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LEVEL TWO
ITI20613
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This material is protected by copyright . Copying this material or any part of it by any
means, or in any form, including digital is prohibited, unless prior written permission is
obtained from the HEART Trust/NTA.
*** 2013***
LRDD- CDA-1.0
November 2013
DIGITAL ANIMATION
LEVEL TWO
LRDD- CDA-1.0
November 2013
TABLE OF CONTENTS
PAGE
Contents
INTRODUCTION.......................................................................................................................... i
MODULE 1
Unit One
Unit Two
Unit Three
Unit Four
References
......................................................................................................................... 24
MODULE 2
References
......................................................................................................................... 32
MODULE 3
Unit One
Unit Two
References
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......................................................................................................................... 44
MODULE 4
Unit One
Unit Two
Unit Three
References
......................................................................................................................... 66
MODULE 5
Unit One
Unit Two
References
......................................................................................................................... 81
MODULE 6
Unit One
Unit Two
Unit Three
Unit Four
References
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....................................................................................................................... 108
MODULE 7
Unit One
Unit Two
Unit Three
References
....................................................................................................................... 130
MODULE 8
Unit One
Unit Two
References
....................................................................................................................... 147
MODULE 9
Unit One
Unit Two
Unit Three
Unit Four
Unit Five
Unit Six
References
....................................................................................................................... 180
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MODULE 10
References
....................................................................................................................... 190
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INTRODUCTION
HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional materials in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Education and Training towards
competency-based training and performance-based assessment. Competency by its definition
relates to the ability to demonstrate the requisite knowledge, skill and attitudes in carrying out/
performing a specific task at an acceptable level.
This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Digital Animation Level Two of the Information Technology Industry developed
by the National Council on Technical Vocational Education and Training (NCTVET). Modules
cover major areas of competencies and are an organized group of learning experiences
assembled to achieve a specific group of related objectives.1 Each modular unit is designed to
be self-contained so that the successful completion of training in a modular unit would ensure the
acquisition of the minimum skill levels for performing the activity under employment conditions.
The modular training system allows for the continuous adaptation of training programmes and
independent units can be combined to suit the needs of individual learners, technical
development and to reflect changes in the occupation.
MODULE FORMAT
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On-the-job training
Role-play
Subject matter experts
Discussions
Individual study
Study/field trips
Audio tapes
DVDs
CDs
Videos
Document Cameras
Multimedia
Podcasts
Blogs
Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.
References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference materials which support the competency-based mode of the curriculum.
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ii
NOTE
Assessment Statement
For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Digital
Animation level Two developed by the National Council on Technical and Vocational Education
and Training (NCTVET).
Assessment may include: on the job, off the job, or a combination of both and should be flexible,
valid and fair. The modes of assessment may include but are not limited to:
Direct observation
Oral questions
Written tests
Case studies
Portfolios
Practical exercises
Rating sheets
Self-evaluations
The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.
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MODULE HOURS
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MODULE 1
UTILIZING ADVANCED COMPUTER APPLICATIONS
MODULE OBJECTIVE
105 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
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MODULE 1
Explain the importance of being knowledgeable about the clients business domain
5.
6.
Discuss licensing, hardware and security requirements used for obtaining an operating
system
7.
8.
List current industry software and hardware products that organizations would support
9.
10.
Outline how to establish and maintain a business relationship with the client
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Obtain software
3.
Install software
2.
3.
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MODULE 1
5.
6.
7.
RELATED CONTENT
real-time system
multitasking system
distributed system
process management
filing system
memory system
process scheduling
management of virtual memory
input/output management
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security
benefits
support
risk
functionality
delivery
MODULE 1
software licensing
o single user
o site license
o freeware
o shareware
o open source
support and implications
o financial
o ethical
o legal
o violation of copyrights
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full
typical
portable
custom
MODULE 1
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Role Play/Discussion
With the aid of a computer, allow learners to simulate in class a situation where a client
comes in with a computer requiring specific software installation and customization of
his/her system. Allow learners to work in small groups to develop a plan to meet the
clients need. Learners should approach the client and carry out the installation. Notes
should be taken by a group leader and each group assessed. On completion of the
exercise, discuss each groups plan and the actual exercise. Remember to get feedback
from the client.
Guided Practice
With the aid of computers allow learners to form groups and carry out a practical
demonstration of installing and testing software. Observe while each group works and
give feedback to assist learners who may be experiencing difficulties.
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MODULE 1
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
Explain how form fields required for gathering information are determined
3.
State how the word processing desktop environment can be customized to include
ribbons
4.
Outline ways in which form fields can be inserted, checked, formatted, styled and
protected/unprotected
5.
State rationale for creating tables to control row height and alignment of fields
6.
7.
8.
Discuss how to decide on a general outline and how to divide work into sections or
chapters with headings and sub-headings
9.
10.
11.
Describe the process of using document maps to move quickly through the document
12.
13.
14.
Explain how to create/record macros, run, edit and add to the ribbon
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MODULE 1
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
2.
3.
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MODULE 1
RELATED CONTENT
Microsoft Word
Microsoft Works
Corel WordPerfect
personal computer
printer
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heading styles
manipulation of table of contents
12
page orientation
margins
enhancements to text colour,
font, size
enhancements to format borders,
patterns and colour
alignment on page
MODULE 1
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Guided Practice
Provide opportunity (in a real workplace or simulated setting) for learners to use the
computer to create tables for forms and create and run macros. Play a monitoring role and
provide assistance/feedback as necessary.
Research
Guest Personnel
Have learners listen to guest personnel on topic related to Types of Software. After the
presentation, let them participate in a discussion that will bring about better
understanding of the content of the lecture. Guide discussion and provide clarification
where necessary.
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MODULE 1
UNIT THREE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
Examine the use of techniques, formatting tools and applications for creating
presentations
5.
6.
Outline procedures for testing slide show effects by using onscreen navigation tools
7.
Examine the process of accessing and using templates/master slides with presentations
8.
Identify onscreen navigational tools used to start and stop slide shows or move between
different slides
9.
Outline procedures for printing slide shows and notes in the required formats
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
Create presentations
2.
Customize setting
3.
Format presentations
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MODULE 1
5.
6.
2.
3.
4.
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MODULE 1
RELATED CONTENT
- established files
- new documents
Tools include:
Operating systems:
-
DVD/CD
Thumb drives
internal/external hard drives
remote hard drives
OH&S procedures/precautions
include:
-
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Applications include:
-
command line
graphical user interface
16
ergonomic workstations
security procedures
customization requirements
MODULE 1
tabs
cut
paste
indents
bookmarks
hyperlinks
borders
lists
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Have learners conduct research on the top five (5) presentation software available.
Working in groups let them choose two of the software packages and compare and
contrast their features and functions. Let them present their findings to the rest of the
class using interactive presentations. Provide feedback.
Computer-Aided Instruction
create presentations
customize setting
format presentations
add slide show effects
print slide show including notes
display good posture when using the computer keyboard
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MODULE 1
Presentation
Learners may use the computer and projector to present their work/presentation. Observe
and give feedback.
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MODULE 1
UNIT FOUR:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.
1.
2.
3.
4.
Discuss the creation of objects, macros and templates, and their employment for routine
activities
5.
6.
7.
Discuss the merits of easily accessing online help to overcome difficulties with
applications
8.
Outline benefits of using manuals, training booklets and support resources to provide
expeditious solutions to routine and advanced problems
9.
Discuss the need to analyze problems accurately and provide speedy resolution
10.
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MODULE 1
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
Manipulate data
2.
3.
Adherence to instructions
2.
3.
4.
Goal-oriented
RELATED CONTENT
personal computers
networked systems
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flash drives
CDs
local/external hard drives
remote hard drives
MODULE 1
established files
established applications
hardware
software
communication packages
Microsoft Office
Lotus Suite
Open Office Suite
Claris Works
Star Office
other similar applications
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Have learners conduct research on any four (4) areas related to the use of advanced
features of computer applications. Areas of research should encompass the following:
-
Let learners design and create a presentation of their research using an appropriate
computer application. Accommodate discussions through question and answer sessions,
giving appropriate feedback and guidance as deemed necessary.
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MODULE 1
Arrange for an IT expert to visit and discuss the use of advanced features of computer
applications. Ask the expert to explain to learners, how to:
-
Have learners take notes and compile individual reports afterwards, using available
audio-visual equipment. Randomly choose a report and discuss with the class,
identifying weaknesses as well as strong points. Give appropriate feedback and guidance.
Guided Practice
Allow learners to visit the following website http://www.noupe.com/tools/filemanagement-and-organization-tools-and-ideas.html to view and download a wide range
of applications which can be customized as required. Let them download some of these
applications on a computer, and use them to create documents for specific situations and
outcomes.
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MODULE 1
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
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REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
Common file types. (n. d.). Retrieved October 18, 2013, from
http://www.fileinfo.com/filetypes/common
2.
Learning Management Services Department: (2007). Install software applications. (LGITINET1372A). Kingston, Jamaica: HEART Trust/NTA.
3.
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MODULE 2
ADDRESSING COPYRIGHT ISSUES
15 Hours
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
5.
6.
Explore types of actions to be taken to appraise workplace for compliance with copyright
legislation
7.
Discuss the value of sensitizing artists, copyright owners, clients and other stakeholders
of rights and consequences of infringements
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MODULE 2
9.
Outline procedures for protecting work produced at both local and international level
10.
11.
12.
13.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
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MODULE 2
2.
3.
4.
5.
6.
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge
requirements specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery.
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MODULE 2
tax records
financial/project documents
training records
statutory records
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artistic works
broadcasts
cinematograph films
anthologies etc
computer programs
dramatic/musical works
publishing editions
sound recording
textual material
electronic documents/information
Consequences of non-conformance
include:
-
Copyright include:
-
MODULE 2
Consequences of infringements:
-
Research/Discussion
Conduct a round-table discussion with your class on copyright and intellectual property
rights. Let them separate into small groups and explore finer details contained in specially
prepared notes by facilitator. Each group will report on their readings. Also allow them to
conduct their own research on copyright owners rights requirements. Provide
supervision. Let them include this in their portfolio for grading at a later date.
Video
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MODULE 2
Resource Person/Simulation
Invite a group of professionals in the animation industry to have interactive sessions in:
-
Encourage learners to ask questions. Have them work in a simulated setting to prepare
documentation on organizations role, maintenance of copyright owners rights and
obtaining permission for use of material. Monitor learners and provide assistance as
necessary, and give feedback on their overall performance.
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MODULE 2
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
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31
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
About copyright and related rights: Jamaica intellectual property rights (JIPO). (n. d.).
Retrieved November 21, 2013, from http://www.jipo.gov.jm/?q=node/47
2.
3.
4.
Mc Adams, T., Neslund, N., & Neslund, K. (2004). Law, business & society (7th ed.).
New York: Mc Graw-Hill Companies Inc.
5.
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MODULE 3
MODULE OBJECTIVE
105 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Discuss steps for identifying and distinguishing algorithmic and documentation styles
2.
State procedures for identifying efficiencies and enhancements using algorithms and
documentation
3.
4.
Explain processes for identifying multimedia scripting languages and their components
5.
Outline procedures for creating/editing scripts using object based script language styles
6.
State rationale for documenting event sequencing using flow charts and run times
produced for a specified job
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MODULE 3
8.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
Document procedures
2.
Attention to details
3.
Effectiveness in communication
4.
5.
6.
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MODULE 3
RELATED CONTENT
35
educational product
game
promotional product
information product
training product
e-commerce and a range of others
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programming idea
programming belief
research
identifying and selecting content
elements
interface and design layout
preparing the storyboard
scripting systems
procedural systems
representational animation
stochastic animation
behavioural animation
formal, well-documented
methodologies
non-existent
best practice examples from industry
MODULE 3
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Discussion
Discuss with learners methods of developing multimedia script and the various types of
multimedia scripts and their use. Examples of scripts should be provided for learners.
Examples of animation scripts may be found at
http://www.simplyscripts.com/genre/animation-scripts.html
Encourage learners to visit the site and examine the scripts and their development.
Following this exercise, have each learner develop a short animation script which will be
presented to the class. Allow each leaner's script to be critiqued and give
assistance/feedback where necessary.
Demonstration
After view selected videos, prepare a quiz for learners to ascertain their level of
understanding.
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MODULE 3
UNIT TWO:
CREATE STORYBOARDS
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
Discuss rationale for researching/selecting suitable storyboard tools for a given purpose
5.
6.
Discuss steps for breaking down content, scripts and stories into frames
7.
8.
9.
State the importance of soliciting feedback on work in progress and presenting draft
storyboards to relevant personnel
10.
Outline processes for ensuring final storyboards present accurate visual interpretations of
scripts, stories or texts that meet agreed specifications
11.
12.
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MODULE 3
Discuss rationale for reviewing storyboard creation process to identify areas for
improvement
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
Finalise storyboards
Effectivness in communication
2.
3.
4.
5.
Adherence to deadlines
6.
7.
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MODULE 3
RELATED CONTENT
animation requirements
availability of personnel
availability of resources
budget
delivery platform
graphic requirements
length of script or story
style of production, including:
o comic
o drama
o educational
o light entertainment
- target audience
- timelines
asset creators
authors
clients
content experts
directors
graphic designers
information architects
navigation designers
other writers
producers
programmers
scriptwriters
user interface designers
other technical/specialist staff
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Factors include:
39
MODULE 3
actor's movement
backgrounds
camera angles
camera shots, such as:
o extreme close-up
o close-up
o medium shot
o long shot
o extreme long shot
decisions
directions
frame composition
lighting
props
sets
graphic
3D
key frames
loose colour
paintery
photocomp
spot colour
loose black and white
tight colour
motion
print
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Frame includes:
-
40
dialogue
duration
media
narration
script elements
sequence number
shot composition, such as:
o static
o zoom
o tilt
o pan
o dolly
o track
sound effects
speech bubbles
text content
transitions, such
transitions, such as:
o simple cut
o black
fade in and fade out
MODULE 3
Productions include:
-
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
close-up shot
dissolve
fade
high camera angle
jump cut
level camera angle
low camera angle
zoom
tilt
reaction shot
pov
pan
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safety requirements
documentation procedures
operating procedures
process governing communication use
of templates
Back-up includes:
books
concept drawings and designs
direct observation of actions to be
simulated in 3-d models
real object on which models are to be
based
still images
videos
animated productions
commercials
digital media products
e-learning resources
games
simulations
virtual worlds or environments
documentaries
feature films
filmed events or performances
music video
short films
television productions
CDs/DVDs
hard drives (external/internal)
thumb drives
memory cards
MODULE 3
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Discussion/Presentation
Prepare a discussion for learners that covers areas related to storyboard creation such as
production staff, storyboard contents, actions to ensure storyboards are clear and legible
and the general storyboard creation process. A video that will aid in the discussion may
be found at the following youtube links:
o the purpose of storyboarding - http://www.youtube.com/watch?v=BSOJiSUI0z8
o how to create a storyboard for your video shoot http://www.youtube.com/watch?v=LgDwNxGIuCQ
After viewing the videos, discuss with learners what they have grasped from the videos
and quiz learners to ascertain their understanding of the material.
Have learners research short multimedia scripts from which each will develop a short
storyboard. These storyboards should be presented to the class and each learner should be
required to give an overview of the script they researched and a walkthrough about their
storyboard. Allow other learners to ask questions and where possible, provide guidance.
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MODULE 3
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
November 2013
43
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
Algorithmic animation experiments. (n. d.). Retrieved October 22, 2013, from
http://www.unworn.nu/Algorithmic-Animation-Experiments
2.
Animation movie scripts. (n. d.). Retrieved October 22, 2013, from
http://www.simplyscripts.com/genre/animation-scripts.html
3.
Boughton, A. (n. d.). Software metrics. Retrieved October 22, 2013, from
http://www.cs.colorado.edu/~kena/classes/5828/s12/presentationmaterials/boughtonalexandra.pdf
4.
Daum, K., hein, B., & Scott, M. (n. d.). How to create storyboard for your marketing
video. Retrieved October 18, 2013, from http://www.dummies.com/how-to/content/howto-create-a-storyboard-for-your-marketing-vide.html
5.
Finkelstein, A. (n. d.). Software metrics. Retrieved October 10, 2013, from
http://www0.cs.ucl.ac.uk/staff/A.Finkelstein/advmsc/11.pdf
6.
Flow chart definitions. (n. d.). Retrieved October 24, 2013, from
http://www.edrawsoft.com/Flowchart-Definition.php
7.
How to write a script for an animated cartoon. (n. d.). Retrieved October 23, 2013, from
http://www.wikihow.com/Write-a-Script-for-an-Animated-Cartoon
8.
LISP (programming language). (n. d.). Retrieved October 22, 2013, from
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Lisp_(programming_language).
html
9.
Reynolds, C. W. (n. d.). Computer animation with scripts and actors. Retrieved October
9, 2013, from http://www.red3D.com/cwr/papers/1982/ASAS82.html
10.
Storyboarding your films. (n. d.). Retrieved October 18, 2013 ,from
http://www.dummies.com/how-to/content/storyboarding-your-film.html
11.
12.
Swain, D. V., & Swain, J. R. (1988). Scriptwriting; A practical manual. USA: Focal
Press Publications
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REFERENCES
13.
14.
The daily script. (n. d.). Retrieved October 22, 2013, from
http://www.dailyscript.com/index.html
15.
The writer's handbook - Documentation styles. (n. d.). Retrieved November 16, 2013,
from http://writing.wisc.edu/Handbook/Documentation.html
16.
Types of animation systems. (n. d.). Retrieved October 22, 2013, from
http://www.cs.helsinki.fi/group/goa/animation/anim1.html
17.
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MODULE 4
APPLYING MODELLING TECHNIQUES
MODULE OBJECTIVE
120 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
Outline steps for selecting software best suited to the types of production/delivery
platform to which 3D modelling techniques is to be applied
3.
State the importance of gathering and analysing reference material to help with modelling
technique application
4.
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MODULE 4
Outline steps for using software features to apply basic lighting, shaders and block out
models
6.
7.
8.
9.
Outline steps for rendering and outputting models in required formats for submission to
relevant personnel by agreed deadlines
10.
11.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
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MODULE 4
Attention to detail
3.
Adherence to deadlines
4.
5.
6.
7.
RELATED CONTENT
Requirements include:
-
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Software includes:
48
AutoCAD
3D studio max
Infi-D
Bryce 3D
Lightwave
Blender
K-3D
Art of illusion
Softimage/ mod tool
Zmodeler
Google sketchup
Autoq3D community 3D editor
Seamless3D
Brl-cad
Sweet home 3D
Maya
MODULE 4
Production includes:
-
animated productions
commercials
digital media products:
e-learning resources
games
simulations
virtual worlds or environments
documentaries
feature films
filmed events or performances
music video
short films
television productions
49
bitmap image
digital formats, such as:
o GIF
o JPEG
o PDF
o TIFF
o PICT
o PNG
o PSD
o HTML
hard copy
vector image
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Formats include:
-
books
concept drawings and designs
direct observation of actions to be
simulated in 3-D models
real object on which models are to be
based
still images
videos
NURBS
polygonal
primitives
sculpt
splines and patches
double faces
isolated vertices
pivot points
MODULE 4
blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
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safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
animations
digital simulations:
architectural models
e-learning resources
demonstration of processes and
procedures
animatics
brief
storyboard
technical specifications
art director
asset creator
client
editor
producer
programmer
supervisor
technical director
technical staff
other specialist creative and
administrative staff
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
MODULE 4
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Discussion
It would be useful if videos could be utilised in the discussion. Facilitate questions from
learners and quiz them to ascertain their understanding.
Demonstration/Guided Practice
Provide a demonstration for learners on the creation of 3D models using appropriate 3D
modelling techniques. This demonstration can also take the form of a video tutorial.
Given the resources available, allow learners to have hands on experience in creating a
3D model. Provide guidance where necessary.
Have each learner critique anothers work. At the end of the exercise, provide learners
with a general overview and ask questions ascertain learners understanding of the
material.
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MODULE 4
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
5.
6.
State the steps for correctly using tools and features of 3D modelling software
7.
8.
9.
xplain procedures for creating 3D objects and 3D virtual model using software
commands
10.
Outline steps for creating Boolean operations and vector based drawings
11.
Discuss procedures for applying predefined textures and adding lighting shadows to 3D
model
12.
State relevance of controlling model and virtual space via visual mood and colour tones
13.
Examine procedures for demonstrating and using hierarchical object motion control to
achieve a motion effect
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MODULE 4
Discuss procedures for combining and testing 3D model motion with other digital
imaging, sound and video
15.
Outline steps for saving and presenting multimedia sequences including 3D modelling
with reference to file compression technology
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
Design 3D model
5.
Edit 3D model
6.
2.
Effectiveness in communicating
3.
4.
Attention to detail
5.
Adherence to deadlines
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MODULE 4
7.
8.
RELATED CONTENT
box/subdivision modelling
edge/contour modelling
nurbs/spline modelling
digital sculpting
procedural modelling
image based modelling
3D scanning
Resources include:
-
hardware
software
personnel
purpose
audience
storyboard
script
file format
file size
operating system
hardware specifications including
memory size, RAM
delivery platform
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AutoCAD
3D studio max
Infi-D
Bryce 3D
Lightwave
Blender
K-3D
Art of illusion
Softimage/ mod tool
Zmodeler
Google sketchup
Autoq3D com munity 3D editor
Seamless3D
Brl-cad
Sweet home 3D
Maya
NURBS surface
polygonal mode
face
MODULE 4
Resources include(Cont'd):
-
budget
resources
purpose
audience
storyboard
script
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computer generated
manually written
marked up scripts
marked up transcripts
list of sequences with relevant shot
numbers
production schedules
operational/project plan
manufacturer's
specifications/instructions
edit decision lists (EDLs)
fault reports
assembly order
55
rigid
non-rigid
edges
vertices
texture
shaders
media form
software tools and parameters
storyboards
layout drawings
director's instructions
camera sheet
soundtrack breakdown
MODULE 4
director
producer
project manager
technical director
navigation designers
video producer
editing personnel
sound/music personnel
director of photography
3D graphic, animation and modelling
production personnel
music composers
sound effects personnel
other technical staff
other specialist staff
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lighting
shadows
parent
child
ancestor
descendants
hierarchy
root
subtree
branch
leaf
link
pivot
MODULE 4
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Guided Practice
Provide learners with practice exercises which should incorporate what they have learnt
thus far. Exercises may be found at the following link:
Beginner exercises for 3D modellers http://3D.about.com/od/3D-101-TheBasics/tp/Beginner-Exercises-For-3D-Modelers.htm
Provide clarification for learners where necessary.
Demonstration
Discussion
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MODULE 4
UNIT THREE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
State the importance of interpreting the brief to clarify design, textures generation and
delivery requirements
2.
3.
Discuss steps for identifying sequence of digital texturing activities and production
workflow requirements
4.
5.
Discuss steps involved in identifying suitable sources of basic shaders and textures for
surface characteristics assignment to model
6.
State the importance of confirming shader and texture selection with brief and client
requirements
7.
8.
Discuss the process for establishing and confirming requirements related to lighting and
rendering
9.
10.
11.
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MODULE 4
13.
Outline steps for correctly applying geometry and adjusting parameters within algorithms
to simulate natural patterns and achieve desired effects
14.
State rationale for selecting texture/projection mapping in accordance with brief and client
requirements
15.
16.
17.
18.
State the importance of completing, confirming and presenting test renders to client for
approval
19.
20.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Plan approach
3.
4.
5.
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MODULE 4
7.
8.
Finalise design
Effectiveness in communication
2.
3.
4.
Attention to details
5.
Adherence to deadlines
6.
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MODULE 4
RELATED CONTENT
Briefs include:
-
blinn
cell shaders
Lambert
Phong
realistic shaders
toon shaders
plastic shaders
Vertex
Geometry
Pixel
Programming
Parallel processing
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3-D artists
animators
art directors
designers
external clients
modellers
technical directors
Shaders include:
-
budget
design specifications
file formats for output and end use
technical requirements
Clients include:
-
illustrations
storyboards
technical specifications
verbal or written instructions
MODULE 4
Attributes include:
-
digital photography
film photography
scanning
acrylic paint
airbrush
charcoal
crayon
gouache
ink
ink wash
oil paint
pen
pencil
tusche
watercolour
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online library
digital means
art media
digital paint software
Resolution includes:
-
62
brick
cloth
glass
latex
leather
metal
skin
sky
stone
textiles
wood
orientable
non-orientable
closed
Textures include:
-
ambient colour
colour
diffusion
incandescence
reflectivity
refraction
specularity
translucence
transparency
MODULE 4
safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
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cubic
cylindrical
planar
spherical
tiling
solid texturing
genetic texturing
cellular texturing
self organizing texturing
bump maps
colour mapping
displacement maps
reflection maps
specular mapping
transparency maps
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
MODULE 4
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Observational Visit
Research/Presentation
Pair learners and ask each pair to carry out research on shading and texturing
principles and techniques, integrating shading and texturing activities into overall
pipeline and advantages/disadvantages of procedural textures. Let them present their
findings to the class.
Allow class to critique the presentations and offer feedback where necessary.
Lecture/Discussion
Field questions from learners and provide feedback where necessary. A quiz may be
administered to assess learners understanding of the material.
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MODULE 4
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
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65
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
10 Projection mapping demos that will blow your mind. (2012). Retrieved October 4,
2013, from http://www.creativebloq.com/video/projection-mapping-912849
2.
Basic key framing motion control system. (n. d.). Retrieved October 23, 2013, from
http://www.youtube.com/watch?v=-DAJN0P7jkc
3.
4.
5.
Ebert, D.S., Musgave, K. F., Peachey, D., Perlin, K., & Worlet, S. Texturing &
modelling: A procedural approach. (3rd ed.).
6.
7.
Geometry, textures & shaders with processing Tutorial. (n. d.). Retrieved October 4,
2013, from http://www.creativeapplications.net/processing/geometry-textures-shadersprocessing-tutorial/
8.
9.
Hierarchical Motion Control System Yao Lu Lab. (n. d.). Retrieved October 23, 2013,
from http://www.youtube.com/watch?v=9F6xSE9Gri8
10.
11.
Lee, S. W., Kang, J. J., Shin, J. J., & Paik, J. J. (2007). Hierarchical active shape model
with motion prediction for real-time tracking of non-rigid objects. IET Computer
Vision, 1(1), 17-24. doi:10.1049/iet-cvi:20045243
LRDD- CDA-1.0
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66
REFERENCES (CONTD)
12.
13.
14.
15.
16.
Slick, J. (n. d.). 7 common modelling techniques for film and games, An introduction to
3D modelling techniques. Retrieved October 18, 2013, from http://3D.about.com/od/3D101-The-Basics/a/Introduction-To-3D-Modeling-Techniques.htm
17.
Slick, J. (n. d.). Anatomy of a 3D model, vertices, edges, polygons, maps, and shaders.
Retrieved October 18, 2013, from http://3D.about.com/od/3D-101-TheBasics/a/Anatomy-Of-A-3D-Model.htm
18.
Slick, J. (n. d.). Beginner exercises for 3D modellers, easy introductory level projects to
help you learn 3D modelling. Retrieved October 22, 2013, from
http://3D.about.com/od/3D-101-The-Basics/tp/Beginner-Exercises-For-3D-Modelers.htm
19.
20.
Shaders, materials and textures. (n. d.). Retrieved October 4, 2013, from
http://create3Dgames.wordpress.com/2012/07/24/shaders-materials-and-textures/
21.
Sobota, B., Perhc, J., & Petz, I. (2009). Surface modelling in 3D city information
system. Journal of Computer Science & Control Systems, 2(2), 53-56.
22.
Software & Tips - Picking the Right 3D Software. (n. d.). Retrieved October 23, 2013,
from http://3D.about.com/od/A-Guide-To-3D-Software/u/Software-and-Tips-PickingThe-Right-3D-Software.htm#s1
23.
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67
REFERENCES (CONTD)
24.
25.
Surface modelling with 3D studio max. (n. d.). Retrieved October 23, 2013, from
http://docs.autodesk.com/3DSMAX/15/ENU/3Ds-Max-Help/index.html?url=files/GUID0AE92021-9E16-4616-840B-B19773AD9A6E.htm,topicNumber=d30e230515
26.
27.
Tan, K. (n. d.). 25 (Free) 3D modelling applications you should not miss. Retrieved
October 22, 2013, from http://www.hongkiat.com/blog/25-free-3D-modellingapplications-you-should-not-miss/
28.
29.
The illustrated history of projection mapping. (n. d.). Retrieved October 4, 2013, from
http://www.projection-mapping.org/index.php/intro/160-the-history-of-projectionmapping
30.
Topology and geometry of surface. (n. d.). Retrieved October 4, 2013, from
http://www.personal.psu.edu/axk29/TOPOLOGY/Chapter5-partial.pdf
31.
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MODULE 5
MODULE OBJECTIVE
60 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
Discuss ways of using internet search engines to find and download appropriate music
files
3.
4.
5.
6.
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MODULE 5
8.
State the importance of utilising virus scanners and extraction software where possible
on downloaded files
9.
Discuss procedures for transferring and formatting files for use on various equipment
10.
11.
Discuss the importance of complying with copyright regulation and internet protocols
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
Extract files
5.
Effectiveness in communication
2.
3.
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MODULE 5
RELATED CONTENT
Google
Webopedia
YouTube
bing
about
Internet explorer
Google chrome
Mozilla Firefox
Safari
Wav
Mp3
Ogg
Raw
Au
Wma
Aac
Mid
Aif
Aifc
Aiff
Ea
Ra
ram
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synchronisation
appreciation of human instrumentation
quality of sequencing
file size
bit rate
sample rate
Google
Music blogs
Soundowl
Pirate bay
YouTube
MODULE 5
broadband dsl\adsl
broadband wireless (wi-fi)
dial-up
satellite
broadband cable
mobile broadband - GSM
Winzip
Winrar
7-zip
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MIDI devices
mixers
audio visual equipment
audio editing software
CD/DVD/blue ray
memory card
flash drive
external hard drive
piracy
virus
malware
MODULE 5
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Lecture/Discussion
Using multimedia resources available, present learners with privacy and security
measures related to online tasks, copyright regulations, internet protocols, selecting and
using appropriate tools to access and download audio files from the Internet and selecting
and evaluating information sources.
Provide clarity to questions fielded from learners where possible. A quiz may be
administered to assess learners understanding of the material.
Practical
Allow learners to forms groups of no more than two (2). Require each to initiate a search
utilizing a web browser and a search engine of their choice to locate and assess a source
for finding, downloading and storing audio files based on a set of given criteria. Criteria
may include, suitability for a documentary, comedy, child cartoon, etc. Each group
should ensure that they are not in breach of any copyright laws.
Require each group to ensure that the files they downloaded are extracted (if needs be)
and clean from any virus and/or malware.
Each group will make note of the search engine used, web browser used, source of audio
files, types of audio files, extraction software and virus scanner used. Let them also share
the rationale for their choice of music.
Provide each group with feedback where necessary.
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MODULE 5
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
State the importance of researching and identifying different types of social media tools
and applications
2.
3.
Discuss issues associated with the use of social media tools and applications
4.
State rationale for reviewing popular types of social media tools and applications
5.
6.
State reasons for identifying and selecting the most appropriate social media
tools/applications for possible implementation
7.
8.
9.
10.
Discuss strategies for testing and evaluating tools and applications for ease of use
11.
Outline the relevance of incorporating social networking into one's own professional
development
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MODULE 5
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
Effectiveness in communication
2.
3.
4.
5.
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MODULE 5
RELATED CONTENT
Twitter
Tweetdeck
Tweetie
Objective market
Disqus
ChatCatcher
Topsy
Feedburner
Radian6
Linkedin
Flickr
Youtube
WordPress
Social media monitoring tools:
Cyberalert
Facebook insights
Google alerts
Fliptop
Social mention
Sprout social
Ubervu
Visible
talkwalker
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affordability
desirable features for an online
presence:
o bulletin boards
o direct mailing to customers
o online forums
o selling of products online
o ease of communications
o flexibility for placement of text,
links and images
reasons for an external online presence:
o communication with potential
customers
o promotion of products and
services
o recruitment of volunteers and
new staff
reasons for an internal online presence:
o regular staff communications
o enterprise cohesion
o display of staff achievements
reliability
set-up ease
MODULE 5
information sharing
interoperability
user-centred design
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
77
safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
LRDD- CDA-1.0
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identity
conservation
sharing
presence
relationships
reputation
groups
MODULE 5
applications, including:
o .exe
o .pdf
o .ppt
o .rtf
o .zip
audio, including:
o .mid
o .mp3
o .wav
graphics, including:
o .bmp
o .gif
o .jpg
o .swf
o .tif
text, including:
o .htm
o .txt
video, including:
o .avi
o .mov
o .mpg
web, including:
o .asp
o .xml.
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MODULE 5
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Allow learners to form groups of no more than four (4). Have each group conduct
research on at least ten (10) social media tools and applications available. Ask groups to
encompass the following in their research:o
o
o
o
o
Allow each group to present their findings to their peers. Provide clarity where necessary.
Demonstration/Guided Practice
Using multimedia resources available, demonstrate the use of various social media tools
and applications. This may include signing up for a particular social media application,
creating user profiles and establishing a presence on the particular social media
application/site. Throughout the demonstration, engage learners with questions relating to
the various steps being demonstrated. At the end of the demonstration, administered a
quiz to learners to ascertain their understanding.
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MODULE 5
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
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80
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
Admin. (2013). The 6 types of social media. Retrieved October 17, 2013, from
http://outthinkgroup.com/tips/the-6-types-of-social-media
2.
Audio file formats. (n. d.). Retrieved October 31, 2013, from
http://www.nch.com.au/acm/formats.html
3.
Baer, J. (n. d.). The 39 social media tools I'll use today. Retrieved October 17, 2013, from
http://www.convinceandconvert.com/social-media-tools/the-39-social-media-tools-illuse-today/
4.
Brooks, R. (2013). How the Internet is changing music, featuring Amanda Palmer on
vocals. Retrieved November 10, 2013, from http://theconversation.com/how-the-internetis-changing-music-featuring-amanda-palmer-on-vocals-12660
5.
Classification of social media. (n. d.). Retrieved October 17, 2013, from
http://en.wikipedia.org/wiki/Social_media#Classification_of_social_media
6.
Common audio formats. (n. d.). Retrieved October 30, 2013, from
http://www.webopedia.com/DidYouKnow/Computer_Science/2005/digital_audio_format
s.asp
7.
Dyer, P. (2013). 50 top tools for social media monitoring, analytics and management.
Retrieved October 17, 2013, from http://socialmediatoday.com/node/1458746
8.
9.
Johnson, J. (2013). 3 hashtag tools that will greatly improve your social media exposure.
Retrieved October 17, 2013, from http://socialmediatoday.com/node/1655566
10.
Neisser, D. (2013). 5 common mistakes in social media. Retrieved October 17, 2013,
from http://socialmediatoday.com/dneisser/1327841/5-most-common-mistakes-socialmedia
11.
Privacy concerns with social networking services. (n. d.). Retrieved October 18, 2013,
from http://en.wikipedia.org/wiki/Privacy_concerns_with_social_networking_services
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81
REFERENCES (Contd)
12.
Privacy issues of social networking sites. (n. d.). Retrieved October 18, 2013, from
http://en.wikipedia.org/wiki/Privacy_issues_of_social_networking_sites
13.
Social networking service. (n. d.). Retrieved October 18, 2013, from
http://en.wikipedia.org/wiki/Social_networking_service
14.
Top 5 methods for downloading music. (2013). Retrieved November 4, 2013, from
http://www.truvisionla.com/top-5-methods-for-downloading-music-2013/
15.
Types of social media. (n. d.). Retrieved October 17, 2013, from
http://www.howto.gov/social-media/social-media-types
16.
What's the difference between audio file types? (n. d.). Retrieved October 31, 2013, from
http://cd-burning-software-review.toptenreviews.com/audio-file-types.html
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MODULE 6
PRODUCING DIGITAL ART
MODULE OBJECTIVE
150 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Develop procedures for identifying information from a range of sources for concept
development
2.
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MODULE 6
Discuss how to determine the purpose, scope and objectives of work based on artistic
vision
4.
5.
Discuss strategies for organising collected information to assist with concept development
6.
7.
Discuss steps for selecting final concept based on collected information, ideas and
intention for own work
8.
Outline procedures for selecting appropriate method of presenting the concept based on
nature of work
9.
Discuss strategies for providing clear information to others about the concept including
information and ideas used
10.
State the importance of seeking and reviewing feedback on concept for inclusion in
concept development
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
Conduct research
4.
Develop concept
5.
Expand concept
6.
Articulate concept
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Effectiveness in communication
2.
3.
4.
5.
RELATED CONTENT
stories
oral history
myths and legends (including religious)
books, magazines, poems
photographs and other artworks
music and/or film/video
direct observation of the natural or built
environment
the Internet
search engines
blogs
wikis
tweets
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style
size
media
genre
MODULE 6
oral
visual and oral
written and visual
written
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the audience
how the concept is being presented
why the concept is being presented
cultural issues surrounding presentation
physical limitations
86
personal interest
cultural conventions and/or significance
aesthetic appeal
thinking beyond established boundaries
training product
e-commerce
visual arts and contemporary craft
design
photo imaging
arts administration
video and web-based media
performing arts
multimedia
writing
making notes
discussion with others
assessment of critical reviews
MODULE 6
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Allow learners to forms groups of no more than four (4). Allow each group to discuss and
develop a concept or idea for an animation sequence. Each group will then be required to
conduct relevant research from which relevant information will be drawn to aid in the
development of the idea/concept.
Each group will then be required to present their idea/concept to the class. Allow other
learners to ask questions. Provide feedback to each presenting group.
Lecture/Discussion
Prepare an engaging and motivating lecture for learners which will stimulate reflection
and challenge their imagination in the development of concept and ideas. Discuss with
learners the importance of researching and evaluating information. Copyright issues and
methods of presenting information should also be addressed. It would also be useful to
introduce learners to a sample animation pitch bible (please see reference).
Provide clarity where needed and administer a quiz may to ascertain learners
understanding of the material.
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MODULE 6
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
State benefits of accurately determining job specifications from brief and/or relevant
information source
2.
Discuss steps for assessing software compatability with hardware systems and selecting
appropriate software for the job
3.
4.
5.
Explore copyright issues, file formats and storage medium associated with digital/nondigital images
6.
7.
8.
9.
Explain how to determine appropriate colour mode and software to produce desired effect
by applying filters to images
10.
11.
12.
Explain how to select digital images to be clipped, which reflects mood/feeling and
clipping path
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MODULE 6
Discuss procedures for resizing digital images and aligning clipping path and image to
create desired effect
14.
15.
16.
Outline steps for appropriately delivering/storing fit and altered images using relevant
delivery mode/storage medium
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Select images
3.
4.
Size image
5.
6.
7.
8.
Clip path
9.
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MODULE 6
Effectiveness in communication
2.
3.
4.
5.
RELATED CONTENT
laser printers
disk
CD
film image setters
paper image setters
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disk
CD
tape
cartridge
removable drives
transmission technologies such as
ISDN
modems
MODULE 6
Images include:
-
Applications include:
-
colour correction
sharpening image
creating a variety of special effects
merging
flattening
text
vector object
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blurring
adding light source
sepia toning
adding grains
embossing
RGB
CMYK
Greyscale
Filters include:
-
moir
dust
scratches
size manipulation
cropping
adding effects
animations
colour retouching
repeated adjustments to image
print press
web
desktop publishing
e-book
MODULE 6
saving files
shutting down computers
turning off power supply
replacing protective covers
replenishing paper supply
charging batteries
deleting image files from memory cards
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posters
banners
corporate stationery
annual reports
logos
corporate presentations
invitation
book design
visual merchandising
advertising
web design
Materials include:
MODULE 6
JPEG
GIF
safety
use of materials
recycling
cost control
reporting
Documentation includes:
-
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the body
identity
land and place
political
cultural
social issues
spiritual concerns
the relationship of the work to a
theoretical and historical context
elements and principles of design
MODULE 6
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Lecture/Discussion
information sources
photo editing equipment and material
industry standards and best practices
copyright infringements
reading and interpreting technical information
capturing and processing images
manipulating images
software selection process
principles of design
Assess learners understanding of the material through a written test and/or quiz. Provide
learners with clarity where necessary.
Demonstration
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MODULE 6
UNIT THREE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Outline the process of identifying and selecting equipment/materials and techniques with
the capabilities of producing required artwork
2.
3.
Explain steps required to ensure that different techniques, equipment and materials are
used/combined to extend capabilities and enhance applications
4.
Examine processes for transforming supplied information into the conceptual vision for
the proposed artwork
5.
Discuss the advantages of sequencing work activities and identifying work processes and
resource requirements as directed
6.
State how to organize resources required for the production of the proposed artwork
based on the plan of work
7.
Discuss ways of ensuring that techniques, equipment and materials are safely used and
manipulated appropriately to realize the conceptual vision
8.
Outline the benefits of ensuring that feedback is sought from appropriate personnel and is
used to improve work where required
9.
Explain the importance of storing artwork in the required format and medium as directed,
and completing and storing all required documentation
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MODULE 6
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
Produce artwork
2.
3.
4.
5.
6.
Goal-oriented
7.
Adherence to deadlines
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MODULE 6
RELATED CONTENT
Materials include:
-
saving files
shutting down computers
turning off power supply
replacing protective covers
replenishing paper supply
charging batteries
deleting image files from memory
cards
sourcing and selecting various
storage devices
safety
use of materials
recycling
cost control
reporting
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Techniques include:
-
the body
identity
land and place
political
cultural
social issues
spiritual concerns
the relationship of the work to a
theoretical and historical context
elements and principles of design
MODULE 6
posters
banners
corporate stationery
annual reports
logos
corporate presentations
invitation
book design
visual merchandising
advertising
web design
Documentation includes:
Resources include:
-
drafting table
lighting and power requirements
electronic equipment
process-specific needs
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MODULE 6
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Discussion
Initiate discussions with learners to observe the extent of their knowledge of producing
simple artwork. Ask random questions, and then assess replies in accordance with the
Competency Standards. Ask questions related to the following aspects of the topic:
-
Observe answers received and respond in accordance with the requisite Standards, giving
guidance and encouragement as necessary.
Drill-and-Practice
Have learners form small teams (no more than five members per team). Prepare
questions, diagrams, pictures, etc. on types, parts and functions of machinery and
equipment used for producing artwork. The teams should compete to:
-
identify (name) machinery and equipment from pictures and/or listening to the
functions of machinery and equipment read to them
answer questions on functions of machinery and equipment shown to them
label parts of machinery and equipment
The winning group is the one that correctly answers most questions.
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MODULE 6
Research
Place learners in small groups with group appointed leaders. Have them review article
entitled Freebytes Guide to Free Graphics Software at website:
http://www.freebyte.com/graphicprograms/
Let them select and download suitable graphics editing software from the vast repository,
and carry out editing exercises, placing particular emphasis on the following as they
work:
-
compliance with Occupational Health and Safety requirements and industry standards
working in accordance with organizational policies, procedures and quality
requirements
production of artwork which demonstrates a command of selected techniques and
which are consistent with the conceptual vision
increasing capabilities of techniques, material and equipment appropriately
knowledge of equipment and materials and how they are used and extended in the
production of digital images
planning and organizing work to produce artwork consistent with work specifications
and industry practise
Let them design and create a presentation using an appropriate computer application.
Facilitate question and answer session to accommodate discussion and feedback.
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MODULE 6
Resource Personnel
Have a resource person address learners with a view to enhancing their understanding of
the production of simple artwork. Ask resource person to explain, and where possible
demonstrate the following areas:
-
Let learners ask related questions to broaden their knowledge of the subject. Convene a
discussion afterwards, where feedback can be used for reinforcement of learning.
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MODULE 6
UNIT FOUR:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Outline procedures for clarifying types of visual design components and targeting
user/audience
2.
Identify factors that may affect visual design concepts including design techniques
3.
State the importance of reviewing sources that may inspire/generate feasible visual design
ideas
4.
Discuss the importance of presenting visual designs to relevant persons using design
techniques
5.
Outline steps for undertaking experimentation with traditional digital imaging techniques
to create required visual design components
6.
Examine typographical and visual design elements for creating the components
7.
Discuss initial design ideas/specifications with relevant personnel to select final design
concept
8.
9.
10.
11.
12.
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MODULE 6
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Generate ideas
3.
Assess ideas
4.
Plan approach
5.
6.
Effectiveness in communication
2.
3.
4.
Attention to details
5.
Adherence to deadlines
6.
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MODULE 6
RELATED CONTENT
Components include:
-
2D animation objects
backgrounds
banners
basic user interfaces
colours
flow charts
icons
illustrations
interactive buttons
interactive controls
logos
simple 2D animation characters
text
titles
other components required by the
project
Formats include:
-
drawing freehand
drawing on a tablet
flow charts
scanning drawings and photographs
storyboards
thumbnail sketches
using graphics software, such as:
o Corel Draw
o Corel Paint Shop Pro
o Photoshop
o Photoshop Elements
o Illustrator
o Paint.net
o Fireworks
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art director
asset creator
client
editor
producer
programmer
supervisor
technical director
technical staff
other specialist creative and
administrative staff
bitmap image
digital formats, such as:
o Gif
o Jpeg
o Pdf
o Tiff
o Pict
o Png
o Psd
o Html
hard copy
vector image
MODULE 6
alignment
fonts and typefaces
kerning
leading
point and size
serif or sans serif
tracking
communicates message
conveys meaning
meets audience requirements
uses functional components
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safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
105
balance
emphasis
focal point
movement
perspective
proportion
scale
unity
colour
form
line
shape
texture
tone
Blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
film
games console
internet
kiosk
mobile phone
other wireless/mobile devices
personal digital assistant (PDA)
print media
television
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
MODULE 6
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research/Presentation
Have learners carry out research on current industry practices, visual design commutation
principles, basic design principles of layout, composition and current industry design and
development methodologies. Each learner will be required to prepare a short
presentation. Allow class to critique the presentations and offer feedback where
necessary.
Observational Visit
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MODULE 6
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
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REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
Bradley, B. (n. d.). 5 secrets of Photoshop crop tool. Retrieved October 4, 2013, from
http://digital-photography-school.com/5-secrets-of-the-photoshop-crop-tool
2.
Cotterill, T. (2012). How artist develop their artistic vision. Retrieved October 4, 2013,
from http://thomascotterill.wordpress.com/2012/07/29/how-artists-develop-their-artisticvision/
3.
4.
5.
Halford, E. (n. d.). Think inside the box - Cropping for maximum impact. Retrieved
October 4, 2013, from http://digital-photography-school.com/think-inside-the-boxcropping-for-maximum-impact
6.
How to make an animation pitch bible that sells itself. (n. d.). Retrieved October 4, 2013,
from http://chrisoatley.com/animation-pitch-bible/
7.
How to use Photoshop CS6 Crop Tool. [Video]. Retrieved October 4, 2013, from
http://www.youtube.com/watch?v=ss3MFY1Kxzc
8.
9.
10.
Rowse, D. (n. d.). How to crop images. Retrieved October 4, 2013, from http://digitalphotography-school.com/cropping-for-impact
11.
Smith, B. (n. d.). Crop and chop. Retrieved October 4, 2013, from http://digitalphotography-school.com/crop-and-chop`
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MODULE 7
CREATING 2D ANIMATION
MODULE OBJECTIVE
150 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Compare and contrast traditional animation process and computer genereated animation
2.
3.
4.
5.
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MODULE 7
CREATING 2D ANIMATION
7.
8.
Discuss procedures for creating short animation key drawings, line image recordings and
short animated sequences
9.
Examine procedures for creating animated sequences which utilise traditional animation
principles using various modelling and animation software
10.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
Prepare traditional animation process and the sequence of its component parts
2.
3.
Prepare storyboard
4.
5.
6.
Attention to details
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MODULE 7
CREATING 2D ANIMATION
3.
Effectiveness in communication
4.
5.
6.
7.
RELATED CONTENT
concept creation
key drawings
production planning
research
script development
storyboarding
'inbetweening and tweening
drawings
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anticipation
appeal
arcs
exaggeration
follow through and overlapping action
secondary action
slow in and slow out
solid drawing
squash and stretch
staging
straight ahead action and pose to pose
timing
MODULE 7
CREATING 2D ANIMATION
.swf
.gif
.ani
.apng
.fla
.swi
.mng
.webp
.eva
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
Bytes
Kilobytes (kb)
Megabytes (mb)
Gigabytes (gb)
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safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
MODULE 7
CREATING 2D ANIMATION
Blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Allow learners to forms groups of no more than two (2). Require each group to carry out
research on the following areas:
Each group should present their research to the class for critique. Provide learners with
feedback and clarity where needed.
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MODULE 7
CREATING 2D ANIMATION
Demonstration/Guided Practice
Have each learner produce a sample of the above and provide guidance where necessary.
For additional support, guide learners ref to the resources available in the reference
section of this module.
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MODULE 7
CREATING 2D ANIMATION
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Explain the importance of discussing design brief and storyboard with relevant personnel
2.
State the necessity of clarifying all 2D animation requirements including production and
technical specifications with relevant personnel
3.
4.
Discuss procedures for assessing software compatibility with production and technical
requirements and specifications
5.
Explain how to identify and select appropriate software for specified multimedia delivery
platform
6.
Discuss software with relevant design personnel to ensure selection will meet specified
outcomes
7.
Examine procedures for producing key drawings to reflect the animation requirements
8.
Outline steps for producing sufficient key drawings to establish required action or design
while ensuring they meet production, creative and technical requirements
9.
State the importance of complying with soundtrack breakdown when producing drawings
10.
Discuss strategies for producing key drawings within the constraints of production
11.
State the importance of clearly labeling key drawings in accordance with job
requirements
12.
Outline steps for using correct procedures to import key drawings into selected 2D
animation software
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MODULE 7
CREATING 2D ANIMATION
14.
15.
16.
17.
State the importance of saving, storing and using appropriate file formats and file
management procedures
18.
Outline strategies for presenting animation sequences to relevant personnel for detailed
responses and recommendations
19.
20.
21.
Discuss the importance of obtaining final agreement from relevant personnel for finished
2D animation sequences
Performance Requirements
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
Produce 2D animation
6.
Evaluate animation
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MODULE 7
CREATING 2D ANIMATION
2.
Effectiveness in communication
3.
4.
5.
Attention to details
6.
7.
8.
9.
10.
Team oriented
11.
Adherence to deadlines
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MODULE 7
CREATING 2D ANIMATION
RELATED CONTENT
file format
file size
operating system
hardware specifications including
memory size, RAM
delivery platform
media form
Resources include:
-
acceleration/deceleration
audio integration
hinges and pivots
frames frame animation
looping backgrounds
morphing/object exaggeration
motion paths
registration points
rotation
speed/motion blur
hardware
software
personnel
LRDD- CDA-1.0
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characters
props
overlays
underlays
budget
resources
purpose
audience
storyboard
script
Objects include:
-
timeline
deadline
budget
resources
purpose
audience
storyboard
script
118
art director
audio asset creator
designer
director
graphic artist
instructional designer
navigator designer
project manager
system support personnel
other technical specialist
MODULE 7
CREATING 2D ANIMATION
motion blur
object exaggerations
LRDD- CDA-1.0
November 2013
internet
Blu-ray
CD
DVD
external hard disk, such as universal
serial bus (USB) flash drive
internal hard disk
film
games console
kiosk
mobile phone
Beta-cam
PDA (personal digital assistant)
video
title sequences
credit sequences
background graphics
animation techniques such as stop
motion, analogue
other mobile devices
119
MODULE 7
CREATING 2D ANIMATION
Transitions include:
-
cuts
mixes
wipe keys
special effects
dissolves
fade in
fade outs
supers
subtitles
Documentation includes:
-
2D animations include:
-
basic games
buttons
characters
illustrations
logos
morphs
objects
puzzles
simulated sequences
text
titles and credits
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computer generated
manually written
production schedules
manufacturing schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (EDLs)
fault reports
list of sequences with relevant
short numbers
assembly order
marked up scripts
marked up transcripts
MODULE 7
CREATING 2D ANIMATION
Demonstration
Research
Have learners conduct research on 2D animations in the media to review websites they
may have located on different animations platforms. This could be anything from simple
roll over effects to banners and scripting to gain an understanding of the factors that are
needed to be considered when creating a different animation platform. Have them look at
the load times and the compression and optimisation settings that are needed and testing
across a range of platforms that may include mobile technologies. Discuss with them the
importance of considering the needs of the users or the people that will look at the site
and how to meet the requirements of the client.
Let learners use appropriate computer application such as PowerPoint to present their
findings. Reinforce the research with group discussions.
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MODULE 7
CREATING 2D ANIMATION
Simulation of Activities
Prepare a virtual classroom for learners to watch varied online video tutorials such as
Edge Animate Essential Training, Creating an Animated Info Graphic with Edge Animate
by Chris Converse, Fundamentals of Flash Animation by Kelly McCathran and 21CC
Animating with Stop Motion software instructional video.
N. B. 21CC Animating with Stop Motion software instructional video demonstrates the
animation process.
Guide the groups step-by-step through the instructions described in the video to ensure
they have the correct preferences and project properties set up and that the software is
picking up the plugged in DV camera and not the inbuilt one. All of the instructions for
these settings are described in the video.
Check that learners have secured their background artwork to the table and the DV
camera is facing downward and the picture is well framed.
Allow the learners to begin taking frames. Give each learner a different role, one can be
the camera operator, one can be the director, and the others can concentrate on moving
the characters. Roles can also be rotated during this process.
Ask learner to make small movements in between each frame to create a smoother
animation. Remind them to use the onion-skinning technique described in the video to
help guide their movements.
Once all the groups have taken all their frames, guide them through the process of
exporting their movie as described in the instructional video.
At the end of the lesson, play the animations back to the whole class. Discuss what has
worked well and what could be improved next time.
Have procedures executed in partnership with private sector companies using assets
provided by them that relate to real world animation productions.
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MODULE 7
CREATING 2D ANIMATION
Research/Project
Using the internet (YouTube videos) as a guide, have learners create a 2D animation of
the following:
1.
2.
3.
4.
run cycle
walk cycle
pendulum
changing facial expressions
Have learners present their projects to the class. Provide feedback where necessary.
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MODULE 7
CREATING 2D ANIMATION
UNIT THREE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
Discuss with relevant personnel the range of authoring software and their application to
various delivery platforms
3.
4.
5.
6.
7.
Outline procedures for displaying and using tools and features of authoring software
relevant to the authoring process
8.
9.
Discuss strategies for using design principles to design screen and layout according to
creative and production requirements
10.
11.
12.
13.
14.
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MODULE 7
CREATING 2D ANIMATION
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
Effectiveness in communication
2.
3.
4.
5.
6.
7.
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MODULE 7
CREATING 2D ANIMATION
RELATED CONTENT
Page mill
Front-page
Dream weaver
Flash
Director
Hyper Studio
CD
DVD
internet
kiosk
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices
LRDD- CDA-1.0
November 2013
content inventory
interactive script
personas
storyboard
target audience
technical requirements, such as:
o delivery platform
o screen resolution and size
o templates, style sheets and themes
o bandwidth information
o user interface design
126
designer
trainer
supervisor
programmer
graphic designers
instructional designers
balance
emphasis
focal point
movement
perspective
proportion
scale
unity
MODULE 7
CREATING 2D ANIMATION
animation
audio
documents, such as PDF, Word,
PowerPoint and Excel
graphics
photo images
text
video
backgrounds
banners
icons
interactive buttons
interactive controls
logos
text
titles
user interface
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127
DIR/DCR
FLA/SWF
GIF
HTML
JPEG
MOV
MPEG
PDF
PICT
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MODULE 7
CREATING 2D ANIMATION
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Practical
Have learners develop several discrete interactive sequences and use appropriate
authoring software to proficiently author them by applying style sheets, templates or
themes. Encourage diligence to ensure accuracy and attention to detail in the process.
Have classmate critique each other's work. Provide clarity and feedback.
Lecture/Discussion
Provide learners with an interactive and engaging discussion covering the following
topics:
o managing files and creating appropriate directories
o efficiently use a computer, including keyboard shortcuts
o roles and responsibilities of project team members, e.g. designers, content creators,
information architects, programmers and coders
o basic understanding of the relationship between technical and creative aspects and
requirements of interactive media projects
o basic knowledge of the features of a range of delivery platforms
o file formats of digital media assets and basic optimisation techniques
Following the discussion, follow-up questions should be asked and/or quiz to ascertain
learners understanding of the material.
Observational Visit
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MODULE 7
CREATING 2D ANIMATION
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
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REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
12 basic principles of animation. (n. .d). Retrieved November 25, 2013, from
http://en.wikipedia.org/wiki/12_basic_principles_of_animation
2.
12 traditional Animation techniques in toonboom. (n. .d). Retrieved November 25, 2013,
from
http://www.digitaltutors.com/tutorial/1201-Traditional-Animation-Techniques-in-ToonBoom-Harmony
3.
A look behind the scenes at key animation process. (n. .d). Retrieved November 25, 2013,
from
http://animeshinbun.com/news/1037620/a-look-behind-the-scenes-at-key-animationprocess
4.
Animation file formats. (n. .d). Retrieved November 25, 2013, from
http://www.graphicsacademy.com/formatx_animation.php
5.
Basile, N. Animation techniques. (n. .d). Retrieved November 25, 2013, from
http://animatedtv.about.com/od/showsaz/ss/animation101.htm
6.
Basile, N. Cel animation - Steps animators use to create a cartoon. (n. .d). Retrieved
November 25, 2013 from
http://animatedtv.about.com/od/thesimpsonsfaq/a/celanimation.htm
7.
File format for animation. (n. .d). Retrieved November 25, 2013, from
http://fileformatforanimation.weebly.com/
8.
9.
10.
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REFERENCES
11.
Sanders, A. (n. d.). What's the difference between traditional animation and computer
animation? Retrieved November 25, 2013, from
http://animation.about.com/od/faqs/f/faq_companim.htm
12.
The principles of animation. (n. .d). Retrieved November 25, 2013, from
http://www.evl.uic.edu/ralph/508S99/contents.html
13.
Traditional animation. [Video]. (n. .d). Retrieved November 25, 2013, from
http://www.youtube.com/channel/HCnP-COlt1W4I
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MODULE 8
CREATING 3D ANIMATION
MODULE OBJECTIVE
105 Hours
UNIT ONE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
Identify file formats, delivery platforms for animated sequences and factors influencing
animation design approach
4.
State the importance of researching creative sources that inspire visual design ideas
5.
6.
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State relevance of adjusting approach to incorporate feedback and agree on final design
concepts
8.
9.
Discuss strategies for analysing audio assets supplied for animations as required
10.
11.
Discuss strategies for applying basic animation principles, screen principles, visual
design principles and communication principles
12.
State procedures for applying real world camera techniques to virtual cameras used in 3D
animation
13.
Outline steps for saving/storing animated sequences using appropriate file formats,
standard naming conventions and version control protocols
14.
15.
16.
17.
State the importance of completing and confirming changes with relevant personnel as
required
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Plan approach
3.
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5.
Effectiveness in communication
2.
Attention to detail
3.
4.
5.
6.
7.
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RELATED CONTENT
animatics
brief
storyboard
technical specifications
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3D animation includes:
135
3D elements
3D panoramas
basic games
buttons
characters
illustrations
logos
models
morphs/blend shapes
puzzles
simulated sequences
text
titles and credits
MODULE 8
CREATING 3D ANIMATION
acceleration/deceleration
audio integration
dynamic simulation
hierarchies
hinges and pivot points
hybrid method
key frames
layered animation
looping backgrounds
morphing/object exaggeration
motion capture
motion paths
pose to pose animation
registration points
rotation
scripted animation
speed/motion blur
straight-ahead animation
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3D modeller
3D producer
animation director
audio asset creator
director
graphic artist/designer
instructional designer
lead animator
matte painter
system support personnel
other technical and specialist personnel
AAS
ACT
ANI
ANM
ANS
AVI
AWA
AWM
CEL
CFT
CMV
DIR/DCR
FLA/SWF
FLC
FLI
FLX
GIF
HTML
IFF
JPEG
LWOB
M3D
MODULE 8
CREATING 3D ANIMATION
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Factors include:
-
budget
purpose of animation
resources
target audience
timelines
137
MMM
MOV
MPEG
MWF
PNG
QTVR
SEC
TIFF
VAN
VUE
music
narration
sound effects
MODULE 8
CREATING 3D ANIMATION
organisational requirements
statutory requirements
vendor requirements
ergonomic requirements
environmental requirements
138
balance
composition
emphasis
movement
perspective
proportion
scale
unity
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anticipation
asymmetry in body and facial poses
balanced poses
exaggeration
movement in arcs
overlapping actions and follow-through
pacing/timing
secondary actions
singularity of message
squash and stretch
staging
strong silhouette in poses
weight
camera techniques
editing, including basic transitions
framing
lighting
montage
narrative
story-telling
style/genre
safety requirements
documentation procedures
operating procedures
process governing communication
use of templates
privacy and security policies
MODULE 8
CREATING 3D ANIMATION
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Lecture\Discussion
Initiate discussions with learners to observe the extent of their knowledge of creating 3D
digital animation. Ask random questions, and then assess replies in accordance with the
Competency Standards. Ask questions related to the following aspects of the topic:
-
Observe answers received and respond in accordance with the requisite Standards, giving
guidance and encouragement as necessary.
Drill-and-Practice
Have learners form small teams (no more than five members per team). Prepare
questions, diagrams, pictures, etc. on skills needed for the creation of 3D digital
animation. Each team will be assessed on the following:
-
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Research/Project
Place learners in small groups with group appointed leaders. Let them select and
download suitable graphics editing/animation software from the vast repository, and
create a basic 3D animation sequence which should incorporate an interactive 3D logo of
a Company of their choice.
Each group will present their final product to the class for critique. Facilitate question and
answer session to accommodate discussion and feedback.
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UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
Identify a range of 3D navigation types from chosen 3D modelling and animation software
2.
Discuss methods for using navigation, keyboard hot keys and input procedures
3.
4.
Outline steps for identifying and analysing 3-D application menus and specific category
types
5.
Discuss steps for selecting and using common 3D transformation types and applicationspecific toolsets
6.
State the relevance for associating menu categories as with specific tasks
7.
Discuss the importance of consulting with relevant personnel and utilizing application hot
keys
8.
State the importance of identifying and researching the range of reference material and
native application support procedures
9.
10.
Discuss steps for accessing and using support material through hotkey and application
menus in consultation with relevant personnel
11.
12.
State the importance of using application project configuration procedures with relevant
personnel
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14.
15.
State the importance of using application feedback with inbuilt support documentation to
troubleshoot error scenarios
16.
17.
Outline steps for using custom interfaces for specific requirements based on toolset
protocol needs
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
6.
Attention to details
2.
Adherence to deadlines
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MODULE 8
CREATING 3D ANIMATION
4.
Effectiveness in communication
5.
6.
7.
8.
RELATED CONTENT
3Ds Max
Blender
Cinema 4D
Houdini
Lightwave
Toon Boom Pro
Maya
Modo
XSI
ZBrush
animation
animation curve editors
animation dope sheets
content selection lists
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input procedures
keyboard hotkeys
panning
rotating
zooming
animate
assets
colour
create
create UVs
display
edit
edit mesh
edit UVs
file
geometry
MODULE 8
CREATING 3D ANIMATION
dynamics
modelling movement
rendering
rotation
scaling
shader or material editors
animator
dead-environment designer
designer
effects artist
environment designer
lead animator
lead artist
lead audio
lead designer
modeller
producer
texturer
trainer
VFX supervisor
144
help files
reference material
troubleshooting
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blueprints
developmental drawings
internet research
museum information
orthographic images
photographs
schematics
video footage
help
mesh modify
normals
proxy
window
exporting
importing
opening
saving
MODULE 8
CREATING 3D ANIMATION
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Allow learners to form groups of no more than two (2). Have each group conduct
research on the following:
o
o
o
o
o
o
Allow each group to present their findings to their peers. Provide clarity where necessary.
Practical\Demonstration
Using resources available, have each learner develop and record ideas. Have learners
interact and navigate with 3D application interfaces, toolsets and file management
procedures. Aid learners in the execution and use of 3D application native support.
Provide guidance where necessary and provide feedback where possible.
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MODULE 8
CREATING 3D ANIMATION
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
November 2013
146
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
12 basic principles of animation. (n. .d). Retrieved November 25, 2013, from
http://en.wikipedia.org/wiki/12_basic_principles_of_animation
2.
12 traditional Animation techniques in toonboom. (n. .d). Retrieved November 25, 2013,
from
http://www.digitaltutors.com/tutorial/1201-Traditional-Animation-Techniques-in-ToonBoom-Harmony
3.
4.
A look behind the scenes at key animation process. (n. .d). Retrieved November 25, 2013,
from
http://animeshinbun.com/news/1037620/a-look-behind-the-scenes-at-key-animationprocess
5.
Animation file formats. (n. .d). Retrieved November 25, 2013, from
http://www.graphicsacademy.com/formatx_animation.php
6.
Basile, N. Animation techniques. (n. .d). Retrieved November 25, 2013, from
http://animatedtv.about.com/od/showsaz/ss/animation101.htm
7.
Basile, N. Cel animation - Steps animators use to create a cartoon. (n. .d). Retrieved
November 25, 2013, from
http://animatedtv.about.com/od/thesimpsonsfaq/a/celanimation.htm
8.
File format for animation. (n. .d). Retrieved November 25, 2013, from
http://fileformatforanimation.weebly.com/
9.
10.
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147
REFERENCES
11.
12.
Sanders, A. (n. d.). What's the difference between traditional animation and computer
animation? Retrieved November 25, 2013, from
http://animation.about.com/od/faqs/f/faq_companim.htm
13.
14.
The principles of animation. (n. .d). Retrieved November 25, 2013, from
http://www.evl.uic.edu/ralph/508S99/contents.html
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MODULE 9
PREPARING MULTIMEDIA PRESENTATIONS
MODULE OBJECTIVE
145 Hours
UNIT ONE:
EXPECTED OUTCOMES:
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MODULE 9
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
Discuss data rates for major digital sources and their relevance
5.
6.
7.
State procedures for assessing and selecting appropriate digital audio software
8.
Outline steps for entering, exiting and using software for manipulating and editing audio
9.
Discuss strategies for applying storybook designs to the production of digital audio
sequences
10.
Outline procedures for inserting audio tracks into multimedia production sequences
11.
12.
13.
Discuss steps for utilizing special effects, mixing techniques and sequencers in the
creation of digital audio tracks
14.
State the importance of utilizing MIDI, sound cards and appropriate track construction
software/hardware to create/produce digital audio tracks
15.
Explain procedures for saving/retrieving sounds and audio outputs using designated
formats
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MODULE 9
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
6.
7.
Interactivng in communication
2.
3.
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MODULE 9
RELATED CONTENT
amplitude
sound waves
frequency
monos
stereo
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splitting
joining
editing single/multi audio frames
employing digital effects
analysing time encoding
create
restore
edit
record
convert
audio editing
filters/effects
recording/burning
ease of use
help/support
dialogue
additional dialogue/voice overs
fx (effects)
music
atmosphere
foley
MODULE 9
Equipment includes:
digital recorders with/without time
code
analogue recording devices
multi track recorder
stereo recorder
portable mixers
microphones including lavalier or neck,
shotgun and directional, special
application
radio
stereo
amplifiers
microphone stands
microphone accessories
microphone windscreens
speakers
mixing console / desk
effects rack
tape machines
turntables
CD (compact disc) player
sequence sampler
computer
DAT (digital audio tape)
mini disc
reel to reel tape recorder
hard disc recorder
DVD (digital versatile disc)
sound editing software including
Protocols and Fairlight
cables and connectors
DAWs
hissing
popping
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Wav
Mp3
Ogg
Raw
Au
Wma
Aac
Mid
Aif
Aifc
Aiff
Ea
Ra
ram
MODULE 9
black holes
-
newspaper
magazines
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Research
Allow learners to forms groups of no more than four (4). Have each group conduct
research on the following and present it to the class:
o
o
o
o
o
Follow each group's presentation and allow fellow learners to ask question. Provide
feedback and additional information where applicable.
Demonstration/Guided Practice
Using multimedia resources available, demonstrate the editing and manipulation of audio
files and various tools and features of the program being used. Have each learner perform
basic audio editing tasks assigned. Provide guidance/feedback where necessary.
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154
MODULE 9
UNIT TWO:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
Explain the relevance of the digital medium for video to the specific industry
5.
Outline how differences in image quality and size will impact desired outcome
6.
Discuss how data input, processing, output and formatting are employed to create a given
computer video sequence
7.
Outline steps for accurately manoeuvring and manipulating selected digital video editing
software tools and features
8.
Outline steps for saving/retrieving digital videos using designated file formats/techniques
9.
Discuss strategies for controlling variations in video frame rates appropriate for the job
10.
11.
Discuss the importance of testing/combining digital video with other digital imaging,
sound and/or animation to create a multimedia sequence
12.
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155
MODULE 9
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
6.
2.
3.
4.
5.
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MODULE 9
RELATED CONTENT
computer hardware
non-linear digital editing and graphics
software programmes
monitors
keyboard and mouse
external hard drive
external disk drive
additional computer hardware
source and record machines
computer software programmes
graphics computer programme
digital video effects system (dve)
digital disk recorder (ddr)
video transfer recorder (vtr)
LRDD- CDA-1.0
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keyers to combine
dves to move and distort
colour corrections to modify
texture generation to add blur
trackers to follow parts of the picture
production of titles
production of optical effects
graphic images
opticals
transitions such as dissolves, fade ins,
fade outs
supers
subtitles
special effects
Sound includes:
-
157
vhs
svhs
dvc
umatic
sp
beta-cam
digital beta-cam
sound effects
music
atmospherics
dialogue
additional dialogue e.g. re-recorded and
narration
MODULE 9
titles / text
graphic images
2d and 3D animation
3D modelling
opticals
transitions such as dissolves, fade ins,
fade outs
supers
subtitles
special effects
Documentation includes:
-
computer-generated
manually written
scripts
production schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (edls)
list of sequences with relevant shot
numbers
assembly order
marked-up scripts
marked-up transcripts
sound sheets including time code log
sheets for location sound recordings,
wild line and sound effects log sheets
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progressive
o 24
o 25
o 30
o 48
o 50/60
o 72
o 120
o 300
interlaced
o 50
o 60
MODULE 9
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills.
Lecture
The use of multimedia videos can be use as a tool to provide additional information
where possible such as https://www.toonboom.com/products/toon-boom-studio. It
demonstrates the features of ToonBoom Studio. Facilitate questions from learners. A quiz
may be administered at the end of the lecture to ascertain learners understanding of the
material.
Demonstration/Guided Practice
Provide a demonstration for learners covering the performance criteria of this unit. The
use of multimedia videos is encouraged depending on the resources available. The
following site can be used to demonstrate the visual difference between various frame
rates and motion blur: http://frames-per-second.appspot.com/
Allow learners to ask questions and provide feedback/clarity where possible.
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MODULE 9
UNIT THREE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
Outline the use of electronic fonts and how they can be used for maximum impact in a
multimedia presentation
4.
Explain the elements of text and how it can be integrated into a multimedia
sequence
5.
6.
7.
8.
Outline how to save and retrieve text using appropriate file format
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
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MODULE 9
6.
2.
3.
4.
5.
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MODULE 9
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge
requirement specified. They are by no means exhaustive; therefore, it is prudent to seek
additional information to supplement delivery.
kerning
tracking
leading
hyphenation
grid structure
line length
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collaborative learning
better management of documents
wider dissemination
virtual reality presentations
originated in China
162
MODULE 9
Group Work/Presentation
Divide learners into two groups A and B. Provide each group with a selection of
multimedia text software. Each group should examine and select the most suitable
program to convey a particular mood in a commercial of their choice. The groups will
then prepare a mock plan and present it to the class explaining why they have chosen
that software. Evaluate and discuss each presentation and give feedback.
Observation Visit
Make arrangements for learners to visit a company that uses multimedia to produce
commercials, videos, etc. Ask learners to take notes discreetly, noting especially the
software selected, the guidelines that were used to influence the selection and how the
choice of fonts affected the final product.
After the visit, allow learners to summarize findings. These should then be presented
to the class for discussion and feedback.
Application of Techniques
Allow learners to work in small groups. Each group should select a multimedia
presentation they would like to do. Ask learners to design a plan and follow the plan,
incorporating the best text software available. They should be creative using motion
and colour, to convey a particular mood. The presentations should be made to the rest
of the class, followed by discussions and feedback.
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MODULE 9
UNIT FOUR:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
Describe the tools used when editing and manipulating digital photographs
5.
6.
7.
Describe how different technologies can be used to influence the design process
8.
9.
10.
11.
12.
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MODULE 9
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
Manipulate/edit photographs
3.
4.
5.
6.
Attentiveness to details
2.
3.
4.
5.
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MODULE 9
RELATED CONTENT
appropriate template
ability to create an outline
capacity for text, graphs, clip art,
charts, audio clips, photos, drawing,
special effects
add music
change sequence
determine speed at different points
insert clips
LRDD- CDA-1.0
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balance
proportion
rhythm
emphasis
unity
Electronic components of
multimedia may consist of the
following devices:
Editing/manipulating images is
dependent on the software selected and
may be able to:
-
166
video
CD player
digital camera
application software
scanner
text and databases files
MODULE 9
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills.
Group Work/Presentation
Divide learners into two groups A and B. Provide each group with a digital camera.
Each group must familiarize themselves with the parts of the camera and its
operation. Allow them to take a few pictures, which should demonstrate the principles
of design and incorporate them in a multimedia sequence, you have provided.
Gather the class after the exercise and ask each group to select a spokesperson that
will talk about the exercise and present their work. Facilitate discussion.
Expert Visit
Identify a professional photographer. Have him/her visit the class and give a talk
about the use of digital photography in multimedia, along with a presentation of some
of his/her work.
Facilitate a question and answer period.
Class Debate
Organize a debate around a moot Digital Photography does not enhance multimedia
presentations. Organize the class into three groups, one group for and the other
against. Organize one group into a panel of judges. Set the stage for the debate. Invite
other classes if possible. Facilitate discussions afterwards.
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MODULE 9
UNIT FIVE:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
Outline the range of graphic file formats that can be used in digital imaging
3.
4.
Describe the features of vector and bitmapped graphic editing software programs
5.
6.
7.
8.
Examine editing techniques that can be used in the production of a 2D multimedia design
9.
State techniques for assessing the design brief for the appropriate digital imaging solution
10.
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MODULE 9
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
2.
3.
4.
Adherence to deadlines
5.
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MODULE 9
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge
requirement specified. They are by no means exhaustive; therefore, it is prudent to seek
additional information to supplement delivery.
balance
proportion
rhythm
emphasis
units
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MODULE 9
Provide opportunities for groups of learners to visit established media houses. Arrange
for them to sit with technicians and observe how they incorporate digital imaging into
multimedia presentations. Encourage note taking.
After the visit, have learners present reports on what they have learned. Provide feedback
and guidance where necessary.
Class Exercise/Presentation
Pair learners and ask each pair to identify a particular community problem they would
like to address. They should design a flowchart on how the task will be carried out, and
proceed to expedite the job, resulting in a 2D multimedia presentation.
Allow class to critique the presentations and offer feedback where necessary.
Problem-Solving Exercise
Show the class several (at least 3) multimedia presentations, that are obviously lacking in
balance, emphasis, rhythm and colour. Ask learners to take notes during each
presentation. Ask them to identify specific problems and suggest solutions to each.
Facilitate discussion about the problems identified and the solutions being offered.
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MODULE 9
UNIT SIX:
EXPECTED OUTCOMES:
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Outline steps for appropriately assessing and selecting digital animation software
according to production specifications
10.
11.
Outline strategies for utilising tools and features of selected animation software correctly
12.
Discuss procedures for saving/retrieving animation using designated file formats and
correct procedures
13.
Discuss steps for creating line and polygon constructions using selected software
14.
Outline steps for constructing, animating and combining rigid/non-rigid objects against a
static background
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172
MODULE 9
16.
State the importance of using techniques of animation, motion blur and object
exaggeration
17.
18.
Outline steps for testing/combining digital animation with other digital imaging, sound
and/or video to create multimedia sequence
19.
Discuss strategies for saving and presenting multimedia sequences including animation
20.
Outline spacing and motion relationships between animation, live action, static and
motion graphic elements
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
3.
4.
5.
6.
7.
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MODULE 9
Attention to details
2.
3.
4.
5.
6.
7.
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174
MODULE 9
RELATED CONTENT
Copies include:
-
image libraries
computer software image library
package
the internet
safety
working copies
budget
resources
purpose
audience
storyboard
script
file format
file size
operating system
hardware specifications including
memory size, ram
delivery platform
media form
Documentation includes:
-
computer generated
manually written
production schedules
manufacture schedules
manufacturer's
specifications/instructions
contracts
edit decision lists (edls)
fault reports
list of sequences with relevant short
numbers
assembly order
marked up scripts
marked up transcripts
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175
World-wide web
CD-ROM
DVD
beta-cam
video
film
title sequences
credit sequences
background graphics
animation techniques such as stop
motion, analogue
digital
MODULE 9
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interactive (navigable)
linear (self running)
PowerPoint presentation
director/premier presentation
flash presentation
prezi presentation
cuts
mixes
wipe keys
special effects
dissolves
fade in
fade outs
supers
subtitles
web pages
hypermedia
slide presentation
video
virtual reality
Transitions include:
-
tutorials
catalogs
technical manual
marketing materials
sales presentation
electronic brochures
business portfolios
annual reports
webinars
teleconferences
MODULE 9
Microsoft PowerPoint
Slide share
Animoto
Helloslide
Ahead
Presentme
Google sites
PreZentit
Vuvox
Viddix
Sliderocket
Slideboom
Ustream
Qik
Wix
Scrapblog
Letterpop
igniteCast
slidesix
prezi (prezi.com)
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project manager
navigation designers
producer
instructional designers
editing personnel
sound editing personnel
director
producer
director of photography
graphic production personnel
music composer
sound effects personnel
other technical staff
other specialist staff
designers
animators
technical directors
illustrators
MODULE 9
Research
Have learners work in small groups to conduct research in the following areas:
Have each group discuss and present their findings. Conduct guided discussions and
provides feedback in order to clarify information and to enhance the development of
concepts that are not clear.
Demonstration
Guided Practice
Allow learners to work on the computer and demonstrate their knowledge of and skills in
using different features/components of the multimedia. Give assistance to learners as they
practise.
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MODULE 9
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
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179
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
11 best video software editing platform. (n. d.). Retrieved October 15, 2013, from
http://mashable.com/2013/07/24/best-video-editing-software/
2.
2014 best video editing software. (n. d.). Retrieved October 23, 2013, from
http://video-editing-software-review.toptenreviews.com/
3.
2014 Best audio editing software review. (n. .d.). Retrieved November 12, 2013, from
http://audio-editing-software-review.toptenreviews.com/
4.
Analog vs. digital. (n. d.). Retrieved October 21, 2013, from
http://www.meldaproduction.com/audiotutorials/analog_vs_digital.php
5.
Animation timing and spacing. (n. d.). Retrieved October 23, 2013, from
http://www.animationtoolworks.com/library/article5.html
6.
Audio editing in daws. tips and techniques. (n. d.). Retrieved October 14, 2013, from
http://www.soundonsound.com/sos/feb11/articles/editing-1.htm
7.
Audio file formats. (n. d.). Retrieved November 13, 2013, from
http://www.nch.com.au/acm/formats.html
8.
Basic audio editing. (n. d.). Retrieved November 18, 2013, from
http://www.jiscdigitalmedia.ac.uk/guide/basic-audio-editing
9.
Creative editing tips and techniques. (n. d.). Retrieved October 13, 2013, from
http://www.soundonsound.com/sos/feb11/articles/editing-2.htm
10.
Different types of multimedia presentation. (n. d.). Retrieved November 12, 2013, from
http://wiki.answers.com/Q/Different_types_of_multimedia_presentation
11.
Difference between sound and audio. (n. d.). Retrieved October 12, 2013, from
http://www.differencebetween.info/difference-between-sound-and-audio
12.
13.
Frame rates per second. (n. d.). Retrieved October 2, 2013, from http://frames-persecond.appspot.com/
LRDD- CDA-1.0
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180
REFERENCES (Cont'd)
14.
GoAnimate. (2013). 4popular animation tools. Retrieved November 18, 2013, from
http://goanimate.com/video-maker-tips/4-popular-animation-software-tools/
15.
16.
MIDI vs. digital audio. (n. d.). Retrieved November 12, 2013, from
http://danmusic.com/midaudio.html
17.
The 15 best DAW software apps in the world today. (n. d.). Retrieved November 13,
2013, from http://www.musicradar.com/tuition/tech/the-15-best-daw-software-apps-inthe-world-today-238905
18.
Toon boom studio. (n. d.). Retrieved November 22, 2013, from
https://www.toonboom.com/products/toon-boom-studio
19.
What is sound an explanation. (n. d.). Retrieved October 12, 2013, from
http://touchyoursound.com/blog/general-sound/what-is-sound-an-explanation
20.
Video explains why difference between analog, digital isnt what most people think. (n.
d.). Retrieved November 10, 2013, from
http://createdigitalmusic.com/2013/07/video-explains-why-difference-between-analogdigital-isnt-what-most-people-think/
LRDD- CDA-1.0
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181
MODULE 10
MODULE OBJECTIVE
50 Hours
EXPECTED OUTCOMES
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1.
2.
3.
4.
5.
6.
7.
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182
MODULE 10
9.
10.
11.
12.
Outline the goal-setting process and factors that affect the establishment of goals
13.
Explain processes that achieve goals and methods of managing risks and uncertainties
14.
15.
16.
17.
18.
19.
Discuss techniques and principles that can be used to solve business-related problems
20.
Performance Requirement
The following are specific tasks that learners must perform to the required standards.
1.
2.
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183
MODULE 10
4.
Solicit feedback
5.
Set/review goals
6.
2.
3.
4.
5.
6.
Creativity in problem-solving
7.
8.
LRDD- CDA-1.0
November 2013
184
MODULE 10
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge
requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery.
Concepts include:
-
entrepreneur/entrepreneurship
risk
micro-screening
competition
quality
wage employment
resources
supply/demand
macro-screening
cost
self- employment
goods
target market
Factors of Production:
-
capital
labour
land
LRDD- CDA-1.0
November 2013
market conditions
markets demand /supply
global trends
funding
economic stability
social stability
resource availability
economic activities
185
job creation
creation of new markets
revenue/wealth creation
economic growth and development
contribution to a countrys wage bill
empowering the citizenry
self-empowerment
bringing to the fore new technologies,
products and services
MODULE 10
accomplishments
preferences in terms of:
- lifestyle
- work style
- outlook of the future
- examining entrepreneurial
opportunities
- identifying entrepreneurial interests
family
friends
persons in community
business associates
establishing goals
establishing priorities, including
identifying:
- conflicts
- trade-offs
- indicating method of measuring
results
LRDD- CDA-1.0
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186
creativity
critical thinking
problem-solving principles and
techniques
active listening
MODULE 10
Components of an effective
entrepreneurial strategy:
-
specific
measurable
attainable
realistic
timely
commitment
determination
perseverance
foresight
LRDD- CDA-1.0
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187
MODULE 10
Have learners select entrepreneurs from the community and carry out interviews in
which they assess their characteristics and rank such qualities accordingly. Guide
learners through an analysis of how these personal characteristics impacted the
entrepreneurs ability to manage obstacles/risks en route to becoming successful.
Have them prepare and present a written script summarizing the analysis. Evaluate
the content and provide feedback.
Simulation
Guide learners through the requisite steps/guidelines for writing a business proposal
and show them examples of well written proposals. Have them write individual
proposals for a venture of their choice. Let learners present simple business proposals
to an audience where plausibility and practicality of business proposal/venture is
proven. Allow a panel of experts to critique their business proposals and offer
relevant suggestions to improve them. Provide an environment in which learners can
demonstrate their skills as true entrepreneurs utilizing their various business
proposals. Evaluate this activity and provide feedback to learners.
Research
LRDD- CDA-1.0
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188
MODULE 10
Assessment Statement
Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.
Case Studies
Observation
Oral Questioning
Portfolios
Scenarios
Simulation or Role-Plays
Written Test (Multiple choice, Short answer questions, essays etc)
LRDD- CDA-1.0
November 2013
189
REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1.
Chen-Young, P. (2004). The entrepreneurial journey in Jamaica. AZ: Hats Off Books.
2.
3.
4.
Ebert, R. J., & Griffin, R. W. (1998). Business essential (2nd ed.). Upper Saddle River, NJ:
Prentice Hall.
5.
6.
Gray, J. L., & Starke, F. A. (1988). Organizational behaviour: Concepts and applications
(3rd ed.). New York, NY: Merrill.
7.
Jamaica Intellectual Property Office. (n. d.). Retrieved December 30, 2008, from
http://www.jipo.gov.jm/
8.
9.
McFarland, A. (2006, June 14). How to prioritize your work. Retrieved January 9, 2009,
from http://ezinearticles.com/?How-to-Prioritize-Your-Work&id=219970
12.
Meyer, E. C., & Allen, K. R. (1994). Entrepreneurship and small business management.
New York, NY: Glencoe/McGraw-Hill.
13.
Norman, J. (2004). What no-one ever tells you about starting your own business (2nd ed.).
Dearborn Trade Publishing.
LRDD- CDA-1.0
November 2013
190
REFERENCES (Cont'd)
14.
Olm, K., & George, E. (1985) Entrepreneurship and venture management. Charles Merrill.
15.
Resnik, P. (1988). Everything you need to know to manage a small business. New York,
NY: John Wiley & Sons.
16.
Timmons, J.A. (1994). Entrepreneurship for the 21st century (4th ed.). McGraw-Hill.
17.
LRDD- CDA-1.0
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191
APPENDIX A
NVQ-J ITI20613 Digital Animation
Level 2
Qualification Plan
Core/Elective
Core
Core
Core
Core
Hours
10
10
10
10
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Core
Elective
Elective
Elective
Elective
Elective
Elective
Elective
10
20
20
20
20
20
20
20
10
20
20
15
20
20
20
20
20
20
20
20
20
20
20
30
20
15
20
20
20
15
20
20
20
20
20
20
20
20
20
20
20
Qualification Framework for the Information Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET
Page 1 of 200
Copyright 2013 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
ITI20613
Unit Number
ITIMED0422A
ITIMED0452A
ECESOU2112A
PGGPRP0562A
ITIDAT1072A
ITIWED3072A
ITCMED1142A
ITIPRG1122A
ITIMED0382A
BSBSBM0012A
ITCMED3083A
ITCMED1773A
ITCMED1783A
ITIDAT0193A
ITCMED3093A
ITCMED3103A
Core/Elective
Elective
Hours
20
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
20
20
20
20
25
20
30
20
50
30
20
20
20
30
30
To achieve this qualification ALL CORE competency standards and a minimum of any two (2)
Level 1 electives, any two (2) Level 2 electives and any two (2) Level 3 electives must be achieved.
Nominal Training Hours (Institutional Delivery) include total hours of Core competencies and
Electives selected.
Legend to Unit Code:
Example: ITCMED0351A
IT C MED 035 1 A
Industry or Sector
Version Control
Sub-sector
Occupational Area
KEY:
Competency Number
COR Core; SBM Small Business Management; DAT Data Operations; DBO Data
Base Operations; MED Multimedia; NET Networking; ITI Information Technology and
Communication (Information Technology); BSB Business Services (Business);
MUS Music Performance; GEN General; ECE - Entertainment and Cultural Products
(Entertainment)
Qualification Framework for the Information Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET
Page 2 of 200
Copyright 2013 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.