OCR LEVEL 2 CAMBRIDGE TECHNICAL

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1 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

2 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. 2

3 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 3

4 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 4

5 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

6 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. 6

7 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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9 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. 9

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