This assignment brief outlines the tasks and requirements for a Level 3 Extended Diploma unit on stop motion animation. Learners will create a 60 second stop motion animation and 10 second sting to promote Channel 4's E4 for their E Stings competition. They will research past pioneers and current practitioners of stop motion, develop ideas and a proposal for their animation responding to the brief, produce the animation, and evaluate audience feedback and their own work. The goals are for learners to understand techniques of stop motion animation and working to a brief. They will be assessed on animation production skills and analyzing their planning, application of skills, and final work.

1. Assignment brief
Qualification Level 3 Extended Diploma in Creative Media Production
L3 Unit 33 Stop Motion Animation
Unit number and title
L3 Unit 5: Working to a Brief in the Creative Media Industries
Start date 10th October 2011
Deadline 6th February 2012
Assessor name Jo Lowes
Assignment title Create a Stop Motion Animation for E4 E Sting Ident Competition
The purpose of this assignment is to:
Understand the techniques and development of stop motion animation
Plan a Stop Motion Animation with a soundtrack
Produce a Stop Motion Animation with a soundtrack
Be able to reflect on own digital graphics work
Understand the requirements of working to a brief
Be able to develop a planned response to a brief
Be able to apply a response to a brief
Be able to review work on completion of a brief.
Learners will create a stop motion animation Ident for the E4 E stings competition.
Animation has become an increasingly important media form and examples can be seen in formats as different as advertising, feature films,
mobile phone content, the internet and television. The industry includes both large and small production companies working on stop motion
animation projects using a range of formats and for a variety of purposes. Animation on all scales requires people with fresh, exciting ideas for
new work, whilst larger companies will also need individuals with specialist skills, such as model making.
This assignment aims to extend learners’ competence in all stages of the stop motion animation of models (the term ‘model’ being used in this
unit to include the objects, puppets or figures used as characters in a stop motion animation). Learners will work on design, character, setting
and narrative, whilst also developing a range of production techniques. Point of view, lighting and movement, such as walking and lip synching,
are key issues in this unit. Stop motion animation involves developing creative ideas for character, setting and storyline which will engage the
chosen audience. Learners will be encouraged to experiment with both content and technique.
As essential background, learners need to research the content and production techniques used in both historical and contemporary examples
of work, and to understand such things as persistence of vision, frame rates, stop-frame techniques, model making and sets. As they follow the
unit, learners will increasingly recognise the need to keep their intended audience constantly in mind, and to take into account, at all stages,
the role of animation as communication. To encourage this recognition their animation work will be exhibited to audiences after completion
and audience responses evaluated.

2. Tasks Grading Criteria Mapping
Task 1
Using your blog, create at least 6 entries evaluating past pioneers and present stop motion Unit 5 – P1, M1, D1
practitioners. Include images and consider the following areas: Unit 33 – P1, M1, D2
What is it used for? Who is it aimed at?
Is it an advert / film / TV series / music video? What is it trying to do? Is it trying to sell you something?
If it is a film what story is it trying to tell and what mood is it trying to create?
How was it made? What resources were needed? Plasticine or puppets? Drawings or photographs?
What do you like about it? What makes it stand out? Why is it effective? How do you think it could be
improved? Or if it was a technique of the past what limitations did it have? Compare it to other
examples.
Past pioneers: Joseph Plateau (phenakitoscope), William Horner (zoetrope, Emily Reynard
(Praxinoscope), Edward Muybridge, Edison (kinetoscope) Lumiere brothers, George Pal
Developers: Willis O’Brien, Ray Harryhausen, Jan Svankmajer
Contemporary practitioners: The brothers Quay, Tim Burton, Aardman Animations
Complete the three practical tasks:
• Create a flipbook
• Create an animation for a praxtiscope
• Based on the work of Jan Švankmajer and brothers Quay in group or 3 or 4 create a short stop
motion animation using a set of objects. Put this on your blog and discuss the similarities.
Task 2
Create a blog entry researching E4 and the E Stings competition, use moodboards and/or mind maps to Unit 5 – P2, M2, D2
brainstorm possible ideas for your animation. You will also have to make visual research to help with Unit 5 – P1, M1, D1
the styling of your imagery. Unit 33 – P2, M2, D2
Complete a project proposal for you animation which will meet the needs of the E4 competition brief.
Support your proposal with test animations, storyboards and dope sheet outlining what you plan to
create.
Task 3
Produce a 60 second stop motion animation ident and 10 second sting with an appropriate soundtrack Unit 5 – P3, M3, D3
which promotes the Channel E4. Unit 54 – P3, M3, D3
Task 4
Write an evaluation of your project. Use your blog posts to identify the strengths and weaknesses of Unit 5 – P4, M4, D4
your planning process. Try to establish whether or not your finished product have you achieved what Unit 5 – P1, M1, D1
you set out to? If you completed the task again what would you change? Unit 33 – P4, M4, D4
You need to gain feedback from your peers? Show your stop motion animation at an external screening
event and to your class. Create a questionnaire which can be completed to ascertain the strengths and
weaknesses of your completed animation.
This brief has been verified as being fit for purpose
Assessor
Signature Date
Internal verifier
Signature Date

3. Unit 33: Stop Motion Animation
P1 describe the techniques and M1 explain the techniques and D1 comprehensively explain the
development of stop motion animation development of stop motion animation techniques and development of stop
with some appropriate use of subject with reference to detailed illustrative motion animation with elucidated
terminology examples and with generally correct use examples and consistently using subject
of subject terminology terminology correctly
P2 generate outline ideas for a stop M2 generate detailed ideas for a stop D2 generate thoroughly thought-through
motion animation with soundtrack, motion animation with soundtrack, ideas for a stop motion animation with
working within appropriate conventions showing some imagination and with only soundtrack, showing creativity and flair
and with some assistance occasional assistance and working independently to
professional expectations
P3 produce a stop motion animation with M3 produce a stop motion animation D3 produce a stop motion animation with
soundtrack with some assistance with soundtrack to a good technical soundtrack to a technical quality that
standard with only occasional reflects near-professional standards,
assistance working independently to professional
expectations
P4 comment on audience responses to M4 explain audience responses to own D1 critically evaluate audience responses
own stop motion animation work with stop motion animation work with to own stop motion animation work with
some appropriate use of subject reference to detailed illustrative examples supporting arguments and elucidated
terminology and with generally correct use of subject examples, and consistently using subject
terminology terminology correctly
Unit 5: Working to a brief in the Creative Media Industries
P1 describe the requirements of working M1 explain the requirements of working D1 comprehensively
to a brief. to a brief with reference to detailed explain the requirements of working to a
illustrative examples. brief with elucidated examples.
P2 plan a response to a brief working M2 plan a response to a brief D2 plan a response to a brief to near-
within appropriate conventions and with competently showing some imagination professional standards showing creativity
some assistance. and with only occasional assistance. and flair and working independently to
[CT, SM]. professional expectations.
P3 apply a response to a brief working M3 apply a response to a brief D3 apply a response to a brief to near-
within appropriate conventions and with competently showing some imagination professional standards showing creativity
some assistance. and with only occasional assistance. and flair and working independently to
[CT, SM] professional expectations.
P4 comment on own work on completion M4 explain own work on completion of a D4 critically evaluate own work on
of a brief with some appropriate use of brief with reference to detailed completion of a brief with reference to
subject terminology. illustrative examples and with generally professional practice, and consistently
correct use of subject terminology. using subject terminology correctly.
:PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.