tools in Photoshop but note room for improvement. They acknowledge text could have been better anchored to images on some pages. The content is deemed suitable for the 4-6 year old target audience.
The student discusses likes and dislikes of the techniques used, including enjoying the warp tool but finding 2
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, compare their final product to planning documents, discuss the construction and use of images and text, and evaluate how suitable their product is for the intended audience. The user is asked to provide specific details, examples, praise for strong elements, and suggestions for potential improvements. Blank slides can be deleted before submission.
A small powerpoint presentation which clearly states what tasks i have had to do during my creative media course, critic self evaluation on these products.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details and examples from their work to explain strengths and areas for improvement. The user should praise strong elements of their project and identify what they would improve if given another chance. Additional slides can be added as needed and any blank slides should be deleted before submission.
The document discusses the creator's graphic narrative evaluation. Some key points:
- The final product reflects the original intentions through inclusion of elements from research and planning.
- Techniques like varied page layouts from books like The Gruffalo were incorporated to make the book more interesting.
- Characters look similar to initial mood boards through combining elements and some direct rotoscoping.
- The style is similar to the digital flat plan with minor changes for aesthetics.
- The storyboard was used as a template with minor adjustments for layout and placement.
- Feedback is provided on ways to improve elements like text size, complexity, and use of quotation marks.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about strengths and weaknesses in both the written and visual elements. It encourages praising strong areas and identifying opportunities for improvement. Blank slides should be deleted before submission. The document contains examples of an author reflecting on how their project changed from initial plans to the final product, how they constructed images, used text, and suited their intended 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.
Digital graphics evaluation pro forma james horbury james horbury
The document provides self-evaluation and reflection from a student on their graphic narrative project. The student evaluates how well their final product met their original intentions, how they constructed images, used text, and whether their product was suitable for the intended audience. They also reflect on the techniques used, content included, representations, style, pre-production planning, and historical/cultural context of their work.
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.
This document summarizes Chloe Ross' evaluation of her magazine project. For her research, she analyzed different magazines' content, styles, and audiences to inform her own magazine design. Her planning process helped her choose a movie magazine topic and develop mood boards. She managed her time well to complete several pages but would have added more with more time. For technical qualities, she compared her magazine's cover design to another magazine. She believes her work appeals to its target teenage and young adult male audience through its movie-focused content and images.
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific written and visual details about their work, including areas they are proud of and could improve. It suggests adding additional slides as needed and deleting any blank slides before submission. The reader is prompted to reflect on whether their final product reflects their original intentions by comparing it to their storyboards and planning.
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 template recommends adding additional slides as needed and deleting any blank slides before submission. It also asks the user to compare their final product to their original plans and intentions.
The document discusses cultural competence in understanding media texts. It explains that cultural understanding is needed to interpret language, signs, and symbols used as visual shorthand. Different cultures attach meaning to signs and symbols in various forms. It provides examples of how a Christmas tree, leather jacket, sports car, and cross take on certain meanings based on shared cultural knowledge and interpretations. The document stresses that while visual representations may appear the same globally, the meanings attached can differ across cultures.
- 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.
The peer feedback praised the graphics for using simple yet distinctive character designs and striking colors that would appeal to younger audiences, though some felt the backgrounds could be more realistic. The use of thought bubbles to show additional story elements was highlighted as effective, while some responses noted the text could be improved and backgrounds varied more across pages. Overall the feedback provided constructive suggestions to consider while also acknowledging positive aspects of the graphics.
This document provides an overview and outline of the Ethics Workbook I: World History. It introduces the workbook as a primer meant to simplify ethical concepts for younger secondary students. It discusses how the workbook embeds ethics into the broader study of history to show students the timeless and universal nature of ethical questions.
The workbook is organized chronologically, examining the unfolding of ethical thought across recorded history. It focuses on commonly taught topics that add new perspectives, rewriting original texts to increase comprehension for younger students. Chapters will cover ancient civilizations and their ethical traditions, comparing views on relationships with others and nature. The goal is for students to confront timeless issues like equality, reciprocity, duty and more through this study of
Email etiquette is important for students to follow when communicating with teachers. Some key points of email etiquette include: including your full name and class period in the subject line; keeping emails brief and proofreading for errors; using a positive tone and avoiding negative language; properly renaming any attachments; stating the full context when making a complaint; and using email for simple questions but not large assignments or topics requiring discussion. Following these guidelines helps ensure students' emails are clear, concise and professional.
El documento discute la diferencia entre el sistema operativo y el entorno de escritorio. Explica que el sistema operativo gestiona los recursos del hardware y protege el acceso, mientras que el entorno de escritorio (como el explorador de archivos y el navegador web) permite la interacción del usuario con el sistema operativo. También señala que en los años 80 hubo una transición de los sistemas multiusuario a sistemas monousuario más sencillos para el hogar.
El documento habla sobre conceptos geométricos como el volumen, ángulo diedro, poliedros regulares y más. Define volumen como la extensión en tres dimensiones de una región del espacio. Explica que un ángulo diedro es el espacio limitado por dos semiplanos que comparten una arista, y que un diedro cóncavo es aquel cuya medida es mayor que un diedro plano. Además, clasifica los poliedros regulares y sus características.
Puerto Madryn se encuentra en la costa este de la provincia de Chubut, Argentina. Es conocido por el avistaje de ballenas francas entre junio y diciembre y sirve como puerta de entrada a la Península Valdés, declarada Patrimonio Natural de la Humanidad. El documento proporciona información sobre el clima, cómo llegar y actividades turísticas de Puerto Madryn, así como detalles de paquetes turísticos que incluyen transporte, alojamiento y excursiones.
La sangre es un líquido que circula por el cuerpo a través de las arterias, venas y capilares. Está compuesta principalmente de plasma y elementos figurados como eritrocitos, leucocitos y plaquetas. Los eritrocitos transportan oxígeno y dióxido de carbono, mientras que los leucocitos ayudan a combatir infecciones. La sangre desempeña un papel vital en el transporte de nutrientes, hormonas y oxígeno a los tejidos, así como en la protección del cuerpo.
Este documento resume los conceptos clave de la redacción de textos. Explica que la redacción va más allá de la transcripción y requiere ideas claras y una estructura bien organizada. Detalla las etapas de planificación, redacción, revisión y corrección de un texto. Además, cubre temas como el estilo, la coherencia, la cohesión y la claridad. Finalmente, explica los diferentes tipos de textos como descriptivos, narrativos y académicos, así como la importancia de la estructura del pár
This document provides an overview of right-to-know and hazard communication training. It discusses employer and employee responsibilities regarding chemical awareness and safety. Key topics covered include chemical labels, material safety data sheets (MSDS), routes of chemical entry, hazards, emergency procedures, and bloodborne pathogens exposure control. The training emphasizes familiarizing employees with chemicals in their work areas, consulting labels and MSDS, and following safety precautions such as wearing proper personal protective equipment.
International Journal of Advanced Mechanical Engineering & Applications (IJAMEA)arpublication
The International Journal of Advanced Mechanical Engineering & Applications (IJAMEA) is an international peer reviewed open access journal. It publishes top-level work from all areas of mechanical engineering. It aims to provide an international forum for researchers, professionals, and industrial practitioners on all topics related to mechanical engineering area. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Ty Ellstrom is a student at NC State's Poole College of Management. He thanks the college for the opportunity and support. Ellstrom was born in Texas but grew up in North Carolina. He played soccer in high school until injuring his ACL. Both of his parents have since remarried, and his stepparents work in human resources and construction finance, influencing his interest in business. Ellstrom hopes to find an internship after his freshman year and is excited about networking in college.
1. The document discusses two models of wellness - the health triangle model and the six dimensions of wellness model.
2. The health triangle model includes physical, mental, and social aspects of health that are interrelated. Negative impacts in one area can affect the other areas.
3. The six dimensions of wellness model includes physical, emotional, intellectual, spiritual, interpersonal/social, and environmental wellness.
4. Students are asked to consider definitions of health and wellness, compare the two models, and discuss whether those with chronic or infectious illnesses can still be healthy or achieve wellness.
3. lesson 2 comparing, ordering, and rounding-off w nsJohn Rome Aranas
The document discusses comparing and ordering whole numbers. It provides tips for comparing numbers, such as the number with more digits being greater and comparing digits from left to right if numbers have the same number of digits. It also discusses ordering numbers in ascending or descending order, with ascending being from lowest to highest and descending being from highest to lowest. Examples are provided to illustrate comparing and ordering whole numbers.
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.
My work features representations of bears and a young girl in space. The main characters are:
- A father bear who is shown as protective of his family and a little grumpy or angry.
- A mother bear who is gentle and caring.
- A young girl bear who is curious and excited about exploring space.
- A human girl who is the protagonist, shown wearing a spacesuit and exploring space.
My characters could be seen as quite stereotypical - the father bear is grumpy, the mother bear is gentle and caring. However, I aimed to show a variety of ages (adults and a child) and include both male and female roles. I chose bears as they are universally recognizable
The document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work using both written and visual examples. They 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 and specify what they would change if given the opportunity. The template suggests adding additional slides as needed and deleting any blank slides before submission.
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 provides a template for evaluating a graphic narrative project. It prompts the creator to summarize their work, including specific details about what went well and could be improved. It also asks the creator to reflect on how well their final product achieved their original intentions, how professionally their images were constructed, how text anchors the images, and whether the work is suitable for its intended audience.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide specific details and examples about the strengths and weaknesses of their work, including how well images and text were constructed and integrated. It also asks the user to consider how well their final product achieved their original intentions and was suitable for their intended audience.
A classmate provided feedback on my graphic narrative project. They praised the bright colors and cartoon style that would appeal to children. However, they noted that the text could be better integrated with the images to help tell the story. They also felt some of the character designs could be improved. I agreed that the text placement could be stronger but felt the character designs effectively conveyed the story.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement, with a focus on visual and textual elements. The evaluation should reference specific examples from the project to explain choices in images, style, and how well the final product meets the original intentions.
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.
This document provides a template for evaluating a graphic narrative project. It includes prompts to provide specific details about the project, including written and visual examples. It prompts the user to identify strengths in the project and areas that could be improved. The user is also asked to reflect on how well the project met its original intentions, how the images and text were constructed, whether the content is suitable for the intended audience, and the techniques and styles used.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their project, praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. It also prompts reflection on how well the intentions, images, text, techniques, audience suitability, representations, style, planning and historical/cultural context were executed in the project.
The document provides a template for evaluating a graphic narrative project. It prompts the student to provide specific details about their work by giving both written and visual examples to explain their project. It asks the student to find areas of their work to praise and areas that could be improved. The student is asked to compare their initial plans and intentions to their final product. They are also prompted to evaluate how well they constructed images, used text, and ensured their product was suitable for their intended audience.
The document provides guidance for evaluating a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. The creator should compare their final product to initial plans and storyboards. They are asked to consider how well images were constructed, how text anchors the visuals, and whether the content is suitable for the intended audience. The creator is also prompted to discuss techniques used and their likes/dislikes regarding the final product and content inclusion.
Digital graphics evaluation pro forma (not done)toby96
The document provides a template for evaluating a graphic narrative project. It instructs the user to provide specific details about strengths and weaknesses in their work through written descriptions and visual examples. The user should identify areas of their project that are good or they are proud of, and also find areas that could be improved if they revisited the project. Additional slides can be added as needed, and any blank slides should be deleted before submission.
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.
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 graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It suggests praising strong areas of the work and identifying areas for improvement. The user is then asked a series of questions to reflect on their original intentions, how well they constructed images, used text, and whether their final product is suitable for their intended audience.
The visual style of your graphic narrative draws inspiration from classic children's books like The Hungry Caterpillar and The Birthday Crown. Your use of simple shapes for backgrounds and rotoscoped characters in a minimalist style echoes visual conventions from books aimed at young audiences.
You also incorporated textual elements commonly found in children's literature, such as speech bubbles, to help tell the story visually. Text is integrated with the images in a way that builds on techniques used successfully in books like The Gruffalo.
While your work does not necessarily reflect professional graphic design standards, it demonstrates an understanding
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 document provides guidance for evaluating a graphic narrative project. It instructs the reader to provide specific details about strengths and weaknesses of their work, including both written and visual examples. It suggests praising strong elements and identifying areas for improvement. Blank slides should be deleted before submission. The document contains examples of an author evaluating consistency with their original intentions, adherence to specifications, visual construction, use of text, suitability for audience, production techniques, and representations in their work.
Similar to Digital graphics evaluation powerpoint scott wilson 2 (20)
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from a coral reef, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles loved to swim fast and play tricks on the other sea creatures. Razor preferred to hone his skills and make sure he was the sharpest in the ocean.
One day, as Bubbles was showing off some new flips and spins, he swam up to Razor. "I'm the fastest animal in the sea," boasted Bubbles.
"Oh please," scoff
Here is a revised version of the script that incorporates a Killer Whale and Swordfish as the main characters:
Once upon a time, in the deep blue sea not too far from you, there lived an energetic Killer Whale named Bubbles and a competitive Swordfish named Razor.
Bubbles the Killer Whale loved to swim fast and play tricks on the other sea creatures. Razor the Swordfish was always looking for a challenge to prove how tough he was.
One day, the two were arguing over who had the best habitat in the ocean. "I'm the fastest swimmer in the sea," boasted Bubbles. "No one is quicker than me!"
"Speed isn't everything
The narrative is linear, following the characters from being friends to having a falling out and racing to determine who is best. It is a closed narrative that does not continue into further stories. The narrative has a single strand that follows a simple storyline of the race between the characters to keep it easy for children to understand. It uses an anti-realist narrative as the story is set in the ocean with creatures racing, which does not reflect realistic elements.
This document provides planning details for a digital graphic narrative project, including considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulations, copyright, ethical issues, and health and safety. It outlines a 10-session production schedule for completing rotoscoping pages and adding text. Potential health and safety risks are identified like eye strain, headaches, chair hazards, and trip hazards, with suggestions for prevention.
The document summarizes the visual styles, publishers, and text layouts of several children's books. It finds that "We're Going on a Bear Hunt" uses basic illustrations and spaced out text. "The Princess and the Pea" has simplistic art styles and central text layout. "Elmer" has aesthetic colors mixed for scenes and a text layout suited to its format. "Gorilla" has well-spread illustrations linked by contrasting colors and separates text for focus.
The proposal outlines a children's book project involving a story about a race between a killer whale and swordfish set in the Atlantic Ocean. Key details provided include using 9-15 pages in either 15x23 or 21x23 dimensions, exporting as a PDF, and a deadline of April 22. The target audience is described as 7-11 year old males primarily in the UK. Production methods of rotoscoping and shape tasks are cited to incorporate professional conventions. Areas for further work include adding more details on the story and characters.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
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
• I think that my planning for the project and my flat plans, both replicate the final product. As I have
looked at them very carefully and used the research that I have done in order to help with the final
product. For example I have researched the original story of the tortoise and the hare, then I have
looked at ways I could add my own outtake on it and use different Animals so that it adds my own
personal outlook on it. In my own personal story, I decided to use a killer whale and a sword fish. The
killer whale is the replacement to the tortoise as in comparison to the sword fish, the killer whale is a
lot slower. So thought that it would be appropriate to use these animals. One other aspect of the story
that I wanted to make my own was the use of Location. From the research that I found their wasn’t a
lot of fictional children’s books which have a killer whale in the story. Especially similar to mine, so I
feel I have created an original story and it has my own personal take on it. Most of the aspects in my
book are my own work, I have used real objects and rotoscoped them using the techniques which I
have learnt. This is shown on my flat plans which I have created and my planning for the project. One
specific aspect which I think works really well is the use of scenery and the background. I feel that I
have used my research to my advantage and the backgrounds are my own personal work. I have also
made the characters in my book from an actual killer whale and swordfish so that it doesn’t copy any
other pre-existing designs within the media industry. One other aspect about my Children’s book
which I think works well is the use of character positioning on my flat plans, I feel that in comparison
to my final product I think that the positioning matches the flat plans and any specific direction where
the characters are I think that they go with the storyline.
4. The picture above shows my original flat
plans and it shows the setting what I want
to base my children’s book on. As you can
see the characters in the book and the
environment all would suggest that I want
to create a book which is based in the
ocean. I essentially picked this idea because
I thought that the idea of my story is original
and the whole concept behind the book is
my own idea and has my own personal
outlook on it.
The picture above shows what my page looks
like in comparison to my original intention, as
you can see from the flat plans I intended to
create a page that showed the dimensions of a
different aspects of the ocean. This will help
with the concept and the scenery of the story
so that each section of the ocean is different. I
feel that from the proposal and the planning
which I have done my intentions are their to
be shown.
5. 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.
• I think that I have constructed my Images sufficiently, as I have used an original, real life Image and
rotoscoped it as well as adding my own personal look to it. I think that I have constructed my Images
well because I have used the techniques which we learnt in class so that I can make my own look to a
sufficient standard. One of the other aspects I like about the way that I have created my Images is how
detailed the Sword fish is. As I feel that in comparison to the original Image that I used I think that it
was near enough identical and it still gave that cartoon/illustration look to it. I also used the shape tool
in order to get the outline of a rock so that it creates natural characteristics and makes certain areas
within the background look realistic. One specific aspect I liked is how detailed the rocks are in some
of the scenes, for example on the 4th page which I have created I think that the attention to detail on
the rocks and the whole work at the bottom of the page works really well. I used the rectangle tool in
order to get the sand at the bottom of the page and decided to use a pencil tool in order to give it
definition. One other aspect about my work which I like is the way that the Ocean contrasts with
different colours of it so that it adds definition and makes the book follow professional conventions. I
think that the visual appearance of my book looks good to a sufficient standard, for example the way
that I have used the “ Polygon Lasso tool “ in order to go around the Images so that it makes the
background look realistic.
6. As you can see from the designs that I
have created, I think that my work is
made well and to a fairly professional
standard as the background in the
images that I have created show
definition and detail to the surroundings
in the background. From the way the
characters look in the foreground I feel
that I have used my own characters and
they show my own personal style of
what a children's book should look like.
With regards to the texture and
colour of my product, I think that
the use of colours which have
been used suit the theme and the
main dimension of the book, as
the book is set in the ocean I feel
that the design itself is simple and
easy for the reader to understand.
I also like the attention to detail
on the sand or the characters as I
feel it brings the characters to life.
7. How well have you used text to anchor your
images
• You should talk about the combination of words, images and text.
• I feel that I have used the text and the Images in order to anchor them together really well. Especially
with the 7th page, where the text said “ Perhaps I should rest “ and the image at the bottom of the
page showed the swordfish sleeping under the rock. This would indicate to the reader what the
swordfish is doing, this will make it clear for the reader to understand. One other way in which I have
used good combination with the Images and texts is where it shows you the opening page where the
main point of focus is the two main characters in the page and I feel that at the top of the page the
text is linked and it makes sense for the reader. As it shows the swordfish and the killer whale in the
shot which will indicate some sort of attachment towards the reader. I think that the way I have
structured my text on the page, the majority of the images that I have used and created they don’t
clash with the text so that it is easy to understand. One other aspect which I have used is the spacing
between the texts so that it is easy to understand and read, this will make it easier for my target
audience to read and understand the whole concept of the story and the child may also learn new
words in the process. As I feel that my book is easy to understand follow, I also think that in terms of
the link with the text, words used and the Images which I have created I feel that I have created my
own book and used my own conventions so that it doesn’t copy any pre-existing children’s books or
follow any current styles out there.
8. Here’s some of the examples of how the text has anchored the Image, at the top of the page you can clearly see where it
says “ It was race day the crowd and the competitors were ready. “ On the Image you can clearly see the startup flag
and the competitors who are ready for the race. I also think the background of the Image is consistent so that the reader
won’t be confused and misinterpret the idea and plot of the story.
One other way in which my work anchors well with the image is where it says “ Bubbles was pacing himself along the
swirling currents of the ocean saying to himself, slow and steady wins the race” I feel that the Image created in the
foreground and the background are both appropriate to the text and it links well from a visual perspective. This will
allow the reader to understand the story from a visual perspective.
9. Is your product suitable for your audience?
• Reference your proposal
• Give an audience profile and describe suitability in reference to content
• The audience which I aimed my product at was the ages between 6-11, as I felt this was
the appropriate age for the books content and the writing style. I think that some of the
words which have been used in the book also reflect on this age category as it isn’t a
complex book to read and the whole plot and the storyline will be easy to understand, so
this means that the book will be appropriate for this age category. With regards to other
aspects of my audience I think that in terms of the demographics of the my audience
that I have aimed at I think that my book is appropriately fitted towards this audience. In
terms of any specific demographics to aim at I think that my book doesn’t have any as I
feel that the content in my book would appeal to anyone who reads it as it doesn’t have
any offensive content or generic stereotypes. My book also doesn’t have any content
which would harm younger audiences with explicit content. My book also doesn’t
contain any racism in it as the characters in the book are non-human. Some other
examples of why my book will be appropriate for other readers will be due to the fact
that it doesn’t contain any political agendas which may offend or harm anyone who
reads my book. Overall I think that my audience would be aimed at anyone as there is no
demographics which the book is specifically aimed at so that this will allow my book to
be suitable for everyone that wishes to read it.
10. My audience will find this content appropriate for
them as the content within the book isn’t offensive
and the context of the book and the words used don’t
offend or will cause any controversy for anyone who
reads it. As you can see from the pages that I have
created, the Images used in the book are appropriate
for my chosen audience as there is no explicit content
and the majority of the characters are suitable for my
target audience as the characters used won’t cause
Any uncomforting towards my audience.
With regards to the content used within the
book I think that it matches my target audience
which is from the ages of 6-11, I feel that the
words that have been used and the vocabulary
has been used efficiently and it is appropriate
for this age category. I also like the way the text
layout on the page this has made the book look
clear to read and it has made it follow
Professional conventions. I also feel that this
was
the appropriate plot to do for this age category.
11. What do you like/dislike about the techniques you
have used?
• Reference specific tools you used with images
• The techniques that I liked to use when creating my image was the rotoscoping task, I feel that it
allowed me to create and construct the book which I wanted to create. The way I created the
characters in the book was also used with rotoscoping, saving and cutting out the images off the
internet and attempting to add my own outlook on what I want the characters in this book to look
like, this will allow the content in my book to look like my own personal work. With regards to the
way that I have created my background any added detail, I used the shape tools in order to create the
circles and the shore line in the background and then I used the colour picker tool in order to give the
background definition and make it look realistic. One other example of what I have created and liked
about my work is the added definition onto the sand on the bottom of the Images in order to show to
the reader where the bottom of the ocean is. I used the pencil tool and set the dimension to 1, so that
it doesn’t look to thick and almost gives the sand depth of field so that it doesn’t look plain and so
that it matches the background of the Image. One final aspect of the techniques which I have used
and which I liked is the way that I used the paint brush tool in order to create the Coral’s at the
bottom of the ocean this would give my work an aesthetical look to it and it would also show my own
personal touch onto the book. However, there is one technique which I didn’t like about my work is
the way that I created the characters, I felt that I could’ve given the characters more of a certain look
to them and given them a sense of character, as I think that they do look slightly plain. So I think if I
used the pencil tool and the transformation tool it would help with the way they look and it will give
them a identity.
12. These are the tools which I used in order to create one of the pages
Seen above, I used these tools as I felt that these would be the best
way of creating my characters and the background, this will allow
My book to follow a certain aesthetic. One other reason why that I
Used these tools was to show and demonstrate the skills to a
Sufficient standard and So that it shows professional conventions
And style.
13. What do you like/dislike about how your final
product looks?
• One of the aspects about my work which I don’t like or I think
doesn’t work well is the design of one of my characters Bubbles. I
think the concept of the character works well its just the fact that I
think that the character look kind of plain and doesn’t really have an
identity. I feel that I could’ve used some of the other tools in order
to create characteristics for my character e.g. Maybe add teeth or
more facial features and add some facial expressions in each scene.
• One other aspect of the work which I don’t like is the way that my
vegetation looks, I feel that it doesn’t look realistic and I don’t think
it looks like seaweed at first glance. I feel that I could’ve used other
tools within Photoshop in order to give it a different look or at least
make it look realistic and less rushed.
14. One other example of what I think could be
Improved is the way that my flag looks in this
Page, I think that I could do more with the
Image and add a different angle to it, so that it
actually looks like a starting line. This will then
Enable me to get a realistic look and add some
Definition to the page so that I can Improve the
look to the page. I could create this starting
Line better by making two brown poles on
Either side of one another using the pencil tool
this will allow me to put the racing flag on it
Which will help me improve the overall
Appearance of it.
One of the characters which I don’t like is
the way that Razor looks. I think the
Whole appearance of the character looks
Good and the overall style looks okay.
However I think that the character could
Have a certain look and could have some
Form of characteristics so that the
Audience has some form of identity
Towards the character.
15. Why did you include the content you used?
• Images, fonts, effects, colours Images- The images that I have been chosen to make
are what is reflected to my own production, for
Example the image of a killer whale has been used to
show the character of my story who is in fact a
killer whale. This is because I planned to use these
Creatures in the book. One other reason behind the
Images is so that it links in with the theme of the
Book as it is set in the ocean.
Arial
Font- The font that I chose to use was Arial this was
due to the fact that I feel that it is a suitable font to
use and it also is a clear font to read. I have used
this font because I feel that it suits the way the
book looks.
16. Colours- The colours that I have used for the
Page are blue, orange,green, beuge. The reason
that I have used these colours is because I feel that
these colours best represent the theme of the ocean
for example, the colour of the ocean is blue, the
colour of the sand is beuge and the colour of the
seaweed is green. With regards to the orange I
have used it as i’ve seen any many cartoons and
books and from my own personal experiences, that
starfish are orange and some of the sea corals etc
are orange or other colours.
Effects- The effects which I have used in my pages for
the book are that I have used textures on certain objects
at the bottom of the ocean. So that it adds some dimension
to the Image and I have also used it so that it adds some
realistic aspects to the Image. I also added strokes onto the
images so that they add detail onto the pages and so it looks
professional.
17. 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.
• The signs and symbols which I have used in my story are whats representing on what goes into the majority of
children's books. I don’t think that there is any symbolism or codes which have been used for any effect or
purpose. However I think that some of the colours etc. Have been used for a purpose.
• Choices of colour- The reason behind the choices of colour are to show to the reader the location of the story
and the setting. For example I have used the colour blue in order to show the colour of the ocean and that is
where the species are inhabited. I have used the colour beige in order to show the colour of the sand and so
that it contrasts with the ocean. One other aspect of the colours which I used were the colours red, orange,
pink and yellows were mostly used as miscellaneous colours as they were used for aspects such as Crabs,
Starfish, corals and reefs etc.
• Locations- The location of my book is set in the Atlantic ocean because I felt that it would be an appropriate
location for the plot of the story. Also some the characters in the book or the extras, do tend to live in the
surrounding waters of the Atlantic ocean, this could educate the reader.
• Style- I think that the style which I have gone for is what best replicates my work, I think that my style is my
own and has my own unique look on certain aspects. However I feel that some of the aspects are similar to
some books, but overall I think that the work which I have created is my own personal style and I feel that it
shows my own personal outlook.
18. Character Design- I feel that the character design shows
my own personal look on the character. I used the
Polygon lasso tool in order to rotoscope the Images and
make sure that it shows my original conventions and it
Shows my own work so that I don’t plagiarize any
Existing characters that have been made on the internet.
I have flipped the Images of the characters in the book in
Order to show the different locations.
Tone- With regards to the tone of the Image and how it
Looks I feel that I have conveyed the task well, for
Example the way the certain landmark features look in
The pages and the attention to detail on the corals and
The rocks at the bottom of the ocean. I feel that the
Meaning which is conveyed is that it shows different
Themes of the ocean and it shows the artistic style.
19. 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?
• The characters in my book are represented in different ways, due to the fact
that my characters in the book aren’t aimed at a specific audience as the
characters in the book are based around fish or mammals with non-human like
features and non-human names. I also feel that the characters in my book are
different because the plot of my story isn’t set round any different religions or
does it show any interest towards social groups as the characters in my book
are just animals. I feel that my book doesn’t have any variety of character
representations as the majority of the dialogue used in the book is fairly
simplistic. This could be due to the fact that the characters names in the book
and the type of characters which I have used in my story are different as I don’t
think that I have made the characters genders clear, this will be due to the fact
that the characters aren’t justified gender wise. I feel that this will allow my
audience to have there own outlook on what they think the characters could
be.
20. 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?
• The influences that I have used when creating my product is the fact that their isn’t
enough children’s books with Swordfish in them and killer whales, as most of the books
are non-fiction texts. One of my other influences is the story tortoise and the hare. Seen
as though my book is based around this story and the whole plot is basically the same. I
decided to do this story as it is one of my favourites growing up. One other example of a
book which I think that my book is influenced by ‘’ where going on a bear hunt ‘’ I
thought this kind of book was a good influence when creating my own as it was one of
my favourite books when I was younger so I thought this book would have a huge
influence on me. I also think that the visual style of the book is similar to mine so it
allowed me to create my own. Overall I think that my book has a certain visual style, the
bright colours and the contrasting colours are all brought together in order to create a
certain style. I think that the use of these colours all work well with one another and it
creates the theme and it adds the dimensions to the page. One other aspect about the
visual style of my book is that the characters have their own unique look in my opinion
and they don’t copy any pre-existing characters in the industry. I think that the reason
that I chose these kind of art styles is because I felt that it best replicated the way my
work looks.
21.
22. 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
• I think that the strengths of the planning were that I felt that the plan which I created
showed that I had a good idea of what I wanted to create. This enabled me to find the
setting of the book which I wanted to create and the types of characters which I wanted to
include in the story. I also found that from the way that the mind map was structured, if I
wasn’t happy with my original idea I would move onto something else, as I felt that I had
many other ideas available. This would suggest that I am organised and have a backup plan
to fall back on if it wasn’t happy with my original idea. With regards to the research side, I
thought I had a look at the various children’s books and the most popular ones. This then
lead me to the conclusion that from the research that I have done I thought doing a
children's book on two different creatures in the ocean would a good and original idea. As
from the research which i did their isn’t a lot of children's books out there which are based
on killer whales or swordfish. Overall with regards to the way that the product looked and
the whole overall look of the book, I think that I managed my time well overall and I also
feel like that I have matched the criteria that was set when creating the book. I specifically
felt that I used my time wisely because on my plan I feel that I really go into detail about the
plot of the story and I understood the task that was needed to be achieved.
23.
24. 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?
• I think that my product is similar to some books which have been made in the
past, this could include adventure books such as “we’re going on a bear hunt”
the reason that I feel that my book is similar is because of the layout of the page
and the way it looks overall. I think that some of the illustrations which I have
created show my own style and I haven’t seen many children’s books which have
a unique aesthetic look which differs from other books. I think that some of the
books which have existed in the past are different to mine as I feel that mine has
a different aesthetic style to my own. With regards to the way that I think
current product looks now and compare it to my own. I think that with the
advancements in technology in comparison to old books, I think that most new
books which have been made are different to mine but follow the same
conventions. Such as the colour use and the way the text is placed on the page, I
think that it does show some similarities. Overall I think that the product which I
have made I feel that it does compare to most of the current products and I feel
that it also has it’s own style along with looking different to products in the past.