We provide a template for this and students should be taught to complete it and strongly encouraged to use it in their NEA task. Students should also be taught to create or source assets and provide details in an assets table. We provide a template for the storyboard to support students. They can then develop their own preferences and way of working. You could give them a simple client brief for a short animation and ask them to produce pre-production documentation using each method. It’s important in the teaching phase that they have had chance to practice these methods. They should be able to choose from storyboards, scripts, timelines or graphic scores. When it comes to the pre-production planning for the animation, they will need to use a range of techniques to plan. For example they may choose to use a mood board to show their vision for the theme of their animation. Students should have the understanding and skills to create a mind map, for example to identify ideas that meet the client brief. For example, the teaching content for topic area 3.2 in R093 covers mind maps and mood boards. Much of the content of R093 applies to all media products but then needs to be applied in this unit. Without it, students will not do well in the NEA as it forms the basis of task 1. This needs to be taught before or as part of R096. The mandatory examined unit R093 includes synoptic topic areas including client requirements, audience demographics, ideas generation and the planning of media products. Pre-production and planning documentation As it is a Cambridge National qualification they need to be able to apply their knowledge and show it within the animation with audio they produce as part of the NEA. This teaching content is vital to their success in this unit but students do not need to be able write about the theory of the conventions. They need to have exposure to a wide variety of animations, especially where the original work differs from adaptations to see how effective they can be and to inspire them with ideas for their own. Students need to understand the conventions of animations and audio and how they can work together to meet a purpose. They also need to be able to understand how the properties of the audio can impact on the clarity of the sounds. Watching clips of different animations and studying why the creator included the sounds they did is a great introduction to this topic. Students need to know the different types of audio included in a soundtrack including music, voiceover, foley and diegetic and non-diegetic sounds and how these are used to enhance. They could go from creating a flipbook using post it notes to using claymation to a simple CGI bouncing a ball across a screen. Students could be hands-on and have a go at creating different types of animation for themselves. In this unit, students need to know the differences between them and the methods used to create them. There are lots of different types of animation including stop motion, flipbook, time-lapse and computer-generated (CGI). Topic Area 1: Plan animation with audio Types and methods of animation Finally, they will need to be able to check and review their work and suggest improvements and further developments. They will also need the technical skills to create both the animation and the soundtrack and combine them effectively. Students will need to develop an understanding of the features and conventions of animation as well as knowledge of pre-production documentation. The only difficulty you should have is choosing which one to deliver – I would love to teach them all!įor unit R096, students have to create an original animation with soundtrack. In a series of blogs I hope to give you a flavour of each unit to help you decide which would best meet your learners’ interests and needs.Īll the units follow the same process where students plan, make and review a product. All the optional units are non-examined assessment (NEA) where students are required to complete a set assignment. All the optional units are non-examined assessment (NEA) where students are required to complete a set assignment.įor our Cambridge National in Creative iMedia you have to choose one optional unit to deliver. How to tackle the NEA for Creative iMedia unit R096: Animation with audioĭebbie Williams, Computer Science, IT and Creative iMedia Subject Advisorįor our Cambridge National in Creative iMedia you have to choose one optional unit.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |