Week number Specification reference Key learning objectives Consider inclusion and differentiation (as appropriate and relevant). Equality and Diversity in BLUE (to be enhanced by unit teacher as appropriate for learner group). Learning activities and resources What will be learner led? What will be tutor led? Topics for plenary? Homework? Classroom based or off-site? Employer engagement? Stretch and challenge in RED (to be enhanced by unit teacher as appropriate for learner group). Plenary How will learner progress be checked? Evidence requirements? Embedding or contextualising. (Opportunities for skills development). Maths in PURPLE. English in GREEN. Research in ORANGE Autumn Term 1 Animation Techniques • Twelve Principles of Animation introduction to the unit. Tutor Presentation: Outlining the general concepts behind each of the 12 principles. The presentation would benefit from the use of short professional examples of the 12 principles in action. The examples could be from films, games or TV cartoon animations. Learners should have some understanding that the principles were developed by a group of Disney animators referred to as "Disney's Nine Old Men". This is a great opportunity to introduce learners to one of the key books relating to animation "The Illusion of Life: Disney Animation" by Frank Thomas and Ollie Johnston, ISBN: 978- 0786860708. Learner presentation of their identification of the 12 principles in existing animations. Opportunity to demonstrate oral communication skills when working together Speaking and listening skills used in the presentation
2 Animation Techniques Assessment PO1 (P1) • Introductory Animation Exercises and Techniques: Part 1 Tutor Led Presentation: Introduction to using 3DS Max or Maya for Animation, based on the assumption that this unit is taught as suggested (after units 1, 2, 3, 4 and 5) this should mostly focus on use of the key framing tools including auto key and manual key frame creation tools. This introduction should consist of practical examples and demonstrations on adding key frames to move, rotate and scale values and also showing that any value / parameter / channel can be keyed and therefore animated. Learner Led: Learners to complete a simple key framing task such as moving, rotating and scaling an object over 30 frames. Following that simple exercise, learners should then be encouraged to make the animation loop by adding additional frames to return the object to its original state. Tutor Led: Introduction to the process of producing videos of created animations are suitable as previews. In 3DS Max, learners should be introduced to the Capture Viewport > Preview Animation tool. In Maya, learners should be introduced to the playblast tools. Learner uploading previews of their completed animation exercises onto an assessment blog, journal or forum. Computer skills when 3D Packages to produce animations. Written communication skills when posting development evidence.
3 Animation Techniques Assessment PO1 (P1) • Introductory Animation Exercises and Techniques: Part 2 Tutor Led: Introduction into further considerations of this time focusing on a platform and pendulum system to further develop learners understandings of principle 5 (follow through and overlapping action). Tutor Led: Short demonstration of animating a platform moving left and right, animating the tail to follow and overlap on a slight to get a good visual result, producing a preview animation once complete (production of the preview render is useful as a reminder to learners of how to produce preview animations. Learner Led: Learners to complete the same task. The tutor should engage with the students as they progress to check their understanding and ensure the follow through and overlapping action are consistent with the travelling speed of the platform (for example, the faster the platform travels and more sudden it stops, the more follow through would be expected). Led: Tutor to introduce an example based on a more complex movement of the platform,(this could be provided with the platform already Learner uploading previews of their completed animation exercises onto an assessment blog, journal or forum. Homework Activity: Learners to complete an animation task showing own, complex movement of the platform and then animate the tail. This can be used as an activity towards the assessment of P1. Computer skills when using 3D Packages to produce animations. Written communication skills when posting development evidence.
11 Visual Effects for Games Assessment PO3 (P7, P8, M4, D2) • Particles Systems Led: General introduction to particle systems including key terms and approaches. Tutor Led: Introduction to particle systems in the games engine being taught. This should include showing multiple examples of existing particle systems in the games engine. Both Unreal Engine and Unity have a wide array of downloadable example particles systems which can be used to show learners. Learner Led: Learners to analyse at least two existing particle systems. Learners should be encouraged to choose one environmental Learner posting finished versions of the in class and homework activities on an assessment blog, journal or forum. Computer skills when using 3D Packages to producing particle systems. Analysis and research skills when analysing existing particle systems. Written communication when posting analysis of
particle system and one retriggerable weapon particle system. Leaners should write a paragraph or two on the construction of each particle system, making use of annotated images to help explain the systems and keep the word count low. The analysis should be posted to their assessment blog, journal or forum for the assessment of P8. Tutor Led: Demonstration of creating particle systems using existing textures. Learners should be encouraged to explore the documentation or video tutorials for particles systems within the games engine. Unreal Engine 4 Documentation: Unreal Engine 4 Beginners Tutorial Playlist: Unity Documentation: Unity Beginners Video Tutorial: existing particle system online. Self-reflective and critical reasoning skill development when critiquing own work. Written communication skills when posting developments and reflection online.
12 Visual Effect for Games Assessment PO3 (P9) • Physics Based Animations Led: Introduction to Physics Based Animations (primarily Rigid Body Dynamics) in both the 3D package (MassFX \ PhysX in 3DS Max or the Bullet Physics System Maya) and in the games engine. Tutor Led: Demonstration into creating animations using the physics system in the 3D package. A Good introductory tutorial MassFX in 3DS Max: Learner posting finished versions of the in class and homework activities on an assessment blog, journal or forum. Computer skills when using 3D Packages to produce Animations. Understanding of physics concepts when producing physics based animations. Written communication skills when posting developments online.
14 Character Animation for Engines Assessment PO4 (P10) • Character Animations (Walk and Run Cycles) & Animation Loops for Games Tutor Led: Introduction to looping locomotion cycles, focusing on walk and run cycles. Tutor Led: Demonstration on animating a simple, walk cycle using the chosen bipedal rig. Learner Led: Learners to complete the walk cycle as shown in the demonstration. Tutor Led: Demonstration on animating a run cycle using the chosen bipedal rig. Learner Led: Learners to complete the run cycle as shown in the demonstration. Tutor Led Discussion: Discussion relating to what makes a walk cycle interesting. Considerations such as pacing, mood and weight should be encouraged, each time discussing how each of the ideas could be implemented into a character. Learners should Learner posting finished versions of the in class and homework activities on an assessment blog, journal or forum. Computer skills when using 3D Packages to produce Animations. Planning and research skills when planning animations. Self-reflective and critical reasoning skill development when critiquing own work. Written communication skills when posting developments and reflection online.
17 Character Animation for Games Engines Assessment PO4 (P11 & P12) • Engine Implementation Tutor Led: Introduction to the animation systems in the engine, summarising the key editors, requirements and tools. For example, in Unreal Engine 4, the tutor should introduce learners to state machines, animation graphs, blend spaces etc. Tutor should also demonstrate how to import animations to act as a quick reminder (this was demonstrated in lesson 11). Learner Led: Learners to import all animations into games engine and provide evidence on their assessment blog, journal or forum towards the assessment of P11. Tutor Led: Demonstration of how to build an idle, walk, run animation blends system using created animations. Learner Led: Learners to build idle, walk, run animation blend system based upon techniques demonstrated. Tutor Led: Demonstration of how to a jump system using created jump animations (3 part or single) Learner posting finished versions of the in class and homework activities on an assessment blog, journal or forum. Technical and problem solving skills when implementing animations in to games engine. Understanding of variable and time based blending for animations. Written communication skills when posting developments online.