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Assignment briefQualification Level 3 Extended Diploma in Creative Media Production L3 Unit 33 Stop Motion AnimationUnit number and title L3 Unit 5: Working to a Brief in the Creative Media IndustriesStart date 10th October 2011Deadline 6th February 2012Assessor name Jo LowesAssignment title Create a Stop Motion Animation for E4 E Sting Ident CompetitionThe purpose of this assignment is to:Understand the techniques and development of stop motion animationPlan a Stop Motion Animation with a soundtrackProduce a Stop Motion Animation with a soundtrackBe able to reflect on own digital graphics workUnderstand the requirements of working to a briefBe able to develop a planned response to a briefBe able to apply a response to a briefBe able to review work on completion of a brief.Learners will create a stop motion animation Ident for the E4 E stings competition.Animation has become an increasingly important media form and examples can be seen in formats as different as advertising, feature films,mobile phone content, the internet and television. The industry includes both large and small production companies working on stop motionanimation projects using a range of formats and for a variety of purposes. Animation on all scales requires people with fresh, exciting ideas fornew work, whilst larger companies will also need individuals with specialist skills, such as model making.This assignment aims to extend learners’ competence in all stages of the stop motion animation of models (the term ‘model’ being used in thisunit to include the objects, puppets or figures used as characters in a stop motion animation). Learners will work on design, character, settingand narrative, whilst also developing a range of production techniques. Point of view, lighting and movement, such as walking and lip synching,are key issues in this unit. Stop motion animation involves developing creative ideas for character, setting and storyline which will engage thechosen audience. Learners will be encouraged to experiment with both content and technique.As essential background, learners need to research the content and production techniques used in both historical and contemporary examplesof work, and to understand such things as persistence of vision, frame rates, stop-frame techniques, model making and sets. As they follow theunit, learners will increasingly recognise the need to keep their intended audience constantly in mind, and to take into account, at all stages,the role of animation as communication. To encourage this recognition their animation work will be exhibited to audiences after completionand audience responses evaluated.
Tasks Grading Criteria MappingTask 1Using your blog, create at least 6 entries evaluating past pioneers and present stop motion Unit 5 – P1, M1, D1practitioners. Include images and consider the following areas: Unit 33 – P1, M1, D2What is it used for? Who is it aimed at?Is it an advert / film / TV series / music video? What is it trying to do? Is it trying to sell you something?If it is a film what story is it trying to tell and what mood is it trying to create?How was it made? What resources were needed? Plasticine or puppets? Drawings or photographs?What do you like about it? What makes it stand out? Why is it effective? How do you think it could beimproved? Or if it was a technique of the past what limitations did it have? Compare it to otherexamples.Past pioneers: Joseph Plateau (phenakitoscope), William Horner (zoetrope, Emily Reynard(Praxinoscope), Edward Muybridge, Edison (kinetoscope) Lumiere brothers, George PalDevelopers: Willis O’Brien, Ray Harryhausen, Jan SvankmajerContemporary practitioners: The brothers Quay, Tim Burton, Aardman AnimationsComplete the three practical tasks: • Create a flipbook • Create an animation for a praxtiscope • Based on the work of Jan Švankmajer and brothers Quay in group or 3 or 4 create a short stop motion animation using a set of objects. Put this on your blog and discuss the similarities.Task 2Create a blog entry researching E4 and the E Stings competition, use moodboards and/or mind maps to Unit 5 – P2, M2, D2brainstorm possible ideas for your animation. You will also have to make visual research to help with Unit 5 – P1, M1, D1the styling of your imagery. Unit 33 – P2, M2, D2Complete a project proposal for you animation which will meet the needs of the E4 competition brief.Support your proposal with test animations, storyboards and dope sheet outlining what you plan tocreate.Task 3Produce a 60 second stop motion animation ident and 10 second sting with an appropriate soundtrack Unit 5 – P3, M3, D3which promotes the Channel E4. Unit 54 – P3, M3, D3Task 4Write an evaluation of your project. Use your blog posts to identify the strengths and weaknesses of Unit 5 – P4, M4, D4your planning process. Try to establish whether or not your finished product have you achieved what Unit 5 – P1, M1, D1you set out to? If you completed the task again what would you change? Unit 33 – P4, M4, D4You need to gain feedback from your peers? Show your stop motion animation at an external screeningevent and to your class. Create a questionnaire which can be completed to ascertain the strengths andweaknesses of your completed animation.This brief has been verified as being fit for purposeAssessorSignature DateInternal verifierSignature Date
Unit 33: Stop Motion AnimationP1 describe the techniques and M1 explain the techniques and D1 comprehensively explain thedevelopment of stop motion animation development of stop motion animation techniques and development of stopwith some appropriate use of subject with reference to detailed illustrative motion animation with elucidatedterminology examples and with generally correct use examples and consistently using subject of subject terminology terminology correctlyP2 generate outline ideas for a stop M2 generate detailed ideas for a stop D2 generate thoroughly thought-throughmotion animation with soundtrack, motion animation with soundtrack, ideas for a stop motion animation withworking within appropriate conventions showing some imagination and with only soundtrack, showing creativity and flairand with some assistance occasional assistance and working independently to professional expectationsP3 produce a stop motion animation with M3 produce a stop motion animation D3 produce a stop motion animation withsoundtrack with some assistance with soundtrack to a good technical soundtrack to a technical quality that standard with only occasional reflects near-professional standards, assistance working independently to professional expectationsP4 comment on audience responses to M4 explain audience responses to own D1 critically evaluate audience responsesown stop motion animation work with stop motion animation work with to own stop motion animation work withsome appropriate use of subject reference to detailed illustrative examples supporting arguments and elucidatedterminology and with generally correct use of subject examples, and consistently using subject terminology terminology correctlyUnit 5: Working to a brief in the Creative Media IndustriesP1 describe the requirements of working M1 explain the requirements of working D1 comprehensivelyto a brief. to a brief with reference to detailed explain the requirements of working to a illustrative examples. brief with elucidated examples.P2 plan a response to a brief working M2 plan a response to a brief D2 plan a response to a brief to near-within appropriate conventions and with competently showing some imagination professional standards showing creativitysome assistance. and with only occasional assistance. and flair and working independently to[CT, SM]. professional expectations.P3 apply a response to a brief working M3 apply a response to a brief D3 apply a response to a brief to near-within appropriate conventions and with competently showing some imagination professional standards showing creativitysome assistance. and with only occasional assistance. and flair and working independently to[CT, SM] professional expectations.P4 comment on own work on completion M4 explain own work on completion of a D4 critically evaluate own work onof a brief with some appropriate use of brief with reference to detailed completion of a brief with reference tosubject terminology. illustrative examples and with generally professional practice, and consistently correct use of subject terminology. using subject terminology correctly.:PLTS: This summary references where applicable, in the square brackets, the elements of the personal,learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrateeffective application of the referenced elements of the skills.