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Lip Sync Animation Project Name:______ Lip Sync Animation Project Name:__________ STEP ONE: LOOK at the following mouth movement diagram to get an idea of the possiblities for your animation. STEP TWO: CHOOSE either a song or joke to create a lip sync animation. (The song/joke must be approved by the teacher first and be appropriate for a Catholic school – no swearing or foul language) STEP THREE: MODEL SHEET - CHARACTER DESIGN: begin DRAWING your Model Sheet for your character. You will be responsible for drawing them with all 9 different facial expressions as pictured in Figure 5.18 (No copies of pre- existing characters!) STEP FOUR: SCAN your 9 different facial expression into the computer using the scanners. REMEMBER: scan each picture at 72 DPI Size: and NAME: each scan numerically 1.jpg, 2.jpg, 3.jpg, into a folder on your U: drive. STEP FIVE: Using the Macromedia program Flash - Import each individual jpeg image to the Library . STEP SIX: Once you have imported all the individual images begin assembling them on the stage area – one at a time – by dragging and dropping them - into individual key frames. REMEMBER: Save your working file often and even create a backup file. STEP SEVEN: REFLECT on your animation once its finished by answering the following questions in your Media Arts Journal: 1. What aspect of your animation do you find most successful and why? 2. What aspect of your animation do you find least successful and why? 3. If you could do this project again, what changes would you make to improve it? Lip Sync Animation: Model Sheet: Character Design Evaluation Name:______________ ACHIEVEMENT LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CRITERIA THINKING/INQUIRY Concept is unclear Concept is slightly Concept is clear and Concept is clear and Concept & Meaning: Incomplete. and/or weak. unclear and/or valid. Meaning or strong. Meaning or Model Sheets: Meaning or ideas weak. Meaning or ideas conveyed are ideas conveyed are 0 conveyed are not on ideas conveyed are on par with student’s above expectations par with student’s below expectations grade level. for student’s grade Character Design grade level. for student’s grade 0.50 - 0.75 level. /1 0.25 level. 1 0.25 – 0.50 Knowledge/ Incomplete. Limited Some Considerable Superior Understanding 0 demonstration of demonstration of demonstration of demonstration of Model Sheets: understanding the understanding the understanding the understanding the /2 Character Design (9 design process. design process. design process. design process. 0.25-0.50 0.5-1 1.0-1.75 2 different Facial Expressions) Process: Develop and apply a variety of approaches to communicate ideas Incomplete. Limited Some Considerable Superior 0 demonstration of demonstration of demonstration of demonstration of and solve problems understanding the understanding the understanding the understanding the /2 elements & elements & elements & elements & principles Elements & principles of design principles of design principles of design of design while Principles of Design while composing while composing while composing composing works. works. works. works. 0.25-0.50 0.5-1 1.0-1.75 2 Work does Limited Some Considerable Superior APPLICATION/ CREATION not meet demonstration of the demonstration of the demonstration of the demonstration of the Demonstration of assignment design and creation design and creation design and creation design and creation Design and Creation expectation processes and processes and processes and processes and s for this following following following following procedures; Processes and category of procedures; procedures; procedures; Transfers concepts, following procedures: assessmen Transfers concepts, Transfers concepts, Transfers concepts, skills, and procedures /5 Model Sheets: t. skills, and skills, and skills, and to image(s) with a Character Design (9 Incomplete. procedures to procedures to procedures to high degree of 0 image(s) with limited image(s) with image(s) with effectiveness. different Facial Expressions) effectiveness. moderate considerable 1 effectiveness. effectiveness. 5 2 3-4 Work does Work Work demonstrates Work demonstrates Work demonstrates a COMMUNICATION Clarity of concept: not meet demonstrates a some degree of considerable degree high degree of clarity Model Sheets: assignment limited degree of clarity in concept. of clarity in concept. in concept. Character Design (9 expectation clarity in concept. /1 s for this different Facial category of Expressions) assessmen t. 1 Incomplete. 0.25 0.25 – 0.50 0.50 - 0.75 0 /11 Lip Sync Animation: Final & Reflective Questions Evaluation Name:___________ ACHIEVEMENT LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CRITERIA Knowledge/ Work does Limited Some Considerable Superior Understanding not meet demonstration of demonstration of demonstration of demonstration of /2 assignment understanding the understanding the understanding the understanding the Design Process: Develop and apply a expectation design process. design process. design process. design process. s for this 0.25 0.5-1.0 1.0-1.75 2 variety of category of approaches to assessmen communicate ideas t. and solve problems Incomplete. 0 Elements & Work fails Limited Some Considerable Superior to meet demonstration of demonstration of demonstration of demonstration of /2 Principles of Design assignment understanding the understanding the understanding the understanding the expectation elements & elements & elements & elements & principles s. principles of design principles of design principles of design of design while 0 while composing while composing while composing composing work. work. work. work. 0.25 0.5-1.0 1.0-1.75 2 Work fails Questions: to meet Poor, yes/no Somewhat coherent Clear and Superior and Reflective assignment answers/limited and somewhat substantial answers. insightful answers. /2 expectation incomplete. complete. s. 0.25 0.5-1.0 1.0-1.75 2 0 Work does Limited Some Considerable Superior APPLICATION/ CREATION not meet demonstration of the demonstration of the demonstration of the demonstration of the Demonstration of the assignment design and creation design and creation design and creation design and creation Design and Creation expectation processes and processes and processes and processes and s for this following following following following procedures; Processes and category of procedures; procedures; procedures; Transfers concepts, following procedures: assessmen Transfers concepts, Transfers concepts, Transfers concepts, skills, and procedures /10 Final Animation: t. skills, and skills, and skills, and to image(s) with a Scan, Resize and Incomplete. procedures to procedures to procedures to high degree of 0 image(s) with limited image(s) with image(s) with effectiveness. organize pictures on timeline effectiveness. moderate considerable 5 effectiveness. effectiveness. 8-10 6-6.5 7-7.5 COMMUNICATION Work Work demonstrates Work demonstrates Work demonstrates a Incomplete. demonstrates a some degree of considerable degree high degree of clarity Clarity of concept: /2 9 Facial Expressions 0 limited degree of clarity in 9 different of clarity in 9 in 9 different Facial clarity in 9 different Facial Expressions. different Facial Expressions. Facial Expressions. 0.5-1 Expressions. 2 (1) 1.0-1.75 0.25-0.50 Accurary: Facial Incomplete. Work Work demonstrates Work demonstrates Work demonstrates a Expressions to 0 demonstrates a some degree of considerable degree high degree of clarity /2 Joke/Song limited degree of clarity in accuracy. of clarity in in accuracy. clarity in accuracy. 0.5-1 accuracy. 2 0.25-0.50 1.0-1.75 /20 A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A1.2 develop plans, individually and/or collaboratively, that address a variety of creative challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans), and assess and revise their plans on the basis of feedback and reflection A1.3 produce and refine media art works, using research, exploration, input, and reflection A1.5 use an appropriate tracking tool (e.g., a sketchbook, a journal, storyboards, a checklist, production notes, a “making-of” video) to produce a detailed record of their application of the creative process, and use this record to determine, through reflection, how effectively they applied this process A2. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts); A2.1 analyse how media artists use the principle of hybridization, and apply that principle in the design and production of media art works that explore elements from contributing arts A2.3 analyse how media artists use the principle of duration, and apply that principle in the design and production of media art works that explore elements from contributing arts A2.4 analyse how media artists use the principle of point of view, and apply that principle in the design and production of media art works that explore elements from contributing arts A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes. A3.1 explore a wide range of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works A3.2 create
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