Toy Story 3” Feature

Home , Buzz Lightyear, Toy Story (franchise), Toy Story 2, Toy Story 3

By Martin Nikirk

Introducing Interactive Technology—“Toy Story 3” Feature

“COMpUtER GAME tO INFINIty AND BE- they learned from their activities. yOND!” is the catchphrase of Each year the digital entertainment DEVELOpMENt AND “ Buzz Lightyear, Universe Protec- industry releases several blockbuster ANIMAtION (CGDA) tion Unit space ranger, a character in multimedia products built on interactive the Disney/Pixar “Toy Story” franchise. technology models where movies, video pROGRAM StUDENtS The three films in the franchise—”Toy games and franchised products engage Story,” 1993; “Toy Story 2,” 1999; and consumers. Last year, the Walt Disney/ AND STuDENTS FROM “Toy Story 3,” 2010—incorporate an in- Pixar franchise earned $920 million ThE MuLTIMEDIA novative blend of many different genres, worldwide; this was the highest grossing having spun off video games and dozens computer animated film. PROGRAM WORkED of film and game-related consumer TOGEThER TO DISCOVER products. Why Teach This relevant, The film was used to introduce stu- Whole-to-Part Learning Lesson? AND ExPLORE ThE dents at Washington County Technical Students new to interactive technology High School—located in Hagerstown, or interactive multimedia need to COMPONENTS OF Maryland—to interactive media. Com- clearly know the big picture—the INTERACTIVE MEDIA WITh puter Game Development and Animation “whole-to-part” association of the types (CGDA) program students and students of before-market, market and aftermarket ThE DISNEY/PIxAR’S ‘TOY from the multimedia program worked products that are designed, franchised STORY 3’ ThEME.” together to discover and explore the manufactured and sold. “Toy Story 3,” components of interactive media with the a movie that many students greatly Disney/Pixar “Toy Story 3” theme. Eight enjoyed with their friends or family, teams learned about media develop- provided a relevant and rich media ment, logo, continuity and franchising collection for in-school learning from components through eight-minute visits the students’ world, including local to each of eight stations with activities to newspaper advertisements, press re- complete. The CGDA teacher selected leases, journal articles, franchised toys, and organized the stations to introduce a highly interactive video game for learning objectives from several of the several platforms, and movie-related digital media standards for the CGDA products. and multimedia programs. Students learned from reading and The CGDA instructional program is researching about the movie; they found unique in that students learn the whole- out that extensive planning took place to-part relationship of the interactive in writing and drawing “Toy Story” media profession, then learn the skills to on paper four years in advance, and build each of the assets. Students experi- that 3-D models were built to support Ph

OTO ence a real-world connection for product the planning for every film, interactive CO

u development while learning about movie, game and multimedia project. The RTESY

OF video game, music, toy, and book produc- concept development into story writing, M

ARTIN tion interrelated to an interactive media interactive storytelling and storyboarding

NIkIR theme. The teams then reported what takes place long before the Gantt chart k

(a type of bar chart that illustrates a “STuDENTS ExPERIENCE A REAL-WORLD project schedule) is tasked for building marketable products. Likewise in the CONNECTION FOR PRODuCT DEVELOPMENT WhILE game development, animation and LEARNING ABOuT MOVIE, VIDEO GAME, MuSIC, multimedia tech areas, students now TOY, AND BOOk PRODuCTION INTERRELATED know that planning the “big picture” TO AN INTERACTIVE MEDIA ThEME.” with each of its parts is an integral part of the learning.

Full Spectrum Teaching 1. What planning and learning 4. How will lighting affect the learning? Multimedia lessons can connect students environment activities or room Should I consider different lighting to the real world at many different levels. changes will cause the student to such as lamps or other? Before delivering this lesson, consider the learn and talk about this lesson for 5. How will station signage impact full spectrum teaching approach in the next several weeks or months? learning, following directions, your tech area. As humans we have 2. Will the stations have tactile experi- curiosity? sensory receptors that when stimulated ences and visual experiences? 6. How will traffic patterns in the create new “brain wiring” and learning. 3. How will you use audio to enhance classroom encourage participation? Think of your tech area as the environ- learning such as classroom back- 7. What follow-up activities need to be ment to facilitate such learning. Consider ground music, or composing video planned and co-led by students? these questions: game music? 8. During the lesson, what plushies and

www.acteonline.org March 2011 Techniques 45 giveaways will make everyone smile, 1. Published works: articles into the marketing plan. laugh and remember this lesson? Students reviewed several articles 3. The Pixar Blog to learn about the “Toy Story 3” Students discovered what is blogged “Toy Story 3” Stations development process. about the movie. at Washington county 2. Published Works: books 4. Media: DVD and Blu-Ray There were eight learning stations located Students skimmed several books to Students viewed trailers and teasers in the CGDA area for students to visit and identify audience, style of writing, about the movies. As a teacher you interact with: purpose of book and where each fit may also want to review “How the

AR10-74_Techniques_Layout 1 9/21/10 10:11 AM Page 1 Film was Made” video clips. 5. Music and Soundtracks Students listened to songs (and sang along) from the “Toy Story” NEW TECHNOLOGY FOR WELDING EDUCATION production. 6. Games—Video Students played a small section of Robotic Welding Education Cell the Xbox 360 video game. • A complete robotic hardware and software solution 7. Toys • For hands-on classroom and lab use • Includes five day instructor training at our facilities Students played with some of the • Fits through standard doorways to “Toy Story” toys. move from classroom to lab 8. Movie Premier and Tickets • Ready to weld – including shielding gas fixture, Students found local listings for the fume control system and safety controls, welding movie and how to purchase tickets wire and observer handshields online. Learn more at www.lincolnelectric.com/educationcell Lesson Objectives Students learn the whole-to-part concept and unique components of film and interactive media development through completing activities at eight stations, where they write on paper:

• specific skills needed for professionals Practice your welding skills building each of these components; • who the audience is and why they think those products were created VRTEX™ 360 - Virtual Reality Arc Welding Training and licensed; • Realistic multi-process welding • Eliminates expensive practice system, including stick, MIG and welding materials and scrap • the licenses, trademarks and copy- rights they think are required for flux-cored • Real time visual inspection while • Numerous joint configurations, welding allows real-time coaching making products seen at the stations; including pipe • Automatically tracks and records • the factors that must be considered • Accelerates welder skill development individual student results as well when creating and franchising each as estimated material cost savings. of these products; Learn more at www.vrtex360.com • the types of continuity required in developing these products over the lifetime of the concept: and • what other products they think should www.lincolnelectric.com be developed in each category for “Toy © The Lincoln Electric Co. All Rights Reserved. Story 3” and who the audience would AR10-74 be for each.

46 Techniques March 2011 www.acteonline.org Resources A Reminder to Teachers: Since Web content can change, teachers should read articles and Web content before using any sources in class.

Articles Print several articles for students to review (be sure to read those first). Here are a couple:

“Animating a Blockbuster: How Pixar Built Toy Story 3,” Wired magazine, May 2010

“More Toys Than Ever Before,” Computer Graphics World, July 2010

Books The Art of Toy Story 3

Blog The Pixar Blog http://pixarblog.blogspot. Students review “Toy Story 3” images and written content at the com/2010/05/toy-story-3-in-wired.html independent news site Pixar Blog, http://pixarblogspot.com.

Explore More Animation careers www.allartschools.com/art-careers/ animation/animation-career

CG Society: Society of Digital Artists www.cgsociety.org

Disney Corporate http://corporate.disney.go.com/ careers/index.html

Pixar www.pixar.com

Walt Disney Animation Studios www.disneyanimation.com

Martin Nikirk, M.Ed., is National Association of State Directors of Career Technical PhOTOS COuRTESY OF MARTIN NIkIRk Students identify Web sources, print and read online Education Consortium’s Education Distinguished Service Teacher, articles about “Toy Story 3” development. Computer Game Development and Animation. He is computer game development and animation teacher at Washington County Technical High School, Hagerstown, Maryland. He can From meeting with each other, that Buzz Lightyear was right: “To be contacted at [email protected]. collaborating and completing exercises infinity and beyond!”—the creative, at these stations, the students learned marketing and licensing possibilities the similarities and uniqueness of the are unlimited in the concept, design, Interested in exploring this topic CGDA team compared to the multi- creation, engineering, production and further? Discuss it with your colleagues on the ACTE forums at www. media program at Washington County marketing of an interactive media acteonline.org/forum.aspx. Technical High School. Students found production.