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Digital Animation • Revised 7/31/2017 •

Step 2 Digital Animation Activity Sheet Continue your journey towards achieving mastery as a Special FX Technician, 2D Animator, 3D Modeler, 3D Animator, or Motion Graphics Artist. The ability to use animation is often in demand, whether these skills will be used for animated characters, games, educational tutorials, or advertisements. Competencies Prepare with Purpose | Pursue | Persist | Pol ish | Produce | Problem-Solve | Perform with Promise

master the fo l lowing sk il ls:

Planning: Identify,produceandorganizeappropriatecontenttosupportandmanage3Dprojects.ThisincludesAudience,Storyboards,Shots,Animatics,ProjectRequirements,Scope,andScripts.

Production Standards—2D Animation: Adopthabitstosupportindustry-standard2Danimationrequirementsandsolvechallenges.Thesestandardsshouldbeappliedtoreal-worldunpredictablesituationsandinclude:principlesofanimation,walkcycles,lip-synching,formatanddeliveryoutput,andpreparationand/orfinishingofanimationsformodeling,2Danimation,3Danimation,motiongraphics,andspecialeffects.

A detailed checklist of skills you may be required demonstrate is provided on the following page.


Competencies Checklist: Demonstrate the skills you need to get the job! Planning:

o Identify, produce and organize appropriate content to support and manage 2D and 3D projects. This includes Audience, Storyboards, Shots, Animatics, Project Requirements, Scope, and Scripts.

o Create/Approve/Study storyboard to determine model requirements for story: complexity details, relationships between models and desired animation outcome.

o Identify appropriate uses of action and planning of shots in the storyboard. o Produce and/or gather concept art, assets, character sketches, environment sketches, prototypes,

and storyboard/animatic information. o Identify the purpose, audience, and audience needs when preparing projects and assets. o Study character sketches and storyboards to become familiar with the character, required details,

and identify areas that can’t be reproduced. o Identify and define authentic problems and significant questions for investigation. o Use multiple processes and diverse perspectives to explore alternative solutions. o Study scripts to become familiar with production concepts and requirements. o Confer with production team concerning constraints and limitations—environment,

character, scope of animation, (how it will deform,) and output; if developing 3D assets—triangles or quads, polycount limits.

o Exhibit knowledge of the critical elements in designing a production in the stages of pre-production, production, and postproduction.

§ Identify the linkage from each stage to the next in processes and activities. § Identify areas of artwork that are missing or need to be designed. § Identify unique characteristics of model. § Identify similarities and differences, if creating a family of similar models. § Plan the development of models.

o Confer with production team to design a concept, a short script, and identify the resources needed to support and improve dramatic entertainment value of animation of motion graphics.

o Plan and manage activities to develop a solution or complete a project. § Demonstrate knowledge of planning considerations—target audience, selection of appropriate software,

availability of hardware, selection of format, scope, delivery mode § Define a production schedule § Obtain media § Sketch concepts and solicit feedback for improvements § Build prototypes

o Use time management to produce animations according to a production schedule.

Production Standards—2D Animation o Adopt habits to support industry-standard 2D animation requirements and solve challenges.

These standards should be applied to real-world unpredictable situations.Specifically, you must understand/explain/show evidence of the following competencies:

o Construct animations that incorporate walk cycles, jumps, turnarounds, voice (lip syncing), background sound, sound effects, and various camera movements.

o Develop video and animation content for delivery on the web, interactive advertising, motion graphics, and/or mobile devices.

o Utilize critical thinking and creative problem-solving techniques to identify and solve problems. o Animate to sound; create voice-overs for characters. o Incorporate the principles of animation: squash/stretch, timing/weight, archs, secondary

animation, anticipation, follow thru/overlap. o Design animations that incorporate various types of linking, motion, rollovers, and interactivity. o Incorporate Video Alpha Channels, as needed. o Apply filters and blend effects to video and animations. o Combine technical skills, troubleshooting techniques, and creativity to construct a unique

animation that provides a solution for a client.

Resources and Skil l Mastery


Certif ication(s): Adobe Certified Associate: Multiplatform Animations using Adobe Animate CC Apple: Final Cut Pro

What Use animation skills to create entertaining character animations, demonstrations, tutorials, and interactive experiences that can be delivered to audiences across platforms and devices.

Objective: Students will combine storyboarding, camera, and animation techniques as they create cartoons, and other short animations. Animations will contain animated text, character movements that include walk cycles and turnarounds; voice (lip syncing), background sound, and sound effects. Why The ability to use animation is often in demand, whether theses skills will be used for 2D animated characters, games, educational tutorials, or Internet advertisements.

How

Instruction: Principles of Animation Cartoon Animation, Illustrations, Voice-Overs Principles of Drawing/Cintiq Tablet Camera Angles, Movements, Shots, Lighting, Storyboarding


Adobe Certified Associate in Multiplatform Animations using Adobe Animate CC (2016) Exam Objectives Domain 1.0 Setting Project Requirements

1.1 Identify the purpose, audience, and audience needs for preparing rich animated media.

1.2 Summarize how designers make decisions about the type of content to include in a project, including considerations such as copyright, project fit, permissions, and licensing.

1.3 Demonstrate knowledge of project management tasks and responsibilities. 1.4 Communicate with others (such as peers and clients) about design plans. Domain 2.0 Understanding Rich Animated Media 2.1 Understand key terminology related to rich animated media design.

2.2 Demonstrate knowledge of basic design principles and best practices employed in the interactive media design industry, such as symmetry, consistency, and accessibility.

2.3 Demonstrate knowledge of typography and its use in visual design.

2.4 Demonstrate knowledge of ActionScript 3.0, JavaScript for HTML5 Canvas and WebGL platforms.

Domain 3.0 Understanding Adobe Animate CC

3.1 Identify elements of the Animate interface and demonstrate knowledge of their functions, including Panels, the Timeline, the Property Inspector, and Document Properties dialog.

3.2 Define the functions of commonly used tools, including selection tools, the Pen tool, other drawing tools, and shape tools.

3.3 Navigate, organize, and customize the workspace. 3.4 Use design tools in the interface, such as rulers and guides. 3.5 Use the Motion Editor. 3.6 Demonstrate knowledge of layers and masks. 3.7 Understand symbols and the Library.


Domain 4.0 Creating Rich Animated Media Content Using Animate CC 4.1 Create a new project. 4.2 Import and modify graphics. 4.3 Create static, dynamic and input text and adjust text properties.

4.4 Work with symbols and instances. 4.5 Create animations (changes in shape, position, size, color, and transparency). 4.6 Add simple controls through ActionScript 3.0, JavaScript for HTML5 Canvas and WebGL. 4.7 Create masks. 4.8 Import and use sound. 4.9 Add and export video. Domain 5.0 Testing, Publishing, and Evaluating Rich Animated Media Elements Using Animate CC 5.1 Conduct basic technical and usability tests. 5.2 Understand Animate file types and file sizes. 5.3 Make an Animate document accessible. 5.4 Publish and export Animate documents.


Creative Blitz Portfolio Challenge Develop an awesome animated digital story OR animated movie trailer

Project Guidelines—READ & PREPARE before starting Creative Brief: Children’s Story OR INCREDIBLES 3 adventure movie trailer

Client: Instructor

Industry: Education (Children, ages 3 – 6)

Project Goals: Inspire children from a selection of an award-winning children’s book OR develop an animated movie trailer for a sequel to INCREDIBLES featuring the new Superhero character you developed. Your project should inspire children to overcome modern obstacles kids relate to, and come out better. Objectives:

• Animation and Message should be age-appropriate and inspirational OR if a movie trailer, it must also be informational—release date, newest superhero and traits, etc..

• Animation and Message should be true to the story. YOU will need to supply outline/storyboard for sequel promo. Even if you select from the children’s story, you will still need to supply a storyboard indicating your camera shots and intentions for execution.

• Animation/Movie Trailer should be approximately 11 seconds. • The Principles of Animation and Pixar’s Rules for Storytelling should be evident in your animation. • Write and include character profiles for your main character(s). • Message should include audio.

Examples:

• Check out the award-winning children’s books from the classroom library—refer to list below. (Storyboard/script must be prepared in all circumstances, including planning of shots, angles, etc.)

• INCREDIBLES 2 opens this year. Research it, and develop an animated movie trailer for the INCREDIBLES 3 sequel. You will be incorporating a new INCREDIBLES superhero character for the sequel. You may also incorporate the logo you designed earlier. Be sure to include the release date, May 2019, and any superhero traits of your new character.

Target Market: Gender: M & F Age: 3 - 6 Additional Info: Write to inspire children to believe in themselves and their abilities; Encourage confidence, appreciation for learning new things, and stimulate the desire to find beauty in others and in the world and to make it an even better place. Message: Inspirational, with a modern spin. Initial reference ideas:

• Keep story simple • Use any of the following:

o The Day the Crayons Quit o When a Dragon Moves In o Giraffes Can’t Dance o INCREDIBLES movie sequel – 11 second trailer using the logo design developed earlier and the

character you will develop during this course. Technical requirements listed on following page


Technical requirements: • NOTE: You are only developing one scene from the selected text or an 11-second movie trailer for the

INCREDIBLES sequel. For example, from The Day the Crayons Quit, you would animate the scenes for one of the colors—use a storyboard to indicate shots and execution preferences. If you select the INCREDIBLES movie trailer, YOU will need to supply the outline/storyboard and get it pre-approved. You may work individually or with a team. Your scene/trailer, and approach (team or individual; if team, each person must develop their own scene, and each person is responsible for editing their own video version of the combined scenes,) must be pre-approved by your instructor prior to starting.

• Deadline: 40 hours • Length: 9 – 13 seconds; 30 fps; intentionally select your screen size/resolution. • Before starting, document your plan for completion of this project in Basecamp. Include dates, phases, etc. • Refer to the Information Sheet for Video formats, working with cameras, and other instruction provided during

this course, such as How to Create Characters with Personality. Note, some additional resources have been included on the class site, on the course page.

• Review rubric prior to starting for quality indicators for success; research/implement client requests. • Story Structure and Storyboard, including sketches, camera angles, shots, script, explanation of message – must

include a beginning, middle, and ending to the “story”. • Your story must incorporate at least two of the following shots/angles:

o Wide/Establishing Shot o Close-Up Shot o Pan, use for emphasis, but sparingly o Zoom, use for emphasis, but sparingly o Extreme Close-Up Shot o Closing Shot

• You must be able to identify the following in your outline, http://flocabulary.com/fivethings/ Plot | Character | Conflict | Theme | Setting

• Develop a good naming scheme applied to assets/layers/scenes (Use Grab or CMD+SHFT+4 to demonstrate.) • Use Photoshop/Illustrator/Animate/Final Cut Pro, etc., to create and finalize your animation. • Your instructor is the client and at this point, you should schedule a meeting to select final design before

development. Be sure to have documentation referenced above for sharing with the client, including a date for delivery.

• Once a final section has been made for development, make revisions as needed to Basecamp. You should also save versions. You must be able to explain the design process and describe troubleshooting techniques used to solve any problems.

• You may use a variety of media and techniques, including stop-motion, video, 2D animations and scenes, play-doh, sock puppets, etc.

• Main character should have personality, appeal, and charm, (If needed, see Instructor to review “How to Create Characters w/Personality” text)

• Prior to starting, develop a detailed story structure plan, storyboard, (use either form provided,) outline, script, and message that supports the book you selected. All must be pre-approved by instructor before beginning work.

• Prior to developing final animation, develop an animatic to test your ideas. You can research animatics at the following: http://en.wikipedia.org/wiki/Storyboard and http://www.adeliestudios.com/explainer-video-storyboards-heck-animatic/

• Should include audio (Can be background or introductory/closing music—must be royalty free; AND recorded voice-over. Refer to freeplaymusic.com for background music selections.)

• Could explain codec selected for compression. • Selected appropriate aspect ratio for 16:9 Full HD quality. • Message should be entertaining, inspirational, positive, informational; appropriate for ages 3 – 6. • All aspects of message must be grammatically correct. • Print & complete self-evaluation on rubric and email your completed reflection to instructor. • Schedule a meeting with client for final approval and payment. • Should be delivered for a variety of purposes. (Save in web and video formats) • Peer Reviews completed by at least 3 peers, immediately after animatic, prior to starting final animation/story.

(Instructor may assign at least one peer.) • Any graphics used that you do not develop yourself may come from http://www.photospin.com or other royalty-

free source. • Story must include credits and you should change metadata to reflect you are the creator.


• Publish animation screenshots, as completed in phases to Basecamp to communicate regularly with your client to

keep them updated. At the end, you will publish to YouTube and embed in Behance. • Don’t forget those character profiles—complete one for at least one character! • Update Basecamp regularly. • Prior to publishing, complete self-evaluation and reflection. • Schedule a meeting with client for final approval and payment.

Note: A bonus point (subject to be multiplied by 5) may be awarded for inclusion and explanation of any advanced scripting techniques or formulas to achieve random unique results in animation and/or utilizing a method for the audience to start the story and “turn pages” of book.

This is for a Quack award and will be featured in your portfolio to validate your skills. Do your best J

You are responsible for reviewing the rubric prior to beginning for additional requirements, and to be sure you earn all your points. During production, problem-solve and refine your design as needed to submit an awesome project you will be proud of showcasing in your portfolio.


Skill Requirements & Resources The bottom line . . .

• In order to receive credit and acquire skills that will help you prepare and succeed, complete assignments from the weekly milestones outlined in Basecamp. You may be required to demonstrate these skills to your instructor, so be prepared. In addition to credit for competencies attained, your final course grade will reflect your productivity, so it’s important you don’t slack--stay on track!

Quack Award It’s time to do your very best work—this project will be featured in the Quack

Award entries J On the following pages is a checklist that represents an exemplary project. You will be evaluated in two categories:

1. Creative Skills 2. Technical Skills

A detailed breakdown of how you can achieve points in each category is included in the rubric. You must earn all the points in that category to achieve the indicated score. For example, if you want a 4 in the Message category within Creative Skills, all items measured must fall in the 4 category description; if one or more is a 4 and a few fall in the 3 category, you will be awarded 3 points. NOTE: Earning 3 out of 4 points does not equate to a “B”, but represents 75% of the total points available for that category.


CREATIVE BLITZ Proficiency Rating Mastery | Aspiring | Practice

Creative Skills • Message

Story was evident, told in an engaging, entertaining manner, and was primary focus of animation. Story had a beginning, middle, and an ending. No errors in grammar, spelling, etc. Story is appealing, fun, and engaging. Message was entertaining, appropriate, achieved goals and provided sufficient details.

• Execution

Superior execution; Work reflects confidence while engaging viewer with visual qualities. Length is between 9 and 13 seconds and incorporates a variety of shots and audio. Work is entertaining and has a “Wow” factor; Results exceed expectations.

• Artistry Exceptional creative artistry resulting from well-informed decision-making and intention. (Planning, research, troubleshooting, etc.) Highly successful, artistic use of the elements of design and application of 2-D, 3D, animation, and/or graphic design principles and technical skills.

• Application/Delivery Successful engagement of target audience with experimentation and/or appropriate risk taking in most pieces—work is imaginative, and inventive and showcases technical skills with creativity. Work is completed at specified frame rate and 16:9 resolution, saved for a variety of formats. Creates an emotional connection to assets developed using a rich imagination, a strong sense of appeal, color, design, composition, and versatility. Successful integration of artistry and storytelling with technology.

• Originality All products are planned with a storyboard that includes shots, a character profile, and an animatic before starting. Products developed show significant evidence of originality and are unique. Majority of content and ideas are fresh, original, and inventive. No copyright laws are violated.


Technical Skills

• Storyboard/Planning Story Structure, Storyboard sheets were detailed and included script, camera angles/shots, props. Story had a beginning, middle, plot, character with appeal and charm, conflict, theme, appropriate setting, and an ending. Storyboard completed, uploaded to Behance, & approved by client prior to starting. If required, Animatic and Character Profile completed prior to starting.

• Collaboration/Problem-Solving

Peer reviews completed (immediately after animatic/storyboard). Revisions made based upon peer suggestions and self-evaluation before starting final. Student took initiative in problem-solving and correcting as needed, and was able to explain revision and problem-solving process to instructor. Links to resources used were shared with client and peers, including an explanation of their value. Community forums utilized for problem-solving and/or review of work. Reflection and self-evaluation completed and submitted. Reflection was grammatically correct, used paragraphs, answered all questions, and was appropriate to share with potential employer.

• Project Management/Communications Project was thoroughly planned & documented with client approval granted before starting. More than one update was published to Behance and Basecamp. Excellent explanation of the techniques used was provided. Design process and techniques were documented using Grab and/or IShowU, Multiple versions of work were saved. Client was updated weekly regarding progress and achievements. Project was delivered on time.

• Shots, Angles, File-Naming Scheme, Client Requirements Fulfilled o All criterion listed was represented. Story included a variety of shots/angles, including at least two of the

following shots: • Wide/Establishing Shot • Close-Up Shot • Pan/Zoom, use for emphasis, but sparingly • Extreme Close-Up Shot • Closing Shot

o Grab or Screen shot shows naming schemes for assets, filenames, layers, scenes, formulas/scripting. o All assets used are royalty-free and Credits are incorporated. o Animation is unique, designed for target market and met all objectives specified. o Length of animation was within specified guidelines, 9 – 13 seconds. o Met established deadline. Design was not rushed, and was also completed on time. Time was taken to critique

design and make improvements so that final version represents student’s best work.

• Technical Requirements/Competencies

Technical competence was demonstrated, with attention to detail. Animation/Design techniques employed exceeded a basic skill level. (Refer to technical competencies list for specific course.) Best Practices/Industry Standards were incorporated. Student could compare techniques used to skills acquired during instruction; explanation was thorough, and demonstrated understanding.


Emotioneering… Constructing a Scene For Maximum

Story Impact

How does this scene need to support the overall story? What do we want the audience to feel during the scene? Will it change during this scene?

Emotional Response(s) we’re going for…

Lighting/Shadows… Colors… Background…

Details (emphasis, reminders, symbolic)…

Characterization (how can we support the overall story by revealing the character here?)

Physics (believable movement and action/reaction)…

Directing the eye (focal point, composition, perspective, blur, lighting changes)…

Storyboard Notes (secondary actions, camera angles and movement)…

Design Choices (shape, line, textures, shading, style — gritty or clean, cute or edgy, etc. )…

Design Influences (i.e., James Bond influence in The Incredibles. Hawaiian culture influence in Moana.)

Principles of Animation (exaggeration, squash/stretch, anticipation, drag, follow through, overlap, moving hold, appeal, staging, silhouette, personality, line of action, overshoot, three frame hold, arcs, secondary actions…)

PLAN…In each of the following areas, how can we deepen and layer the impact we’re going for?


NAME:


Alternate Storyboard Template (Script must accompany) NAME/TITLE: _____________________________________________________

NOTES/CAMERA ANGLES ILLUSTRATION PROPS/SOUNDS/FX

Instructor Approval/Date: __________________________________________________________


Peer review Prior to beginning, ask the instructor to assign a classmate to conduct periodic peer reviews. Overview Revision is an important part of the design process. In addition to conducting review and redesign cycles personally and with your client, using peer review can also be beneficial to your project. Peer review occurs in many professional environments, and it is an essential skill to starting learning. When giving a peer review, be sure to make both positive and negative points. Give critiques as suggestions, not commands. When receiving peer review, do not feel disenchanted or think you did a bad job based on one review. Every review is different and what one person may not approve, the next person may find exemplary. Once you have a draft developed of your project, upload it to Behance, have your assigned classmate read this document and review your work to give suggestions. It’s a good idea if you have someone review it again before you present your final project to the client. They should use the Final Evaluation Grade Rubric form as a guide. Evaluatee: Process for presenting work for peer review • Ask the instructor to assign a peer for review purposes—you want a different, objective perspective. • When presenting your work for a peer review, state the purpose, audience, and goals of your project and point out any concerns you have. • After someone else reviews your work, your first response should be to reiterate their suggestions, make sure you understand their comments, and ask for additional clarification, if needed. If it will improve your project, incorporate these ideas into your final design. • Solicit at least four more peers for reviews. Evaluator: Guidelines for giving comments and suggestions • Before making any comments, review the goals of the project and then the entire project, making sure you understand the student’s intentions. • Point out the strengths as well as the weaknesses of the project (composition, storyboard, research, design, technical skills, timing, so on). • Offer suggestions, not commands. For instance, do not say “You should do this....” Instead, use “I” statements: “I see that...” or “I’m confused about....” • Be respectful and considerate of your peer’s feelings. Do not say or write anything you wouldn’t want to hear about yourself. There is no reason to be rude. • Make sure your comments are clear and specific so your peer knows what you are referring to. Give specific examples and point to techniques, examples, script writing, and so on to make your point. (Comments such as “This is unclear” or “This is too vague” are too general to be helpful. Rather, make a comment such as “I’m confused by this scene because it seems out of place.”) • When you are writing your comments, reread them before giving them to your peer. Make a list of at least three positive comments and a list of at least three suggested improvements. Share these comments in the appropriate section of Behance, where the draft is published. Make sure your comments make sense and are easy to follow.


Name: Points Earned: /40 Digital Animation—Creative Blitz

Category Mastery 4

Aspiring 3

Practice 2

Needs Improvement

1

Points Received Self/Teacher

Creative Skills

Message

Story was evident, told in an engaging, entertaining manner, and was primary focus of animation. Story had a beginning, middle, and an ending. No errors in grammar, spelling, etc. Story is appealing, fun, and engaging. Message was entertaining, appropriate, achieved goals and provided sufficient details.

Story was evident, and was primary focus of animation. Story had a beginning, middle, and an ending. No errors in grammar, spelling, etc. Story has appealing components. Message was entertaining, appropriate, achieved goals, and provided sufficient details.

Story was evident, and was primary focus of animation. Story had a beginning, middle, and an ending. May have had an error in grammar, spelling, etc. Message was appropriate, achieved goals, and provided sufficient details.

Story was incomplete and/or not primary focus of animation. Story may have been lacking a beginning, middle, and/or an ending. Errors in grammar, spelling, etc. Message was appropriate, but needed more detail to achieve goal.

Execution

Superior execution; Work reflects confidence while engaging viewer with visual qualities. Work is entertaining and has a “Wow” factor; Results exceed expectations. Audio included | Music for opening/closing AND a voice-over was incorporated. Levels and quality of sound were good. All products developed are very creative, engaging, and appealing. Excellent design principles have been applied.

Good execution; Work reflects confidence while engaging viewer with visual qualities. Work is entertaining. Audio included | Music for opening/closing AND a voice-over was incorporated. Sound quality could be improved. Most products developed are creative, engaging, and appealing. Good design principles have been applied.

Execution requires a little tweaking to be effective; Work reflects confidence and most parts are entertaining. Only 1 type of Audio included | Music for opening/closing OR a voice-over was incorporated. Sound quality was good. Some products developed are creative and engaging. Design principles could be improved.

Execution requires revisions to be effective. Audio was not included. Story is lacking creativity and/or needs more work to be engaging. Design principles are not followed and/or require revisions.


Artistry

Exceptional creative artistry resulting from well-informed decision-making and intention. (Planning, research, troubleshooting, etc.) Highly successful, artistic use of the elements of design and application of 2D, 3D, animation, and/or graphic design principles and technical skills.

Emerging creative artistry resulting from average decision-making and intention. (Planning, research, etc.) Artistic use of the elements of design and application of 2D, 3D, animation, and/or graphic design principles and technical skills.

Creative artistry may require a few improvements to be consistently evident. Decision-making and/or intention may need to be improved. Application of 2D, 3D, animation, and/or graphic design principles and technical skills may require tweaking.

Creative artistry is not evident and/or is below average. Effort lacks solid decision-making and/or intention. Application of 2D, 3D, animation, and/or graphic design principles and technical skills not effective and/or require revisions.

Application and Delivery

Successful engagement of target audience with experimentation and/or appropriate risk taking in most pieces—work is imaginative, and inventive and showcases technical skills with creativity. Creates an emotional connection to assets developed using a rich imagination, a strong sense of appeal, color, design, composition, and versatility. Successful integration of artistry and storytelling with technology. Delivered to support a variety for formats for Web and Video. Student could explain various options and benefits.

Successful engagement of target audience. Work is imaginative, and inventive and showcases technical skills. Creates an emotional connection to assets developed using a sense of appeal, color, design, composition, and versatility. Integration of artistry and storytelling with technology is emerging. Delivered to support a variety for formats for Web and Video. However, student failed to explain various options and benefits.

Designed for target audience; may require tweaking to be engaging. Work provides evidence of technical skills. May require revisions to develop an emotional connection to assets developed and/or improvements needed to enhance appeal, color, design, composition, and versatility qualities. Blending of Artistry and storytelling with technology requires improvement.

Delivered to support only one format, web or video. Student could explain various options and benefits.

Not appropriate for target audience, and/or requires revisions to be engaging. Work does not consistently provide evidence of technical skills. Revisions are needed to develop an emotional connection to assets developed and/or to enhance appeal, color, design, composition, and versatility qualities. Blending of Artistry and storytelling with technology is not evident.

Delivered to support only one format, web or video. However, student failed to explain various options and benefits.


Originality

Project shows significant evidence of originality and is unique. Majority of content and ideas are fresh, original, and inventive. No copyright laws are violated.

Work shows evidence of originality; portions may resemble existing designs and/or are not fresh, original, and/or inventive. No copyright laws are violated.

Efforts show evidence of some originality and imagination emerging; however, not unique. May have violated copyright laws.

Products developed are copied or very closely resemble existing products. May have violated copyright laws.

Technical Skills

Storyboard and Planning

Story Structure, Storyboard sheets were detailed and included script, camera angles/shots, props. Story had a beginning, middle, plot, conflict, theme, appropriate setting, and an ending. A character profile was developed with appeal and superhero characteristics, and was detailed and engaging. Storyboard, Character Profile, and Animatic completed, uploaded to Behance, & approved by client prior to starting.

Story Structure, Storyboard sheets were prepared and included script, camera angles/shots, props. Story had a beginning, middle, and an ending. A detailed character profile was developed, but it didn’t show appeal or charm to the intended audience. Only 2 items, storyboard, character profile, or animatic were completed, uploaded to Behance, & approved prior to starting.

Storyboard lacked necessary information and/or details. Story did not support theme as primary focus. Storyboard/animatic not completed prior to starting. All uploaded to Behance for review. A character profile was developed, but it was lacking details and needs improvement. Only 1 item: storyboard, character profile, or animatic was completed, uploaded to Behance, & approved prior to starting.

Storyboard not completed prior to beginning and/or animatic not completed and/or not uploaded to Behance for review. A character profile was not developed. None of the required items: storyboard, character profile, or animatic was completed and uploaded to Behance & approved prior to starting.


Project Management and Communications

Project was thoroughly planned & documented with client approval granted before starting. More than one update was published to Behance and Basecamp. Excellent explanation of the techniques used was provided. Design process and techniques were documented using Grab and/or IShowU, Multiple versions of work were saved. Client was updated weekly regarding progress and achievements. Project was delivered on time.

Project was planned & documented with client approval granted before starting. At least one update was published to Behance and Basecamp. Adequate explanation of the techniques used provided. Documentation for Design process and techniques could be improved. Multiple versions of work were saved. Client was updated at least once regarding progress and achievements. Project was delivered within 2 days of due date.

Project was planned before starting. No updates were published to Behance and Basecamp. An explanation of the techniques used was lacking. Multiple versions of work were saved. Client was updated at least once regarding progress and achievements. Project was delivered within 1 week of due date.

No evidence project was planned before starting. Client was unfamiliar with progress and achievements during design process. An explanation of the techniques used was lacking. Multiple versions of work were saved. Client was updated at least once regarding progress and achievements. Project was delivered more than one week late.


Collaboration and Problem-Solving

At least 3 Peer reviews completed (immediately after animatic or storyboard). Revisions made based upon peer suggestions and self-evaluation before starting final. Student took initiative in problem-solving and correcting as needed, and was able to explain revision and problem-solving process to instructor. Explanation of some advanced techniques used was also included in project or Behance for potential employers to view. Community forums utilized for problem-solving and/or review of work. Links to resources used were shared with client and peers, including an explanation of their value. Reflection and self-evaluation completed and submitted. Reflection was grammatically correct, used paragraphs, answered all questions, and was appropriate to share with potential employer.

At least 3 peer reviews completed, but not prior to beginning; revisions made based upon suggestions and self-evaluation of project. Problem-solving skills and explanation of techniques used were given, including an explanation of their value, but no links shared with classmates and/or techniques used not incorporated into project or Behance. Reflection and self-evaluation completed and submitted. Reflection was grammatically correct, used paragraphs, answered all questions, and was appropriate to share with potential employer.

Less than 3 peer reviews completed; revisions made based upon suggestions and self-evaluation of project. Problem-solving skills and explanation of techniques used were given, including an explanation of their value, during evaluation, but explanation not necessarily incorporated into project or on Behance. Reflection and self-evaluation completed and submitted, but may have had a few errors.

Peer reviews not completed. Design required revisions for improvements that were not made. There was a lack of problem-solving and/or problem-solving skills need improvement and/or student couldn’t explain problem-solving process. Reflection and/or self-evaluation not completed before evaluation.


Shots, Angles, File-Naming Scheme, Client Requirements Fulfilled

All criterion listed was represented. (Refer to Technical Score Sheet.) Story included a variety of shots/angles, including at least two of the following: • Wide/Establishing

Shot • Close-Up Shot • Pan/Zoom, use for

emphasis, but sparingly

• Extreme Close-Up Shot

• Closing Shot Grab or Screen shot shows naming schemes for assets, filenames, layers, scenes, and formulas/scripting. All assets used are royalty-free and Credits are incorporated. Animation is unique, designed for target market and met all objectives specified. Length of animation was within specified guidelines, 9 – 13 seconds. (Cannot be less than 9 seconds, excluding credits.). Met established deadline. Design was not rushed, and was also completed on time. Time was taken to critique design and make improvements so that final version represents student’s best work.

Most criterion listed was represented. Story included a variety of shots/angles, including at least one of the following: • Wide/Establishing

Shot • Close-Up Shot • Pan/Zoom, use for

emphasis, but sparingly

• Extreme Close-Up Shot

• Closing Shot Grab or Screen shots may lack a few details. All assets used are royalty-free. Animation is unique, designed for target market and met all objectives specified. Length of animation was within 2 seconds of the specified guidelines, 9 – 13 seconds. (Cannot be less than 9 seconds, excluding credits.) Met established deadline. Design was not rushed, and was also completed on time. Time was taken to critique design and make improvements; however, final version does not represent student’s best work.

Some criterion listed was represented. Story included a few different shots/angles, but a few more would have improved the story. Grab or Screen shots may lack a few details. All assets used are royalty-free. Animation is unique, designed for target market and met most objectives specified. Length of animation was within 4 seconds of specified guidelines, 9 – 13 seconds.(Cannot be less than 9 seconds, excluding credits.) Met established deadline within 5 days. Design was rushed and time was not taken to critique design or make improvements.

No criterion listed was represented. Story was told from the same angle/shot.

Grab or Screen shots were not taken. Most assets used are royalty-free. Animation is unique, designed for target market and met most objectives specified. Length of animation was not close to specified guidelines. Failed to deliver within 1 week of due date. Design requires improvements.


Technical Requirements and Competencies

The technical competence of the work is generally excellent; materials and media are used effectively to express ideas. Frame rate is 30 fps and resolution is 16:9, and student could explain those specifications.

Attention to detail is outstanding.

Best Practices are consistently followed for Industry Standards and Techniques. Animation/Design techniques employed demonstrate an excellent level of achievement. (Refer to technical competencies list for specific course and score. 90%+) Student could compare techniques used to skills acquired during instruction. Excellent, thorough explanations of the techniques and/or tools used, and/or a demonstration of the process for development of assets, and/or the progress of the work completed, before/after shots, etc., was included and enhanced the submission, and demonstrated understanding.

The technical competence of the work is strong; materials and media are used well to express ideas.

Frame rate is 30 fps and resolution is 16:9, but student failed to explain those specifications. Attention to detail is evident. Many Best Practices/Industry Standards were incorporated. Animation/Design techniques employed were at an appropriate skill level. (Refer to technical competencies list for specific course and score. 80%+) Student could compare most techniques used to skills acquired during instruction. Explanations of the techniques and/or tools used, and/or a demonstration of the process for development of assets, and/or the progress of the work completed, before/after shots, etc., were included.

The work demonstrates good technical competence and use of materials and media; technical aspects and articulation of ideas do not always work together. Frame rate is 30 fps OR resolution is 16:9, and student could explain those specifications.

Attention to detail is evident in most works submitted.

Best Practices are followed for Industry Standards and Techniques for most works submitted. Technical competence is emerging. Animation/Design techniques employed were at a basic skill level. (Refer to technical competencies list for specific course and score. 70%+) Student could compare most techniques used to skills acquired during instruction. Explanations of the techniques and/or tools used, and/or a demonstration of the process for development of assets, and/or the progress of the work completed, before/after shots, etc., were verbal.

The work shows moderately successful use of the elements of design; the application of good design principles is emerging or limited in scope. Frame rate is 30 fps OR resolution is 16:9; however, student failed to explain those specifications.

Attention to detail is not evident in most works submitted.

Best Practices are either not followed for Industry Standards and Techniques and/or no evidence of such was provided for most works submitted.

Animation/Design techniques require practice and were below a basic skill level. (Refer to technical competencies list for specific course and score. Less than 70%) Student was unable to compare most techniques used to skills acquired during instruction. Explanations of the techniques and/or tools used, and/or a demonstration of the process for development of assets, and/or the progress of the work completed, before/after shots, etc., was not included.


DigitalAnimationTechnicalCompetencies:Skill Y/NManaging(forentirecourse)Gatherassets,timemgmt,namingconventions.ThoroughdocumentationandplanninginBasecamp.Completedanduploadedallassignmentsandquiz/coursecompletioncertificatestoBehanceasindicated.

AnimationPrinciplesQuiz(Completedat80%orabove.Retake,ifneeded.Blackboard) ProductionStandards—2DAnimationDuringthisportion,youcanpullupfilespreviouslycompleted,andexplainwhere/howthesetechniqueswereapplied,oryoumaybeaskedtoperformsomeofthesetasksfromscratch.Animate/Cameras/StorytellingDescribetheuseofDope/Exposuresheets.Animator’sWorkbook Explain/demonstratekeyframeanimation.Lesson4 Demonstrateawalkcycle..Lesson7 DemonstratecharacterriggingLesson7 Demonstratemasking.Lesson6 Demonstrateshapetweens,Lesson6 Demonstrateworkingwithaudio.Lesson9 Demonstrateworkingwithvideo.Lesson9 Demonstratecameraanimation.Lesson4 Demonstrateaddingtextandeffects.Lesson3 Demonstrateexportingoptionsformoviesandimages.Lesson10 DigitalCameras/ScanningImages/ProfileShowinstructor10shotstakenwithcamera,explainingdifferentshots.(YoushouldhavedifferentanglesandshotspublishedtoBehance.)Assignment

PullupandexplainINCREDIBLESsequelcharacterProfile&Sketch,EmotioneeringWorksheetfromBehanceAssignment Demonstrate/Explainhowtoscananimage,orshowoneyouhavescanned.OnYourOwn FinalCutPro(Useintroprojecttodemonstrateskillsattained)Explaintheinterface(Overview)Lesson1 Demonstrateorganizing,addingfootageofdifferenttypes,(video,stillpics,etc.)Lesson2 Demonstratereviewing/MarkingfootageforuseLesson3 AddaTitle,lowerthirdLesson9 Incorporateaudio,backgroundsoundLesson6 Applyappropriatetransitions,action/titlesafelayout;gooddesignprinciplesLesson9 Resizevideoclipstoshowvideobesideothervideo,orstillpicLesson9 ExplainanddemonstrateFormatting/exportingoptionsLesson13 FinalProject/MiscellaeousInfoAbletoidentifythefollowing:• Plot|Character|Conflict|Theme|Setting

Couldexplainandidentifybenefitsofcodecselected. DefineBESTPRACTICESfordevelopinganimations. OfPixar’srulesforstorytellingandthePrinciplesofAnimation,whichdidyouincorporate?(Giveexamples,screenshots,etc.)

Total—28pointspossible:

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