Bev Facey Community High

COM1145: Animation 1

• Students are introduced to a variety of animation techniques and produce a simple animation; the focus is on basic skills, including planning, keyframing, stage set-up and production, used to create a moving picture.
• Prerequisite: COM1005: Visual Composition

Assignment 1 - Animation Plan

Plan your animation project:

1. brainstorm ideas to come up with a new story to tell, or an existing story to retell
2. create a story arc (beginning, middle, and end)
3. sketch a storyboard
   • your story must have at least three scenes each with a different background
   • consider using different “camera angles”
4. think about dialog, sound effects, and music for your project
   • music should be legal for use
5. get your storyboard approved by your teacher before starting the project

Assignment 2 - Animation Project

Using one of the following programs or websites, or another tool of your choice, create an animation that is between 45 and 120 seconds long. You may use digital drawing or modelling, paper drawings, or stop motion with physical objects.

• Adobe Animate (more tutorials)
• Piskel
• Brush Ninja
• Flip Anim
• Cloud Stop Motion
• Stop Motion Animator
• Photoshop
• Blender
• Scratch
• Pivot Animator (may not be available on school computers)
• PowerPoint or Keynote

Assignment 3 - Project Presentation

1. Show your animation to an audience and ask for feedback.
2. Provide feedback to at least one other student.
3. Write an evaluation of your own work, including:
   1. how the elements and principles of design help facilitate good composition
   2. the technical and creative aspects of the work; e.g., quality, uniqueness
   3. areas of concern/difficulty (if applicable)
   4. the use of tools and equipment
   5. the relationship of the short outline/script to the final product
   6. the quality of completed project
   7. meeting school and community standards; e.g., appropriate language

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Outcomes

The student will

1. identify and describe the fundamental concepts of the illusion of movement through a minimum of three animation styles used in the animation industry; e.g., cel animation, claymation, pixilation, computer animation
2. produce short animation assignment(s)
   1. prepare a project plan, an outline and/or a storyboard for a presentation
   2. select an appropriate animation technique; e.g., clay, film and artwork, digital proofs, computer animation software
   3. use technical equipment; e.g., camera/image-capture device, computer, editor, to capture/create images, create movement and edit final product(s)
   4. identify and/or apply music and/or sound effects to enhance the production
   5. present the project to teacher and/or peers for feedback
3. identify copyright restrictions and permissions and put them into practice
4. present a selection of work completed in this course to an audience
   1. discuss work regarding:
      1. how the elements and principles of design help facilitate good composition in his or her work
      2. the technical and creative aspects of the work; e.g., quality, uniqueness
      3. areas of concern/difficulty (if applicable)
      4. the use of tools and equipment
      5. the relationship of the short outline/script to the final product
      6. the quality of completed project
      7. meeting school and community standards; e.g., appropriate language
   2. participate in peer/teacher assessment
   3. add this selected work to an ongoing portfolio
5. apply consistent and appropriate work station routines
   1. demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture
   2. demonstrate security for hardware, software, supplies and personal work
6. demonstrate basic competencies
   1. demonstrate fundamental skills to:
      1. communicate
      2. manage information
      3. use numbers
      4. think and solve problems
   2. demonstrate personal management skills to:
      1. demonstrate positive attitudes and behaviours
      2. be responsible
      3. be adaptable
      4. learn continuously
      5. work safely
   3. demonstrate teamwork skills to:
      1. work with others
      2. participate in projects and tasks
7. make personal connections to the cluster content and processes to inform possible pathway choices
   1. complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
   2. create a connection between a personal inventory and occupational choices

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