Digital Animation Fall 2019-Period 3 Assignments
- Instructors
- Term
- 2019-2020 School Year
- Department
- Practical Arts
- Description
-
Digital Animation is a one semester course that explores computer generated 2D animation. The course will include a look at the history of animation, principles of animation, creating animation using Adobe Animate, and interactive animation using ActionScriptx
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Past Assignments
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Assignment
The Final Exam consists of 3 projects. The final is worth 40 points which is about 20% of your final grade. Read and follow all directions carefully. The numbers in parentheses following the instructions below will tell you how the points are assigned.
Copy the "Animation Final" folder from the common drive to your G: drive. All work from this final must be saved in this folder.
Project 1: Car (13 points)
- Top light on the traffic light shows Red when the animation begins (2)
- Top light goes back to black and middle light turns yellow. Car demonstrates anticipation as it prepares to go. (3)
- Middle light turns black and bottom light turns green. Car moves across screen (3)
- Car hits wall and demonstrates follow through and appropriate cartoon physics reactions. (3)
- Add a button that causes the light to turn yellow and starts the sequence. (2)
Project 2: Bird (13 points)
- Open the Final 2.fla file
- Create internal animation on the bird symbol in the Library that flaps his wings and moves his head. (7)
- Place the Bird from the Library into frame 1 of Scene 1 (2)
- Add a sky background in a separate layer. (2)
- Create Keyboard controls to move the bird by changing its x and y values (2)
Project 3: Face (14 points)
- Open the Final 3.fla file
- Add appropriate facial features to complete the face (3)
- Make a symbol out of the completed character (1)
- Create 4 different behaviors for the character: 2 facial and 2 body (8)
- Create keyboard controls that will demonstrate the four behaviors. (2)
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Interactive Animation Activities
- Flash Button Tutorial - Complete the tutorial up to where it says "Menu Based Flash Sites" Use the Rocket-Launcher.fla file found in the common drive to complete the tutorial. When the rocket launcher is finished, you may try any of the other tutorial sections on the page.
- Ball Buttons - Copy the "ball buttons.fla" file from the common drive. Add buttons in frame 1 (and only frame 1) at the bottom of the stage for Left, Right, Up, and Down. Create appropriate motion sequences for the ball for each button. A left sequence has already been created for you. Each sequence needs to end with the ball back in the center position. Write action script to make the buttons activate each sequence.
- Keyboard Control - Modify the Ball Buttons project to add keyboard control. Use the following event listener code as a model to make it work. You need a new case statement and break for each key, but only one EventListener, function, and switch.:
stage.addEventListener(KeyboardEvent.KEY_DOWN, onKeyboardEvent);
function onKeyboardEvent (event:KeyboardEvent ):void {
switch(event.keyCode) {
case Keyboard.UP:
gotoAndPlay(2);
break;
}
}
- Keyboard Control 2 - Create a new flash animation document. In layer 1, frame 1, create an object (for example, a circle) and save it as a symbol. Make the instance on the stage either a button or a movie clip and give it an instance name (for example, "ball1). Create a script layer and enter the following actionscript code in frame 1. Make sure that your instance name is in place of "ball1" in the example. Test the script. Use this as a model for script for all four directions.
stage.addEventListener (KeyboardEvent.KEY_DOWN,onKeyboardEvent) ;
function onKeyboardEvent (event:KeyboardEvent) {
switch(event.keyCode){
case Keyboard.RIGHT:
ball1.x += 10;
break;
}
}
- Airplane Animation - Find a picture of an airplane that is flying left or right and make it a symbol. Create at least 4 specific behaviors for the airplane and assign them to keys to control when they happen. Include a background layer and internal animation for the airplane symbol. The internal animation is some motion that happens all the time while the keys control the external movement animation of the entire airplane.
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Assignment
Final Examination Study Guide
This study guide will explain what you can expect to see on the final exam. You should use this to make sure that you understand the similar projects from the semester so that you will do well on the final. There is nothing to complete and turn in from this information. You will receive the complete instructions and the Animate files on the day of the Final Exam.
The Final Exam consists of 3 projects and is worth 20% of your final grade. Each project will have a partially completed Animate file that you will need to finish. Each project includes a component from the interactive animation unit.
Project 1: Anticipation and Follow-through
- The project will have an object that will need to be used to demonstrate the animation principles of anticipation and follow-through.
- This project is similar to the Anticipation 1 (dart) and Anticipation 2 projects.
- The interactive component will consist of a button that starts the animation similar to the rocket launcher project
Project 2: Internal Animation
- The project will have an object that will need to have a repeating animation in its internal timeline. The object will need to move in the scene 1 timeline.
- The similar projects for this final project are the walk cycle and the airplane animation project for internal animation.
- The interactive component is direct keyboard control to move the object similar to the Keyboard Control 2 project
Project 3: Character Animation
- This project will require the creation of facial and body behaviors as symbols for a character.
- The similar projects for this final project are the Character Creation projects and the Game Character project for the behavior symbols
- The interactive component will use keyboard controls to start each behavior like the Keyboard Control 1 project.
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Scrolling Background 2 - Create a scene 1 animation that includes the following in any order:
- Walk Right, Jump Right over an obstacle, Continue Walking right (this sequence must be long enough to repeat the background.)
- Walk Left, Jump Left over the obstacle, Continue Walking left (this sequence must be long enough to repeat the background.)
- Duck an object that is thrown at the character
- Jump over an object that is thrown at the character from a standing position
- Throw an object
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- The function of the job (what do they do)
- The preparation for the job (how do you become one)
- The working conditions for the job
- The salary range for the job
- The job outlook over the next 5-10 years (how likely is it to get this job)
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Scrolling Background - In your Game Character file, create a background that is appropriate for your Game Character. The background should be a symbol that is at least three times the length of the stage and seamlessly blend the edges together. There should be an area the size of the stage that is duplicated at both ends of the background (see the example in the image)
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Find at least two additional sources for information about that career.
In a paper about that career, discuss:
-The function of the job (what do they do)
-The preparation for the job (how do you become one)
-The working conditions for the job
-The salary range for the job
-The job outlook over the next 5-10 years (how likely is it to get this job)
Write in complete paragraphs. Identify your sources.
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Assignment
Game Character- Create a new character that can perform the following actions with appropriate transitions: walk left, walk right, jump up, jump left, jump right, duck, throw something ( do not include the thrown object ). The walks should be in separate symbols that can be looped. Make sure that you demonstrate anticipation, follow-through, and exaggeration where appropriate.
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Walk Cycle
Part 1 - using the Walk Cycle 1 document from the common drive, explore the movement of a character that has arms and legs.
Explore these example animations and then create a walk cycle for your character.
Use this website showing the positions of the walk cycle as a guide to creating your walk cycle.
The walk animation should exist in the Internal Timeline of the char symbol. The contact, plant, pass, and stride positions should be clearly defined as keyframes. The cycle needs to include two steps so that it ends in the same position as it started.
You may use the bone tool in this assignment, but it is not required
Use the thin green lines in scene 1 as a reference to the position of the character. The head should stay between the vertical lines and the feet should "walk" on the horizontal line.
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Assignment
Walk Cycle
- Part 2 - extend the Walk Cycle 1 document from Part 1 so that it has a second character symbol in the library that is a walk cycle going the other direction
- Part 3 - extend the Walk Cycle 1 document from Part 2 to add a third character symbol containing the following transitions:
- facing front to facing right
- facing right to contact (contact must match exactly the contact position from part 1)
- contact to facing right
- facing right to facing front
- facing front to facing left
- facing left to contact (contact must match exactly the contact position from part 2)
- contact to facing left
- facing left to facing front
- Part 4 - Create the following sequence in scene 1 of your Walk Cycle 1 document. Your character should remain in the center of the screen the entire time. All walk sequences should start with a first step transition and end with a last step transition:
- Start with the character facing front in the center of the stage.
- Turn left, and then walk left for 10 seconds. Stand still for 2 seconds while facing left.
- Walk left for 5 more seconds and stop.
- Turn to the right and walk right for 10 seconds.
- Stop, while facing right, for 2 seconds. Turn to the left and wait 1 second.
- Turn to center.
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Simple Char- using the Simple Char flash document from the common drive, create the following frame sequences in the internal timeline of the character
- turning from facing front to facing left (frames 1-20)
- turning from facing left to facing front (frames 20-40)
- turning from facing front to facing right (frames 40-60)
- turning from facing right to facing front (frames 60-79)
- walking left (frames 80-99)
- walking right. (frames 100-120)
Frames 1, 40, and 79 must be identical.
Frames 20, 80, and 99 must be identical.
Frames 60, 100, and 120 must be identical.
Combine the actions in a single video in scene 1 showing the character pacing by using the graphic object looping control to select the appropriate frames. Insert a keyframe and then click on the symbol on the stage. Go to the properties panel and look at the Looping section. Set options to "Play Once" and then enter the frame number from the internal animation in the "First" section. For example, enter 80 if the character is going to walk left. Use Classic Tweens to move the character left and right while it is walking. Make sure that you allow enough frames in the main timeline to complete the animation sequence from the internal timeline.
Standards |
4 |
3 |
2 |
1 |
T2-tweens |
Correct positions on correct keyframes with classic or motion tweens for all behaviors |
Correct positions on correct keyframes with classic or motion tweens for 4/6 behaviors |
Correct positions on correct keyframes with classic or motion tweens for 2/6 behaviors |
Correct positions with classic or motion tweens |
T6-Looping |
Correct use of looping to create scene 1 behavior. Final position matches initial position |
Correct use of looping to create scene 1 behavior. |
Some use of looping to create scene 1 behavior. May have one poor transition |
use of looping to create scene 1 behavior. |
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Identify the use of 6 of the principles of animation in the video you have selected. Write a paper analyzing the use of these six principles. For each principle used, state the time in the video where it occurs and then describe how the principle is used and how the use of that principle impacts the communication of the story in the cartoon.
Attach the paper and a link to the cartoon to the assignment before you turn it in.
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- Duplicate the base character symbol from Part 1 and name it as a talking character.
- Double click on the new symbol to edit the symbol.
- Use classic (or motion) tweening and/or shape tweening to create internal animation that makes the character look like he is talking. The first and last keyframes of the internal animation should be the same. Include secondary animation (moving other symbols besides the mouth to create a more realistic behavior). The animation should be approximately 30-40 frames in length. Return to the main scene and add the talking character with enough frames to see the animation and test the movie.
Part 3
Use the procedure from Part 2 and create additional character variations for each of the following types. All of the symbols need to be in the same flash file. Make sure that each of these variations start and end in the base character position with the specified look in a keyframe in the middle. Make each behavior symbol 30-40 frames in length.
- Look left (or right) - a character that looks off to the side. This one should look like the head is turning, not just the eyes shifting.
- Jumping character - the character might only be a head, but that doesn't mean he can't move. Think squash and stretch
- Surprised character - think about what the eyes might do on a surprised character
- Angry character - what does he look like when he gets mad.
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- Complete the Symbols Tutorial before starting this project
- Use simple shapes to draw a character head saving each part as a separate symbol. Draw the shapes away from the head and move them into position after converting the shapes to symbols. Name the symbols for the part that you are creating (do not use Symbol1, etc.) Common parts for a character head include an oval head shape, mouth, left eye, left pupil, right eye, right pupil, and eyebrows. Additional parts could include hair, nose, left ear, right ear, etc.
- Select the entire head and convert it to a symbol.
- Double-click on the symbol to edit it and then select the entire symbol, right-click and select "Distribute to Layers" to create a separate layer for each part of the character.
- Save as Character Creation.fla
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Story Animation 2 Writing Task: Write a narrative describing the events occurring in your story animation. Use details and sensory language to convey a vivid picture of the events. (Common Core Standard W.9-10.3: 5 points)
Upload to Google Classroom
Scoring Rubric:
- 4: The writing describes all elements of the animation story with some insight into why the events are occurring. Effective use of descriptive and sensory language.
- 3: The writing describes all elements of the animation story. Some use of descriptive and sensory language.
- 2: The writing describes some of the elements of the animation story. Some use of descriptive and sensory language
- 1: The writing references elements of the animation story. Little use of descriptive and sensory language
- 0: The writing is not related to the animation story.
Due:
Upload to Google Classroom
Scoring Rubric:
4: The writing describes all elements of the animation story with some insight into why the events are occurring. Effective use of descriptive and sensory language.
3: The writing describes all elements of the animation story. Some use of descriptive and sensory language.
2: The writing describes some of the elements of the animation story. Some use of descriptive and sensory language
1: The writing references elements of the animation story. Little use of descriptive and sensory language
0: The writing is not related to the animation story.
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Assignment
- Squash and Stretch
- Exaggeration
- Anticipation
- Follow-through
- Motion Tween or Classic Tween
- Shape Tween (including a color change)
- Multiple Layers
- Background image
- The animation should tell a story
Standards |
4 |
3 |
2 |
1 |
|
T2-tweens |
Effective use of classic or motion tween to tell the story |
Use of classic or motion tween to tell the story |
Some use of classic or motion tween |
Minimal use of classic or motion tween |
|
T3-Shape Tweens |
Effective use of shape tweens with shape and color change |
Use of shape tween with shape and color change |
Use of shape tween with shape or color change |
Shape tween in timeline with no shape or color change |
|
T7-Layers |
Effective use of layers to control tweens or position of objects in telling the story |
Use of layers to control tweens or position of objects in telling the story |
Some meaningful use of layers in the project |
Minimal use of layers |
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P1
|
Appropriate use of anticipation, followthrough, squash and stretch, and exagerration in telling the story |
Use of anticipation, followthrough, squash and stretch, and exagerration in telling the story |
use of anticipation and followthrough, or squash and stretch and exagerration in telling the story |
Incidental use of Anticipation, Followthrough, Squash and Stretch, or Exaggeration |
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Write two paragraphs about the device.
In the first paragraph, identify the device, who invented it, when it was invented and if known, where was it used and who was its audience.
In the second paragraph describe how it works.
Provide two references for where you found the information.
Submit through Google Classroom.
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Assignment
Must include the following skills:
- Subject Matter: Correct topic and Finished story
- Motion or Classic Tween.
- Shape Tween.
- Anticipation and Follow-through
Standards |
4 |
3 |
2 |
1 |
|
T3-Shape Tweens |
Effective use of shape tweens and shape hints in telling the story |
Use of shape tweens and shape hints in telling the story |
Use of shape tweens in telling the story |
Incidental use of shape tweens not critical to the story |
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T4-transformation |
Effective use of transformation of symbols in telling the story |
Use of transformation of symbols in telling the story |
Use of transformation of symbols unrelated to the story |
Incidental use of transformation tools. |
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T9-planning |
planning sheet complete and accurate before starting animation |
planning sheet complete and accurate and turned in |
|
planning sheet turned in |
|
P1
|
Appropriate use of anticipation and followthrough in telling the story |
Anticipation and followthrough in telling the story |
Anticipation or Followthrough in telling the story |
Incidental use of Anticipation or Followthrough |
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There should be a clear beginning, middle, and end to the story.
Demonstrate Anticipation and Follow-through in the story.
Save as story1.fla
Complete a Keyframe Planning Sheet and have it checked by Mr. Doggett before starting the animation
Must include the following skills:
*Subject Matter: Correct topic and Finished story
*Motion or Classic Tween.
*Shape Tween.
*Anticipation and Follow-through
When finished, click the "Mark as Done" button for this assignment
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Assignment
Shape Tweening
- Shape Tween Tutorial - Follow this tutorial to learn about shape tweening
- Shape Tweening 1 - Use Shape Tweening to change a rectangle into a circle. Save as shape1.fla
- Shape Tweening 2 - Create an animation that has three shape changing objects. All three objects must be in the same layer. Save as shape2.fla
- Shape Tween Counting - Modify the tutorial code to tween numbers from 1 through 9. Make each number a different color. Use at least two shape hints on each tween to make the transition as simple and clean as possible. Save as shape count.fla
4 |
Effective Shape Tweens using shape hints and color change for all numbers |
3 |
Shape tweens for all 9 numbers with some use of shape hints |
2 |
Shape tweens for all 9 numbers |
1 |
Less than 9 numbers included |
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Assignment
- Flying Dart - throw a dart at a dartboard Find a dart image in Google Images. The best images are clipart type that are oriented horizontal or vertical (not diagonal) Copy and Paste it to Flash
- Demonstrate Anticipation and Follow-through as you move the dart to the dartboard.
- Save as Anticipation1.fla
Anticipation2
- Complete a Keyframe Planning Sheet designing a second animation demonstrating the principles of anticipation and follow-through. This is a different animation using a different subject than the dart and a different method for anticipation and follow-through. Get your planning sheet checked before you start creating the animation.
- Create the animation. Save as Anticipation2.fla
Standards scoring rubric for Anticipation projects
Standards |
4 |
3 |
2 |
1 |
|
T1-symbols |
All objects converted to symbols before creating tweens |
|
Some objects converted to symbol before creating tweens |
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T9-planning |
planning sheet complete and accurate before starting animation |
planning sheet complete and accurate and turned in |
|
planning sheet turned in |
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P1-Anticipation and followthrough |
Appropriate use of anticipation and followthrough in both projects |
Anticipation and followthrough in both projects |
Anticipation or Followthrough in both projects |
Anticipation or Followthrough in one project |
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Bouncing Balls
Create the following three Bouncing Ball projects. Use your description and drawings to guide your animation.
- Use classic or motion tweens
- The bounce needs three keyframes while in contact with the ground
- Demonstrate Squash and Stretch and Exaggeration
- Use ease on the falling and rising tweens
Bouncing Ball 1 - Demonstrate an understanding of motion tweening and cartoon physics by creating a bouncing ball that starts at a point, falls to the bottom of the stage and returns to the starting point. Save as ball1.fla
Bouncing Ball 2 - Create a second bouncing ball that bounces 5 times. Each bounce should strike the ground at the same location. Each bounce should bring the ball up to a point that is lower than the previous bounce and show appropriate changes in physics with each bounce. Save as ball2.fla
Bouncing Ball 3 - Create a bouncing ball that enters the screen on the left, bounces once in the center and exits the screen on the right. Save as ball3.fla
Standards scoring rubric for Bouncing Ball projects
Standards |
4 |
3 |
2 |
1 |
|
T2-tweens |
Appropriate Keyframe spacing with three keyframes per bounce and appropriate use of easing |
Appropriate Keyframe spacing with three keyframes per bounce |
Appropriate Keyframe spacing |
Use of classic or motion tween |
|
T4-transformation/P1-core principles |
Appropriate use of squash and stretch and exaggeration in all 3 ball projects |
Squash and stretch used in all three projects |
Squash and stretch used in two projects |
Squash and stretch used in one project |
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Assignment
Bouncing Ball Planning
1. Write a detailed description of a bouncing ball. What does it look like before it starts to fall? What does it look like as it is falling? Describe in detail what happens to the ball as it hits the ground before it starts to go up. What does it look like as it goes back up into the air? Submit the written description in Google Classroom
2. Use the Keyframe Planning Sheet to draw pictures of the main keyframes in the bounce.
- In the air before it falls
- As the ball hits the ground
- Position of greatest squash on the ground
- Last moment before the ball leaves the ground
- In the air at the end of the bounce
T9-planning
4 |
Writing task and planning sheet complete and accurate |
3 |
Writing task and planning sheet turned in |
2 |
Writing task or planning sheet complete and accurate |
1 |
Writing task or planning sheet turned in |
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Classic and Motion Tweening -Create the following animations involving moving shapes and tweening.
- Frame by Frame - Create a simple flash animation showing a shape move to three different locations on the screen. The shape must remain still at each location for at least one second and take at least one second to make the move. All motion should be as smooth as possible. Save as motion1.fla
- Classic Tween - Create another animation like Moving shape using classic tweening to create the movement. Save as motion2.fla
- Motion Tween - Create another animation like Moving shape using motion tweening to create the movement. Save as motion3.fla
- Two Moving Shapes - Use Tweens to create another animation that moves two objects independently through three different locations. Save as motion4.fla.
- Maze - Using the maze file from the common drive, create two objects that navigate the maze from the left or right to the center using tweens. Use a classic tween for one object and a motion tween for the second object. The objects should not turn at the same time. Try to keep the speed of the objects consistent. The maze is available in H:\common\doggett\digitalanimation. Save as maze.fla
Standards scoring rubrics for Maze project
Standards |
4 |
3 |
2 |
1 |
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T1-symbols |
Both objects converted to symbols before creating tweens |
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One object converted to symbol before creating tweens |
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T2-tweens |
Classic and Motion Tweens both used with keyframe spacing on both objects to keep the speed constant |
Classic and Motion Tweens both used with keyframe spacing on one object to keep the speed constant |
Classic and Motion Tweens used |
Classic or Motion Tweens used |