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Objectives
The last topic is focusing on the understanding of how is the pre-production, production and adequate distribution of a short film or animated piece, starting with the idea, going through the conceptualization and animation and reaching the distribution and promotion of it.
The main objectives of this topic are described in the following video:
Lesson 1. My story, functions and techniquesPulsa para colapsar
The following table shows all the materials preprared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 1 of Topic 4. Animation as creation and composition. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description , the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L1 My story, functions and techniques | ||||||
|---|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? | |
| T2L/T2T | Video T4.L1. Video that is based on the importance of telling good stories that are combined with the experience of the creator and a well-refined technique. (lesson content in pdf, video, video content in pdf). | Understand how the narrative and formal structure come together to create good content. | 20' | At home (previous to the lesson -flip-teaching) or in the classroom. |
Answer questions Video 1 is explained Debate on the stories Debate on the technique Extra activity is proposed. |
|
| T2T | Activity T4:L1.1 Carry out a conversation about the quality of the stories proposed in the course, where they come from and where they are going. A textual script is made. (video, video content in pdf, activity factsheet in pdf) | Take into account the relevance of my story for myself and for others, make a script that describes it correctly. | 1h | At home/classroom | ||
| Activity T4.L1.2 Confront the previous stories and find references to which they want them to resemble in order to build an aesthetic. A visual script is drawn. (video, video content in pdf, activity factsheet in pdf). | Understand how an animated technique can better tell my story. Draw a story board that tells that story scene by scene. | 2h | At home/classroom | |||
| S2P | Extra activity T4.L1.1. Make a pitch to people who do not know the story to see if it is understandable, both technically and narratively. (activity factsheet in pdf). | Know if my story reaches places beyond my usual social circle. | 1h | At home. | ||
Lesson 2. Character and background designPulsa para colapsar
The following table shows all the materials preprared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 2 of Topic 4. Animation as creation and composition The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description , the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L2 Character and background design | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L2. Video that explains how the characters, the backgrounds and the aesthetics of the short film must belong to the same fictional place whatever it may be in order to find a narrative and aesthetic efficacy. (lesson content in pdf, video, video content in pdf) | Know that design is a fundamental process within animation, whether it is beautiful or not. | 15' | At home (previous to the lesson -flip-teaching) or in the classroom. |
Answer questions Video 1 is explained The character design activity is carried out The background design activity is carried out Extra activity is proposed. |
| T2T | Activity T4:L2.1 Make design and personality sheets for all my characters. Make at least one full. Animate a scene with it. (video, video content in pdf, activity factsheet in pdf). | The character as the engine of the story aesthetically. | 4h | At home/classroom. | |
| Activity T4.L2.2 Make at least one complete background of the short film, design sketches for the rest. (video, video content in pdf, activity factsheet in pdf). | The help of the backgrounds to create the fictional pact and the aesthetics of the short film. | 1h | At home/classroom | ||
Lesson 3. Visual and sound montagePulsa para colapsar
The following table shows all the materials preprared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 3 of Topic 4. Animation as creation and composition. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description , the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L3 Visual and sound montage | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L3. Video that explains how montage is a fundamental part of the animated narrative. (lesson content in pdf, video, video content in pdf) | Understand that rhythm, music and moving images come together to form something stronger than that. | 15' | At home (previous to the lesson -flip-teaching) or in the classroom. |
Answer questions Video 1 is explained The montage activity is carried out The sound montage activity is carried out Extra activity is proposed. |
| Pills T4.L3.1 Video Editor Tutorials | Tutorials explaining how to animate the character | 2h | At home | ||
| T2T | Activity T4:L3.1 Edit the complete short film based on the visual and textual script. Assemble the scene made. (video, video content in pdf , activity factsheet in pdf). | Visual montage as preliminary animation. | 2h | At home/classroom. | |
| Activity T4.L3.2 Preliminary sound treatment for the entire short film, perform at least one scene correctly. (video, video content in pdf, activity factsheet in pdf). | Sound montage as an audiovisual language. | 2h | At home/classroom. | ||
| S2P | Extra activity T1.L4.1 Make a homemade phenakistoscope if you have the materials at home. (activity factsheet in pdf) | Build a more complex animation tool to preserve. | 5 h | At home. | |
Lesson 4. Final montage of the Project, bible, video and presentationPulsa para colapsar
The following table shows all the materials preprared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 4 of Topic 4. Animation as creation and composition. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description , the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L4 Final montage of the Project, bible, video and presentation | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L4. Reflective video on the completion of the course and animation as an art form. (lesson content in pdf, video, video content in pdf) | Animation as an art form and the short film as part of one's own language. | 15' | At home (previous to the lesson -flip-teaching) or in the classroom. |
Answer questions Video 1 is explained Short films sample Discussion Extra activity is proposed. |
| T2T | Activity T4:L4.1 Presentation of short films and discussion about them. (video, video content in pdf, activity factsheet in pdf) | The short film as language. | 1h | At home | |
| Activity T4.L4.2 Presentation on experiences and the concept of animation. (video, video content in pdf, activity factsheet in pdf) | Experiences and concepts of animation. | 1h | At home/classroom. | ||
| S2P | Extra activity T4.L4.1. Try to produce the short film as a long-term project. (activity factsheet in pdf) | Projection of the content created. | Life | Everywhere. | |