Assignment briefQualification Level 3 Extended Diploma in Creative Media Production

Unit number and title L3 Unit 33 Stop Motion AnimationL3 Unit 5: Working to a Brief in the Creative Media Industries

Start date 10th October 2011

Deadline 6th February 2012

Assessor name Jo Lowes

Assignment title Create a Stop Motion Animation for E4 E Sting Ident Competition

The purpose of this assignment is to:

Understand the techniques and development of stop motion animation Plan a Stop Motion Animation with a soundtrack Produce a Stop Motion Animation with a soundtrackBe able to reflect on own digital graphics work

Understand 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 motion animation projects using a range of formats and for a variety of purposes. Animation on all scales requires people with fresh, exciting ideas for new 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 this unit to include the objects, puppets or figures used as characters in a stop motion animation). Learners will work on design, character, setting and 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 the chosen 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 examples of work, and to understand such things as persistence of vision, frame rates, stop-frame techniques, model making and sets. As they follow the unit, 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 completion and audience responses evaluated.

Tasks Grading Criteria Mapping

Task 1Using your blog, create at least 6 entries evaluating past pioneers and present stop motion practitioners. Include images and consider the following areas: What 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 be improved? Or if it was a technique of the past what limitations did it have? Compare it to other examples.

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 Animations

Complete 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.

Unit 5 – P1, M2, D2Unit 33 – P1, M1, D2

Task 2Create a blog entry researching E4 and the E Stings competition, use moodboards and/or mind maps to brainstorm possible ideas for your animation. You will also have to make visual research to help with the styling of your imagery. Complete 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 to create.

Unit 5 – P2, M2, D2 Unit 33 – P2, M2, D2

Task 3Produce a 60 second stop motion animation ident and 10 second sting with an appropriate soundtrack which promotes the Channel E4.

Unit 5 – P3, M3, D3Unit 54 – P3, M3, D3

Task 4Write an evaluation of your project. Use your blog posts to identify the strengths and weaknesses of your planning process. Try to establish whether or not your finished product have you achieved what you set out to? If you completed the task again what would you change?

You need to gain feedback from your peers? Show your stop motion animation at an external screening event and to your class. Create a questionnaire which can be completed to ascertain the strengths and weaknesses of your completed animation.

Unit 5 – P4, M4, D4Unit 33 – P4, M4, D4

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Unit 33: Stop Motion AnimationP1 describe the techniques and development of stop motion animation with some appropriate use of subject terminology

M1 explain the techniques and development of stop motion animation with reference to detailed illustrative examples and with generally correct use of subject terminology

D1 comprehensively explain the techniques and development of stop motion animation with elucidated examples and consistently using subject terminology correctly

P2 generate outline ideas for a stop motion animation with soundtrack, working within appropriate conventions and with some assistance

M2 generate detailed ideas for a stop motion animation with soundtrack, showing some imagination and with only occasional assistance

D2 generate thoroughly thought-through ideas for a stop motion animation with soundtrack, showing creativity and flair and working independently to professional expectations

P3 produce a stop motion animation with soundtrack with some assistance

M3 produce a stop motion animation with soundtrack to a good technical standard with only occasional assistance

D3

P4 comment on audience responses to own stop motion animation work with some appropriate use of subject terminology

M4 explain audience responses to own stop motion animation work with reference to detailed illustrative examples and with generally correct use of subject terminology

D1

Unit 5: Working to a brief in the Creative Media IndustriesP1 describe the requirements of working to a brief.

M1 explain the requirements of working to a brief with reference to detailed illustrative examples.

D1 comprehensively explain the requirements of working to a brief with elucidated examples.

P2 plan a response to a brief working within appropriate conventions and with some assistance.[CT, SM].

M2 plan a response to a brief competently showing some imagination and with only occasional assistance.

D2 plan a response to a brief to near-professional standards showing creativity and flair and working independently to professional expectations.

P3 apply a response to a brief working within appropriate conventions and with some assistance.[CT, SM]

M3 apply a response to a brief competently showing some imagination and with only occasional assistance.

D3 apply a response to a brief to near-professional standards showing creativity and flair and working independently to professional expectations.

P4 comment on own work on completion of a brief with some appropriate use of subject terminology.

M4 explain own work on completion of a brief with reference to detailed illustrative examples and with generally correct use of subject terminology.

D4 critically evaluate own work on completion of a brief with reference to professional practice, and consistently 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.