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U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
U14 – cartooning & animation
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U14 – cartooning & animation

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Kick start Unit 14 of the Nationals Level 3 Options

Kick start Unit 14 of the Nationals Level 3 Options

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  • 1. U14 – Cartooning & Animation<br />
  • 2. Health Warning<br />Please remember that the Exam Board doesn’t provide MAs for anything beyond U4, so this is my best interpretation of the markgrids and other paperwork...<br />
  • 3. Scenario<br />World Book events are intended to raise the profile of reading for pleasure. World Book Day has been around for years, and from 2011 the World Book Night has allowed over 20 000 people to share their love of reading with 1 000 000 people by giving them a book.<br />
  • 4. Scenario<br />Your assignment is to support the World Book Event publicity for next time around. <br />You are required to create a character that teenagers can identify with (little children tend to be more positive about reading anyway!) and show how reading made them... More interesting? Better prepared for adventure? More successful? More appealing???<br />
  • 5. Task 1 – The Research<br />Well, this AO is pretty much always research, and this Unit is no surprise. This is a bit of a challenge because of the nature of the assignment, so go through this carefully...<br />You need to create a detailed ‘official’ report on existing animators and their creations.<br />
  • 6. Task 1 – The Research<br />You need to look at how the big boys play animation. You CANNOT do too many notes on this. <br />Do some research on:<br />Studios and their creations<br />Different types of animation (2D/3D..)<br />Well-known animated films<br />Well-known cartoon characters<br />Animation technology<br />Software developments<br />Software tools<br />Don’t panic...yet – go on to the next slide...<br />
  • 7. Task 1 – The Research<br />Studios and their creations<br />SUCH AS:<br />Hannah-Barbera (expired 2001)(Yogi Bear)<br />Matt Groening (BLEAURGH) (Simpsons)<br />Pixar (Toy Story characters)<br />Disney (duh!) (O good grief! You really want a list?)<br />Nick Parks (Gromit! My HERO!)<br />Charles Schultz (Snoopy)<br />Jim Davis (Garfield)<br />
  • 8. Task 1 – The Research<br />Studios and their creations<br />Yes I know some of those were NOT current or not moving film, but animation isn’t just something you created in Flash(TM) . And Garfield & Snoopy are cult figures that DID transfer to TV shows.. And at least one unfortunate movie that we don’t mention in polite company…<br />
  • 9. Task 1 – The Research<br />Studios and their creations<br />Consider the animator and the studio, because the agenda of one can have a significant impact on the other. <br />Look at the technology they use.<br />The list is SOOO not exhaustive – go beyond if you know a good example!<br />
  • 10. Task 1 – The Research<br />In its generosity, the Exam Board offers some suggestions for resources...<br />www.animateclay.com<br />www.cooltoons.com<br />www.stopmotionworks.com<br />www.rustboy.com<br />www.pixar.com<br />www.ac.wwu.edu/~stephan/Animation/animation.html<br />www.aardman.com<br />
  • 11. Markgrid – AO1<br />PASS<br />Candidates provide:<br />A brief description of the cartoon & animation industry<br />A limited knowledge of animated films, animation technology, animators and characters by means of notes, assembled film clips or other methods or recording their investigation in to the industry<br />Notes may lack depth & insight & logical links to different areas of research may be limited<br />
  • 12. Markgrid – AO1<br />MERIT<br />Candidates provide:<br />An accurate description of the cartoon & animation industry<br />A knowledge of a wide range of animated films, animation technology, animators and characters by means of notes, assembled film clips or other methods or recording their investigation in to the industry<br />Show thorough understanding of the subject; appreciation of the interlinked nature of the animation industry in terms of creative input & technical achievement<br />
  • 13. Markgrid – AO1<br />DISTINCTION<br />Candidates provide:<br />A comprehensive description of the cartoon & animation industry<br />A detailed knowledge of a wide range of animated films, animation technology, animators and characters by means of notes, assembled film clips or other methods or recording their investigation in to the industry<br />Show in-depth interpretation of animated films, animation technology, animators & characters is drawn from a wide-range of sources showing comprehensive subject knowledge<br />
  • 14. Task 2 – the Nuts and Bolts<br />Ok, here you’re looking at the mechanics of character animation, using analysis of existing examples. Evidence for this one needs to be in the form of screenshots and written commentary, so you can SHOW what you’re talking about.<br />
  • 15. Task 2 – the Nuts and Bolts<br />So in this you’re looking at <br />Principles of movement & timing<br />Acceleration & fairings<br />Storyboards<br />Bar sheets<br />Log sheets<br />There is LOADS of stuff on this on YouTube.. Just be careful about finding out who did the creating of that! ALSO Nick Parks’ lot have loads on their website...<br />
  • 16. Markgrid – AO2<br />PASS<br />Candidates provide:<br />A basic understanding of the principles of character animation. <br />Discussion of movement & timing & how to apply them to <br />Storyboards<br />Bar sheets<br />Log sheets<br />
  • 17. Markgrid – AO2<br />MERIT<br />Candidates provide:<br />A sound understanding of the principles of character animation. <br />Clear discussion of movement & timing & how to accurately apply them to <br />Storyboards<br />Bar sheets<br />Log sheets<br />
  • 18. Markgrid – AO2<br />DISTINCTION<br />Candidates provide:<br />A comprehensive understanding of the principles of character animation. <br />Thorough discussion of movement & timing<br />Detailed knowledge of how to accurately apply them to <br />Storyboards<br />Bar sheets<br />Log sheets<br />
  • 19. Task 3 – Planning YOUR design<br />Look back at the scenario here... Then put together the details of the brief:<br />The aim of the character/cartoon production<br />The audience<br />Initial sketches and notes<br />Decision on type of animation<br />Development of character & storyline<br />Storyboard:<br />
  • 20. Task 3 – Planning YOUR design<br />YOU CANNOT PUT IN TOO MUCH DETAIL FOR THIS!<br />Remember the usual judgement: if you could give your work to someone else, and they could do EXACTLY what you plan to do, that’s OK for detail.<br />You don’t have to actually sketch with paper: if you’d rather mock it up electronically, that’s OK<br />
  • 21. Markgrid – AO3<br />PASS<br />Candidates provide:<br />Basic planning of the project – all content areas are covered<br />Limited thought given to character development or storyline<br />Main planning steps are carried out, but not in a logical sequence and not to any great depth<br />A storyboard covering the main elements is provided<br />
  • 22. Markgrid – AO3<br />MERIT<br />Candidates provide:<br />Logical planning of the project – all content areas are covered<br />Some thought given to how these areas work together to give meaning; character and storyline are developed<br />Main planning steps are carried out in a logical sequence to good effect<br />A detailed storyboard covering all elements is provided<br />
  • 23. Markgrid – AO3<br />DISTINCTION<br />Candidates provide:<br />Thorough planning of the project – all content areas are covered in detail, clearly demonstrating how these areas work together to give meaning; <br />The character and storyline are developed & show a high level of creativity<br />All planning steps are carried out in a logical sequence to good effect<br />A detailed storyboard covering all elements is provided<br />
  • 24. Task 4 – Setting Up your Character<br />So you ought to have a pretty good idea in your head by now of the character you’re about to create. Here’s where you get to really flesh them out, ready for their adventure!<br />
  • 25. Task 4 – Setting Up your Character<br />In this task you need to:<br />Produce initial sketches for the character<br />Give the character a personality<br />Evidence the development of the character through annotated sketches<br />Finished drawings of the character<br />By the end the finished stuff can be electronic: you need to show the development of the character from start to finish though – check out how Garfield changed to give you some ideas...<br />
  • 26. Markgrid – AO4<br />PASS<br />Candidates provide:<br />Development at a simple level, of a new cartoon character from initial sketches to the finished drawings<br />The character functions at a low level of personality, may lack attention to fine detail<br />Development of a character at a basic level, placed in a simple narrative<br />
  • 27. Markgrid – AO4<br />MERIT<br />Candidates provide:<br />Development of a new cartoon/animation character from initial sketches to the finished drawings<br />A well-developed sense of style & characterisation<br />The character functions at an effective level, making it believable to the viewer<br />Good knowledge of the features that make up a cartoon/animation character, ranging from the concept & development of a character through to placing that character in a story<br />
  • 28. Markgrid – AO4<br />DISTINCTION<br />Candidates provide:<br />Development of a new animation/cartoon character from initial sketches to the finished drawings<br />A level of professionalism in the development process<br />The progression from initial sketches through character development to final drawings displays a well-rounded character that displays a range of expression & emotion<br />A detailed appreciation of the sum parts of a cartoon/animation character & has described the character’s elemental makeup in a detailed manner<br />
  • 29. Task 5 – Doing It!<br />Now you get to create the masterpiece! Show your knowledge of all the tools and techniques in creating a short animated film – BUT BE CAREFUL BEFORE YOU LEAP IN HERE!<br />In fact – stop a minute and read the next slides – TWICE... Coz this is mean...<br />
  • 30. Task 5 – Doing It!<br />Create the animated film<br />Keep records of the production – storyboards, design files AND log sheets<br />Use different tools & features, e.g.<br />
  • 31. Task 5 – Doing It!<br />This needs to be at least 45 seconds long<br />Annotated screenshots as evidence for the techniques is fine, so THINK as you go through the process, to avoid having to do some things twice...<br />
  • 32. Markgrid – AO5<br />PASS<br />Candidates provide:<br />A simple short animated film/cartoon strip that involves the character that they have developed<br />Some records of the production<br />A finished product which might not function as intended<br />
  • 33. Markgrid – AO5<br />MERIT<br />Candidates provide:<br />A well-structured short animated film/cartoon strip that involves the character that they have developed<br />Detailed records of the production<br />A finished product which functions as intended and reflects the original plans<br />
  • 34. Markgrid – AO5<br />DISTINCTION<br />Candidates provide:<br />An independently created excellent short animated film/cartoon strip that involves the character that they have developed<br />Thorough records of the production<br />A finished product which functions as intended and matches the original plans<br />
  • 35. Task 6 – Follow Through<br />So how was it for you? To learn you have to judge how well you did, and what you’ve gained from the experience, so look at the next slides for the pointers for your evaluation of your Spielberg quality masterpiece...<br />
  • 36. Task 6 – Follow Through<br />You need to be quite critical here – highlighting strengths as well as weaknesses. So look at:<br />Technical quality<br />Creative quality<br />Appeal to the target audience (& how do you know?)<br />Software/techniques used<br />Comparison with professional animations<br />Get others to comment (more the merrier)<br />Suggest how this could be improved (DETAIL) based on all of this review<br />
  • 37. Markgrid – AO6<br />PASS<br />Candidates provide:<br />A basic evaluation<br />Focus is on the end product<br />Feedback is sought AND RECORDED<br />Some improvements are identified<br />
  • 38. Markgrid – AO6<br />MERIT<br />Candidates provide:<br />A detailed evaluation<br />Focus is on the end product, the processes involved & technical aspects of the finished product<br />Feedback is sought AND RECORDED<br />Some valid improvements are suggested<br />
  • 39. Markgrid – AO5<br />DISTINCTION<br />Candidates provide:<br />A comprehensive evaluation<br />Focus is on the end product, the processes involved & the creative & technical aspects of the finished product<br />Feedback is sought AND RECORDED<br />A range of valid improvements are suggested, along with detailed notes on how they could be implemented<br />
  • 40. THAT’S ALL, FOLKS!<br />

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