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

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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. www.ocr.org.uk 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. 7
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Level 2 - Unit 24 - Animation techniques (PDF, 2MB) - OCR

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