Idea Transcript
HACKETTSTOWN, NEW JERSEY
Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014
Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction
Developed by: John Scalera This curriculum may be modified through varying techniques, strategies and materials, as per an individual student’s Individualized Education Plan (IEP).
Approved by the Hackettstown Board of Education At the regular meeting held on 08/2014 And
Aligned with the New Jersey Core Curriculum Content Standards And Common Core Content Standards
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Philosophy & Rationale Computer Animation is a course in which students express their visual creativity through drawing, storytelling, and other visual mediums. Throughout the class, students will explore the history and evolution of computer animation. Students will demonstrate creative self-expression as they learn basic drawing skills, techniques for original character design, the natural flow and movement of objects, and background development which includes an in depth study of perspective drawing and layout. Topics that will be covered will be: elements of art and principles of design; perspective drawing and layout; historical and cultural development of animation, and computer art basics and applications.
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Mission Statement Building on Tradition and success, the mission of the Hackettstown School District is to educate and inspire students through school, family and community partnerships so that all become positive, contributing members of a global society, with a life-long commitment to learning.
4 Stage 1: Desired Results Unit: 1 Content Standards
Topic: Artistic Perception
Standard 8.1 Computer and Information Literacy All students will use computer applications to gather and organize information and to solve problems. Standard 8.2 Computer and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society and the environment. Standard 9.1 Career and Technical Information All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Standard 9.2 Consumer, Family and Life Skills All students will demonstrate critical life skills in order to be functional members of society. Essential Questions What is animation?
Enduring Understandings Gain a brief overview of the history and development of animation.
How has animation evolved since its inception? What are the different types of animation?
Explore a variety of forms of animation, from traditional, stop motion to digital.
Knowledge and Skills: Students will: Acquire artistic knowledge, perception and technical skills through visual projects. Learn visual techniques to solve movement and compositional problems and challenges. Use the visual art elements of line, value, shape & form, color and texture to organize an animated sequence of images. Learn how the design principles of balance, movement, rhythm, contrast & emphasis, proportion and unity are used in the design process of animating a scene. Execute one, two and three point perspective drawings as well as inclined planes and cast shadows. Develop knowledge of the basic vocabulary used in the various related processes.
5 Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Objectives: Course Overview Drawing Fundamentals 2D Drawing Fundamentals 3D Drawing Fundamentals Perspective Bouncing Ball (Squash & Stretch) Animation History and Development Assessment Methods: Formative: Lab assignments, activities & discussions. Summative: Animation projects Other Evidence and Student Self-Assessment: Point based grading rubrics Portfolios: digital, video and/or web Curriculum based assessments Classroom critique Stage 3: Learning Plan In this section embed how you will engage students, use differentiation, describe learning experiences and incorporate the 21st century skills and technology. These components are necessary for the curricula to be compliant with administrative code. Engage Students: Show real world examples of animation studios in full production. Differentiated Instruction: Written, visual, auditory and hands-on activities to meet all learning styles, modified worksheets for individual needs, leveled supplemental books and individualized personal help for special needs and accelerated students. Allow students to revise, refine and rethink. Peer critiques. Self-assessment. Learning Experiences: Gather in small development teams. List and analyze the advantages and disadvantages of being employed in the animation industry. Time Allotment: 8 Weeks, 4 hours per week for a total of 32 instructional hours Resources: Imagine: From Pencils to Pixels (Documentary) Innovation of Animation (Documentary) The Process of Animation (Documentary)
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Stage 1: Desired Results Unit: 2 Content Standards
Topic: Creative Expression
Standard 8.1 Computer and Information Literacy All students will use computer applications to gather and organize information and to solve problems. Standard 8.2 Computer and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society and the environment. Standard 9.1 Career and Technical Information All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Standard 9.2 Consumer, Family and Life Skills All students will demonstrate critical life skills in order to be functional members of society. Essential Questions How does the length and speed of an animation affect the look and feel of the final product? What are the 12 basic principles of animation?
Enduring Understandings Explore the importance of timing in animation including how the manipulation of time can affect the look and feel of the final product. Understand the 12 basic principles of animation.
Knowledge and Skills: Students will: Develop original pencil sketches in thumbnail, storyboard, rough and cleaned up formats. Be able to recognize the basic types of materials and processes used in creating animation projects. Produce aesthetically pleasing original artwork, using freehand artists’ tools supplemented by computer software. Use computer software to create, manipulate, and modify hand drawn images.
7 Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Objectives: Original Animation Sub Project Secondary Action Character Design “The Model Sheet” International Animation – Research and Critique Cycling Animation “A Walk Cycle” Assessment Methods: Formative: Lab assignments, activities & discussions. Summative: Animation projects Other Evidence and Student Self-Assessment: Point based grading rubrics Portfolios: digital, video and/or web Curriculum based assessments Classroom critique Stage 3: Learning Plan In this section embed how you will engage students, use differentiation, describe learning experiences and incorporate the 21st century skills and technology. These components are necessary for the curricula to be compliant with administrative code. Engage Students: Demonstrate how to create 2D artwork using Adobe Creative Cloud for storyboarding purposes. Differentiated Instruction: Written, visual, auditory and hands-on activities to meet all learning styles, modified worksheets for individual needs, leveled supplemental books and individualized personal help for special needs and accelerated students. Allow students to revise, refine and rethink. Peer critiques. Self-assessment. Learning Experiences: Form into 2 groups and facilitate a debate on the impact of 2D artwork versus 3D artwork in the animation production process. Time Allotment: 8 Weeks, 4 hours per week for a total of 32 instructional hours Resources: Beginner’s Guide to Animation in Maya 2015 12 Principles of Animation in Maya 2015 Animating Game Characters in Maya 2015
8 Stage 1: Desired Results Topic: Historical & Cultural Context
Unit: 3 Content Standards
Standard 8.1 Computer and Information Literacy All students will use computer applications to gather and organize information and to solve problems. Standard 8.2 Computer and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society and the environment. Standard 9.1 Career and Technical Information All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Standard 9.2 Consumer, Family and Life Skills All students will demonstrate critical life skills in order to be functional members of society. Essential Questions How does acting play an important role in the world of animation? How does your character portray its actions to the audience?
Enduring Understandings Explore the importance of acting and how it reveals the unique personality of animated characters. Learn how to help your audience understand what a character is about to do before it acts, through the use of exaggerated body language.
Knowledge and Skills: Students will: Acquire and understanding of cultural diversity by studying international expression, form and technique in animations. Form an historical perspective, understand how animated works of art have been shaped and molded by the materials and processes of the time period. Gain an awareness of historical and current costume design from many cultures to augment character development and increase their appreciation for professional animation. Understand that animated media preserves the past, reflects the present, and helps invent the future in every culture.
Learning Expectations/Objectives
9 Stage 2: Evidence of Understanding Hackettstown Benchmarks: Objectives: A Walking Character Panning Background, layout design Computer Introduction & Overview: Procedures and Basics Internet & Animation- Research and Critique Computer Drafting: Perspective Backgrounds Assessment Methods: Formative: Lab assignments, activities & discussions. Summative: Unit project/test. Other Evidence and Student Self-Assessment: Point based grading rubrics Portfolios: digital, video and/or web Curriculum based assessments Classroom critique Stage 3: Learning Plan In this section embed how you will engage students, use differentiation, describe learning experiences and incorporate the 21st century skills and technology. These components are necessary for the curricula to be compliant with administrative code. Engage Students: Demonstrate the process of rigging a character with bones in order to animate it realistically. Differentiated Instruction: Written, visual, auditory and hands-on activities to meet all learning styles, modified worksheets for individual needs, leveled supplemental books and individualized personal help for special needs and accelerated students. Allow students to revise, refine and rethink. Peer critiques. Self-assessment. Learning Experiences: Examine, analyze and compare the concepts of using both “digital bones” and “real world bones” to accurately animate the body parts of a living creature. Time Allotment: 8 Weeks, 4 hours per week for a total of 32 instructional hours Resources: Animator’s Survival Kit: A Manual of Methods, Principles, and Formulas for Classical, Computer, Games, Stop Motion and Internet Animators.
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Unit: 4 Content Standards
Stage 1: Desired Results Topic: Aesthetic Valuing
Standard 8.1 Computer and Information Literacy All students will use computer applications to gather and organize information and to solve problems. Standard 8.2 Computer and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society and the environment. Standard 9.1 Career and Technical Information All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Standard 9.2 Consumer, Family and Life Skills All students will demonstrate critical life skills in order to be functional members of society. Essential Questions What is the typical workflow for an animation studio?
Enduring Understandings Discover the various production staff jobs in a typical animation studio, as well as the various types of workflows employed.
How is a character created and rigged? Examine the basics of character construction and breakdown. Knowledge and Skills: Students will: Develop a portfolio of their work as a tool for preservation, presentation and assessment, and demonstrate his/her personal aesthetic sense by determining the contents of the portfolio, using a set minimum of pieces. Be able to perform visual, verbal and written presentations. Perform a self-evaluation of each project, identifying and articulating performance objectives met through the project. Develop a personal aesthetic and system of criteria for the evaluation of animation, character design and layout.
11 Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Objectives: Drawing Fundamentals: Character Design Computer Design Basics: Scanning & Painting Cycling Animation, A four legged run cycle Cycling Animation on the computer Assessment Methods: Formative: Lab assignments, activities & discussions. Summative: Animation projects. Other Evidence and Student Self-Assessment: Point based grading rubrics Portfolios: digital, video and/or web Curriculum based assessments Classroom critique Stage 3: Learning Plan In this section embed how you will engage students, use differentiation, describe learning experiences and incorporate the 21st century skills and technology. These components are necessary for the curricula to be compliant with administrative code. Engage Students: Demonstrate how a quadruped’s run cycle is drastically different than a biped and analyze why through close examination of real world footage. For example, how does a horse run differently than a man? Differentiated Instruction: Written, visual, auditory and hands-on activities to meet all learning styles, modified worksheets for individual needs, leveled supplemental books and individualized personal help for special needs and accelerated students. Allow students to revise, refine and rethink. Peer critiques. Self-assessment. Learning Experiences: Students will analyze the movement of a biped versus a quadraped creature and discuss how the comparison yields different results. Time Allotment: 8 Weeks, 4 hours per week for a total of 32 instructional hours Resources: Maya 2015 Bible 3D Studio Max 2015 Bible
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Unit: 5 Content Standards
Stage 1: Desired Results Topic: Connections, Relations & Applications
Standard 8.1 Computer and Information Literacy All students will use computer applications to gather and organize information and to solve problems. Standard 8.2 Computer and Information Literacy All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society and the environment. Standard 9.1 Career and Technical Information All students will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Standard 9.2 Consumer, Family and Life Skills All students will demonstrate critical life skills in order to be functional members of society. Essential Questions
Enduring Understandings
How does storyboarding and staging play a vital role in animation?
Discover how to setup and plan your shots and scenes in a storyboard.
What is lip synching and how does apply to character animation?
Learn the basics of breaking down sentences, as well as how to assign a different mouth position to each syllable that your character speaks.
Knowledge and Skills: Students will: Be able to identify various career paths and job opportunities available for computer artists and animators. Creatively express and communicate ideas and feelings through image and media. Use art museums, technology, and/or multimedia to gain exposure to the arts. Apply what they learn to other disciplines.
13 Learning Expectations/Objectives Stage 2: Evidence of Understanding Hackettstown Benchmarks: Objectives: Drawing Fundamentals: Storyboarding, thumbnail sketches Script Writing: The short story in script format Character Development and design across cultures Original Animated sequence script, storyboard, character design Career Paths in animation Computer Animation: Key frames, Motion and Timing Creating a jumping sequence with a biped and quadraped creature Reading and writing an animation chart Assessment Methods: Formative: Class assignments, activities & discussions. Summative: Unit project/test. Other Evidence and Student Self-Assessment: Point based grading rubrics Portfolios: digital, video and/or web Curriculum based assessments Classroom critique Stage 3: Learning Plan In this section embed how you will engage students, use differentiation, describe learning experiences and incorporate the 21st century skills and technology. These components are necessary for the curricula to be compliant with administrative code. Engage Students: Demonstrate the process of properly setting up and sketching out storyboards for an animated sequence which will be created digitally. Each frame will be composed with the coordinated scene description that will depict the scene in narrative form.
Differentiated Instruction: Written, visual, auditory and hands-on activities to meet all learning styles, modified worksheets for individual needs, leveled supplemental books and individualized personal help for special needs and accelerated students. Allow students to revise, refine and rethink. Peer critiques. Self-assessment Time Allotment: 8 Weeks, 4 hours per week for a total of 32 instructional hours Resources: Beginner’s Guide to Animation. (Digital Tutor Video Tutorial)
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New Jersey Core Curriculum and Common Core Content Standards http://www.state.nj.us/education/cccs/
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Integration of 21st Century Theme(s)
The following websites are sources for the following 21st Century Themes and Skills: http://www.nj.gov/education/code/current/title6a/chap8.pdf http://www.p21.org/about-us/p21-framework . http://www.state.nj.us/education/cccs/standards/9/index.html 21st Century Interdisciplinary Themes (into core subjects) • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility Integration of Digital Tools Computer Lab Computer workstations FM system Adobe Creative Suite Creative Cloud 3D Studio Max 2015 Maya 2015 Zbrush R6 Wacom Digital Tablets Toon Boom Studio