The document provides details on the pre-production for a 3D animated horror project. Locations will be modeled in Maya based on real locations seen in films. Equipment needed includes Maya, After Effects, and modeling software. Most work will be done at the college, though rendering and compositing will be done at home. No live-action filming is required as all assets will be 3D modeled. Plans are outlined for modeling characters, environments, props, and recording audio assets. Camera, file, and visual planning details are also provided. Storyboards describe scenes of a character investigating an abandoned building and encountering a threatening figure.
Matthew Evans proposes creating a fully 3D short horror story for his final major project. He wants to use skills in 3D modeling software Maya and compositing software After Effects. Evans feels confident using these programs and completing the project on time. He hopes to study visual effects after college and wants to learn 3D modeling thoroughly. Evans has researched the visual effects industry and finds 3D modeling most appealing. He wants his project to have a psychological impact on viewers and create a lasting impression. Evans plans to set his story in an abandoned building to limit detailing needed. He will take inspiration from YouTube videos and focus on modeling, animation, and an effective sound design.
The document provides context and initial ideas for Matthew Evans' final major project (FMP). His proposed idea is to create a fully 3D short horror story using Maya and After Effects. He discusses influences like Kane Pixels' "The Backrooms" video and wanting to expand his 3D skills. Evans outlines researching 3D assets and studying the horror genre to influence his project's style and tone. He analyzes mood boards to influence color palettes and shots. Overall, the document outlines Evans' inspiration and planning to create an immersive 3D horror story within the time frame using skills from his coursework.
Video Game Project - 6. production reflectionTigs0102
Tegan created the background for their cat chase game first to establish the theme. They created two backgrounds - one night sky scene and one with cherry blossom trees. Building the backgrounds took time, particularly drawing the huts and cherry blossoms with precision. Tegan also added buildings, stars, and game elements like the cat character, coins, and health bars. Frames were created for the beginning and end of the game to introduce and conclude levels. While some elements proved challenging, Tegan was pleased with the overall visual look and feel created for their game.
This document provides context and initial ideas for Matthew Evans' final major project (FMP). It includes a 20-word description of his idea for a fully 3D short horror story using his own assets and textures. Matthew explains that he chose this project because he wants to develop 3D skills and feels confident he can complete it to a high quality within the time frame using After Effects and Maya. He hopes this project will help expand his 3D knowledge and lead to greater opportunities in visual effects. The document outlines influences on Matthew's idea, including a 3D abandoned house video, and potential research targets like 3D asset and character videos. It describes the tone as creating tension and fear for the character's wellbeing to engage the
The document provides a summary of the production process for standard and limited edition video game cover art over the course of 5 days. On day 1, the creator laid out the standard edition cover in Photoshop and began designing the title. On day 2, photos were taken and edited, with faces composited together. Day 3 involved adding clothing details and tattoos digitally. On day 4, tweaks were made to improve aesthetics, such as adding a map and text effects. Work began on the more complicated limited edition cover on day 5.
The document discusses several potential problems that could arise during a creative project and solutions to address them. It notes that missing or damaged equipment would significantly impact work and proposes having backup equipment or planning alternative tasks. Storage issues like damaged drives or insufficient space could cause data loss, so it recommends cloud backups or external storage. Using copyrighted images without permission could result in legal penalties, so planning to only use owned or licensed content is suggested. The document also covers file formats, resolution settings, and techniques for achieving retro or low poly aesthetics.
Jay Birkin gathered various style references like graffiti art, logos, and fonts to inspire designs for a skateboard deck brand and video game merchandise. These references informed the creation of colorful, eye-catching designs for a skateboard, poster, and t-shirt featuring pixel fonts, graffiti elements, and characters. Potential issues during the design process like computer or software problems, image quality issues, and ergonomic concerns were addressed through contingency plans involving alternative computers, resolution adjustments, posture adjustments, and regular breaks.
The document provides details on the pre-production planning for a 3D animated short film project. It will be created entirely in 3D using Maya. Locations will be fictional environments modeled in Maya inspired by real locations. Equipment needs will be limited to a computer with Maya and other software installed. Most work will be done at the film school using Maya for modeling, but rendering and compositing will be done at home on the creator's PC. No live-action filming or props will be needed as all assets will be 3D modeled. Storyboards outline sequences involving a main character investigating an abandoned building and being chased by an alien antagonist through maze-like corridors before escaping.
Matthew Evans proposes creating a fully 3D short horror story for his final major project. He wants to use skills in 3D modeling software Maya and compositing software After Effects. Evans feels confident using these programs and completing the project on time. He hopes to study visual effects after college and wants to learn 3D modeling thoroughly. Evans has researched the visual effects industry and finds 3D modeling most appealing. He wants his project to have a psychological impact on viewers and create a lasting impression. Evans plans to set his story in an abandoned building to limit detailing needed. He will take inspiration from YouTube videos and focus on modeling, animation, and an effective sound design.
The document provides context and initial ideas for Matthew Evans' final major project (FMP). His proposed idea is to create a fully 3D short horror story using Maya and After Effects. He discusses influences like Kane Pixels' "The Backrooms" video and wanting to expand his 3D skills. Evans outlines researching 3D assets and studying the horror genre to influence his project's style and tone. He analyzes mood boards to influence color palettes and shots. Overall, the document outlines Evans' inspiration and planning to create an immersive 3D horror story within the time frame using skills from his coursework.
Video Game Project - 6. production reflectionTigs0102
Tegan created the background for their cat chase game first to establish the theme. They created two backgrounds - one night sky scene and one with cherry blossom trees. Building the backgrounds took time, particularly drawing the huts and cherry blossoms with precision. Tegan also added buildings, stars, and game elements like the cat character, coins, and health bars. Frames were created for the beginning and end of the game to introduce and conclude levels. While some elements proved challenging, Tegan was pleased with the overall visual look and feel created for their game.
This document provides context and initial ideas for Matthew Evans' final major project (FMP). It includes a 20-word description of his idea for a fully 3D short horror story using his own assets and textures. Matthew explains that he chose this project because he wants to develop 3D skills and feels confident he can complete it to a high quality within the time frame using After Effects and Maya. He hopes this project will help expand his 3D knowledge and lead to greater opportunities in visual effects. The document outlines influences on Matthew's idea, including a 3D abandoned house video, and potential research targets like 3D asset and character videos. It describes the tone as creating tension and fear for the character's wellbeing to engage the
The document provides a summary of the production process for standard and limited edition video game cover art over the course of 5 days. On day 1, the creator laid out the standard edition cover in Photoshop and began designing the title. On day 2, photos were taken and edited, with faces composited together. Day 3 involved adding clothing details and tattoos digitally. On day 4, tweaks were made to improve aesthetics, such as adding a map and text effects. Work began on the more complicated limited edition cover on day 5.
The document discusses several potential problems that could arise during a creative project and solutions to address them. It notes that missing or damaged equipment would significantly impact work and proposes having backup equipment or planning alternative tasks. Storage issues like damaged drives or insufficient space could cause data loss, so it recommends cloud backups or external storage. Using copyrighted images without permission could result in legal penalties, so planning to only use owned or licensed content is suggested. The document also covers file formats, resolution settings, and techniques for achieving retro or low poly aesthetics.
Jay Birkin gathered various style references like graffiti art, logos, and fonts to inspire designs for a skateboard deck brand and video game merchandise. These references informed the creation of colorful, eye-catching designs for a skateboard, poster, and t-shirt featuring pixel fonts, graffiti elements, and characters. Potential issues during the design process like computer or software problems, image quality issues, and ergonomic concerns were addressed through contingency plans involving alternative computers, resolution adjustments, posture adjustments, and regular breaks.
The document provides details on the pre-production planning for a 3D animated short film project. It will be created entirely in 3D using Maya. Locations will be fictional environments modeled in Maya inspired by real locations. Equipment needs will be limited to a computer with Maya and other software installed. Most work will be done at the film school using Maya for modeling, but rendering and compositing will be done at home on the creator's PC. No live-action filming or props will be needed as all assets will be 3D modeled. Storyboards outline sequences involving a main character investigating an abandoned building and being chased by an alien antagonist through maze-like corridors before escaping.
The document provides details on pre-production planning for a 3D animated short film. It discusses that the film will be set in fictional 3D locations modeled in Maya. It also notes that key software to be used includes Maya for modeling, After Effects for rendering and compositing, and that modeling will be the primary focus during college hours to allow ample time for asset creation. Contingency plans include saving work frequently to avoid losing progress if the computer crashes and considering alternative software or cutting scenes if needed due to time constraints.
The document provides a reflection on the student's work over 5 weeks creating assets for an animated film project. In week 1, they designed a poster in Photoshop using tools like the brush and smudge tools. In week 2, they created sand dunes and camera animation in Blender for an opening sequence. Archive footage was added in Premiere Pro. In week 3, narration was recorded and 2D animation was done in Photoshop and Adobe Animate. A t-shirt design promoting the film was made in Photoshop for week 4. Week 5 involved creating 3D driving scenes and a character in Blender.
The document outlines plans for a documentary project about power stations. It includes:
- A mood board and analysis of initial ideas.
- Equipment and locations to be used, including interviews in the creator's garden.
- A four-part structure and storyboard, as well as interview questions.
- Plans for lighting setups and dealing with potential issues like noise.
- A ten-hour production schedule and list of crew members.
The document provides a reflection on the student's work over 5 weeks creating assets for an opening film sequence. In week 1, they created poster artwork in Photoshop using tools like the brush and smudge tools. In week 2, they modeled sand dunes and animated the camera in Blender. Archive footage was added in Premiere Pro. Week 3 involved recording narration in Audition and animating a character using video reference. A scrolling text was added in Premiere Pro. In week 4, the student designed a t-shirt using threshold effects and merging layers in Photoshop. Week 5 saw the creation of 3D driving scenes in Blender, including modeling a character and desert environment.
The document provides a reflection on the student's work creating animations and 3D scenes for their FM2 Production project over 5 weeks. In week 1, they created a poster in Photoshop using tools like the brush and smudge tools. In week 2, they animated sand dunes in Blender and added archive footage in Premiere Pro. In week 3, they recorded narration in Audition and added scrolling text in Premiere. They also referenced video to animate characters in Photoshop. In week 4, they designed a t-shirt for their film using threshold effects. In week 5, they textured planes in Blender to create a desert environment and imported 3D models to animate fighting scenes.
This document evaluates a fanzine created about the Monster Hunter video game series. It summarizes the creator's intentions, audience, content style, and areas for improvement. The creator aimed to replicate the notebook from Monster Hunter World and succeeded in creating 12 pages with different elements. Their audience is fans aged 16-34. Technical skills like textures and effects were developed by following online tutorials. While overall successful, the creator notes areas like making the leather cover redder and improving layouts could further enhance authenticity. Planning was smooth but learning new skills took some time initially.
The student created 3D driving scenes in Blender for their film project. They created a desert environment using a noise texture on a plane mesh to simulate sand dunes. They duplicated the plane many times to build out the landscape. The student imported a human model and gave it a skin material with subsurface scattering to look more realistic. They worked on animating a fight scene between the protagonist and an antagonist character named Bellathon.
The document describes three experiments conducted by Leticia Lopes to develop elements for a final product. The first experiment involved drawing clouds in different layers to create an animated background. The second experiment used a maze layout found online along with self-drawn characters and clouds from the first experiment. The third experiment used BeepBox to create a background sound for the game. Elements that will be included in the final product are the cloud background, sound effects, a statistic bar, character selection options, and background music.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and plans work accordingly. For software, Parsons has alternatives like Blender if Adobe programs crash. They also experiment with graphics tablets, keyframe animation in Blender, and a head explosion simulation to learn skills for their project.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and notes which computer is better for specific tasks. They acknowledge limited funds could require working in one household if a computer breaks. Parsons also discusses contingency plans for software, ability, production time, cast, health and safety, power needs, and experiments with a graphics tablet and Blender to learn skills for the project.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and notes which computer is better for specific tasks. They acknowledge limited funds could require working in one household if a computer breaks. Parsons also discusses contingency plans for software, equipment, ability levels, production timelines, casting, health and safety, power outages, and conducting experiments to learn new skills.
Megan Bannister conducted two experiments for a game design project. Experiment 1 involved creating pixel art characters of different sizes to populate the game world. She found that more detailed 64x64 pixel characters were better than the simpler 32x32 pixel ones. Experiment 2 was creating a running animation cycle to practice character animation. Megan animated both stick figure and full character versions and reflected that including basic walk cycles in the final game could add atmosphere versus more energetic running. Both experiments provided lessons on character and environment design that Megan plans to apply to the final project.
Bronte Parsons outlines various contingency plans for their filmmaking project. They back up all work regularly to cloud storage and external drives in case of computer issues. They also have the necessary software and equipment to work between two homes. While processing-heavy tasks require their higher-spec computer, they can complete most work from either location. Some experiments include learning to use a new graphics tablet and practicing keyframe animation in Blender. A head explosion simulation proved challenging to execute correctly. Overall, Parsons has planned thoroughly for potential obstacles through backup protocols and access to alternative resources.
This document provides pre-production information for a short film, including locations, equipment, personnel, and planning details. Three main filming locations are discussed: Grange Farm Cottages, York City Centre, and the filmmaker's house. Benefits and limitations of each location are outlined, along with solutions. The equipment list includes cameras, computers, tripods, props, and instruments for soundtrack production. Two actors are named along with their availability. Storyboarding, shot lists, layout plans, props, costumes, sound design, and organizational details are also included in the document. Health and safety considerations and permissions for filming locations and talent are addressed.
The document summarizes the process of creating animated character sprites over 9 days. Some key points:
- The artist created characters by drawing body parts on separate layers to allow easy movement in animations.
- Backgrounds for cutscenes were created using point perspective with vanishing points to make furniture/objects proportional.
- Forest backgrounds used 3 vanishing points and a star shape tool to position them.
- Characters were refined with color and details like fur texture on the fox.
- Fighting poses were created for antagonist character to oppose the protagonist.
- Bedroom background was detailed with lighting and shadows to represent nighttime.
The document describes taking a photo and converting it to a text file, where the text was then edited by removing some words before converting it back to a JPEG file to see what changed. The process taught the student how to convert between file formats and edit text-based image files.
The document provides details on contingency planning for an animation FMP project. It covers backup and storage of files using cloud storage and memory sticks. It also discusses using two computers for processing speed and having backup equipment. Finances are considered in case a computer breaks. Location is not an issue as no live footage is needed. Main software to be used includes Adobe Animate, Blender, Photoshop and Premier. The student's ability with the software is discussed along with practicing techniques. Production time is considered including experimenting to estimate timing. Voice actors needed are available. Health, safety, power and experiments are also covered.
Reece Boland conducted experiments to replicate the color schemes of Game of Thrones for merchandise. They tested filters and duotone effects in Photoshop to transform images into greyscale. Specifically, they used the hue/saturation and threshold adjustments to create a duo-tone effect with grey tones. They also tested overlaying images on curved surfaces like mugs by warping and resizing the images. Based on the experiments, Reece plans to use duotone processing and display the images above the pocket of a grey hoodie for the final product design.
The document provides details about contingency planning for an animation project. It discusses backup plans for equipment, software, ability, production time, and other aspects of the project. Specifically:
- The student backs up work regularly to cloud storage and external drives in case of computer crashes.
- They use two computers to take advantage of different processing speeds and will complete tasks like rendering on the faster computer.
- Alternatives are considered for software and equipment in case of issues. Practice experiments help improve skills with new software.
- Production time is estimated based on practice work and college guidance, with plans to optimize aspects that impact rendering speed.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide written and visual examples to explain the project, praise strong areas, and identify areas for improvement. It asks the user to reflect on whether their final product achieved their original intentions by comparing to planning materials. It also has questions about techniques used, suitability for audience, visual style, and representations in the work.
Matthew Evans is currently studying Creative Media at York College. He has worked in several roles including as a delivery person, distributor, production operative, floor staff, and crew member. Evans' employment history demonstrates customer service experience at Wigginton Stores, Local Link, Marks and Spencer's, and McDonald's. He attained strong grades in school including 7 in Mathematics and 8-8 in Combined Science.
1. The document outlines plans for creating a fanzine about the Star Wars planet Naboo.
2. Research was conducted on Naboo's architecture, textures, foliage and water features to accurately portray the planet.
3. The fanzine will have imagery on one page and descriptive text on the facing page. Additionally, the creator plans to include an original 3D scene of Naboo created in Blender.
4. If time allows, the creator hopes to animate the Blender scene and include it within the fanzine itself.
The document provides details on pre-production planning for a 3D animated short film. It discusses that the film will be set in fictional 3D locations modeled in Maya. It also notes that key software to be used includes Maya for modeling, After Effects for rendering and compositing, and that modeling will be the primary focus during college hours to allow ample time for asset creation. Contingency plans include saving work frequently to avoid losing progress if the computer crashes and considering alternative software or cutting scenes if needed due to time constraints.
The document provides a reflection on the student's work over 5 weeks creating assets for an animated film project. In week 1, they designed a poster in Photoshop using tools like the brush and smudge tools. In week 2, they created sand dunes and camera animation in Blender for an opening sequence. Archive footage was added in Premiere Pro. In week 3, narration was recorded and 2D animation was done in Photoshop and Adobe Animate. A t-shirt design promoting the film was made in Photoshop for week 4. Week 5 involved creating 3D driving scenes and a character in Blender.
The document outlines plans for a documentary project about power stations. It includes:
- A mood board and analysis of initial ideas.
- Equipment and locations to be used, including interviews in the creator's garden.
- A four-part structure and storyboard, as well as interview questions.
- Plans for lighting setups and dealing with potential issues like noise.
- A ten-hour production schedule and list of crew members.
The document provides a reflection on the student's work over 5 weeks creating assets for an opening film sequence. In week 1, they created poster artwork in Photoshop using tools like the brush and smudge tools. In week 2, they modeled sand dunes and animated the camera in Blender. Archive footage was added in Premiere Pro. Week 3 involved recording narration in Audition and animating a character using video reference. A scrolling text was added in Premiere Pro. In week 4, the student designed a t-shirt using threshold effects and merging layers in Photoshop. Week 5 saw the creation of 3D driving scenes in Blender, including modeling a character and desert environment.
The document provides a reflection on the student's work creating animations and 3D scenes for their FM2 Production project over 5 weeks. In week 1, they created a poster in Photoshop using tools like the brush and smudge tools. In week 2, they animated sand dunes in Blender and added archive footage in Premiere Pro. In week 3, they recorded narration in Audition and added scrolling text in Premiere. They also referenced video to animate characters in Photoshop. In week 4, they designed a t-shirt for their film using threshold effects. In week 5, they textured planes in Blender to create a desert environment and imported 3D models to animate fighting scenes.
This document evaluates a fanzine created about the Monster Hunter video game series. It summarizes the creator's intentions, audience, content style, and areas for improvement. The creator aimed to replicate the notebook from Monster Hunter World and succeeded in creating 12 pages with different elements. Their audience is fans aged 16-34. Technical skills like textures and effects were developed by following online tutorials. While overall successful, the creator notes areas like making the leather cover redder and improving layouts could further enhance authenticity. Planning was smooth but learning new skills took some time initially.
The student created 3D driving scenes in Blender for their film project. They created a desert environment using a noise texture on a plane mesh to simulate sand dunes. They duplicated the plane many times to build out the landscape. The student imported a human model and gave it a skin material with subsurface scattering to look more realistic. They worked on animating a fight scene between the protagonist and an antagonist character named Bellathon.
The document describes three experiments conducted by Leticia Lopes to develop elements for a final product. The first experiment involved drawing clouds in different layers to create an animated background. The second experiment used a maze layout found online along with self-drawn characters and clouds from the first experiment. The third experiment used BeepBox to create a background sound for the game. Elements that will be included in the final product are the cloud background, sound effects, a statistic bar, character selection options, and background music.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and plans work accordingly. For software, Parsons has alternatives like Blender if Adobe programs crash. They also experiment with graphics tablets, keyframe animation in Blender, and a head explosion simulation to learn skills for their project.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and notes which computer is better for specific tasks. They acknowledge limited funds could require working in one household if a computer breaks. Parsons also discusses contingency plans for software, ability, production time, cast, health and safety, power needs, and experiments with a graphics tablet and Blender to learn skills for the project.
Bronte Parsons outlines various contingency plans for their filmmaking project. This includes backing up work in multiple places like cloud storage and external drives in case of computer issues. Parsons also works between two computers owned by different family members and notes which computer is better for specific tasks. They acknowledge limited funds could require working in one household if a computer breaks. Parsons also discusses contingency plans for software, equipment, ability levels, production timelines, casting, health and safety, power outages, and conducting experiments to learn new skills.
Megan Bannister conducted two experiments for a game design project. Experiment 1 involved creating pixel art characters of different sizes to populate the game world. She found that more detailed 64x64 pixel characters were better than the simpler 32x32 pixel ones. Experiment 2 was creating a running animation cycle to practice character animation. Megan animated both stick figure and full character versions and reflected that including basic walk cycles in the final game could add atmosphere versus more energetic running. Both experiments provided lessons on character and environment design that Megan plans to apply to the final project.
Bronte Parsons outlines various contingency plans for their filmmaking project. They back up all work regularly to cloud storage and external drives in case of computer issues. They also have the necessary software and equipment to work between two homes. While processing-heavy tasks require their higher-spec computer, they can complete most work from either location. Some experiments include learning to use a new graphics tablet and practicing keyframe animation in Blender. A head explosion simulation proved challenging to execute correctly. Overall, Parsons has planned thoroughly for potential obstacles through backup protocols and access to alternative resources.
This document provides pre-production information for a short film, including locations, equipment, personnel, and planning details. Three main filming locations are discussed: Grange Farm Cottages, York City Centre, and the filmmaker's house. Benefits and limitations of each location are outlined, along with solutions. The equipment list includes cameras, computers, tripods, props, and instruments for soundtrack production. Two actors are named along with their availability. Storyboarding, shot lists, layout plans, props, costumes, sound design, and organizational details are also included in the document. Health and safety considerations and permissions for filming locations and talent are addressed.
The document summarizes the process of creating animated character sprites over 9 days. Some key points:
- The artist created characters by drawing body parts on separate layers to allow easy movement in animations.
- Backgrounds for cutscenes were created using point perspective with vanishing points to make furniture/objects proportional.
- Forest backgrounds used 3 vanishing points and a star shape tool to position them.
- Characters were refined with color and details like fur texture on the fox.
- Fighting poses were created for antagonist character to oppose the protagonist.
- Bedroom background was detailed with lighting and shadows to represent nighttime.
The document describes taking a photo and converting it to a text file, where the text was then edited by removing some words before converting it back to a JPEG file to see what changed. The process taught the student how to convert between file formats and edit text-based image files.
The document provides details on contingency planning for an animation FMP project. It covers backup and storage of files using cloud storage and memory sticks. It also discusses using two computers for processing speed and having backup equipment. Finances are considered in case a computer breaks. Location is not an issue as no live footage is needed. Main software to be used includes Adobe Animate, Blender, Photoshop and Premier. The student's ability with the software is discussed along with practicing techniques. Production time is considered including experimenting to estimate timing. Voice actors needed are available. Health, safety, power and experiments are also covered.
Reece Boland conducted experiments to replicate the color schemes of Game of Thrones for merchandise. They tested filters and duotone effects in Photoshop to transform images into greyscale. Specifically, they used the hue/saturation and threshold adjustments to create a duo-tone effect with grey tones. They also tested overlaying images on curved surfaces like mugs by warping and resizing the images. Based on the experiments, Reece plans to use duotone processing and display the images above the pocket of a grey hoodie for the final product design.
The document provides details about contingency planning for an animation project. It discusses backup plans for equipment, software, ability, production time, and other aspects of the project. Specifically:
- The student backs up work regularly to cloud storage and external drives in case of computer crashes.
- They use two computers to take advantage of different processing speeds and will complete tasks like rendering on the faster computer.
- Alternatives are considered for software and equipment in case of issues. Practice experiments help improve skills with new software.
- Production time is estimated based on practice work and college guidance, with plans to optimize aspects that impact rendering speed.
The document provides a template for evaluating a graphic narrative project. It prompts the user to provide written and visual examples to explain the project, praise strong areas, and identify areas for improvement. It asks the user to reflect on whether their final product achieved their original intentions by comparing to planning materials. It also has questions about techniques used, suitability for audience, visual style, and representations in the work.
Matthew Evans is currently studying Creative Media at York College. He has worked in several roles including as a delivery person, distributor, production operative, floor staff, and crew member. Evans' employment history demonstrates customer service experience at Wigginton Stores, Local Link, Marks and Spencer's, and McDonald's. He attained strong grades in school including 7 in Mathematics and 8-8 in Combined Science.
1. The document outlines plans for creating a fanzine about the Star Wars planet Naboo.
2. Research was conducted on Naboo's architecture, textures, foliage and water features to accurately portray the planet.
3. The fanzine will have imagery on one page and descriptive text on the facing page. Additionally, the creator plans to include an original 3D scene of Naboo created in Blender.
4. If time allows, the creator hopes to animate the Blender scene and include it within the fanzine itself.
The document outlines Matthew Evans' plans for a project creating a fanzine about resistance on the planet Naboo in the Star Wars universe. It discusses research conducted on fanzine formats and styles as well as the planet of Naboo. Potential approaches include creating an animation or 3D scene to include in the fanzine to visualize what Naboo may have looked like during the Empire's reign.
The project aimed to create a Star Wars fanzine with 3D elements. While the 3D scene turned out well, time constraints prevented completion of the fanzine aspect. Key learnings included new 3D modeling, animation, and simulation techniques. Ship animations and time management could be improved for future projects. Overall feedback was positive about the progress made in 3D skills.
The document provides an overview of the Auteur Theory chosen by Matthew Evans for his personal study project research. It includes definitions and examples of the theory. The Auteur Theory suggests that directors can be considered the "authors" of the films they direct, as their personal creative vision and style leaves a distinct mark across multiple projects. Quotes from directors like Francois Truffaut and Alan Parker are included that both support and refute aspects of the theory.
The document provides an evaluation form for a York tour project. It includes sections for an evaluation overview, project overview, research undertaken, developing ideas, project outcome, and personal response. The student chose a cinema theme for their tour focusing on areas of York used in films. Research included locations scouted and used in productions. The student planned to create an interactive app but only completed a video due to time constraints. While disappointed in the final outcome, the student felt it was a technically challenging project that helped them learn new 3D software skills.
The document provides guidance for planning a York tour project, including sections on idea generation, research, potential approaches, techniques, and conventions. It discusses researching the target audience of younger people in York and developing ideas for advertising the tour, such as a short trailer video and interactive map app. The document outlines using 3D scans to create an animated map highlighting the tour path and editing footage in After Effects, with the goal of creating an advertisement that appeals to younger audiences.
The document discusses research conducted for a fanzine and animation project focused on Star Wars. It examines different fanzine layouts, color schemes, and formatting techniques. It also explores how to recreate aspects of the planet Naboo and Star Wars blaster animations in Blender, noting techniques for the environment, buildings, foliage, water, lighting, and simulating blaster bolts and lightsabers. The research uncovered various presentation styles and technical methods that could be applied to the fanzine and animation productions.
This document summarizes the experiences at three different open days and events:
1. Teesside University open day provided information on course requirements and portfolio expectations from speaking to an animation tutor. The on-campus housing was dated. Student finance information was also provided.
2. The Escape Studios open day facilities were highly advanced with powerful computers, cameras, and a motion capture demonstration. Course contents incorporated real-world experience. Tutors were still active in the industry.
3. At the Aesthetica Film Festival, animation shorts displayed unique styles. Different genres were watched but animation and a few dramas/comedies grabbed attention. It provided inspiration for future projects.
Matthew Evans is applying to university to study visual effects (VFX) and pursue his passion. He discovered his interest in VFX through creating basic effects as a hobby in video game edits. This led him to leave sixth form and enroll in a creative media course to develop his creative skills. He believes university is the ideal place to gain crucial industry skills from tutors with experience. His goal is to become a VFX artist at a top company like ILM or Weta Digital.
This research summary discusses techniques the documenter learned about creating fanzines and recreating elements from Star Wars. Regarding fanzines, the documenter discovered different formatting and presentation styles, including using mainly imagery or a page spread with imagery on one page and text explaining it on the other. They also learned about using consistent color schemes. Regarding Star Wars, the documenter researched planet Naboo's unique architecture, lighting, and foliage to recreate it in Blender, and ways to animate blaster bolts and address potential bloom issues with lightsabers. The research covered different topics but provided guidance on styles and techniques for the documenter's fanzine and 3D projects.
This evaluation summarizes a student's film tourism project for York, England. The student created a 3D replica of York in Blender to showcase a cinema-themed tour. Render times were a challenge due to volumetric clouds. While the technical quality was good, the student was ultimately dissatisfied with the final video's ability to engage the target audience and address the client brief. The student learned from time management and planning issues but saw the project as a valuable learning experience in new 3D and animation skills.
Matthew Evans created a 3D scan of York using RenderDoc to import information from Google Maps into Blender. He spent the first two weeks cleaning up the scan by cropping areas and deleting unwanted vertices. He animated the camera to fly around the city and highlight the first tour location. In week 3, Matthew created animated guide objects to reveal the tour path and continued camera animation. In the final week, he added lighting and textures and developed the camera animation further.
Matthew Evans proposes an interactive cinematic tour of York for 18-24 year olds. The tour will highlight York's film locations and cinemas using videos, a 3D map created from Google Maps scans, and a mobile app. Evans will gather feedback from peers and evaluate the project ongoing and at completion to ensure high quality.
The document provides research on the target audience for a new tour guide being developed in York, England. Key points include:
- The research shows there is a market for tours in York as many visitors return regularly, indicating they enjoy the city.
- Over half of York's visitors stay overnight, showing potential for multiple tours per visit.
- The target age group of 18-24 currently makes up one of the lowest percentages of York visitors, requiring tailored marketing.
- Cinema interests a large percentage of potential audiences, suggesting a film-themed tour could appeal to younger visitors.
- Mainstream films shot in York should be featured to attract broader audiences that discuss the tour with others.
The document provides guidance for planning a practical project, including stages, types of planning, and documents to assemble. It notes this is not exhaustive and the template will need to be amended depending on the specific project. The document recommends adding more pages and visuals as needed and will be updated during pre-production.
This document discusses a client project for creating a film tour of York, England for 18-24 year olds. The creator chose this idea because of their extensive knowledge of York's filming locations and tourism industry from living there their whole life. They developed two potential ideas - a 3D animated tour map and an interactive app concept. In the end, they decided to create a trailer advertising the tour and showing the interactive app concept to appeal more to younger audiences. A 4 week production schedule is outlined to develop the 3D tour map animation, edit the trailer, and create a video demonstrating the interactive app concept.
Personal Study Essay Research Document Pro Forma.pptxMatthewEvans7662
The document provides instructions for a personal study project on creative media production. It outlines requirements to produce a research document with collected quotes and summarized information from various sources on the chosen topic. The research document must include an alphabetized bibliography. Deadlines are provided for choosing a focus topic, researching theories and examples, analyzing specific works, and uploading the final project. The chosen topic section discusses researching the treatment of visual effects artists in the film industry, with details and quotes provided from several sources on working conditions at Marvel Studios. Micro analyses of specific Marvel films are also included to highlight issues seen in the visual effects work.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
3. Locations
• With my project being created fully from 3D assets, I don’t plan to use any real-life locations for the
creation of my product. However, I will be creating fictional locations and environments within Maya to be
the setting for my story. I will model and texture the fictional locations within Maya and possibly base
them off of real-life locations that I have seen in films such as: Beacon, Little Falls, New Paltz and Pawling
which can be seen in the film: ’A Quiet Place’. I will use tools such as good street view to view these
locations and use them for inspiration on my own fictional locations.
4. Equipment
• With my project being created in a fully 3D environment I wont need much practical equipment. For
example I wont need any cameras or camera rigs as all the camera animation I create for the project will
be animated within Maya. This means I will only need access to a computer with Maya installed for the
majority of my project. I have access to my home pc which I have already installed Maya along with other
programs that I may use in this project. I’m currently working on getting Maya installed on my school Mac
so that I can carry on with modelling within college. If this isn’t possible ill try to do as much of the
modelling as I can at home in my own time then to do as much of everything else within college.
• Other than Maya, I plan to use Adobe After Effects, Element 3D within After Effects, mud box or Zbrush for
sculpting and texturing as well as a few other pieces of software and plugins. I’ll just need to make sure
that I have these installed on my PC to ensure its available to me. I think I will just use my home PC for this
as I can use After Effects and hopefully Maya within college but I can use my own time to use anything else
that may not be on these Mac’s such as the After Effects Plugins.
5. Facilities
• I plan to do the majority of my project within college. However, this all depends on if the software that I
need for my project is available to me or not on the college Mac’s. Anything that I am unable to do in
college I will just do at home on my own PC.
• I plan to do all my 3D modelling on Maya within college as well as sculpting and texturing using possibly
Zbrush although I have not yet decided on this. The modelling will take the most time for this project
which is why I have chosen to do it within college as I will have 15 hours in a week to do purely modeling
and to just spend as much time as I can creating and adding detail to my assets to create the best quality
assets I can in the time that I have. Sculpting will also take a little while, so I want to try get this done in
college also.
• I plan to do most of the rendering at home as I will be able to do renders overnight on my home PC. I’ll
most likely use Element 3D for rendering as it’s an After Effects plugin that I am familiar with. I’ll also do
most of the compositing and editing/post-effects at home as I have a wider range of plugins available to
me at home which I could use to increase the quality of my final product.
6. Personnel + Props/Costume/etc
• I wont need any of the things listed above as my project will be created using fully 3D assets meaning none
of my project will be in the real world. This means that props/costumes and people that I use within my
project will be modelled and textured by myself.
• I plan to do some sketches at some point in the immediate future if I have enough time. I want to do these
sketches to layout my ideas for my characters as well as the costumes they will be wearing. My current
idea is to have the main character, that the film follows, wearing an overall with black boots. This is a very
general rough idea of how the character would look in my mind, but this is subject to change. I don’t think
that my film will have any other characters besides the antagonist, but they won't be wearing clothes as
my current idea is to make the antagonist some kind of alien species.
• I also hope to do some sketches of the building that I want the story to take place within as well as the
layout idea for the building. My current plan is to have an ordinary office looking building from the
outside, where the story will begin, but then as soon as the character enters the building, it appears much
larger than it did from the outside (inspiration from the Tardis in Doctor Who). The layout of the building
will be maze like to create a feeling of helplessness and isolation whilst watching.
7. 3D Asset List
• Forest Ground Plane: I will use a normal plane scaled up to the size of my forest, I will then use sculpting to
create variation in the height and terrain of the landscape that the rest of my horror environment will be
placed upon.
• Grass: To create the grass to add to my ground plane, I will need to use a plane that is modelled to be
really tall and thin like a singular grass blade, I will then use proportion editing with scaling and rotation to
create the top of the blade thinner than the bottom of the blade. I will then duplicate the blade and
slightly alter the shape and repeat this process until I have aa collection of grass. I will then do this a
couple of times util I have varying collections.
• Trees: I will use Blender’s free plugin called MTree which will allow me to use their premade tree models
and alter them to create the tree style that I want for this project. I will create multiple different trees to
use throughout the forest to ensure no trees are obviously repeated.
• Bunker Door: I will model this asset using a cube that is scale on the X axis to create a thin door like that. I
will then create two gaps in the door, one for the light to pass through and one for the vents. I will model
the door handle using a two cylinders that will be extruded and curved to join together.
• Door Vents: I used planes to create a flat, long metal plate using Y scale to make the plane longer, I then
duplicate this multiple times and placed them all in the vent gap, rotated them slightly to create the vent.
• Door Light: I will use a plane to cover the top gap of the door, I will place the plane behind the door and
set the object texture to emission, this way it looks like light is shining from behind the door. This will save
me time as I don’t have to create small rooms behind the doors.
8. 3D Asset List
• Tiled Floor: the tiled floor will just be a flat plane scaled to fit between the walls with a texture from
PolyHaven placed on the plane, this will look like a tiled floor without me having to create individual times,
saving me time in modelling and rendering.
• Plastered Walls: the walls will just be a plane with a plaster texture from PolyHaven applied to the plane.
The texture will use a bump, normal and displacement map to create the illusion that some parts of the
plastered wall have been broken, looking like some parts of the wall are thicker than other parts.
• Electricity Wires: To model the wires I will use Bezier curves to create a thin tube that will look like wires. I
will then apply a simple one colour texture (Black, Blue, Red, Green) and run them along the walls of the
bunker.
• Filament Lights: I will use a cube scaled on the Y axis to make it longer. Two cylinders for the lights, scaled
on the Y axis to make them longer and place them under the cube. I will then place the object on the roof
and give the light cylinders an emission texture, so it looks like there emitting the light in the scene. I will
then use spotlights and place them inside the filament lights to cast the light in the final render.
• Gas Pipe: The gas pipe will be a cylinder scaled on the y axis to make a long pipe; I will then apply a rusty
metal texture to the pipe.
• Gas Pipe Coupling: I will use a cylinder scaled down on the X axis to make it thinner. I will use insets to
create a gap in the middle of the pipe coupling. I will then give this the same texture as the gas pipe.
9. Audio List
• Ambient Noise: I will go into a local public woods near where I live to setup a recording. I will leave my
phone propped up nearby to record some ambient noise that the trees and wildlife creates.
• Footstep Noises: I will record close to the ground while walking through the tall grass in my local woods, I
will then need to boost the level of the audio most likely when editing the audio as this recording may be
quiet. Because of this I will need to find a really quiet area to record this sound and I need to make sure
not to make any other sounds while recording.
• Footstep Foley Alternative: If I cannot get a good recording of the footsteps, I will research how to create
the sound I want using foley. I have seen a few ideas around creating the sound with foley, one involves
using seeds and rolling something over them, creating a slight crunch sound, this could be an option.
• Owl toot: this is something that imp not too sure on how I will acquire at the moment but I'm sure I will
figure something out.
• Footsteps on Tiles: I can record this myself as there is a public space near where I live that has tiles, I can
record the footstep audio from this location.
• Banging on Door: I can record this myself if I can find a metal door that is similar to the one I plan to make
in 3D.
• Twigs snapping: This is something that I need but I think I will get by accident; I’d imagine that I will get
these sounds for the footstep in the woodland's audio.
10. 3D File Setup Settings
• 24 FPS: I will use this frame rate as it is considered the standard for television and films. It creates a
cinematic feel to the video so there is really no need to use anything other than this frame rate unless you
have a specific idea and reason for doing so.
• 1920x1080: I will be using this resolution as it will provide a HD image but also not take too long to render.
Towards the end of production, I will use double renders from After Effects to Media encoder to upscale
the video from 1080p to 2k resolution, this will trick the YouTube codec into keeping the 1080p that it was
rendered in, rather than being compressed by the YouTube codec.
3D Camera Settings
• Focal Length: I have been doing some research into focal lengths of cameras. Because I'm planning to
create this project like its being recorded from the 1st person view, I need to try and replicate the human
eye in the digital camera settings. From my research, I have discovered that a focal length between 40mm-
50mm should help to achieve this effect. I will lay around with the focal length until I find something that
feels right for this project.
• Type of Camera: I will use a perspective 3D digital camera type to further try and replicate the human
eyesight.
• Noise: I am going to apply noise to the camera during animation to try and replicate the shakiness of
human hands whilst scared. I will alter the noise scale and strength until I find settings that represent the
right amount of wobbling that I would expect the character to have. This will help to make the animation
feel so much more realistic.
12. Storyboarding
The first sequence of my project will start with the main character, that the film follows, outside of an abandoned
building that as been reported to the investigation company that they work for. This scene should set the atmosphere
for the rest of the short film but setting an eerie, dark tone. I This will then be followed up by. The main character
approaching a large door with a bright light appearing from within, luring the character inside.
I hope to get this part of the project done but it is towards the end of my production schedule as it is not necessary to
the project. I would love to be able to have time to get this done to further elevate an elaborate on my story, but this
may not be the case due to time restraints.
13. Storyboarding
Once the main character has entered the building, that they were sent to investigate, the bright light seeping from
around the doors becomes overwhelming then seemingly disappears to reveal a long series of dark, extensive
corridors. The character walks down these corridors and it begins to feel almost maze-like making the character feel
helpless and isolated. The character begins to hear movement around them and objects falling creating loud sounds in
the distance. The character decides to head towards the noise to take notes on their discoveries. An immensely loud
bang sounds behind the main character as a locker hits the ground. The character turns to see a tall, thin figure lurking
in the dark. The character turns back and runs down the long corridors but sees the figure every time they think
they're coming to an exit, causing them to run the other way.
14. Storyboarding
The character eventual sees the bright light marking the exit that luminated the door at the beginning of the story.
They make a final sprint towards the light and charges out the door, stumbling down the steps and falling onto the land
outside. The character hurries to their feet to escape the horror they have just endured.
16. Shot List
• Shot Number: 1
• Shot Type: POV/1st Person
• Estimated Duration: 2-3 minutes
• Description/Notes: Shot starts in an unknown area of a woodlands, the audience follows the character as they gage
where they are and the environment that surrounds them. The character starts to look around looking for any sign
of human activity. The character begins walking down the hill they were upon and passes through the grass and
trees. The character then steps on branches that have fallen down from the trees above them, causing them to
quickly glance around, scared of the sudden sound of the twig snapping. The character then continues walking in
the same direction, on edge and always looking around at their surroundings. The character then notices a red
light in the distance, laminating the sky. The character is curious of the cause of the red light in the sky and decided
to move towards the red light. The character then hears a loud owl toot in the distance, again making the character
panic with fear. The character continues on their path towards the red light in the sky and after walking through
the surrounding environment, they notice a small structure in the ground ahead. They continue towards the red
light, luminating the sky above the structure. Upon reaching the structure, the character can identify it as bunker
doors. The character then enters the bunker and descends down the stairs. Once they had reached the bottom of
the stairs, they navigate through the bunker until they find a room at the end of the bunker, populated by large
iron doors. All of a sudden, a loud bang can be heard from the other side of one of the iron doors.
18. Shot List (Outside+Inside Sequence)
Shot Number Shot Type Est Duration Description/notes (e.g. camera movement, specific
directions for performers, etc)
1 1st Person 15s Main character looking around the forest, looking side to side
2 Bird’s Eye
Extreme
Long Shot
5s-10s Camera moves from above the main characters head, getting
higher and higher showing the viewer the surrounding
environment and creating a feeling of isolation.
3 1st Person 1m+ Shows the main character walking towards the bunker. Still
looking around to view environment. They will then walk up to
the door and walk inside. It will stay in 1st person in this same
shot for the majority of the time that the character is inside as
the audience will see what the main character sees, through the
lens of the camera that the main character is recording the
investigation on.
19. Shot List (Antagonist Sequence)
Shot Number Shot Type Est Duration Description/notes (e.g. camera movement, specific
directions for performers, etc)
4 1st Person 5s Quick view of the antagonist following the character through the
corridors.
5 1st Person 10s Main character looks behind them to see if something was
following them but doesn’t see anything. Stays looking
backwards for a little bit to check they don’t reemerge. They
then continue to walk down the corridor and enter a room that a
bright light is leaking rom behind a door.
6 Wide
angle
5s-10s A view from a security camera in the corner of the room,
showing the audience the room in its entirety. The viewer may
be able to see the antagonists red eyes briefly in the opposite
corner of the room.
7 1st Person 5s Quick view from the antagonist, showing them watching the
main character from the corner of the room, covered in shadows.
20. Shot List (Escape Sequence)
Shot Number Shot Type Est Duration Description/notes (e.g. camera movement, specific
directions for performers, etc)
8 Medium
close up
5s Metal storage unit falling over from the corner that the
antagonist is in, creating a loud bang.
9 1st Person 10s-15s The main character points the camera to the dark corner of the
room, exposing the antagonist in the light of the camera causing
the main character to sprint out of the room through the door
she had just entered through.
10 Long shot 5s Shot showing the antagonist following the main character down
the corridor towards the light leaking in from the outside world.
11 1st Person 5s-10s The main character running towards the light from outside which
continuously grows brighter as the character gets closer and
closer.
12 1st Person >5s The antagonist reaching and swiping at the main character, but
just missing, as they get closer to the door
21. Shot List (Escape Sequence Continued)
Shot Number Shot Type Est Duration Description/notes (e.g. camera movement, specific
directions for performers, etc)
13 Medium
close up
5s-10s Camera outside the front door of the house, quickly follows the
main character who barges through the door and falls don the
stairs landing on the outside grass.
14 Long shot 10s Camera positioned on the main characters car, showing the main
character running towards the car. The lights within the house all
shut off towards the end of this shot causing everything to be
turn to darkness, finishing off the project, leaving the audience
on a cliff hanger as they wonder if the main character made it
out safely.
24. Hardware
• Home PC – to continue work outside of college to allow myself as much time as possible to complete the
project to the highest standard I can within the time restraint. Will also allow me access to plugins and
software that I may be unable to get access to within college.
• College Mac – to work within college using Maya and After Effects. Allows me to use my time within
college to model all my assets as well as composite as modelling will take a large amount of time within
this project. This will allow me to spend a large amount of time detailing and developing my characters,
environments and all my assets to the highest quality I can.
• Microphone – will be used for any sound design that I incorporate into this project should I have time to
create the sounds myself. This will allow me to further elevate the quality of my project as a sound design
should make it that bit more immersive for the audience.
25. Software
• Maya – this will be the software I use most, both at home and within college. It will be used to model all
the assets that I create for this project including characters, buildings, environments and more. It will also
be used to animate the assets to create the story for this project.
• After Effects – I will most likely be using this software a lot to throughout this project. I will definitely be
using it to composite all my assets together to create the final video, but I may also be using it to render
the 3D assets using a plugin for After Effects called Element 3D. I will also be using After Effects during
post-production to add effects and colour grading to the project as well as using it to edit the final cut.
• Premier Pro – this will be used for sound editing as well as adding the sound to the final cut of the project.
• Substance Painter/Zbrush – I am currently undecided on which of these programs I will be using but they
will be used for sculpting to add extra detail to my 3D assets as well as texturing to make the plain 3D
assets modelled in Maya come to life if I don’t texture in Element 3D.
• Blender – Alternative 3D modelling software incase Maya is unavailable to me at college.
27. Week 1
Thursday-Sunday (Home)
If I have finished modeling the inside of the building during
college, I will move onto modelling my characters during the
weekend. I will attempt to create simple drafts for the antagonist
over this period of time to create a final product in the follow
week. Finish reflection diary for week 1.
Monday (College)
On the first day of production, I hope to start modeling the building
layout that the story takes place within. I will aim to model a maze-
like building by simply using plains to create a rough model for the
layout of my building.
Tuesday (College)
I will try to finish off the basic inside layout for the main building
on the second day. This will involve adding ceilings, floors and
lights to the environment I will have created on the first day, which
will be purely walls.
Wednesday (College)
On Wednesday I hope to finish off anything to do with the inside of
the building to move onto character modeling in the 2nd week. I
will also write up my reflection diary for the past 3 days.
28. Week 2
Thursday-Sunday (Home)
Over the time that I am at home, I will render anything that I have
completed during the week at college as well as possibly creating
a few more prop assets to distribute around the building. Finish
reflection diary for week 2.
Monday (College)
I hope to either finish drafts of the antagonist or finish the final
version of the antagonist by this point. If I have finished the
antagonist model, I will start to texture and sculpt this asset.
Tuesday (College)
By this point, I want to have finished the antagonist modeling and
texturing as I will not be spending more time on it past this point.
Wednesday (College)
I will model and texture some props to use around the office type
building the majority of the story will take place in to make it feel
more alive. Write up reflection diary for the last 3 days.
29. Week 3
Thursday-Sunday (Home)
Whilst at home over the weekend, I will continue to add more
detail to all my assets if I have completed everything prior to this
point. Finish reflection diary for week 3.
Monday (College)
I will start to composite assets into the building that I have created
in previous weeks once rendering is completed. I will also start to
animate the antagonist and the camera movement, representing
the main character/explorer of the story.
Tuesday (College)
I will continue to animate assets to make sure the movement feels
realistic. I will also use remaining time to model additional props I
feel may add to the quality of the final cut.
Wednesday (College)
If I have finished animation and compositing, I will see about
adding extra detail to the building to try make it feel as if it was
actually abandoned. This may be in the form of leaves and cracks
that may have seeped into the building. Start week 3 reflection
diary for the past 3 days.
30. Week 4
Thursday-Sunday (Home)
Render story explanation sequence if it is completed over the
weekend. If I don’t manage to finish this in time, it will be cut
from the final cut of the film. Finish off reflection diary and d
extra detail if extra time is available.
Monday (College)
If everything prior to this point is done and I haven’t got any
delays, I will attempt to create a brief explanation to the story
sequence outside of the building. This will involve modelling,
texturing and detailing the front off the building and creating a
garden type environment out front of the building.
Tuesday (College)
Continue to create the explanation sequence if everything else is
done. Once finished, start to edit the final cut of the short film and
add post effects.
Wednesday (College)
Continue with post effects and editing of the final cut. Write up
reflection diary for the past 3 days.
31. Contingency Planning
• PC Crashing – Make sure to save as often as possible to ensure I don’t lose a lot of work. Also try to split
renders up, allowing the computer time between render to cool down, lowering the chances of it crashing
and me losing work/progress.
• Running out of time – I have planned things such as creating some effects in After Effects rather than Maya
if I start to run short on time. This way I will be able to create the effects faster, but they will be of aa lesser
quality. I can also cut scenes from the final cut as well as re use assets to try save myself some time but
hopefully I will plan well enough to ensure that this won't happen to result in a high-quality final product.
• Unable to create an asset – as I don’t have that much experience within Maya, I may find some assets
challenging to make and may take more time than I had planned for, if this is the case, I will need to see if
there is an alternative to the asset I wanted to use or if it's something really important to the story like the
antagonist, I may just have to download an asset, although this would not be ideal.
• Sofware unavailable – if a certain software is unavailable, I have considered alternatives. For example, if I
am unable to get Maya at college which would be worst case scenario, there are other 3D modelling
software programs that I could use such as Blender. Blender is free for everyone so it should be more
accessible.
32. Contingency Planning
• Not being able to complete everything – if I have taken on too much for this project, I have planned the
project in an order of priority so that if I don’t have enough time towards the end of the project to
complete everything, I will still have a good piece so that I have something I'm happy with handing in, and
it shouldn’t cause any negative effect on my outcome from the project.
• Struggling for ideas to improve work – I have contacted other 3D artists for tips and tricks about 3D
environment art, I hope that this way I can always think of ways that can elevate my work to the next level,
whether that be, improving textures, improving grass models or other 3D assets. Hopefully this will
prevent me from wasting time during the production stage of this project.
33. Health and Safety
Potential Issue How will the issue be
avoided?
Headache Make sure to take regular breaks away from
the computer.
Eye strain Take regular breaks away from the computer
and do something else, allowing your eyes time
to rest.
Back ache Take regular breaks to move around, try to sit
with good posture as often as possible.
Electrical Risks Make sure to restart the computer after a
while to allow it time to cool down as 3D
software is very intensive.
Trip Hazards Ensure there are not objects/cables out that
may be tripped on.
Fire Hazard Allow good ventilation around the computer
and don’t place flammable objects air vents in
the computer.
Editor's Notes
You need to identify locations and plan a recce.
What are the limitations and risks, eg distance, access, cost, weather? How will you manage this?
What do you need? E.g. equipment, resources? Mostly from college, but who do you need to speak to get this kit? What is available? When?
Look at equipment hire places, etc
Where will you edit your video? Do you need any other specialist facilities…?
CREW: What is you team? Who is in it? What are each team members strengths/weaknesses? When are they available?
CAST: Do you need any external performers? When are they available? Cost implications? Will you have to feed them? Transport them?
Other personnel? Is anyone else helping you?
CREW: What is you team? Who is in it? What are each team members strengths/weaknesses? When are they available?
CAST: Do you need any external performers? When are they available? Cost implications? Will you have to feed them? Transport them?
Other personnel? Is anyone else helping you?
CREW: What is you team? Who is in it? What are each team members strengths/weaknesses? When are they available?
CAST: Do you need any external performers? When are they available? Cost implications? Will you have to feed them? Transport them?
Other personnel? Is anyone else helping you?
CREW: What is you team? Who is in it? What are each team members strengths/weaknesses? When are they available?
CAST: Do you need any external performers? When are they available? Cost implications? Will you have to feed them? Transport them?
Other personnel? Is anyone else helping you?
CREW: What is you team? Who is in it? What are each team members strengths/weaknesses? When are they available?
CAST: Do you need any external performers? When are they available? Cost implications? Will you have to feed them? Transport them?
Other personnel? Is anyone else helping you?