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

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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 www.ocr.org.uk 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 5
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Level 2 - Unit 24 - Animation techniques (PDF, 2MB) - OCR

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