M3 Use post-production techniques to effectively

animate, film and edit a stop motion animation to meet the intended purpose.

Essential information for assignments

The recommended structure of assessment is shown in the unit summary with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There are a maximum number of three summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A (A.P1, A.P2, A.M2, A.D1) Learning aim: B (B.P3, B.M2, B.D2) Learning aim: C (C.P4, C.P5, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners must have access to software and equipment required for stop motion animation production:

 computers

 motion image capture software

 image manipulation (e.g. Adobe Photoshop, Adobe After Effects)

 camera, graphics tablet.

Other resources may include craft materials, tools and modelling clay such as Newplast.

Essential information for assessment decisions

Learning aim A

For distinction standard, learners will clearly document and reference their research. In their exploration of the characteristics of stop motion animation they will analyse, examine and evaluate in detail, historical developments and their impact, referring to inventors of relevant technologies. They will provide detailed research findings and discussion, examining the early pioneers of stop motion animation, analysing and evaluating their work. The type and purpose of the animations studied will be accurately identified by learners, with specific references to their features. Their examination of the process of stop motion animation will refer to well-referenced and detailed examples of current practice. There will be an understanding of the whole process of creating a stop motion animation from start to finish, with learners accurately detailing the creation of more than one type of animation, from narrative development to post-production editing. This will be evidenced through detailed case studies. Learners will analyse and evaluate a range of examples, examining their uses and purposes in detail. There will be detailed analysis of how visual and narrative elements have been created, to appeal to the audience fulfilling the purpose of the animation. Examination of professional practice in terms of industry conventions, will critically analyse and evaluate the development and use of narrative, storyboards, treatments and pitches, with reference to specific examples. Presentation of these research findings will be sophisticated and professional, including relevant, captioned illustrative imagery and a detailed bibliography. For merit standard, learners will provide referenced documented research. Learners must analyse at least two different types of stop motion animations, for example, a puppet animation and a claymation. The analysis of the processes used to create these two different animations will be detailed and mainly accurate, although there may be less consistent depth of analysis than for distinction standard. Learners will analyse the characteristics of their two chosen animations. Examination of professional practice in terms of industry conventions will critically analyse the development and use of narrative, storyboards, treatments and pitches, with reference to specific examples. Presentation of these research findings will be of a professional standard, including relevant, illustrative imagery and a bibliography.

Learners will analyse and examine in detail historical developments of their chosen stop motion animations, referring to inventors of relevant technologies. They will provide detailed research findings, examining the early pioneers of stop motion animation and analysing their work. Their examination of the process of stop motion animation will refer to well-referenced and detailed examples of current practice. They will analyse a range of examples, examining their uses and purposes.

For pass standard, learners will produce referenced documented research. In explaining the characteristics of stop motion, they will demonstrate an understanding of historical developments in stop motion animation, including relevant technologies. They will provide research findings,

referring to early pioneers of stop motion animation and their work. Learners will describe how the characteristics of the animation work fulfil its purpose, although it is likely that leaners will not go beyond recognition of the most obviously appealing characteristics. For example, learners may write, „The use of claymation, and the simple narrative structure of the Aardman films help to make

them appealing entertainment.‟ Their examination of the process of stop motion animation will still need to cover the whole process from start to finish, although it is likely that there will be

inconsistencies in the level of detail for each part of the process (for example, there will be more written about how the figures are constructed and less on the development of the narrative). They will include examples of current practice. Learners will identify a range of examples, broadly, rather than in detail, examining their uses and purposes. Examination of professional practice in terms of industry conventions will include the use of narrative, storyboards, treatments and pitches. Presentation of these research findings will be of a basic standard, including imagery and references.

Learning aim B

For distinction standard, learners will produce detailed and imaginative planning that

demonstrates thorough consideration of movement, continuity and lip-synching, where appropriate. They will demonstrate that they have made careful consideration to producing a well-developed narrative that will show sophistication through the construction of a non-conventional structure, or the nuanced plot of a traditional narrative. Careful consideration will be given to points of view, camera angles and composition. Consideration of main character(s) and set design will include planning and examination of relevant aspects in detail, including construction methods and techniques. Narrative development will be detailed and follow industry standard conventions. Storyboards and/or animatic will show a clear, accurate and detailed breakdown of the intended animation including lighting, camera angles, shot types and consideration of sound including dialogue, music and effects where relevant. Some, or all of the audio/visual materials and

components will have been refined by learners to improve the preparations. For example, learners may make alterations to a character or change elements of the set, and justify these changes in terms of improving the aesthetic and narrative. There may also be planning for the inclusion of special effects.

For merit standard, learners will produce detailed planning that demonstrates consideration of movement, continuity and lip-synching where appropriate. They will demonstrate that they have produced a developed narrative; consideration will have been given to points of view, camera angles and composition. Character and set design will include planning of relevant aspects in detail, including construction methods and techniques. Narrative development will follow industry standard conventions. Storyboards and/or animatic will show a detailed breakdown of the intended animation including camera angles, shot types and consideration of sound. Overall, the preparations of the audio/visual materials and components will be of a standard that will allow for the production to proceed without difficulties. (For example, the sets and characters are well prepared and do not need to be continually fixed, the narrative is fully developed and ready to be translated to a recording).

For pass standard, learners will demonstrate that they have designed characters and developed a narrative for their animation. Consideration will have been given to points of view, camera angles and composition. Designs will include planning of relevant aspects, including construction methods and techniques. Storyboards and/or animatic will show tails of the intended animation including camera angles, shot types and consideration of sound. There are likely to be inconsistencies in the level of detail given across the planning, and there may be planning and preparation considerations the learner has forgotten and has to later do „in situ‟. Overall, there will be evidence of sufficient sourcing of materials and preparation of characters, setting and narrative for filming to begin.

Learning aim C

For distinction standard, learners will produce a completed animation (maximum duration of three minutes including/excluding credits and titles) that shows few if any technical errors, full details of comprehensive preparation of characters and sets, referring to their planning in the construction. Learners will demonstrate accomplished practical skills through their use of cameras, lighting and post-production tools. Full consideration of the movement of characters will be made. This may be demonstrated by including armature and stages for facial expression and speech,

where applicable. Animation sets will demonstrate creativity in their execution, with attention to detail enhancing the overall aesthetic; sets will be constructed securely and lighting controlled well. Shots will be taken in ones or twos (single or double frame), to create smooth movement on playback at 24 frames per second. The illusion of movement will have been well executed and sound editing such as lip-synching, established with very few errors. Production will be well organised and time-managed. Sound effects, musical score, narration and dialogue may be specifically recorded for the production, with soundtracks being very well synchronised in editing. Reference will be given to the storyboard and/or animatic, as well as other planning throughout shooting and consideration given to continuity. Appeal to the target audience will be evident in both micro and macro elements of the production and is likely to be continued through to the titles and credits. These may form part of the animated sequence or be added at the editing stage, and will complement the tone and feel of the overall piece.

For merit standard, learners will use post-production techniques to produce a completed animation effectively, following and largely meeting the intention outlined at the planning stage, although there may be some aspects that are not fully realised (for example, the intended facial expressions for a character in the planning stage may not be produced exactly as intended). Learners will demonstrate effective preparation of characters and sets, referring to their planning during construction and ensuring these elements work mainly as planned, during the production and post-production stage. Consideration of the movement of characters will be made. Animation sets will be constructed securely and lighting controlled. Shots will be taken in ones or twos (single or double frame) to create smooth movement on playback at 24 frames per second. When edited the movement in the animation will be smooth and soundtracks well synchronised although there may be some errors. The soundtrack may include more than one track such as effects, musical score, narration and dialogue. Reference will be given to the planning throughout production and consideration given to continuity.

For pass standard, learners will produce a completed stop motion animation, edited with a soundtrack in response to requirements of a specific audience. They will create characters and sets in preparation for filming; although these may not be finished to a high standard, they will be of a good enough quality to be manipulated and moved during production and post-production as required, to allow for the completion of the animation and for the narrative to be coherent. Sets will be secured and lighting controlled. Movement of characters and/or elements of the animation will be established during filming, although it is likely that adjustments will have to be made during the production and post-production process to correct mistakes. Sound will be appropriately edited to the animation footage, although there may be imperfections in its insertion into the piece.

Links to other units