Digital Guyana

Posts Tagged ‘animation

Day 3 Morning – Beginning the Assignment

The project set comprised of making a short animation in which a character walks up to a car, enters, and drives off. I thought this was an apt choice of project as not only did it cover all the skills that the students had been learning (with the exception of lip-synching, which they had all mastered very well) but it also encouraged creative application of the skills they had learned. For example the car, in order to be animated more realistically, would need spinning tires – a use of the MovieClip symbol that I had not taught them, but could be figured out from what I had. The same goed for animating the character opening the door and getting in the car.

Most of the morning session comprised of me answering and questions the students had and assisting them with any problems they encountered.

Day 3 Afternoon – Further Reading Plus Inspiration and Group Assessment

In the afternoon session, whilst the students finished up their work, I introduced them to the popular website Newgrounds.com. Newgrounds is a web-based animation forum for animation mostly made in the flash environment. It is a completely user-generated content website, and so finding high quality animation can sometimes be difficult. However it is a great resource for seeing what the flash environment is capable of. Whilst the students worked I played a series of my personal favourite animations which showed various different styles and complexities of approach to animation.

I set a deadline for the projects to be completed, exported to Quick Time and on a memory stick for about 3:00pm. At this time I uploaded all the files onto the computer I had been using (which was hooked up to a data projector) and played the animations back for everybody to see. There were some impressive, creative responses to the project and I am very proud of the work the students did. Of course they are not quite professional quality yet, but for a week long project they did incredibly well. In addition they now have almost all the skills they need to, with enough passion for it, push the finesse of their animations toward professional quality.

I would like to take this opportunity to pass on my hearty congratulations to all the students who took part and to thank them for the opportunity to share my knowledge with them. It has been an absolute pleasure and I hope that got as much out of it (or even more) than I did.

I will include a list of resources and a few of the animations I showed my students in a further post at some point in the near future.

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Day 3 Morning – MovieClips and Tweens

The first part of the morning was spent showing the class the two major tweens used in flash before CS4: Motion and shape. Tweens are a kind of shortcut for animation in flash. You put the object you want to animate in a position at the first and last frames you want to animate and flash does the rest of the work.

The students learned that a shape tween can only be applied to the area between two keyframes on a layer without symbols in them. Similarly, they learned that motion tweens can only occur between two keyframes on a layer that have only one instance of the same symbol in that frame.

The second part of the morning introduced the students to MovieClips. MovieClips are a type of symbol that instead of being a static graphic can be a looping animation. I showed the students how to put their lip-synched animations into a MovieClip and then animate that MovieClip using a tween.

Day 3 afternoon – Walk Cycles, Motion Guides and exporting to Quick Time

After instroducing looped animation using MovieClips I continued to show the class what a walk cycle was. A walk cycle is a looped animation showing a character walking. Making a walk cycle and then animation the movieclip with a motion tween is a great shortcut to get characters moving quickly and effectively.

We started off with a very simple walk cycle for a stick man – each arm and leg was a symbol, then each one was put on a seperate layer and animated using tweens in order to give the feel of a walk (even if it was very stiff and stilted). After they each had a simple walk cycle I got the students to break the arm and leg symbols up into forearm, arm, thigh and shin, so that the character would have working knees and elbows. I then got them to analyze somebody walking in order to find the best way to make the walk look realistic.

A lot of students at this point took the opportunity to use their lip-synched face animation as the head for their stick man. I commend their creativity.

Once everyone had a walk cycle completed, I showed the students motion guides. Motion guides are a line that can be paired with a layer in order to manipulate the path a tween follows – so that you can create a more diverse movement than just a straight line.

Finally, I taught the students the procedure for exporting an animation to the Quick Time .mov file format for use in video

The final part of the afternoon session was setting a quick one-day project for the students to consolidate the skills that they had picked up. Details to be posted in the day four post.

Day four will be posted up shortly.

The flash animation course was a precursor to the main web skills course which was taught as a week long ‘slab’ to a select few students.

The high intensity four-day course which was broken down into:

  • Day 1: Introduction to the flash interface and familiarisation with keyframes (simple facial animation)
  • Day 2: Lip-synching and introduction to tweens
  • Day 3: Walk cycles, advanced walk cycles, and motion guides
  • Day 4: One-day assignment: Create a short animation of a person walking up to a car, getting in and driving off.

Day 1 morning – introduction to the interface:

The morning section took the form of a lecture that introduced the main tools and elements in the flash interface, these include:

  • The stage
  • The toolbar, which included:
    • The selection tool
    • The free transform tool
    • The pencil tool
    • The line tool
    • The rectangle/oval/polystar tool
    • The paintbrush tool
    • The paintbucket tool
    • The inkbottle tool
    • The magnifying glass tool
    • The contextual menu
  • The properties bar
  • The library
  • Colour swatches
  • The timeline

Day 1 afternoon – familiarisation with keyframes and the timeline:

The afternoon was a more hands-on period where I got students to explore simple animation with pre-prepared artwork. First importing it into Flash, and then converting it to a low size, more animation-friendly format.

The afternoon session was broken down like this:

  • Importing images and trace bitmap
  • Frames and Keyframes
  • Keyboard shortcuts including:
    • Ctrl-C (Copy)
    • Ctrl-X (Cut)
    • Ctrl-V (Paste)
    • Ctrl-Shift-V (Paste in place)
    • Ctrl-Z (Undo)
    • Ctrl-B (Break apart)
    • V (Selection tool)
    • Q (Free transform tool)
    • N (Line tool)
    • k (Paintbucket tool)
  • Symbols
  • Simple animation: switching between different symbol instances between keyframes to create the illusion of movement (like smiling or blinking) using two static frames.

Day 2 to follow soon

Yesterday was the first day on the ‘Web Skills’ part of the ‘Web Skills Guyana’ programme. The flash course has now ended at Merundoi, sadly, though fortunately I will be seeing the Merundoi team today as Hugh and I have been assigned their group. With these guys I could not have asked for a better group of students. Their enthusiasm to learn has been great and they really impressed me with all the progress they made. Course materials will be uploaded to a wiki in good time.

Teaching

Me teaching

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Ayana and Shaheed at work

Teaching out here is a great experience. The night we finished the course Wayne, one of staff at Merundoi, mentioned that this is probably the first time that animation has ever been taught in Guyana. The enormity of that statement is still sinking in. I suddenly realise that this is more than just a free holiday and it feels as if I might be affecting at least the start of making a real difference out here. I also understand why when people come out here they stay for years; the minimum amount of time I’ve heard of a ‘true’ volunteer out here has been twelve months. So much has been achieved by us out here all ready, but it’s only a taster of what can be done if the programme were to be extended. Especially since the animation course has been so short it feels like such a shame to leave it there. Although I was teaching the representative from the local university too, Denise, I think without having some kind of follow up for my course it’s assimilation into the curriculum may be quite difficult.

Kojo, Kiki and Richard at work

Kojo, Kiki and Richard at work

Having information that I have prepared and taught entering the national curriculum of Guyana is incredible. Sustainability as I have mentioned may be a slight issue, but nothing more could have been expected from a four day animation course and a lot of people out here are treating it as a pilot scheme.

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Everybody at Merundoi

In other news Hugh and I went to a local club in a secondary school where they played a mixture of cheesy 70’s and 80’s music like Madonna – touched for the very first time, an inordinate amount of Michael Jackson and a whole lot of soca music. The age range was about 15-50 and was one of the most surreal things I’ve experienced out here. I also patted a manitee on the snout and had a Lariam-induced dream about astral projection.