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 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.
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.
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 instructs the reader to provide specific details about strengths and weaknesses of their work using written descriptions and visual examples. The reader is told to identify areas they are proud of and explain why, as well as areas that could be improved and how they would make changes. Blank slides should be deleted before submission.
The document is a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It instructs the user to praise strong areas of their work and identify areas for improvement. The user is then asked a series of questions about how well their final product reflects their original intentions, how well they constructed images and used text, whether their product is suitable for their intended audience, their likes and dislikes of techniques used, and how they feel about the look of their final product. In response, the user provides a lengthy self-evaluation of their graphic narrative storybook project.
The document is a reflection by a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9, merging two pages. The story plot stayed the same. They used rotoscoping as intended but less than expected. They experimented with background techniques like paisley patterns instead of collage as originally proposed. Overall they felt their final product closely matched the goals in their proposal.
The creator intended to adapt the traditional Ugly Duckling story while keeping the main parts the same. During production, they changed the ending and had to make additional changes throughout. While this meant the final product differed from original plans, the changes were not significant enough to alter the overall storyboard and flat plans. The creator likes how they constructed simple cartoon images using shape tasks but found backgrounds and small details challenging with this technique. They feel the final product is suitable for children due to its clear images, simple text, and meaningful story about treating others fairly.
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.
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.
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 instructs the reader to provide specific details about strengths and weaknesses of their work using written descriptions and visual examples. The reader is told to identify areas they are proud of and explain why, as well as areas that could be improved and how they would make changes. Blank slides should be deleted before submission.
The document is a template for evaluating a graphic narrative project. It prompts the user to provide specific details about their work, including written and visual examples. It instructs the user to praise strong areas of their work and identify areas for improvement. The user is then asked a series of questions about how well their final product reflects their original intentions, how well they constructed images and used text, whether their product is suitable for their intended audience, their likes and dislikes of techniques used, and how they feel about the look of their final product. In response, the user provides a lengthy self-evaluation of their graphic narrative storybook project.
The document is a reflection by a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9, merging two pages. The story plot stayed the same. They used rotoscoping as intended but less than expected. They experimented with background techniques like paisley patterns instead of collage as originally proposed. Overall they felt their final product closely matched the goals in their proposal.
The creator intended to adapt the traditional Ugly Duckling story while keeping the main parts the same. During production, they changed the ending and had to make additional changes throughout. While this meant the final product differed from original plans, the changes were not significant enough to alter the overall storyboard and flat plans. The creator likes how they constructed simple cartoon images using shape tasks but found backgrounds and small details challenging with this technique. They feel the final product is suitable for children due to its clear images, simple text, and meaningful story about treating others fairly.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to:
- Provide specific written and visual examples to explain the project.
- Praise areas of their work that are good or they are proud of, and find areas that could be improved.
- Reflect on whether the final product reflects the original intentions.
- Evaluate how well images and text were constructed and used to anchor the images.
- Consider if the product is suitable for the intended audience.
- Discuss techniques used and what is liked/disliked about them.
- Highlight what is liked/disliked about how the final product looks overall.
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 using written examples and visuals from the project. Areas that should be evaluated include how well the intentions were realized, image construction, use of text, suitability for the audience, likes/dislikes of the final product, and techniques used. The reader is asked to explain why certain content and symbols were included in their work.
The document provides guidelines for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work by giving both written and visual examples to explain the project. It also says to find areas of the project to praise by being specific about what is good or could be improved, and to add additional slides as needed. Blank slides should be deleted before submission.
The document provides an evaluation of a graphic narrative project. 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.
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 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 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.
Jordan Bohill evaluates their Veganuary booklet design project. For the front cover, Jordan aimed to catch people's eye with bright colors and soft illustrations. Feedback was positive about the front cover. The multipage article had an informal, chatty style but design elements were confusing and could be improved. The infographic design did not follow conventions well and would benefit from a simpler, more organized design. The welcome pack pages had strong design elements but could be improved by changing fonts and filling empty spaces better. Overall, Jordan gained skills in design, layout, and receiving feedback to incorporate on future projects.
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 guidance for evaluating a project using a template. It instructs the user to provide specific details about their work, including written and visual examples to explain the project. The user should find areas of their work to praise, being specific about what is good or what they are proud of. They should also find areas for improvement, specifying what could be better if revisited. Additional slides can be added as needed, and any blank slides should be deleted before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, analyze how well their final product reflected those intentions, evaluate how well they constructed their images, and assess how well they used text to anchor their images. The user provides detailed responses analyzing various strengths and weaknesses in their project, including aspects of their planning, character and background designs, page layouts, use of color, and how well their text descriptions matched the accompanying visuals. They find some areas were successful while others could be improved, and reflect on lessons learned.
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 creator made some minor changes to their final product from the original intentions, such as switching from using a comic book effect to shapes for the illustrations.
- The layout and positioning of some text elements were adjusted for better page flow and crowding issues.
- Overall the outcome was very similar to the original idea, keeping it simple for the young audience as intended. Some text amounts could have been better balanced across pages.
- The images were constructed consistently with the same style and colors, using brighter hues except for darker forest scenes. Rotoscoping was used for characters for more detail and control.
- Text was added in boxes with opacity and drop shadows to stand out from backgrounds. Language was kept simple
The original plan was to depict Hercules and the twelve labors in detail with human characters. However, this proved too time-consuming. The author instead made the characters animals, focusing on Hercules as a dog. This allowed completing the book on time. Though different from the initial intentions, the simplified story and animal characters made it more accessible to children.
The peer feedback provided positive feedback on the detailed backgrounds and simple yet effective character designs. Suggestions for improvement included condensing the amount of text per page to better suit the target audience, including a closer view of Jack climbing the beanstalk for clarity, and changing the thought bubbles to speech bubbles. The creator agreed with most of the feedback, but disagreed that the landscape page needed to be portrait to match the others due to its subject matter working better in landscape format. Overall the feedback was constructive and helped identify areas for potential improvement.
The document provides feedback on a graphic narrative project. It summarizes the key points made in each response section, evaluating how well the final product reflects the original intentions, how the images were constructed, how text was used to anchor images, the suitability for the target audience, techniques used, and representations in the work. Overall it reflects on the strengths and weaknesses of the pre-production planning.
- The planning and research helped the creator develop their children's book by giving them ideas for style and helping them plan out pages, text, characters and surroundings. Drawing out initial pages also helped in laying out the overall book.
- More time could have been spent on minor details to further improve the book, but the creator stayed on schedule by planning out which pages to complete each day.
- Specific examples that helped were drawn initial pages that laid out each scene, and a script that helped determine best font size and text placement.
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.
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 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.
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.
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 comparing the final product to original plans and storyboards. The creator is also prompted to discuss their construction of images, use of text, suitability for the intended audience, and techniques used. Blank slides should be deleted before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the creator to:
- Provide specific written and visual examples to explain the project.
- Praise areas of their work that are good or they are proud of, and find areas that could be improved.
- Reflect on whether the final product reflects the original intentions.
- Evaluate how well images and text were constructed and used to anchor the images.
- Consider if the product is suitable for the intended audience.
- Discuss techniques used and what is liked/disliked about them.
- Highlight what is liked/disliked about how the final product looks overall.
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 using written examples and visuals from the project. Areas that should be evaluated include how well the intentions were realized, image construction, use of text, suitability for the audience, likes/dislikes of the final product, and techniques used. The reader is asked to explain why certain content and symbols were included in their work.
The document provides guidelines for evaluating a graphic narrative project. It instructs the reader to provide specific details about their work by giving both written and visual examples to explain the project. It also says to find areas of the project to praise by being specific about what is good or could be improved, and to add additional slides as needed. Blank slides should be deleted before submission.
The document provides an evaluation of a graphic narrative project. 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.
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 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 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.
Jordan Bohill evaluates their Veganuary booklet design project. For the front cover, Jordan aimed to catch people's eye with bright colors and soft illustrations. Feedback was positive about the front cover. The multipage article had an informal, chatty style but design elements were confusing and could be improved. The infographic design did not follow conventions well and would benefit from a simpler, more organized design. The welcome pack pages had strong design elements but could be improved by changing fonts and filling empty spaces better. Overall, Jordan gained skills in design, layout, and receiving feedback to incorporate on future projects.
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 guidance for evaluating a project using a template. It instructs the user to provide specific details about their work, including written and visual examples to explain the project. The user should find areas of their work to praise, being specific about what is good or what they are proud of. They should also find areas for improvement, specifying what could be better if revisited. Additional slides can be added as needed, and any blank slides should be deleted before submission.
The document provides a template for evaluating a graphic narrative project. It prompts the user to summarize their original intentions, analyze how well their final product reflected those intentions, evaluate how well they constructed their images, and assess how well they used text to anchor their images. The user provides detailed responses analyzing various strengths and weaknesses in their project, including aspects of their planning, character and background designs, page layouts, use of color, and how well their text descriptions matched the accompanying visuals. They find some areas were successful while others could be improved, and reflect on lessons learned.
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 creator made some minor changes to their final product from the original intentions, such as switching from using a comic book effect to shapes for the illustrations.
- The layout and positioning of some text elements were adjusted for better page flow and crowding issues.
- Overall the outcome was very similar to the original idea, keeping it simple for the young audience as intended. Some text amounts could have been better balanced across pages.
- The images were constructed consistently with the same style and colors, using brighter hues except for darker forest scenes. Rotoscoping was used for characters for more detail and control.
- Text was added in boxes with opacity and drop shadows to stand out from backgrounds. Language was kept simple
The original plan was to depict Hercules and the twelve labors in detail with human characters. However, this proved too time-consuming. The author instead made the characters animals, focusing on Hercules as a dog. This allowed completing the book on time. Though different from the initial intentions, the simplified story and animal characters made it more accessible to children.
The peer feedback provided positive feedback on the detailed backgrounds and simple yet effective character designs. Suggestions for improvement included condensing the amount of text per page to better suit the target audience, including a closer view of Jack climbing the beanstalk for clarity, and changing the thought bubbles to speech bubbles. The creator agreed with most of the feedback, but disagreed that the landscape page needed to be portrait to match the others due to its subject matter working better in landscape format. Overall the feedback was constructive and helped identify areas for potential improvement.
The document provides feedback on a graphic narrative project. It summarizes the key points made in each response section, evaluating how well the final product reflects the original intentions, how the images were constructed, how text was used to anchor images, the suitability for the target audience, techniques used, and representations in the work. Overall it reflects on the strengths and weaknesses of the pre-production planning.
- The planning and research helped the creator develop their children's book by giving them ideas for style and helping them plan out pages, text, characters and surroundings. Drawing out initial pages also helped in laying out the overall book.
- More time could have been spent on minor details to further improve the book, but the creator stayed on schedule by planning out which pages to complete each day.
- Specific examples that helped were drawn initial pages that laid out each scene, and a script that helped determine best font size and text placement.
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.
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 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.
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.
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 comparing the final product to original plans and storyboards. The creator is also prompted to discuss their construction of images, use of text, suitability for the intended audience, and techniques used. Blank slides should be deleted before submission.
This document provides an overview of Leticia Lopes' pre-production planning for an interior design magazine-style book. It includes sections on the overall idea for the book, proposed page layouts and designs, interviews with local interior designers to include, and copies of draft text for the book's philosophy section and introductions to different rooms. The pre-production planning demonstrates thorough consideration of the book's visual design, content, and how to engage and inspire readers.
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.
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 provides an evaluation of a magazine contents page layout. It discusses what worked well, including the gutter width and effective lead image. It also notes that consistency in style between the cover and contents helped create a unified house style. Areas for improvement include the placement and prominence of the page numbers. Creating the house style and choosing images was easy, while picking concise titles and distinguishing regulars from features was more difficult. The evaluator learned about elements like gutters and professional page design.
The document summarizes the creator's graphic narrative project. They used basic shapes and the shape tool to construct cartoon-style images to tell a story about an old woman and a tramp. The creator aimed to reflect the original story plans in the finished product while adding more details. Text was included to explain the images and anchor the story. The style was influenced by children's books like The Very Hungry Caterpillar to make it suitable for the intended 8-year-old audience. Colors, characters, and progression of time through details like a changing clock further reinforced the story and representations.
The 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 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
The document is a reflection from a student on their graphic narrative project. They discuss how their final product aligned with their original proposal and intentions. They intended to make 10 pages but ended up with 9 after merging two pages. Their story plot stayed the same. They used techniques like rotoscoping as intended but did not rely on it as much as expected. They felt their images clearly conveyed the story well but some pages were too busy. The text mostly anchored the images well except for a few pages. Overall, they felt their book was suitable for the 3-6 year old audience.
The document provides guidance for evaluating a graphic narrative project. It prompts the user to:
- Provide specific details about their work using written and visual examples.
- Find areas to praise, being specific about what is good or why they are proud.
- Find areas that could be improved and what they would change if doing it again.
- Compare their final product to original plans and intentions.
- Discuss how well images were constructed in terms of appearance, texture and color.
- Evaluate how text was used to anchor images.
- Consider if the product is suitable for the intended audience.
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 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 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
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 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.
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 client wants to develop new logo and website design options for their open water swimming blog. The document provides 4 initial logo ideas that are brainstormed and evaluated against the client's needs. Idea 2 of incorporating a swimmer on a wavy text line is selected for further development due to its potential for personalization. Research finds the target audience is middle-aged adults and the main competition comes from outdoor swimming magazines. The client will develop Idea 2 further with mood boards and basic mockups to present refined options to the client.
The client runs a blog and has written a book about open water swimming and wants the assistant to create a logo, banners, and website mockup to promote their work. The target audience is primarily middle-aged women and men interested in open water swimming. To complete the project, the assistant will use Photoshop to design the logo and banners, and InDesign to create the website mockup. There is no budget or timeline for the project, allowing the assistant flexibility to get feedback and improve their work.
Working to a brief pro forma (jacob hargrave)jake hargrave
The document discusses different types of client briefs that media companies may receive, including:
- Contractual briefs which legally bind both parties to a set timeframe and price.
- Formal briefs which provide needed project information without being legally binding.
- Informal briefs which involve less documentation and are more casual verbal agreements.
- Cooperative briefs which require multiple companies or individuals to work together on a project.
The document also outlines advantages and disadvantages of each brief type, such as contractual briefs providing protection but possibly locking parties into unwanted obligations.
The document discusses final work for a project. It includes a logo and banner that were likely created. The short document focuses on completion of branding elements like a logo and banner for an undisclosed project.
The document discusses a project evaluation for Jacob Hargrave. It touches on project constraints, project management, time management, communication with the client, meeting the client's needs, client feedback, and what was learned from the project. The client did not put time restraints on the project, allowing Jacob to take the time needed to improve the client's current products.
The client wants to develop new logo designs and branding for their open water swimming blog. The document provides background on the client's needs, target audience, and competition. It then outlines 4 initial logo ideas, providing evaluations of each. Idea 2 of incorporating a swimmer and waves into the text is selected for further development. Mood boards and mockups are presented to refine Idea 2. Finally, the developed ideas are assessed based on suitability, costs, and legal/ethical considerations before being presented to the client.
The document discusses final work for a project. It includes a logo and banner that were likely created. The short document focuses on completion of branding elements for whatever the overall project may be.
This document appears to be a fanzine created by Jacob Hargrave, as it has a front cover and back cover with 10 numbered pages in between. The fanzine was likely self-published by Hargrave to share content about a topic or fandom of interest to him and other fans.
Faker is considered the best player in League of Legends of all time. He first rose to fame winning his first world championship in 2013 with his team SK Telecom T1, where he solidified his reputation with his exceptional gameplay and champion versatility. Since then he has won multiple world championships but faced defeat in 2017, after which he expressed regret and a commitment to improving. Fans and experts widely recognize Faker as the greatest player in the game's history due to his continued high-level performance, even when his team struggled, and his ability to dominate with many different champions.
The document discusses bias in factual writing and journalism. It defines bias as unfairly supporting or opposing something due to personal opinions. While some bias is inevitable, journalists are expected to remain impartial and present balanced arguments. However, biases can still subtly influence writing through word choices or implied judgments. Examples show how newspaper coverage of Brexit and Jeremy Corbyn exhibited political biases. The document argues that factual writing should not contain bias and that media with significant influence should be more regulated to ensure accountability for biased coverage of sensitive issues.
The document provides instructions for assembling a gun with labeled diagrams and photos. The text uses capital letters and bolding to clearly label the different gun parts. The photos are in black and white and include lines to make the assembly steps easy to understand. Legal disclaimers are included at the bottom.
The leaflet uses images and bullet points to promote a product in a biased way, only highlighting positive aspects. The text, phone number, and titles are designed to stand out from the background. As an advertisement, it must abide by truth in advertising rules.
The chess guide has clear labeled diagrams that provide all necessary information. It may not properly attribute any sourced materials. The guide offers options for user
Evaluation – jacob hargrave (jacob hargrave) (1)jake hargrave
Jacob created promotional materials for the Stoptober smoking cessation campaign. He designed a new logo featuring a burning cigarette to clearly convey the message. Jacob also produced posters with impactful slogans and imagery related to health and cost to target a wide audience. Feedback suggested improving organization and consistency across the posters. Merchandise with the logo was simple but could be more engaging. With some revisions and increased funding, Jacob's rebranding work could help reignite the successful campaign.
This document lists various social media and advertising options including posting on social media platforms like Facebook and Twitter, designing posters, buying advertisements on buses, and selling branded merchandise. The options cover both digital and physical advertising methods to promote social causes and help spread important messages to wider audiences.
Jacob created a logo, posters, and bus poster for a Stoptober social action project. For his logo, he designed a thick-fonted "Stoptober" resembling a burning cigarette. His posters used shocking stats and images to discourage smoking. One poster depicted cigarettes on stairs leading to a coffin. His bus poster showed a man choosing between a dark forest of cigarettes or a nice park without smoking. He reflected on making the materials clearer and adding contact information. Overall, the project aimed to promote stopping smoking and prevent younger people from starting through educational outreach.
The document outlines a student's final project schedule and plans. It includes:
- A 4 week schedule to create a logo, posters, and website promoting a stop smoking campaign.
- An analysis of existing logos and posters, identifying trends like simple designs, use of colors like red and blue, and inclusion of cigarettes or smoking references.
- Ideas for the student's own logo featuring the words "Stoptober" styled to look like a burning cigarette.
- Mood board and analysis of poster designs, noting use of shocking stats, family images, and support numbers.
- Initial poster design showing cigarette steps to a grave, and plans to improve clarity and lighting.
Stoptober is a UK campaign run by the NHS that encourages smokers to quit for the month of October each year in hopes that they will successfully quit long-term. It started in 2012 and has helped over 1 million people attempt to quit smoking. The campaign provides free support to participants and is funded by the NHS as preventing smoking-related illnesses saves healthcare costs in the future. Stoptober aims to continue reducing the number of smokers in the UK each year.
The document discusses social action campaigns for various issues including smoking, drinking alcohol, mental health, animal extinction, and child labour. For smoking campaigns, posters use shocking photos and statistics to encourage people to stop smoking and promote free support services. Alcohol posters focus on facts about drinking and alcoholism. Mental health posters depict isolation and loneliness with simple designs and stats. Posters on animal extinction and child labour aim to elicit an emotional response by featuring affected animals or images of child labour alongside statistics to raise awareness.
Stoptober is a UK campaign run by the NHS that encourages people to stop smoking for the month of October. It started in 2012 and over 250,000 people participated by 2014. The campaign provides free support to help people quit smoking and is funded by the NHS as it aims to reduce healthcare costs from smoking-related illnesses. Over 1 million people have participated total, with 500,000 able to successfully quit smoking last year. The campaign works to lower smoking rates in the UK and hopes to one day stop smoking altogether, but smaller yearly reductions are also goals.
The document discusses considerations for research to rebrand the Stoptober smoking cessation campaign. It outlines plans to examine logos, posters, and websites from existing smoking cessation campaigns to inform the rebranding. The researcher intends to conduct primary research through anonymous surveys with 15-25 people and possibly interviews or focus groups. They do not expect sensitivity to be a major issue for this topic but will avoid private questions and make the survey anonymous. The research aims to get a range of perspectives from different communities and account for how community characteristics may impact views on smoking.
The document summarizes the advantages and disadvantages of sourcing images from different locations, including books, Google Images, stock image libraries, and taking your own photos. It also discusses processing images, such as cropping, scaling to different sizes, and using different resolutions for print versus web. The last section demonstrates manipulating an image by outlining it, changing colors and brightness, and includes an explanation of the changes made.
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Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9Cottage9 Enterprises
Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
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
For my flat plan I did it without colour and just
did a brief outline of what is going to happen in
the scenes. This made it quite hard for me to
decide what backgrounds I would need and
therefor it was quite hard for me to keep the
pages to the same style and this makes the book
a bit unprofessional. I looked at some other
books of little red riding hood and they all are
extremely consistent in what the pages look like
and also what the people look like. All of the
people in my book are the same but in mine they
are all from the same angle and from others
there are a lot from different angels and there is
still the same feel to the people in the books.
4. For my digital flat plans I made the pages with things that I
would like the book to look like and where it would be on
the page. This was fine but it did make it so it was hard to
make the pages different as a lot of them used the same
background. Another thing that I did In the digital flat plans
was use real life images for things like backgrounds and this
also made it hard to make the thing I was after in Photoshop
after had done it on my flat plan. This can be seen from the
two photos on the right as the plan on the top has the
whole background as an actual forest and this made it so I
needed to re-think the whole thing as a digital image.
another thing that I didn't think about until I was actually
making the book was that I needed to have the characters
facing different ways or the book would be extremely similar
on all of the pages and this made it boring to read. To
combat this I needed to change it in the making of the book
where it should have been on the planning and flat plans.
This is the same with the text but this was a lot easier to do
as I had done al of my pages before I needed to add the text
so I had some more time to think about this.
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 my pages are ok but the first page looks like it is from a
different book this is because it has some real things in it and all
of the others are digital. This needs to be changes I think because
it is not the style of the book. I think to change it I need to
change the background. I like how the pages 2 and 3 look as they
are the same style and also are both different but of the same
thing. i also like the 2 pages after but it would be nice to have it
so that I can change a part on one of them so they are not the
exact same. I think I have used colours well but i need to again
work on the constancy of the colours used as they often differed
from page to page.
6. I think for the textures I have used I need to add some more as
there are not that many but I think that I have things that I will
do before I add some more texture to some of the pages.
Having looked at some other books there are often not much
colour difference between the pages. They also have a lot of
texture in the backgrounds and also the clothing of the
characters and also the wolfs fur.
for making my images I used shaping and I also used the pencil
tool to make some changes to the shape as well as the warp tool
to change the shapes. I also used the pencil tool to draw things
like hands and feet as it would have taken so long to use all of
the shapes I decided it would be faster to draw them. In actual
books I also think drawing is common.
I could have used other things one being rotscoping for my book
but when I did this I found it hard to do any of the shading as I
am colour blind and it is often hard to see the difference
between the shades.
7. How well have you used text to anchor
your images
• You should talk about the combination of
words, images and text.
I think I have used text to anchor my images well but I had
a lot of text on some pages and not much on others and
this. This was not that much of a problem but some of the
things that I put in the book where related to two pages
therefor I needed to decide on what page they need to be
on.
In my book I tried to have it so that my text was a part of
each page. An example of this is having my text on the
path on page 3. I also looked at other book that where
actually published and there are not many that have the
text as part of the page and there are a lot of them that
are at the same point on every page.
8. Is your product suitable for your
audience?
• Reference your proposal
• Give an audience profile and describe
suitability in reference to content
For my audience I had decided to make my book aiming it at 5-6
year olds. As the audience where at this age I would also have to
aim my book to appeal to parents as well as they would be the ones
buying the book. To make it so that the people of this age wanted
to buy my book I would have to make it fun and also have some
pictures in it as well. As for the style of pictures I looked at other
books that are aimed at 5 year olds and a large majority of them
are cartoon books and are very simple.
As for the story they are mostly singe-strand books and they are
also often short and closed at the end. As for the size of the books
they are often large and this is for the pictures in them.
9. For my audience profile I will be talking about children aged from 5
to 6 from the uk. They like to pick the books for them self's and
they are more likely to read the books that they chose themselves.
They also look for books that are funny this is the main think they
look for. Things they are not interested in are love story's and
things that make them forget what there doing. I also need to have
it so that there are a lot of parents that like the books as well. They
like the books to be funny as well. For the buying of the books
there are a lot of parents that let the children's get the books
themselves but there are also parents buy books for there
children. They are mainly buying for presents or thy will
recommend books that they want the child to read. Another thing
to think about with a book is new ways to read it with e-books
now becoming more popular and children are getting e-books now
as well. This may be a way for children to read my book but it is
mainly older children who are reading through e-books.
10. What do you like/dislike about the
techniques you have used?
• Reference specific tools you used with images
I used the shapes tools and also the pencil tools to make my
pages. I also used the warp tool to make my shapes fit into the
places that I wanted. I could have also used rotscoping or even a
photo story. For the way that I made my book I think it was a good
way to do it as it was a fast way to do it and also it was easy to
change anything if I needed to after I had made the page and I
could also outline the shapes for things like trees or a house. I
think also that the way that I did it made is so that I could draw
things that where very hard to shape an example of this being
hands. I could also look at examples from real books an they look
draw for a lot of them. This is one of the reasons that I decided to
use this to make my book.
11. What do you like/dislike about how
your final product looks?
• I like the middle pages in my book especially pages 2 and 3. I like this because they
are different scenes but have the same style. I think I need to improve page 1. this
is because it is different style and also It has a lot of things like the wall and floor
that are just real wood photos when I need to draw them to have the same style
for all of them. I also think I need to change the angles or the backgrounds for the
last pages to make them look different. This will make my overall product look
better and be of a higher quality.
• I like the characters I made but I would have liked to have be able to have them in
a scene where they where from a different angle for example on page 3 it would
have been nice to have the wolf facing the other way and just have him from the
back but I didn't have time to do this as I had to focus on getting my scenes done
in time. I also would have changed the characters arms or something to make
them different on every page.
• I think my props where good like the picnic basket and also the bed. I would have
liked to add some more things but overall I was happy with the. If I did it again I
would have spent less time on them as it took me a while to do them.
12.
13. Why did you include the content you
used?
• Images, fonts, effects, colours
I used the same font for all of the pages. I used the font Helvetica. I
chose this font because it was easy to read and it was a simple font.
for my colours I chose a lot of different colours for the scenes
mainly trying to base it on what's happening on the scene. An
example of this is in the first page where I chose to have light
colours to make it look like a positive scene. I also tried to do this
with same of the things in the scenes. An example of this is is with
the axe on the tree trunk at the bottom of page 3. I did this to let
the reader know that there is a bad moment coming or a change.
For the images this I used some of the same images but just with
different people in the scenes and this I think worked for some of
them but I would have liked to have the last image different as t
makes the book look quite unprofessional as all of the books I
looked at had different pictures for all of the pages.
14. As well as always being different pages they where all very constant
with the style and what colours they use in all of the pages and they
often are very closely related to what's happening on the page and
also matched what characters are in the scene as well. An example of
this is around the wolf there are dark trees In the woods and also
around little red riding hood there are bright things like the sun out
when she is alone in the woods or out of the window at there home.
15. 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 first one that I used was big teeth for the bad wolf that she meets in the
woods. This implies she is in danger and he is dangerous. This is different to the
grandparent wolf that has normal teeth so she looks safer and less dangerous.
Another thing that I added was the axe in the page 3 this was added to show that
the wolf is a danger and I did this because this was the first place that the wolf was
seen in the book. I also had the wolf have big claws this was to show that he is a
danger again.
• In actual books of little red riding hood the wolf is often shown as a danger by
being big, having sharp claws or big teeth. This is also shown at the end of the
book when little red riding hood says about the big fetchers the wolf has when he
is dressed as the grandmother.
16. Audience Responses
Cultural competence:
Media texts require us to have a certain level of cultural understanding to
be able to interpret them.
At a basic level, this could mean being able to read the language that a
magazine is written in.
At a deeper level, it means being able to interpret signs and symbols that
we use a visual shorthand to communicate ideas.
We recognise these signs in our own culture but find it harder to
understand when looking at others.
We create and attach meaning to signs and symbols in many different
forms.
16Creative Media Production 2012
17. Audience Responses
Cultural competence:
What is this?
This is a Norwegian Pine tree, covered in
snow and with a red ribbon on.
Our cultural understanding allows us to
interpret its meaning.
To us, in British society, it means
Christmas, presents and family.
This is because we share a cultural
knowledge.
17Creative Media Production 2012
18. Audience Responses
Cultural competence:
There are many other signs and symbols
that we attach meaning to.
A leather jacket can imply rebellion.
A sports car can imply wealth and power.
A cross can represent religion.
18Creative Media Production 2012
19. Audience Responses
Cultural competence:
Visual representations of everyday objects are often the same the world
over. A car appears as a car, no matter what country it appears in.
What that car means however, can be very different depending on your
cultural background.
19Creative Media Production 2012
20. For the places that the book Is set I made it so that the forest felt
very closed and that there was no one there to save her. This was
also shown from the text in page 1 when the mother was very
warning of the girl before she went on her walk through the woods.
for the house I tried to make it also isolated from other people to
show the grandmother in danger when the wolf knocks on the door.
I did this because it will get the people who read my book will then
get emotionally invested with my characters and this makes the
book harder to put down and therefor they will keep on reading the
book.
21. 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?
• There are no representations of religion in my book. This is the case because there is no
need for it t be in the book. The main things that people are of different ages and also
they are mainly women in the book the only male being the bad wolf.
• For the age of the people in my book I have younger and older people in my book this
works well as the classic book also has this age gap as well. The only thing that old story
has is that It normally has a wood cutter in it who is middle aged. Therefor it has all
ages in it. I also don’t have any men in it but as people know the little red riding hood it
is hard for me to change the people in the story. I think the social groups in the book
are middle class this can be shown where they are in the houses as there are nice
houses. Also you can see the clothing that they are a middle class family.
22. For the age of the people in the book I have a all ages of people all
ages can therefor relate to someone in my book and therefor the
people will like the book and feel attached to the book.
23. What style have you employed in your
products?
• Discuss influences/ existing products
• What visual style does your work have
and why did you choose it?
• I made my book very simple and this is because when I'm just using
shapes it makes it look better in my opinion. Compared to real books
have a style that is old and looks like it has been hand drawn. They also
have the font that is the same and often has a lot of posh letters. I tried
to also make some of the things that I have in my book look like actual
things from other books. I mainly did it for props as the are quite head to
make and it was a lot of shapes. When I tried to make them myself but it
didn't look good so I made it so that I based it on existing books.
• For the font that I used I chose the font that was easy to read and also it
was not to modern to make it not look old as it is a fairy tale.
24. I didn't have many influences for my book other than
some of the props from other books. This was because I
am not good at drawing so It was easier for me to make it
by having someone else's work in front of me to get some
ideas of what they should look like. I also did this with
some of the house insides to make them look realistic.
25. 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
One thing that was wrong with the panning is that I
overestimated my time and this ment that I started by making my
pages to fast but they didn't look very good so I had to slow
down and this ment that the pages looked better but took longer
overall and therefor I ran out of time and this ment that I was
behind at then end and I had to spend more time doing it not at
college. I also needed to make it so that I put more detail in my
photos that I made to replicate the pages in my book this made it
harder to make the pages look like the images by drawing them
this is because it is not like the images and the texture Is hard to
get across by drawing them.
26. As well as being slower than I was thinking I would be I was I
did not manage my time well and this ment that I had some
things finished that I didn't need to finish and some of the main
things like the backgrounds in the final few pages and also the
grandmother. This made it so that when I tried to put the book
together It was a lot harder as I couldn't’t see a finished
product so things like inconsistent pages where less clear. But
after when I could make the pages and therefor I can change
any if I don’t think they fit. I can also make all of the people that
I need in my book like a grandmother and an old wolf to be in
the bed.
27. 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?
• For my book I did the story unlike the normal book and I took one
of the characters out and added a different one. The character I
took out was the wood cutter and I added another wolf who was
a good character. I did this because it made the book more
interesting and different to other little red riding hood books and
it teaches different lessons to children who read it. I think this
book is not very close to any other books in the story of the book
but it is in the style of the book is close to some of the ones that
are out there. I think this is because I looked at some of the one
that are out there already and I got some ideas from this.
28. As the book is a classic I think that it has a lot of people who
know it and therefor have a certain expectation from it. This is
why my book is different because it will not be what people
expect.
29. Peer Feedback
• Summarise peer feedback and discuss
– Responses you agree with
– Responses you disagree with