Unit 11 3.1: Creative CV- research

(Unit 11 3.1)- This week, I have begun work on Unit 11 and this project will be focusing specifically on criteria (11 3.1) where I will be producing a creative CV to go alongside a portfolio of all my best pieces of work that show off my learned skills.

Firstly, I was advised to briefly research existing creative CVs to gain an idea of how they can be presented and how the various information ca be laid out too. During this part of the research I found many ways of presenting specific CV elements which made me realize ways of showing it I would never had considered before. For instance, I came across CVs with timelines showing work experience placements and even little picture symbols which portrayed the specific skills and interests.

Once having looked at these CVs, I decided fro mine to keep it creative with the symbols and timeline designs but at the same time to keep it neat, organised and professional. But now I had a brief idea of what direction I wanted to take my CV, I started to think about a specific theme and colour schemes I wanted to go for. I knew that I wanted to go for a beach and seaside theme along with teal colour themes to represent this.This was when I started to research teal colour schemes and analyse existing creative CVs on what elements on it inspire my own creative CV and what I’ll be likely to use for it.

Using design skills from my previous unit 10 storybook project I was able to lay out my research as a mood board and using the feathering tool in order to make it look much more neat and creative.

here is my mood board which features all my research finding which i have cited and referenced:



Author, U. (2014). Color Inspirations- Emerald Twilight. [image] Available at: http://www.urbanthreads.com/blog/?p=10671 [Accessed 18 Jan. 2017].

Chibana, N. (2015). How to Create an Infographic Resume That Will Land You a Job. [image] Available at: http://blog.visme.co/create-infographic-resume/ [Accessed 18 Jan. 2017].

Dulux, (2014). Teal sectrum. [image] Available at: http://www.functionalcolour.ca/healthcare/colour-palette/teal-spectrum/#page=tab2-2 [Accessed 18 Jan. 2017].

Pinterest, (Unknown date). Color. [image] Available at: https://www.pinterest.com/pin/340655159295954388/ [Accessed 18 Jan. 2017].

Pinterest, (Unknown date). Color love…. [image] Available at: https://www.pinterest.com/explore/teal-color-palettes/ [Accessed 18 Jan. 2017].

Pinterest, (Unknown date). Color love…. [image] Available at: https://www.pinterest.com/explore/teal-color-palettes/ [Accessed 18 Jan. 2017].

Pinterest, (Unknown date). Orange and Teal. [image] Available at: https://www.pinterest.com/explore/teal-color-palettes/ [Accessed 20 Jan. 2017].

Qayyum, A. (Unknown date). 30 Creative Resume Designs That Will Make You Rethink Your CV. [image] Available at: http://smashinghub.com/wp-content/uploads/2011/11/13-creative-resume-designs.jpg [Accessed 20 Jan. 2017].

Qayyum, A. (Unknown date). 30 Creative Resume Designs That Will Make You Rethink Your CV. [image] Available at: http://smashinghub.com/wp-content/uploads/2011/11/9-creative-resume-designs.jpg [Accessed 20 Jan. 2017].

Unit 11 3.1: Creative CV- research

Unit 10 Children’s book: Week 12

A summary of my production work to-date including reference to earlier production schedule:

(Unit 10 2.2)- Like last week, this week has been entirely devoted to ensuring that the layout on every page was clean, clear but still exciting for my target audience and that my text was all in the correct font (sans-serif) and size. This was where, from lectures on InDesign skills previously, I used the paragraph styles tool which allowed me to have a shortcut formed for efficiently and effectively applying the same font/size in a split second compared to going through all the text and applying the correct font the old-fashioned way! Using this skill was not only a great way of saving production time but is also a skill used professionally in the industry for magazine design and layouts as well as the graphic design industry.

However, my tutor advised me to consider my text in relation to my target audience which meant trimming down any unnecessary words to shorten the length and rearranging it to create more space for the child to take it in better. Sometime, colour changes were required for the text to stand out better against certain backgrounds such as dark clouds and sand. However, I did learn a new skill this week when it came to the safety information in my trademark life rings which was having the text box shaped differently to make the text look neater. My tutor showed me how to do this along with how to shape the text away from the edges to avoid touching the life ring. This result of this tool made the life ring feature look a whole lot more neater and professional which I really loved the look of at the end.

My front cover underwent some moderate changes to the illustration positions and the logo to make the whole piece fit together without any crowding or touching one another. This part worked out just fine but I did have to go back to Adobe Illustrator and Photoshop to alter the fill on the title since I had used a dark sand texture which didn’t show up that well. I altered it to a lighter gold fill which looked a lot more clearer and my tutor helped me to add a shadow to it which I was really impressed with since it helped create more of a unique element to it.

Evidence in my design work, that demonstrates an understanding of the topics taught over the past 8 weeks:

Here is my final storybook featuring all the edits I’ve made this week:


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(Unit 10 3.1/3.2)- One thing I have taken home as something to definitely consider for the future is how my project could be turned into further project ideas and even its own brand. My tutor commented that the logo for my storybook could be taken much further to create its own brand and feature merchandise, colouring pages and even the brand’s own website with various interactive activities related to the book. I was also told that I’d be able to carry this project in into my Final Major Project if I wanted to since I had the characters already created as a base for it. I became really fond of the idea of my storybook becoming a brand via the logo since I could even carry it on to any University courses and projects that would allow me to do so.

Unit 10 Children’s book: Week 12

Unit 9 project (Greg): final adjustments.

After submitting the first draft of my project at the ned of last term, I was mainly given feedback this week on what my tutor thought of both my pieces of work plus areas to edit them in order to perfect them even more.

(Unit 9 3.1/3.2)- Whilst showing my tutor my article, he commented that he liked the use of dramatic language such as ‘intoxicating’ and especially the use of what my pull-quotes had to offer with their hard hitting words. Whilst looking over these aspects, he seemed to be quite stunned at the last quote discussing the way some game types expect you to be obsessed with it due to the monthly charge to keep playing it. This only just made me realise how much all the hidden areas and details of such a wide topic could just show the real extent of it- which I only just saw once I read through it more deeply and also because I only focused on separate areas bit by bit when writing it but reading it all there in one piece really showed me and my tutor the level and extent of how digital media has taken over and taken its toll on many people too.

Improvements for the article mainly consisted of rewording sentences to add some more drama into them as the article went on, minor sentence structure errors and my tutor even suggested adding an extra short paragraph at the end as a conclusion or other way of showing ‘the writer’s view’ and a way of possibly answering the question to my article’s headline and overall theme. This idea did make me a but two-sided on it since an this kind of article wouldn’t really have the writer/journalist’s view in it. But I did take note on how articles from the indy100 does use first person language depending on the topic so I decided to write the final paragraph of my article using first person language to make the article sound like I had an view of my own and make it  a little more hard hitting plus engage the reader- all in respond to my tutor’s feedback.

(Unit 9 2.2)- Here is the final draft of my article I have edited:


Is our relationship with digital technology healthy?

Social media and the latest gaming updates means digital technology has become an irresistible part of my generation’s everyday lives to the point of obsession.

The increasing advancements in gaming technology and access to social media platforms means that our generation has never been so obsessed, with teenagers the most likely to become intoxicated.

According to one study, the use of social media feeds a variety of emotions from anxiety to pleasure. This study also showed that the demanding pressure to keep up with the endless 24/7 activity on social media results in anxiety through the fear of missing out on any little moment.

People use it to gain self-worth and confidence as a substitute for not having real achievements or purpose in their life.

-Anonymous Facebook user.

This data reveals that the ratio of anxiety to pleasure supports a 3:1 ratio with those under 40 to be more anxiety driven.

Based on a recent survey of 25 people, 16% of the total respondents spend 5 hours a day or more using social media. 100% of these people own a social media account with 36% owning four or more.

From loneliness, poor social skills and, in extreme cases, becoming frightened to open the front door, social media obsession poses the threat of developing other mental health problems in later life.

In addition to these damaging consequences, Anna Almendrala for the Huffington post commented:

Peer influence is kind of agnostic; it can be a good thing, it can be a potentially bad thing.

Like social media, video games have also seen cases of obsession increasing each year.

Given the access from home consoles, smartphones, portable devices and endless technical advancements, it’s no surprise that we are seeing this disturbing trend.

Despite no single contributing factor for gaming obsession being the case, the appeal of a fantasy setting and ‘levelling up’ experiences are two of many reasons for gaming obsession with evidence concluding that role playing games hold one of the greatest obsession potentials.

Obviously with casual games you run out of lives or you finish the level but with MMO (massively multiplayer online) or RPGs (role playing games) there’s no segment where it’s like ‘you’ve done this.

– Anonymous gamer 1

You’re supposed to invest in it and that whole monthly charge means they need you to be obsessed with the game in order to keep playing it.“

– Anonymous gamer 2

With the way digital technology has evolved and advanced overtime, I think it’s fair to say that we are a generation who simply cannot survive without our Facebook, twitter and precious video games. How can we call this a healthy relationship?

(Unit 9 3.1/3.2)- With my second format, which was my four photos, I showed them to my tutor for feedback and after showing him them, he commented that it would be an idea to find some form of link between them and my article. This was where he mentioned the isolation and ‘I must not miss out’ aspect of digital media obsession and asked me if there was a way I could incorporate that into any of my photos. I did believe that the photo with all the social media activity quotes on it could be a clear indicator  to the target audience and also the one with my three class members sitting in a row all on their phones. However, after thinking about it, the purpose of the photo format was for the audience to form their own personal view on my theme and the ‘I must not miss out’ meaning may not be acknowledged this way. But looking at all four photos, I personally believe they all show this meaning in their own ways whether it’s the endless activity on social media or having all gadgets and games scattered carelessly around to avoid missing what they have to offer the obsessed person. Because of this, I have decided not to change any of my photos because I don’t really want to imply a very specific meaning that covers only one area of this vast theme. In addition to this, I want the audience to still ask questions for themselves and form their own views on it.

My tutor also gave me a suggestion relating to my own view within my writing. This was to write an article of my project production, mainly with the article writing and photography with more use of my views and opinions to see just how my own perspectives can change the overall tone of my work and possibly even open up new areas to consider researching for next time and carry on into my Final Major Project.

Here is my article:

During my unit 9 project I knew that, first and foremost, photography was a format I insisted on doing. The other was an article, creating the ideal balance of formal information and the photos allowing room for the audience’s own perspectives on a theme. This theme was  obsession with digital media focusing on social media and gaming. At first, I wasn’t to enthusiastic about my theme as I found it to be a very common-sounding topic but soon after researching just how much this obsession covers, it gave me a hundred ideas of what my photos could feature and what meaning they could carry- although that part was the audience’s decision. Being able to invent new photo ideas aside from my sketched ideas, I recieved even more ideas of how to show the extent of this obsession can have. Having my plans of all the gadgets for one photo being neatly arranged changed to another person’s of them being carelessly scattered around showed me the truly different perspectives people can have of the same theme. In this case, surrounding the treatment of the gadgets too.

Producing the article was a little more challenging but was made easier since I had my photos as a starting point. I had written it in the style of an existing online newspaper which I did find limit the opportunity to use some of ‘the writer’s’ (my own) views. I always find this kind of obstacle in any journalistic writing a force of habit since I have more often than not come across any pieces which only outline the news in its unique style. It was only after in which I realised I could use the first person language to my advantage when adding in my opinions- especially at the end conclusion. Whilst producing my evaluation and this article for that matter, I had to accept that regardless of the existing style of an news piece or any written piece, the writer’s views should be heard no matter how big or small, strong or simple. If the writer didn’t have any opinions on the topic, why is he/she even writing about it?

Unit 9 project (Greg): final adjustments.

Unit 10 Children’s book: final adjustments.

(Unit 10 2.1/2.2)- This week, even though I have submitted my completed storybook, my tutor still wanted me to focus on my layout a little more- which I feel worked best around this time since I had completed my book and it was now a matter of fin-tuning it all.

When my tutor sat down with me, one problem we immediately encountered was that my storybook’s InDesign document wasn’t compatible with the college’s earlier version which meant the whole document wouldn’t open for us. Despite being incredibly frustrating for us being unable to fully complete what we needed to with the layering, we were still able to use the PDF format of it for me to take notes and sketches of what could be done or rearranged. We looked at each spread at a time and one thing to do with the text being too complex with how it was spread out and more likely to cause confusion for the child this way. This was when we looked into having (for some pages) a column of text on the side of the page in a simple sans-serif font to make it easier for the child to capture the story. This column method was also a great way for me to further experiment with proportions of illustrations to create more of an enhancing page view.

With the fonts, my tutor thought it would be best to keep most of the book in a simple font to keep the text understandable for my target audience. However, I was concerned about this with no longer meting the desires of my survey respondents but the idea of saving the multiple fonts for the dramatic events and words/ phases that stand out the most. This would also prevent overusing multiple fonts too much and causing too much confusion for my target age group.

More but minor alterations to my storybook included rearranging the text and illustrations on the page to make it that little bit more appealing to my target audience. And despite the troubles with accessing the InDesign file I needed, this fine-tuning process with the layers and text resulted in a much more spaced out layout yet still keeping the child-friendly charm within it and also saving time overall since I didn’t need to carry out anymore drawings or scanning them in. It was all a matter of just rearranging!

Here are a few screenshots of what we experimented with during the week:



Here is what I did to my storybook once I had the proper access to the version of InDesign:



Unit 10 Children’s book: final adjustments.

Unit 10 Children’s book: Evaluation


Unit 10 evaluation:

Evaluations of my final solutions against the identified target audience of young children (Unit 10 3.1)

After the production of my storybook, I had to gather some feedback on it to see how my target audience react to it. Exactly like my primary research, I sent a copy of my book to those who know and/or have a child between the ages of 6-8 and asked for their feedback based on: what elements kept the child engaged with the book such as illustrations and typography; what could be improved for their benefit such as text, the topics dealt with and, if the parent would recommend the book to a child of my targeted age bracket. The feedback I received included the characters and ‘interesting pictures’ keeping the child engaged, and that it being educational yet age appropriate and enjoyable would result in that parent recommending it. (Unit 9 3.2)- However, I did receive a few areas to consider for next time such as minor spelling mistakes, capital letter errors and involving the use of dialling 999 in an emergency since most people don’t know the number for sea emergencies.


Critical evaluation and reflection on my learning to inform personal development (Unit 10 3.2)

Target audience analysis and research (Unit 10 1.1/1.2)

Every single piece of research and sources I have used information from have been Harvard referenced in their correct form to avoid being criticized for plagiarism.

Before any production began, I had to carry out extensive research into not only my target audience but also the existing resources out there for my specified age bracket. This research also effectively helped me decide upon my choice of topic and format for my target audience. (Unit 10 1.1)- When it came to understanding the characteristics of my target audience I had to research everything from their attention spans and how they vary between ages, what children in this age bracket might already know and not know and how the interests of children start to develop and vary as they get older. This was the research I carried out before the actual product research because it helped me fully analyse the existing children’s books and resources regarding how they attract their audience. This lead on nicely to help me plan how to make my project appeal to my age range. Even though I had a specific age I wanted to aim my resource towards (children aged 6-8 years) I was still advised to research the entire prescribed 5-11 age range to broaden my understanding of the variations of products and characteristics.

(Unit 10 1.2)- After researching my target audience, I carried out more research into existing products out there regarding what are aimed at 5-11-year-olds. This included storybooks, educational books and notes taken on educational animations. (Unit 10 1.1)- I examined each of these within the 5-11 age bracket broken down, researching storybooks and other resources for a child of 5 years then of 6-9 years then 9-11 years and so forth so I could see how the products cater to the characteristics of those specific ages. Such elements of the products included the topics, colours, styles, font sizes/typography and illustrations used too. All this information combined with researching my target audience firstly was a great way of helping me come up with ideas for my children’s resource.

(Unit 10 1.2)- More research I carried out was primary research, carried out a week or so after my secondary research was completed. This was in the form of a survey created on Survey Monkey which I sent out to everyone I knew who owns or knows children aged 5-11 years old. This primary research was to gather an idea of what actual children want from a resource aimed at them so that I could adapt it to fit in with my secondary research and suitability for my target audience. (Unit 10 3.2)- Overall, I feel that the survey responses gave me all the information I needed for my design choices but I do feel a little unprofessional that I didn’t do it the same week as I saw another student’s survey and it reminded me to do one of my own. This feeling was soon gone once I received all the information required for my storybook that I could apply to it.

(Unit 9 1.2)- I also carried out some other research which was during the pre-production stages of this project. Research included four designers who’s work influence my own design choices- which I did find helpful and use for character designs within my book. I examined various storybook layouts, character details and even onomatopoeia in decorative typography to add variety for my audience and in response to my survey responses for research- stating multiple fonts were what their children engage with. In addition to my planned design ideas, I also decided to use inspiration from any TV shows and even anime I was watching at the time. One of which gave me the idea for the stress lines on Sandy’s eyes on one page and mouth artwork depending on he character’s emotions.

Production journey/planning (Unit 10 2.2/2.1)

Using my research to help me understand my target audience and what resources exists, I came up with my project idea for a storybook aimed at children aged 6-8 years old with the topic of sea safety. (Unit 10 2.1/3.2) Before getting started on any design work I came up with SMART targets which helped me to plan specifically what would be done by which week and if it’s achievable, realistic and specific or not. Overall, I found this whole process extremely beneficial because it allowed me to manage my time by producing a production schedule which stated what needed completing each week. However, I did have to extend a few of my targets once with the TIME one due to difficulties with the Adobe software causing delays with progressing on but I was easily able to catch up when I referred back to lectures on the Illustrator and Photoshop techniques I needed.

(Unit 10 2.2)- After all my SMART targets and planning was completed I began creating my storyboards and character illustrations- which I then outlined and filled in using Adobe Illustrator and Photoshop following on from skills lectures. Prior to actually starting our projects we were given lectures on numerous skills using Photoshop and Illustrator that came in handy for creating special effects, layers and colour effects. Since I had photographs as my storybook’s background learning these skills came in really handy for enhancing them even more. The ‘feather’ too allowed me to apply and blend in rough waves and clouds for the stormy scenes alongside fill tools to vary the colours of the beach huts. We also had lectures on typography and determining which would be best for our target audience. I used these lectures to effectively decide on a sans-serif for the descriptions and a decorative font for the dialogue to vary it and meet the requirements of my survey respondents wanted too. (Unit 10 3.2)- However, I did come across a minor weakness with the layout of my book coming from feedback on how my photos and layout could be a bit more out of the ordinary. One time we tackled this was when my tutor and I experimenting with the beach hut colours and applying this layer at several angles to see how this small change could capture the child’s attention as well as with altering the illustration sizes to add more variation.

(Unit 10 3.2)- None of these changes and additional research didn’t come with changes to all my storyboards, story tracking documents and photo plans which did cause me concerns about completing all the changes on top of what need doing already. Plus, I did feel behind from the beginning due to struggling with applying fills to my illustrations holding me behind schedule. However, by this stage I had referred back to notes from lectures on applying fills in Photoshop and I was able to extend my SMART target for the deadline by a week to make up that time back.

Feedback throughout (Unit 10 2.1)

Throughout this project, we’ve had feedback given to us as a class discussion and one-to-one. Both have been immensely useful since the class feedback helped to form new design such as character development and even developing my book into a series for my final major project. The one-to-one feedback from my tutor has been more to do with enhancing my storybook’s layout and proportion. I referred back to lectures on proportion to make my layout more interesting with my character illustrations plus vary the photos a bit to make them stand out more. (Unit 10 1.2)- This is where I was advised to do some further research into layouts in existing storybooks to see how they are designed to look more unique and exciting. I found that all layouts showed one topic per spread rather than per page which is what I had initially done. However, changing this wasn’t a stress because the vital pieces of my story still remained and spacing it out like this allowed me to spread out my photos to vary the book’s style even more.


Looking at my final product, every change was definitely worth it in the end; the extra research on layout helped me to adjust mine according to how one topic was dealt with per spread, which spread out my book’s content and enabled my target audience to take it in better. Despite all the aesthetic changes to my book and storyboard, I was still able to tell my sea safety topic with a broader variety of layouts and proportions whilst showing evidence of my target audience and designer research in it. (Unit 9 3.2)- As proud as I am of my storybook, if I could go back and change anything I would pay more attention to researching the layouts and styles of existing books for a stronger idea on how to have made mine less crowded. (Unit 10 3.1)- I would also have been more extensive when asking what my target audience thinks of my storybook since I sent my book to their parents to transcribe what their child thought for me. This was because the children I knew who fitted the age bracket lived to far away to effectively ask for feedback. Even though I gathered effective feedback for the future I felt it would have been more professional coming from the target audience of young children themselves.

Unit 10 Children’s book: Evaluation