The document is a graphic narrative evaluation of a children's book created by the author. Some key points:
- The author feels their final product accurately reflects their original intentions of creating a simple, hand-drawn book in an unrealistic cartoon style.
- Constructing images through hand drawing, scanning, and coloring in Photoshop worked well and produced good results, though some detail was lost in the process.
- Text placement was effective in anchoring images, though one page needed reworking due to too much text.
- The book is suitable for its target 4-8 year old audience but one scenario involving a stranger could give the wrong impression regarding safety.
- Research of existing children's
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 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 guidance for evaluating a project, including providing specific details about the work, written and visual examples, areas to praise, and areas for improvement. The respondent used this template to evaluate their children's book project. They analyzed how well their final product reflected their original intentions, how they constructed their images, used text to anchor images, ensured their product was suitable for the intended audience, the techniques they used, and their likes and dislikes about the final product and techniques.
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.
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 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.
Digital graphics evaluation pro forma 3-2Bradley Cox
The document provides a template for evaluating a graphic narrative project. It prompts the creator to provide specific details and examples from their work to praise strengths and identify areas for improvement. The creator is also asked to reflect on how well their final product achieved their original intentions and planning. They should compare their storyboards, flat plans, and other pre-production materials to the final product.
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 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 guidance for evaluating a project, including providing specific details about the work, written and visual examples, areas to praise, and areas for improvement. The respondent used this template to evaluate their children's book project. They analyzed how well their final product reflected their original intentions, how they constructed their images, used text to anchor images, ensured their product was suitable for the intended audience, the techniques they used, and their likes and dislikes about the final product and techniques.
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.
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 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.
Digital graphics evaluation pro forma 3-2Bradley Cox
The document provides a template for evaluating a graphic narrative project. It prompts the creator to provide specific details and examples from their work to praise strengths and identify areas for improvement. The creator is also asked to reflect on how well their final product achieved their original intentions and planning. They should compare their storyboards, flat plans, and other pre-production materials to the final product.
The author discusses changes made from their original plans for their graphic narrative project, including shortening the page count and switching from overlaying text to placing it on separate pages. They found that using the rotoscoping technique improved the quality and production speed compared to their original shape technique. Overall, they felt the changes improved the book by making it a more manageable length while still allowing for detailed illustrations.
The document provides a template to evaluate a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It asks about how well the project reflects intentions, image construction, text integration, suitability for the audience, techniques, appearance, content choices, symbols, representations, style, planning strengths and weaknesses, and historical/cultural context. The creator provides responses analyzing their three little pigs book in these areas.
Digital graphics evaluation pro lewis hill finalLewis Hill
The document provides guidance for evaluating a graphic narrative project. It includes prompts to evaluate how well the final product reflects the original intentions, how images are constructed, how text is used to anchor images, whether the product is suitable for the intended audience, techniques used, representations in the work, symbols and codes, and the overall style employed. The creator provides detailed responses analyzing their graphic narrative based on the prompts. They discuss their creative process, design choices, strengths and weaknesses of the final product.
Digital graphics evaluation pro lewis hill finalLewis Hill
Lewis William Hill provides a template to help evaluate graphic narrative projects. The template includes prompts to provide written and visual examples of the project, praise strong areas, and identify areas for improvement. It suggests adding additional slides as needed and deleting any blank slides before submission. The document offers guidance on reflecting original intentions, constructing images, using text to anchor images, suitability for the intended audience, and likes/dislikes of techniques and the final product.
Digital graphics evaluation pro lewis hill final updatedLewis Hill
Lewis William Hill provides a template to help evaluate graphic narrative projects. The template includes prompts to provide written and visual examples of the project, praise strong areas, and identify areas for improvement. It suggests adding additional slides as needed and deleting any blank slides before submission. The document offers guidance on reflecting original intentions, constructing images, using text to anchor images, suitability for the intended audience, and likes/dislikes of techniques and the final product.
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.
This document provides an evaluation of Benjamin Wincup's Front Matter Production (FMP) project. It summarizes Benjamin's research process, planning activities, time management, technical and aesthetic qualities, audience appeal, and feedback received. For his research, Benjamin looked at book covers and posters to inspire his design ideas. He created style sheets and layout plans to guide his work. Benjamin found fonts and images to set the tone and stayed on schedule. His covers have consistent layouts and design conventions seen in other media. Feedback praised the audiobook quality and book covers' continuity while suggesting minor improvements.
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 feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
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)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 discusses the creator's graphic narrative project, a children's book. They summarize how their final product reflects and differs from their original plans. While some elements like speech bubbles had to change, the overall story and intentions remained the same. They also discuss their techniques, including using photographs as backgrounds and rotoscoping characters. They note what they like, such as the unique style, and what they would improve, such as adding more detail. Overall they are pleased with how their images turned out but have some critiques on individual pages and characters.
The document contains feedback from a student on various digital graphic narrative assignments they completed, including feedback on creating shapes, rotoscoping, working with text, comic books, photography, and illustrations. The student provides what they liked about each assignment as well as areas for improvement if they were to do it again. Overall the feedback shows an evaluation of the different techniques used and skills learned in the process.
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 an evaluation of a fanzine created about the ocean. It summarizes that the fanzine met expectations by including writing to justify it as a fanzine and adding color. However, it could have benefited from more writing and references to make it more informative for keen readers. While consistency was achieved in many areas and it teaches readers something new, the content is mostly general knowledge and not tailored enough for a wide audience between ages 10 to 15. There is room for improvement in writing more and being more creative with the design.
Task four fmp planning and production primer(2)Olivia Groom
The document outlines plans for writing and illustrating a children's storybook about a dog's outings. It discusses writing the story first before creating illustrations to match each page. The author plans to have about 10 pages with 2 sentences per page, possibly including rhymes. Illustrations will focus on detailed backgrounds and be created in Photoshop. The story and illustrations will go through drafts and the author will log the creative process for evaluation. A variety of page styles and bright colors will be used.
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 author created a graphic narrative adaptation of Hansel and Gretel for children aged 5-7. They used rotoscoping techniques to construct detailed images while rearranging scenes and separating text to improve readability. The language, characters, and story were tailored for the young audience but some scenes were simplified. Overall, the techniques allowed rich illustrations but some characters lacked consistency. The content stayed true to the original fairy tale setting while adjusting some elements for child readers.
The document summarizes research on several fanzines. Key ideas taken from the fanzines include using a clear layout, balancing images and text with a 50/50 ratio, and using vibrant colors. Mythology and video games were cited as potential topics. Concerns included fanzines having a niche audience and the researcher not previously being aware of fanzines. Overall fanzines were deemed a poor medium for selling ideas compared to books, magazines, or blogs.
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.
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 student evaluated their graphic narrative project using a provided template. They praised areas of their work, found areas for improvement, and compared their initial plans and storyboards to the final product. They discussed how well they constructed images using color and texture, how text was used to support images, and whether the content was suitable for their intended young audience. The student also reflected on the techniques used, strengths and weaknesses of planning, cultural representations in their work, and their work's style and historical context.
The author discusses changes made from their original plans for their graphic narrative project, including shortening the page count and switching from overlaying text to placing it on separate pages. They found that using the rotoscoping technique improved the quality and production speed compared to their original shape technique. Overall, they felt the changes improved the book by making it a more manageable length while still allowing for detailed illustrations.
The document provides a template to evaluate a graphic narrative project. It prompts the creator to praise strong elements of their work and identify areas for improvement. It asks about how well the project reflects intentions, image construction, text integration, suitability for the audience, techniques, appearance, content choices, symbols, representations, style, planning strengths and weaknesses, and historical/cultural context. The creator provides responses analyzing their three little pigs book in these areas.
Digital graphics evaluation pro lewis hill finalLewis Hill
The document provides guidance for evaluating a graphic narrative project. It includes prompts to evaluate how well the final product reflects the original intentions, how images are constructed, how text is used to anchor images, whether the product is suitable for the intended audience, techniques used, representations in the work, symbols and codes, and the overall style employed. The creator provides detailed responses analyzing their graphic narrative based on the prompts. They discuss their creative process, design choices, strengths and weaknesses of the final product.
Digital graphics evaluation pro lewis hill finalLewis Hill
Lewis William Hill provides a template to help evaluate graphic narrative projects. The template includes prompts to provide written and visual examples of the project, praise strong areas, and identify areas for improvement. It suggests adding additional slides as needed and deleting any blank slides before submission. The document offers guidance on reflecting original intentions, constructing images, using text to anchor images, suitability for the intended audience, and likes/dislikes of techniques and the final product.
Digital graphics evaluation pro lewis hill final updatedLewis Hill
Lewis William Hill provides a template to help evaluate graphic narrative projects. The template includes prompts to provide written and visual examples of the project, praise strong areas, and identify areas for improvement. It suggests adding additional slides as needed and deleting any blank slides before submission. The document offers guidance on reflecting original intentions, constructing images, using text to anchor images, suitability for the intended audience, and likes/dislikes of techniques and the final product.
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.
This document provides an evaluation of Benjamin Wincup's Front Matter Production (FMP) project. It summarizes Benjamin's research process, planning activities, time management, technical and aesthetic qualities, audience appeal, and feedback received. For his research, Benjamin looked at book covers and posters to inspire his design ideas. He created style sheets and layout plans to guide his work. Benjamin found fonts and images to set the tone and stayed on schedule. His covers have consistent layouts and design conventions seen in other media. Feedback praised the audiobook quality and book covers' continuity while suggesting minor improvements.
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 feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
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)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 discusses the creator's graphic narrative project, a children's book. They summarize how their final product reflects and differs from their original plans. While some elements like speech bubbles had to change, the overall story and intentions remained the same. They also discuss their techniques, including using photographs as backgrounds and rotoscoping characters. They note what they like, such as the unique style, and what they would improve, such as adding more detail. Overall they are pleased with how their images turned out but have some critiques on individual pages and characters.
The document contains feedback from a student on various digital graphic narrative assignments they completed, including feedback on creating shapes, rotoscoping, working with text, comic books, photography, and illustrations. The student provides what they liked about each assignment as well as areas for improvement if they were to do it again. Overall the feedback shows an evaluation of the different techniques used and skills learned in the process.
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 an evaluation of a fanzine created about the ocean. It summarizes that the fanzine met expectations by including writing to justify it as a fanzine and adding color. However, it could have benefited from more writing and references to make it more informative for keen readers. While consistency was achieved in many areas and it teaches readers something new, the content is mostly general knowledge and not tailored enough for a wide audience between ages 10 to 15. There is room for improvement in writing more and being more creative with the design.
Task four fmp planning and production primer(2)Olivia Groom
The document outlines plans for writing and illustrating a children's storybook about a dog's outings. It discusses writing the story first before creating illustrations to match each page. The author plans to have about 10 pages with 2 sentences per page, possibly including rhymes. Illustrations will focus on detailed backgrounds and be created in Photoshop. The story and illustrations will go through drafts and the author will log the creative process for evaluation. A variety of page styles and bright colors will be used.
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 author created a graphic narrative adaptation of Hansel and Gretel for children aged 5-7. They used rotoscoping techniques to construct detailed images while rearranging scenes and separating text to improve readability. The language, characters, and story were tailored for the young audience but some scenes were simplified. Overall, the techniques allowed rich illustrations but some characters lacked consistency. The content stayed true to the original fairy tale setting while adjusting some elements for child readers.
The document summarizes research on several fanzines. Key ideas taken from the fanzines include using a clear layout, balancing images and text with a 50/50 ratio, and using vibrant colors. Mythology and video games were cited as potential topics. Concerns included fanzines having a niche audience and the researcher not previously being aware of fanzines. Overall fanzines were deemed a poor medium for selling ideas compared to books, magazines, or blogs.
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.
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 student evaluated their graphic narrative project using a provided template. They praised areas of their work, found areas for improvement, and compared their initial plans and storyboards to the final product. They discussed how well they constructed images using color and texture, how text was used to support images, and whether the content was suitable for their intended young audience. The student also reflected on the techniques used, strengths and weaknesses of planning, cultural representations in their work, and their work's style and historical context.
The document 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, discuss whether their product is suitable for the intended audience, reflect on techniques used and the final product's appearance, explain included content, identify any symbols or codes, and consider audience responses and the work's historical and cultural context.
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 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 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 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.
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.
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.
Joseph Headford evaluated his graphic narrative project. He provided examples to explain his project and areas he praised or could improve. He used specific details about his work, both written and visual. He reflected on how well his final product achieved his original intentions and how well he constructed images. He discussed how he used text and whether his product was suitable for his audience. He analyzed the techniques he used and how the final product looked. He explained why he included certain content and the signs, symbols or codes in his work. He considered the strengths and weaknesses of his pre-production planning.
This document contains the evaluation questions and responses for a graphic narrative project. The responses discuss how the final product compares to original plans, the construction of images using color and texture, how text anchors the images, the suitability for the intended young audience, techniques used including filters and rotoscoping, what is liked and disliked about the final product, why certain content and styles were chosen, representations and symbols used, influences on the style, strengths and weaknesses of planning, and how the work compares historically and culturally to previous versions of the story. Peer feedback is also summarized but not included.
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.
This document contains the reflections of a student on their graphic narrative project. They discuss how their final product reflects their original intentions, how well they constructed their images, how they used text to anchor the images, whether the product is suitable for the intended audience, what they like/dislike about the techniques used, how their final product looks, why they included certain content, what signs/symbols they used, and the strengths/weaknesses of their planning and pre-production process. They also discuss the historical and cultural context of their fairy tale source material compared to other adaptations that came before.
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 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.
The document provides an evaluation of a graphic narrative project. The creator feels their final product largely reflects their original intentions, including keeping a cartoon style, simple script, clear page layout, and 9-page length. They compare their project to the book "The Gingerbread Man" as a model with a similar cartoon style and short length. The creator believes their images are well-constructed using skills like shape manipulation. They have used text to complement rather than replace images. The project is suitable for its young audience through use of cartoon style, bright colors, minimal text, and simple language.
- The creator's final product reflects their original intentions as they stuck closely to their original plans, only making minor changes during production.
- They constructed their images using rotoscoping and shape warping techniques to keep a simple yet slightly realistic style as planned for their young audience.
- They carefully placed simple text in areas of blank space on images to anchor the text without overlapping important parts of the images.
- Their book is suitable for the intended 5-7 year old audience with an appropriate amount of text to keep children engaged without becoming bored.
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
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Lewis Urquhart plans to create Breaking Bad-themed designs for products like T-shirts, stickers, and wall art. They will use Photoshop to design the products, applying techniques like rotoscoping and clipping masks. When designing T-shirts, they will need to remove the white background so it does not appear as a box on different colored shirts. Potential design ideas include quotes, characters, logos, and imagery from the TV show.
The document outlines Lewis Urquhart's progress in a digital graphic narrative development course, including assignments where he created images using tools like pattern overlays and rotoscoping and provided self evaluations. Lewis incorporated feedback to improve techniques like color choice and detail in shapes. Overall the assignments helped Lewis learn new skills in Photoshop and he was able to see his images take shape through the creative process.
This document summarizes information about three children's books: Stick Man by Julia Donaldson and Axel Scheffler; Tiddler by Julia Donaldson and Axel Scheffler; and The Cat in the Hat by Dr. Seuss. For each book, it provides the writer, illustrator, publication date, dimensions, number of pages, and publisher. It also includes brief biographies of the authors Julia Donaldson, Axel Scheffler, and Dr. Seuss. The visual style of all three books is described as cartoon, hand drawn, with texture and consistent elements like font and amount of text per page.
This document discusses different types of digital graphics file formats including raster graphics, vector graphics, and various file format types. Raster graphics are composed of pixels arranged in a grid, while vector graphics are created using shapes that can be edited individually. Common raster graphic file formats discussed include JPEG, TIFF, GIF, and BMP, along with their uses and advantages/disadvantages. Vector graphic file formats covered are PSD, AI, FLA, and WMF. The document also summarizes compression, image capture methods, file optimization techniques, factors affecting file size, file naming conventions, and asset management through folders.
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2. Does your final product reflect your original intentions?
I feel my final product aptly reflects my original intentions. My
intentions were to create a hand drawn children's book that was simple
and kept a style throughout. I also planned to have my book in the
style of unrealistic cartoon, I feel as though my final product reflects
this. My illustrated flat plan was very similar to my final product, I
discovered that In order to colour the image in post production I
needed to include less detail. In my original intentions I also stated that
I would include both full page spreads and cut out images, I kept this
idea and included it in my final product. An aspect that has changed
since my original intentions would be the use of only black, white &
blue. Originally I had intended to colour the entirety of the pages, this
changed when I decided to make a unique visual style.
Flat plan Final product
3. How well have you constructed your images?
Pre- colourisation Post- colourisation
I feel I constructed my images well. In my original proposal I stated
that I would hand draw my illustrations, scan them onto the
computer and then colourise them in photoshop. This process was
effective as it was simple yet I feel it produced good results. In my
pre-production I looked at existing children's books (stick man by
Axel Scheffler & Cat in the Hat by Dr. Seuss) and I always found the
ones that utilised white space effectively as the most aesthetically
pleasing. I decided to incorporate this into my own images. A hurdle
I ran into while constructing my images could be having to redraw a
few pages if they weren’t matching the style of the previous pages.
4. How well have you used text to anchor your images?
Before After
The page layout/style I was directly influenced by was The Cat in
The Hat, the text in that book doesn’t follow a specific pattern. I feel
as though I replicated it well, specifically on the page in which the
protagonist climbs the tree, I placed the text down the middle of the
page as if it were written onto the tree. I did encounter an issue on
one of my earlier pages, I realised I have placed too much text
below a certain illustration and that another page would need to be
created to accurately display that stage in the story. I feel this varied
placing of text anchors my images well as it is refreshing, offbeat
and matches the style
5. Is your product suitable for your audience?
In my proposal I stated that I would target my book at 4-8 year olds
of both genders and their middle aged parents. I also stated that this
book would be universally accessible making it predominantly in the
demographic of ABC1. Most existing children's books are in this
market as it is the most populous demographic therefore more likely
to sell copies. My book is suitable for this audience as it has no
distressing moments and uses age appropriate language and
storylines. The only concerning moment I would have could be a
moment in which the protagonist is invited into a strangers home,
while this isn’t a negative moment in the story it may give off the
wrong impression regarding safety with strangers. From a marketing
perspective I think the cover of my book looks unique and would
hopefully catch the attention of a parent looking for a book to read to
their child.
Original proposal
6. What do you like/dislike about the techniques you have used?
Original scanned image
As previously stated my production method was hand drawn
illustration. This process involves drawing out each page by hand,
scanning them into photoshop and then colourising certain parts of the
image using the paint bucket tool. I chose this method as it best suited
my capabilities, I also really enjoy the look of other childrens books that
were created this way such as Stick Man, The Cat In The Hat and the
Gruffalo. Some things I disliked about this technique were the loss of
detail that sometimes happened when boosting the boldness of the
pencil lines in photoshop, this meant that some of the original drawing
was lost due to lines overlapping one another. This problem was solved
by including less small detail in the original images.
7. What do you like/dislike about how your final product looks?
I am very fond of the look of my final product. I
set out with the intention to make something
visually unique and I think I have achieved
that. I particularly like the simplistic nature of
the illustrations, by combining a few different
ideas I had during the course of creating test
pages I reached the unrealistic cartoon style
that made it into the final product. In my
proposal and research I reference my main
influence as Axel Scheffler, the designer for
books such as the gruffalo and stickman. My
final product shares a certain likeness that I
am personally proud of. I also like the way I
have laid out my text, this is something I went
back and amended as I felt the text was
displayed in a boring way. Despite these
positives I dislike some elements of my final
product. For example I feel I slightly dropped
the consistency of my doodled style in the top
box of the fourth page. However I feel that
possibly with a few tweaks my book could
reflect an industry standard level childrens
book.
8. Why did you include the content you used?
In my proposal and throughout my evaluation
I have stated that I had intended to create an
offbeat & unique looking book, I decided I
would include this as the childrens book I
always found most interesting were the
strange ones, like The Cat in the Hat and the
Gruffalo. Story-wise I decided to adapt The
Ugly Duckling as it is a very well known
childrens story, this way the different look
could be anchored by a familiar and happy
story. I included lots of the colour blue as it is
a vibrant and eye catching colour. The font I
included, Gill Sans, because it is plain and
easy to read. The adaptations I made to the
story were done to keep the story interesting
as the reader will likely have heard the
original and opt for a more traditional copy of
the book. The overall visual style I
implemented was to create a distincitve visual
style so that if, hypothetically, I created more
stories my work would be identifiable.
9. What signs, symbols or codes have your used in your work?
My book is full of symbols and codes some of
which unintentional and some deliberate. For
example, I designed the book so that all the
negative story elements and moments happen
at night time this was to play to the
preconceived notion that nighttime is
dangerous and scary, this is prevalent across
many childrens books in a similar genre. The
story is also set in the woods, which is viewed
as a dangerous place in the minds of many
children. A symbol that was pointed out to me
was that the higher up the tree the story is set
the happier the moment is, for example he is
alone and scared when he is on the ground yet
when he is at his highest up the tree he has just
been reunited with his parents and is thrilled.
Assumptive gender roles would also indicate
that because my book is predominantly blue it
would appeal more to a male audience, which
is not necessarily the case.
10. What representations can be found in your work?
A positive of using anthropomorphic creatures is that
things such as religion, political context or gender
disparagement do not necessarily need to be
represented, except possibly to make a point.
I feel as though my book represents all people
equally and without prejudice. Due to the brevity of
my childrens book it is hard to distinguish many
character types which could be a representation in
and of itself.
A retrospective concern I have that did not cross my
mind during the production or writing of my book is
that all the characters that help our protagonist are
strangers which may be dangerous or misleading to
represent in a childrens book as it could give
children the wrong idea about strangers. At one
point someone who is a stranger to the protagonist
even invites him into their home, and while this does
not have a dangerous outcome in the story it may do
if it were to have real life ramifications. My book has
an overall positive representation of animals as it
allows the reader to identify with them, this is very
common across all forms of media and harmless.
11. What style have you employed in your products?
The style of my childrens book would be
classed as unrealistic cartoon. I decided
upon this style whilst researching
existing products such as The cat in the
hat, stick man & the gruffalo. These
books influenced me greatly as I loved
the way they created completely new
perspectives on ordinary objects and
played to the reader's imagination.
These books also looked so distinctive
and unique which is something that goes
hand in hand with the unrealistic cartoon
style as the possibilities are endless.
I also thought this visual style could be
created to a high standard using areas of
production that I consider myself strong
at, for example drawing images by hand
and then scanning them for your
illustrations.
12.
13. What were the strengths and weaknesses of the pre-production
and planning?
Pre-production and planning were extremely helpful as they helped
me form a clear idea of exactly what I intended to create and then
organise and develop this idea. A strength of my planning was the
research I did into existing products, without this influence and
professional standard work that I could contrast mine to I do not
think I would have been able to develop the style I chose. I
completed my childrens book very quickly despite the time I had set
aside for production, I feel as though this is both a positive and a
negative as on one hand I was worried that I had rushed and on the
other I had lots of time to tweak and make improvements to parts I
was not happy with. A weakness of my planning was my failure to
spot potentially negative representations within my story e.g
strangers. I think if I had possibly spent more time investigating
audience I would’ve noticed this. The second lot of test pages I
completed were very successful, so much so I felt i could include
them in muy final product, this is why my production time was so
quick. Before I had these successful pages I tried other methods
such as shapes, pencil tool and fully colourising the image none of
which I felt happy with.
15. Historical and cultural context
The adventures of Animal Wood: Bird Tree is based on the old folk
story and adapted childrens book of The Ugly Duckling This story
was originally penned by Hans Christian Andersen. There have
been hundreds of incarnations of this story including the extremely
famous Disney animated movie from 1939.
In order to understand the current versions available and help
create a unique spin on the story I researched a few currently
existing versions including:
https://www.amazon.co.uk/Ugly-Duckling-Ian-Beck
The Ugly Duckling by Ian Beck (2007)
https://www.amazon.co.uk/Ugly-Duckling-Ladybird-Loved-Tales
The Ugly Duckling by Hans Christian Andersen (1979 publication)
By researching these books I learnt how this story has been
manifested and adapted over time. This research influenced my
decision to change the species of the protagonist, this also helped
me decide to expand the story by creating the distinctive setting of
Animal Wood. My book is visually different from any other current
version of this story I could find. This can be both a positive and a
negative thing, on one hand it is unique on the other it can be off
putting as it is too different.
16. The Ugly Duckling by
Ian Beck (2007)
The Ugly Duckling by
Hans Christian
Andersen (1979
publication)
My childrens book