Unit 6: initial inspiration

For this unit, I am asked to develop, design and execute creatively a 'fantastic voyage' through a micro-biological environment. I am challenged to transcribe a biological process accurately and dynamically and consider ways in which complex ideas and data might be represented engagingly to different audiences.

I've chosen Theme 3: Fighting an Infection, The audience I aim to direct it to is a younger audience- Specifically Primary School Years 4-6

I aim to push the idea of an "infomercial" within a stylistic art direction in order to grab the audiences attention. I also aim to keep the Technical details compacted within a concise yet easy-to-understand structure in order for the audience to understand the details easily.

Some initial ideas on Art Direction

Simpsons - Troy Mclure, Style of writing

Unit 4 Re-sub

Essay
-Handed In

Maya Workshops

Pre-Viz 1:Intro to Pre-Viz (Creating A Pan Shot)


Pre-Viz 1: Intro to Pre-Viz (Crane Shot)


Pre-Viz 1: Intro to Pre-Viz (Dolly Shot)


Pre-Viz 1: Intro to Pre-Viz (Pitch Shot)


Pre-Viz 1: Intro to Pre-Viz (Roll Shot)



Animatic



Pre-Viz

Art of: The Maniacal Stapler

present

Final Animation: The Maniacal Stapler

I'm so annoyed with how it turned out it's not even funny.




I really should have made the story MUCH more simpler then what I re-made it- losing everything else but the worker, stapler and desk. However the whole Cuban revolution aspect did motivate me to work continuously on it for around 96ish hours. Designing "Che" Stapler was wayy too fun.

This is defiantly something to write a proper evaluation over during the weekend. I can see so many areas I could have done better if I made the concept simpler.

Submission Disc Branding

Animation Timeline

Animation Timeline - Work in Progress


1904 Eadweard Muybridge

1914 Winsor McCay

1920 Walt Disney

1947 Robert Emerson "Bob" Clampett

1990 Craig McCracken

2000 Don Bluth

Final Storyboard

Act 1



Act 2





Act 3

Revamped Final Story

The Maniacal Stapler

Rough Storyboard

Act 1



Act 2



Act 3

Must Remember.

When I did the timetable a few weeks ago I seriously underestimated the amount of paper I will need to be using in order to hit the assessment criteria. 60 frames for a 60 second animation doesn't seem like the best idea in order to hit that criteria.

At the moment the plan is to get everything outstanding out the way this weekend so:-
A) I can dedicate the next 4 days towards strictly drawing.
B) I've got a clear and concise idea of what I need to draw.
C) Don't have anything that could potentially hold me back on all counts.


I'm aiming to get 15 Frames Per Second, for 60 Seconds, and 900 frames in total.

3 Acts
20 seconds an act
300 frames each act

Therefore,

225 frames a day

225 Monday
450 Tuesday
675 Wednesday
900 Thursday

If time allows, i.e if I can complete the 900 before Thursday, I'm hoping to implement colours and tone. But, main priority is to demonstrate an understanding of the principles of animation.

Just so I'm reminded:

Aims:
A1 To explore the representation of movement for animation.
A2 To develop the ability to apply the principles of animation to original narratives.
A3 To develop the ability to use software applications in order to create animation.
A4 To consider animation from historical, cultural and contemporary perspectives.
A5 To strengthen approaches to research in the support of conceptual ideas.
A6 To develop project management skills.
Learning Outcomes
On successful completion of this unit you will be able to demonstrate:
LO1 Knowledge and understanding of the principles of animation and the ability to
employ them within a narrative context.
LO2 Developing skills required to employ software packages in the production of
animation.
LO3 Emerging research methods employed in support of concept development
LO4 Formative project management.


Knowledge of Contexts, Concepts, Technologies, Processes
(LO1) Growing contextual knowledge and critical understanding of the principles of
animation as employed in time-based narratives

Understanding the Application of Knowledge
(LO2) Developing skills in the use of software packages to produce animation.
(LO3) Developing research methods to support and evolve conceptual ideas.

Application of Technical Professional Skills
(LO4) Growing management skills and professionalism

Animation Workshop Exercises

Ball Exercise



Bowling Ball Exercise



Walking Exercise



Chair stand up

Unit 5 - Maya

I really enjoyed these tutorials, I always wondered how characters moved so fluidly in films like Monsters Inc. or Toy Story. But never actually knew that the characters were rigged first, including creating the kinetics and restrictions to how far it can move, and the bodies of characters were added in later. Would love to see the rigging for Wall-E.

The intro to character animation tutorials also was interesting as the use of key frames conveniently correlate with what I will need to do in regard to my final animation frames. I'm pretty thankful for that.

I wasn't sure how else to show off the rigging other then screenshots, so the following is the series of final bodyparts after I've completed them.

Legs
http://i.imgur.com/fnItB.jpg

Spine
http://i.imgur.com/D1AUx.jpg

Walk
http://www.youtube.com/watch?v=lA7rYAdqlRQ

Influence - Pixar's Luxo Jr. (1986)

Why this short wasn't remembered by be a few weeks ago is beyond me. The short essentially is connected with the idea of an inanimate object.