Unit 10 children’s book: week 3

How I have used my research into my target audience and existing products on the market to inform my own proposed solutions (Unit 10 1.2):

(Unit 10 1.2)- This week, using knowledge of our research carried out we all shared our ideas to the rest of the class for our children’s storybook or resources where afterwards we all gave feedback on that person’s idea on what we liked about it and suggestions for what could make it better. For mine, I received feedback from Carris that the idea of sea safety for those living near the coast was a great idea since she sees a lot of families walking along this environment.

Since this was going to be an educational storybook, Holly and Scott suggested to me that it would be effective to have an interactive piece at the end with a wipe board and pen. I really liked this idea because it would promote real life situations in a child-friendly aesthetic and the idea of flaps within the pages from Holly gave me was something else for me to consider too because it may be a useful learning resource for adults too who may read the book with children. For instance, the flaps could show different hazards on the water and the beach signs. Another idea which really stood out to me by my tutor is how a reoccurring character could feature such as a crab or seagull to possibly tell the story an/or interact with the child reader.

How I applied knowledge gained from typography to my own work in hand.

Next, we looked a major factor that had to be correct for our storybook- font. The two main types we looked at were Serif and Sans-Serif.


This decision is of vital importance for us because even though they both look similar they will also determine whether a child reading the book will understand it or if the book will even look appropriate for a child. Sans-Serif is very blocky and will be good for those to understand who are learning to or still struggle to read.

Sans-Serif are also very widely used in many major Brands’ logos and therefore, shows how widely it’s used:


(Unit 10 1.2)- After analyzing the font and text of existing children’s books there isn’t really a specific font that is used most commonly depending on the type of book and age range. They all range from plain serif to sans-serif but also make good use of decorative fonts. However, this hasn’t changed my mind on using sans-serif in the storybook to allow the child to understand the content easily.

(Unit 10 2.2)- We also touched up on our use of the software Adobe Photoshop and even learned some new tools which would come in useful for the storybook production whether it’s filling illustrations with colour, altering the background aesthetics or removing/applying features to any of these.


Unit 10 children’s book: week 3

One thought on “Unit 10 children’s book: week 3

  1. tomrowse says:

    Well done Grace – you have documented your peer feedback and what you have gained.
    Plus explored typography based on the session.

    You now need to:
    • Upload your SMART objectives
    • Upload any experimental photographic or illustrative images. Apply some of the Photoshop features that you have learnt in the sessions to your own work
    • Decide on a name for your resource and show a range of name options and peer/tutor feedback
    • Upload a story board for your book

    Start on the narrative and use track changes to develop and refine:


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