Friday, 1 April 2016

Introduction to Applied Animation

Up until this point on the course, we have been learning the fundamental animation skills required to produce high quality animation in a narrative context. With Applied Animation, we are now expected to take the skills we've garnered and apply them in a more commercial context, to create an ident for a television channel, a title sequence for an adaptation for a book of our choice or a campaign video for a charity or cause. As outlined in the brief, the purpose of this module is 'to develop an appreciation of the considerations of producing work for a given audience or context.'

For the first brief, 'A Tale In The Sting' we are encouraged to explore the relationship between content, audience and and context in relation to the effective communication of ideas. A critical and conceptual approach should be paid to the development of storyboards, previsualisation and asset creation, and attention must be paid to the commercial, social, ethical and political context of animation as a part of broader visual studies and visual culture.

As a part of the other brief, 'Another Dimension' we are expected to produce a develop a three-dimensional model truck in Maya as an introduction to the software. The task is designed to introduce us to the basic principles of the software as well as help us gain a greater understanding of 3D modelling as a creative discipline. Upon completion of said task, the brief states that should we wish we can apply what we've learned to our other brief.

As the last Studio Practice module of the year,  I would like to really push myself to create something demonstrating the progress I've made since beginning on the course in September, as well as demonstrating my ability to take into account feedback to improve the quality of my work. I will also make an effort to ensure the quality of my documentation correlates with the quality of my practical work, as I have found with past module I have focused too much time on either one or the other.

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