Level 2 - Unit 24 - Animation techniques (PDF, 2MB) - OCR

Cambridge
TECHNICALS
OCR LEVEL 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
IT
ANIMATION TECHNIQUES
M/600/6521
LEVEL 2 UNIT 24
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10

ANIMATION TECHNIQUES
M/600/6521
LEVEL 2
AIM AND PURPOSE OF THE UNIT
From this unit the learners will understand the animation
process and the different types of animation that are used to
present an idea or story. They will understand the hardware
and the software that is used to create different animations.
The unit will enable learners to produce an animation and
understand the techniques that are used by animators to
create an animation and how these can be used to achieve
a client’s brief. Learners will be able to understand how
products are reviewed and tested and how to use feedback
as a means of improving their work. This unit could be used
as a foundation by people wishing to work in the animation
industry.
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2

Animation Techniques Level 2 Unit 24
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The learner will:
The assessment criteria are
the pass requirements for
this unit.
The learner can:
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
1 Know about animation
techniques
2 Be able to develop
ideas for an animation
sequence
3 Be able to create an
animation sequence
4 Be able to review own
animation production
P1 outline techniques
employed in animation
P2 present an idea for an
animation sequence
P3 use animation
techniques to create
an animation sequence
that partially realises
intentions
P4 review strengths and
weaknesses of own
animation production
work
M1 describe how
animations are used
M2 create a storyboard for
an animated sequence
M3 use a range of functions
within the software to
enhance the animation
M4 use a test plan to test
the finished animation
D1 evaluate different ways
animations can be
created
D2 create a detailed
storyboard for an
animation sequence
D3 export the animated
sequence justifying the
output format
D4 evaluate feedback from
users on the
final animation
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TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows the i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.
LO1 Know about animation techniques
• flick book
• cel animation
• stop motion animation
• rotoscoping
• zoetrope
• kinetiscope
• computer generated animation.
• how animations are used
-music - videos
-advertising
-
-computer -
games
--
mobile phones
-internet.
-
• hardware
--
computer
-graphic -
tablet
--
camera (e.g. digital still, video camera).
• software
--
computer generated animation software
--
movie editing software.
LO2 Be able to develop ideas for an animation
sequence
• scripting
• movements
• frame rates
• audio
• camera angles
• point of view
• script.
LO3 Be able to create an animation sequence
• production, (e.g. layout, point of view, camera angles,
audio recording, filming)
• post production
--
editing process, (e.g. aspect ratio, cutting, transitions,
timing, effects, soundtrack, titles and credits, visual
effects)
--
export format.
LO4 Be able to review own animation production
• review, (e.g. against original intentions, appropriateness to
audience, quality and content, strengths and weaknesses)
• test plan, (e.g. suitable content, conveys correct message,
runs at suitable frame rate, runs for correct length, is in
suitable format)
• user feedback, (e.g. suitability for audience, aesthetics,
possible improvements).
• audience
• purpose
• animation method, (e.g. stop motion, computer
generated)
• genre
• storyboarding, (e.g. timings, frame rates, visualisation of
ideas, movement, audio, camera angles, point of view)
--
basic storyboarding, (e.g. simple sketch of ideas)
--
detailed storyboarding, (e.g. used for detailing a higher
level of detail based on original sketches and ideas)
• timings
• characters
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4

Animation Techniques Level 2 Unit 24
DELIVERY GUIDANCE
Know about animation techniques
The centre should support learners in looking at the history
of animation – it may be possible to visit a museum to look at
early zoetropes and other early forms of animation in order
to gain an understanding of how each method works. The
centre should teach learners about animations that have been
created (e.g. stop motion animation from Ray Harryhausen,
Clash of the Titans (1981)) and then compare this to later CGI
creations (e.g. Clash of the Titans (2010), King Kong (2005),
Toy Story 3 (2010)). The centre should teach learners how to
evaluate the differences in creating an animation between
animations by Harryhausen to the likes of Morph and other
Aardmen animations. Tutors can give a list of criteria to look
at when reviewing examples of animation and this can then
be researched and discussed in groups. The centre can teach
learners how animations are used in e.g. advertisements,
games, and cinema releases. This may be through DVD’s,
online video, research and group work.
The centre, depending on the software available, can
demonstrate animation techniques this can be through tutor
demonstrations with class participation, the use of video
tutorials, step-by-step tutorials and through the learners
experimenting with the software/techniques. This can start
with a simple flick book animation then progress onto stop
motion animation, using clay or Lego characters posing and
individual pictures taken. The pictures taken could then be
imported into movie editing software in order to generate
motion – adding sound and effects should be taught at
this point. Learners should be taught the hardware that is
involved in producing animations e.g. digital camera (for
stop motion e.g. Wallace and Gromit), graphics tablets (for
drawing into an animation programme like Flash e.g. Simon’s
Cat (YouTube)), and importing this into a computer ready for
manipulation.
The centre should then teach computer animation using
software such as Expression or Flash and show both frame
by frame and tweening. Learners could gain a greater
understanding of frame by frame animation by using freeware
such as Pivot. Once learners have an understanding of the
software and how to create animations, they should try out
different software for animation (e.g. stop motion and then
movie editing, Flash, Expression) and feedback to the group
which they found easiest to use and why and also the aspects
within the creation process they most enjoyed or did not feel
so confident with.
Be able to develop ideas for an animation sequence
Learners can be split into groups and shown different adverts
from television. They could look at who the target audience
for this advert is, based on the visual message such as font,
images, colours, sound etc.’. They can then feed this back
to the rest of the group in the form of a presentation – the
advertisements should be for different products and for a
variety of age groups, genders and social backgrounds.
Learners should be taught how to put together ideas for an
animation, they may be given a fictitious set of scenarios for
different target audiences (e.g. female teenagers, male office
workers, etc.) and think about how they would advertise
a product to each of these, thus thinking about what they
would do to target them in terms of music, colours, fonts,
themes, genres etc. Learners can be split into groups and
brainstorm ideas considering how these audience needs
can best be met. They can draw on their experiences from
the previous learning outcome in terms of the software/
animation methods/hardware they used and which may
be the most appropriate for the scenario they have been
given. Learners should be taught how to plan an animation
through storyboarding and scripting. The centre could visit a
production studio to see how storyboarding and scripts are
put together. Examples of storyboarding in the animation
industry (these are often found on DVD Bonus Discs for major
cinema released animated or CGI films) can help with the
teaching of how storyboarding is used in industry ready for
learners to construct their own storyboards. Learners within
their groups could storyboard out an idea for their scenario.
Be able to create an animation sequence
Learners could look at fictitious client briefs in order to
gain an understanding of what information is included.
They could work in groups to look at the requirements and
discuss the main points that are required and how these
could best be met by an animation. Learners should be
taught the functions of various pieces of software by tutor
demonstration with class participation, video tutorials, step
by step tutorials and experiment with them so that they
understand how animations can firstly, be put together and
secondly, improved through using the tools in the software.
Learners should be taught different functions within the
centre’s software to further enhance an animation and make
it look more professional. Learners should practice creating
their own animation from a fictitious client brief building
on the previous teaching. A visit from a local animator or
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a visit to an animation company will give learners further
experience of how animation can be improved with additional
software techniques. The visit may also look at, or learners
can be taught, that animation is split into three phases; preproduction,
production and post-production and what is
involved in each of these phases. Learners must be taught
about differing formats that animations can be exported in
and which best suits different delivery methods and audience
e.g. movie format, shockwave format.
Be able to review own animation production
Learners should look at animations that currently exist and
their own animations and in groups review the animations
(both existing animations and their own) looking at its
strengths and weaknesses (e.g. suitability for audience,
storyline, colours used), as well as deciding if the animation
has met its objectives and how they could be improved.
Learners can feedback to other members of their group or
discuss what they have found through their group work to the
whole class. Learners should be taught how to create a test
plan and could then use this to test an existing animation –
the centre should find a good test plan and a bad one in order
to contrast the differences (this could be one constructed by
the tutor). Possible errors could include the frame rate being
too fast making it difficult to read captions and text, or the
animation may not be fit for its audience etc. Learners should
be taught appropriate methods for collecting feedback on
animations and understand evaluation techniques. Within
their groups they can be given a set of questions to see
how they would respond to these questions. These can be
a mixture of open and closed questions so that learners
understand how to gain useful responses depending on the
questions asked and how these questions are phrased.
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6

Animation Techniques Level 2 Unit 24
SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON
ASSESSING THE SUGGESTED TASKS
Assessment Criteria P1, M1, D1
Learners could evidence P1 using a report or a presentation
to outline the techniques that are employed in animation,
including those detailed in the Teaching Content. They should
illustrate their work with examples, which could include
images of different types of animation methods used through
history and now.
The merit criterion M1 could be in the form of a report or
presentation that describes how animations are used. The
evidence should include all uses as identified in the teaching
content. Images could be used to support the evidence.
The distinction criterion D1 could be a report or presentation with
supporting images, which evaluates different ways animations
can be created. This must include a range of animation
techniques in order to evaluate their creation.
Assessment Criteria P2, M2, D2
Learners could evidence P2 through a report or video,
showing the presentation of their idea and demonstrating
that they understand the requirements of their animation (e.g.
target audience, genre and purpose). They should also create
a basic visualisation for their animation which should include a
character that will be in the animation.
The merit criterion M2 learners must create a storyboard for their
animation. To support the visual storyboard drawings, there must
be supporting notes underneath each image explaining what it is
showing.
The distinction criterion D2 must be evidenced by a detailed
storyboard for their animation sequence. This could be
developed from the evidence for M2. A detailed storyboard
should include the items as listed in the teaching content.
Assessment Criteria P3, M3, D3
Learners could evidence P3 through screen shots in a report
or presentation, or alternatively photographic/video evidence
of using animation techniques to create their animation
sequence. The completed animation must also be included as
evidence.
The distinction criterion D3 must be evidence of the exporting of
the animated sequence and the format the animation has been
exported in – the format that has been chosen must be justified
in relation to audience and purpose. This may be an extension to
the merit criterion and can be the actual finished product.
Assessment Criteria P4, M4, D4
For P4, learners will review strengths and weaknesses of their
own animation production work. This could be evidenced
through the use of a report which could include a table
showing the strengths and weaknesses of the final animation
supported by screen captures to illustrate points made.
For merit criterion M4 learners must create and use a test plan
which will provide the evidence for the criterion. It must be
correctly completed covering all topics in the teaching content to
fully test their final animation.
Evidence for distinction criterion D4 must be an evaluation of
user feedback on the final animation. This could be collected
by means of a questionnaire covering all topics listed in the
teaching content. The evidence could be in the form of a report or
summary of the feedback.
SUGGESTED SCENARIOS
Learners could plan and carry out an animation to promote
healthy eating within a primary school. They should research
animations in the first instance in order to best inform their
planning. For the animation they should consider how the
animation would need to be constructed in order to appeal to
the target audience.
Resources
You may need:
Digital camera, tripod clay or Lego, movie making software
(free or paid for), animation software.
The merit criterion M3 is an extension of the pass criteria and
must show the actual processes they have gone through and
the stages of work during its construction. Learners must include
annotations or written explanations of the range of functions
that have been used within the software in order to enhance the
animation.
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Animation Techniques Level 2 Unit 24
LINKS TO NOS
ANIM1: Work effectively in animation
ANIM4: Evaluate proposed ideas prior to production
ANIM7: Write a script
ANIM8: Create designs
ANIM9: Visualise the script
ANIM10: Edit timings
ANIM12: Create 2D animation
ANIM13: Finalise artwork for 2D animation
ANIM17: Build characters (models) for stop motion
animation
ANIM18: Set up lighting and cameras for stop motion
animation
ANIM19: Create stop motion animation.
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