Cambridge NATIONALS LEVEL 1/2
CREATIVE iMEDIA
Sample Learner Work
with commentary
Unit R086: Creating a digital animation
Version 1
ocr.org.uk/cambridgenationals
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
SAMPLE LEARNER WORK WITH COMMENTARY
CONTENTS
Introduction3
Learning Objective 1 – Understand the purposes and features of animation
MB1
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
4
Learning Objective 2 – Be able to plan a digital animation8
MB1
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 3 – Be able to create a digital animation10
MB1
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 4 – Be able to review a digital animation18
MB1
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 1 – Understand the purposes and features of animation
MB3
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
19
Learning Objective 2 – Be able to plan a digital animation23
MB3
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
Learning Objective 3 – Be able to create a digital animation30
MB3
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
Learning Objective 4 – Be able to review a digital animation39
MB3
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
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UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
INTRODUCTION
This is a guide for teachers so that you can see how we would mark work, Cambridge Nationals are designed to give the learners the
project and let them create the work.
The guide contains sample learner work for this unit and covers all learning objectives, graded at Marking Band 1 (MB1) and Marking
Band 3 (MB3).
The accompanying commentary explains why each piece of work was awarded its grade.
For MB1 graded work, additional guidance has been added to suggest improvements that could be made to make it an MB2 graded
piece of work.
For MB3 graded work, additional guidance has been added to explain why it was awarded that grade and not the lower grade of MB2.
You MUST NOT allow your learners to copy the samples contained in this guide. OCR moderators have been advised to report
any copying, in whole or in part. Misuse of these samples will lead to a malpractice investigation being conducted and would put
all submitted learner work at risk of investigation.
Reproduction of Candidate’s Work
The candidates’ work within this document is reproduced for free of charge distribution to teachers in order to help them prepare
candidates for examinations. The work has been reproduced as submitted by the candidates. Some of the work may contain thirdparty material for which we are unaware of the source, the rights owner or the existence of any permission that the learner may have
had to use the material. If you are the owner of any third-party material contained within this document, and you wish to question
its use, please contact The Resources Team at OCR through [email protected]
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UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 1 – Understand the purposes and features of animation
MB1
SAMPLE LEARNER WORK
Adverts on
tv
Games
Animation
is used for
Films like
Toy Story
Cartoons
on TV
Animation is a way of making a movies from many still images. The images are put together one after another, and
then played at a fast speed to give the illusion of movement. Most animations are played at a speed of twenty-four
to sixty images every second. Each image becomes one frame of the movie.
A person who makes animations is called an animator.
There are three ways to animate:
•
Draw each frame
•
Use stop-motion: make a model scene and change it to create a new image (frame)
•
Make computer graphics
Source - https://simple.wikipedia.org/wiki/Animation
Animation is used a lot on television and on DVD and in films. It is used to entertain like in movies like Toy Story or
The Lion King.
It is also used in adverts for things that people want to make more fun like the pink and blue fireman to help
indigestion. Sometimes animation are used to teach you things in a moving diagram that explains complicated
things in technology.
It is also used on TV shows such as The Simpsons.
http://cdn3.whatculture.com/wp-content/uploads/2013/09/the-simpsons.jpg
http://media.comicbook.com/uploads1/2015/03/group-disney-announces-toy-story-4is-happening-126226.jpeg
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SAMPLE LEARNER WORK
Stop
motion
Cell
Animation
Digital
Flip
books
There are lots of different ways of doing animation.
These include stop motion where you use real things and take lots of pictures of them to give the illusion
of movement.
You can also make animations by drawing pictures one after another like frames of a film.
Some animation is digital and uses 3d programs to make models like in Toy Story and Cars which the computer
then moves about.
http://www.teleread.com/wp-content/uploads/2011/03/33793.jpg
http://cdn.dipity.com/uploads/events/030290c4956f63a7bca62a87f45e2a4f_1M.png
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SAMPLE LEARNER WORK
Stop
motion
Onion
skin
Techniques
in
animation
tweens
Keyframes
Animation has been around for ages and before computers most animators just did drawings.
Sometimes they used onion skinning ,so that they could trace the last drawing to make a new one but with small
changes, after that they would make really detailed pictures on clear plastic called cells.
Other techniques are tweening as in Flash where the program makes the frames in between ones you do yourself.
Some people used plasticine to make little models of things which they take loads of pictures of but this takes a
really long time to do.
https://cyberdog.wikispaces.com/file/view/Flash_Tween.png/34423101/Flash_Tween.png
http://i.ytimg.com/vi/TL1Luzd2od8/maxresdefault.jpg
https://www.nyfa.edu/student-resources/wp-content/uploads/2015/02/5860045_orig.jpg
http://thebest3d.com/dogwaffle/whatsnew/1_6/onionskin/index.html
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Marking commentary on MB1 sample learner work
The work is basic and touches on most of the elements required in MB1. There is a good definition which is sourced but there is no
explicit attempt to develop that into a demonstration of understanding.
Use of simple smart art diagrams evidences techniques from previous units.
The purposes and uses of animation are listed sometimes with some secondary points as to how this is achieved.
Beyond references to time and effort taken in various forms of animation (stop motion and 3D animation) there is barely enough to
suggest a basic understanding of the advantages and disadvantages of each.
Techniques in animation has some good features but are not expanded upon to give a context or to allow for any analysis.
Suggested improvements to progress sample learner work to MB2
To move this work into MB2, there needs to be a more considered analysis of the use and purposes of animation. Although media
style ‘textual analysis’ is not a requirement of this mark scheme, some advantage could be gained from using example cases to
highlight the different uses to which animation is put.
Another helpful topic of exploration might have been to answer a question like “Why do people make or use animations as opposed
to live action production methods?”
An exploration of the different audiences for animation might facilitate more opportunities to demonstrate understanding.
There needs to be a better description of the techniques and types of animation perhaps with annotated examples of the outcomes
achieved by some of them. A basic feature comparison of the various types of animation would give an opportunity to record
simple advantages and disadvantages.
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Learning Objective 2 – Be able to plan a digital animation
MB1
SAMPLE LEARNER WORK
The brief
They want to make a film about a new energy drink. The audience is people aged 16-25. The film is to make people
want to buy the drink and tell their friends to buy it as well. The drink is called Superfizz and the film should last for
about 15 seconds or so. The film is only going to be shown on the internet and so it doesn’t need to be very large.
Storyboard
This is the storyboard I did to show how my animation will happen.
Scene 1
A person buys a bottle of Superfizz in a shop. About 3
seconds.
Scene 2
The person walks down the road and take the cap of the
bottle. About 3 seconds.
Scene 3
Close up of bottle opening and energy flowing out.
About 5 seconds.
Scene 4
Scene 5
Scene 6
The person drinks from the bottle of Superfizz.
About 3 seconds.
Person turns all sparkly and glowing and gets big
muscles. About 4 seconds.
Just a logo and some words saying to buy Superfizz to
get stronger. About 3 seconds.
Total time 21 seconds.
Resources and Assets
I will use Adobe Fireworks to make my animation. It will have simple drawings in a fun style for young people. I will
use pictures from the internet as backgrounds and draw over the top of them.
I will need to draw a logo for Superfizz.
Legislation
Legislation is the law and the law that affects my animation is mostly the Copyright Law. I must not use images
that belong to someone else without their permission or they could sue me. I was going to try and use Cristiano
Ronaldo as the person in my animation but I would not be able to afford his fees.
Files
I will save the animation as a PNG so I can change it if I have to. I will also save it as a gif because
that is good for the net.
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Marking commentary on MB1 sample learner work
The interpretation of the client brief does little more than re-state the Model Assignment (MA) brief. There is little attempt to
understand the purpose of the advert beyond selling more Superfizz. Again the identification of the target audience is limited to the
re-statement of the MA brief.
The description of file types is accurate enough but is listed without justification or any technical explanation.
The storyboard is clear and tells the story, but even with the accompanying notes does not identify anything more than a limited
range of resources and assets. As the listing of resources is limited there is limited scope to identify any as appropriate to the client
requirements.
There is brief discussion of the legislation with regard to the work, with a comment on consequences. Issue of representation and
endorsement are referred to.
Suggested improvements to progress sample learner work to MB2
To move this work into MB2, there could be a more thoughtful process of asking why the client is requesting the features given. This
would allow for more development of the client brief and give guidance to the learner’s own work.
A comparison study of some existing energy drink advertising would have provided an opportunity to identify typical consumers of
energy drinks and their interests.
A comparative table of file types would give opportunity to express some greater degree of judgement on a choice of format.
A simple list of images required in each scene would broaden the scope for marks in this category. This list could have been
matched to some of the requirements of the client brief to a give an appreciation of appropriateness.
Seeing legislation from both sides is a good way to develop a better understanding. How a law protects the creator of the animation
as well as sanctions for breaking the law would give more scope to demonstrate understanding.
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Learning Objective 3 – Be able to create a digital animation
MB1
Sourcing assets
I made a logo for Superfizz on a free website.
This is the logo I made for Superfizz.
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Images from the Internet for the animation
http://www.morguefile.com/archive/display/26104
http://www.morguefile.com/archive/display/200617
http://www.morguefile.com/archive/display/228654
This is my own photo I took on my phone.
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Storage of assets
I put the images for my animation into a folder so I could find them again.
Making my animation
I set up my new fireworks file to be the right size.
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SAMPLE LEARNER WORK
I imported the background and made it a layer which I locked so I wouldn’t accidentally draw on it.
I made duplicates of this state so I didn’t have to do things lots of times.
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SAMPLE LEARNER WORK
To slow down the animation sometimes I made some states last longer.
To move the man across the page I used the animate control to do it automatically.
Sometime when I was drawing frame by frame I used onion skinning so I could trace the frame before to make the
animation better.
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When I was finished I saved the file as an Animated GIF so it would work on the net.
Animation Test Plan
Number Test
1
How long is it?
What it should do
Should be 15
seconds
2
Does it follow the
storyboard?
It should follow the
storyboard
3
How big is the video It should be about
on the screen?
320 pixels wide
What actually happened Fixes
At first it was 12.78
I slowed down some
seconds
states at the end to make
it longer
It does mostly follow the
storyboard but I was not
good at drawing whole
people so just drew his
head
It is 320 pixels wide
Test 1
This was originally set to 7/100 second.
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Final animation
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Marking commentary on MB1 sample learner work
There is evidence of the sourcing of assets for the animation which qualifies in the MB2 criteria; there is a logo using third party
software (although the final quality of the image is not high, it would suffice for the animation at the size stipulated in the MA).
There is evidence of assets made by the learner. The storage of assets is basic with file names being ambiguous, but everything is
contained within a folder.
The evidence of tools and functions tends to rely too heavily on viewing the final animation; the screen shots of dialogue boxes/
settings are not taken within the context of the project so could be taken from other material.
Overall the animation does address the terms of the brief.
There is a limited test plan/evidence of testing but again the evidence to demonstrate fixes/improvements etc. is not ideally
presented. There is evidence of the animation being saved in an appropriate format, at least once.
File and folder names are very basic and do not really indicate a reliable structure.
Suggested improvements to progress sample learner work to MB2
To move this work into MB2 would be fairly straightforward.
A test plan could include more than just technical specifications; elements like legibility/accuracy of textual elements, resolution, file
format, timing of individual scenes, narrative flow etc. are generic to most digital animation video work. In this case the test plan is
included within the final test results which could be taken to mean the plan was retrospective; test plans should be created as part
of the planning stage of the work to demonstrate what the learner understands of the brief. Before and after screen shots taken
within the context of the software being used is the ideal way to demonstrate fixes or improvements. It should also be noted that
testing does not have to be carried out at the very end of the production process – it is inevitable and desirable that testing takes
place throughout the process of making the animation; this could be noted in evidence.
Learners should be able to include annotated screenshots in the context of the animation file which clearly link dialogue boxes etc.
to the tools/functions/techniques being discussed. Although it is highly recommended that learner work is submitted in electronic
format, it should be noted that the finished animation on its own is not sufficient evidence of anything beyond the most basic
features.
When files are saved and/or exported during or after the production of the animation it would be expected to evidence different
file types, version names/version control techniques. Beyond MB1 files should be named in a consistent way, ideally a systematic
approach but at least to identify the contents of the file.
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Learning Objective 4 – Be able to review a digital animation
MB1
SAMPLE LEARNER WORK
What worked in my animation
I am happy with my animation I stuck mostly to my idea for the story and I think it makes the Superfizz drink look
like a fun drink.
What did not work so well in my animation
I was not as good at drawing as I wanted to be so the man in the animation is not as good as I wanted it to be. It
ended up looking a bit like it was made for little kids not teenagers like the client said.
If I was going to do it again
I would get some clip art drawings of people to use instead of doing it myself. I would also have liked to have
music in the film but I didn’t have time to do that.
Marking commentary on MB1 sample learner work
The review is basic and dwells mostly on the learner’s abilities rather than on their solution to the brief. There is an
insightful comment about the audience in relation to the client’s requirements. The improvement stated is a solution
to the weakness identified.
Suggested improvements to progress sample learner work to MB2
To move this review into MB2 would require a re-statement of the brief with some reference to whether various requirements
had been met or not; better still would be an indication of the quality or appropriateness of that solution. A better review would
also reference the test plan and outcomes. The connection between interpreting the brief, test planning/testing and the review is
important to achievement in this unit.
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Learning Objective 1 – Understand the purposes and features of animation
MB3
SAMPLE LEARNER WORK
R086: Creating a digital animation
Introduction
Animation has been around for a very long time. Even before people invented film and cameras artists made glass
slides which could be projected onto a wall. They put these in specific order, to tell stories. In the 1800s people
made machines called a zoetrope which let you look at a series of drawings as if they were moving. Films started
in 1895 and soon people were making ‘trick films’ by moving objects about frame by frame. In the last part of the
20th century computers have become the main way of making animations.
Source: Book. Animation Art, From Pencil to Pixel, the History of Cartoon, Anime and CGI. General Editor Jerry Beck.
Published by Flame Tree Publishing. 2004.
The purposes and uses of animation
The main purpose of animation is to entertain. Animation lets people tell stories that would be very difficult to do
in real life. E.g. Toy Story or Dragon Ball. Animation on TV shows like the Simpsons, or on channels like Nickelodeon
and CBeebies are really popular particularly with children but people of all ages really like them. Being able to
create a whole new world just with drawings or on a computer is much easier than trying to find real places that
look right.
Another use of animation is in advertising. This is usually entertaining as well as trying to sell you things. Animation
can make things that are a bit dull seem more entertaining like in adverts for banks where animated characters are
used to make saving up more entertaining. It can also help to explain how a product like a hoover works by being
able to look inside the bits and see how they work.
Animation in games is not the same as animation in films or adverts. In a game the character is still animated but
it will go where you want it to go and you control where the camera points. The things the character does like
running, jumping, strafing or shooting are animations made by the game makers but the player chooses when
they are used. This is known as interactive animation.
Some games and computer generated image (CGI) films use a process called motion capture to film the
movements of real people and then use them on CG models to make them move more realistically. This was used
a lot in Lord of the Rings to animated characters like Gollum. Because animation is popular with younger people it
is used a lot in education to make things memorable and to simplify complicated topics.
There is a lot of humour in animation as the cartoon characters are designed to be cute or funny which appeals
to people especially children. They can make things seem human and give them personalities like people which
makes us like them.
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Animation types
There are lots of different ways to make an animation. Sometimes different styles are used in the same film like in
Mary Poppins where cartoons and real people act at the same time.
Stop Motion
This is when you take individual photographs of a scene but move each object a tiny bit between each photo.
When all the photos are combined into a film it makes it look as though the object is moving. This can be done
with ordinary things like tea-cups and pencils but some animators like Aardman Animation use plasticine models
(this is also called Claymation) to create stories. Each model has a wireframe inside it so it doesn’t wobble and each
movement is hardly noticeable until you see the film. The speed of movement is set by how many images in each
second of film there is. Most films are between 24 and 60 images or frames per second. It can take a really long
time to animate a very short bit of film.
Time-lapse
This looks like speeded up film. A camera is set up to point at something that goes really slowly or takes place
over a long time such as a building being made or a flower opening. A photo is taken at set times over the
film. Because all the in between bits are missing when the images are put together you get the effect of faster
movement. This is different to normal animation as the thing being filmed would have happened anyway it wasn’t
made up by the makers.
Cel animation
Cel is short for celluloid which is a transparent sheet like acetate. This is the kind of animation that Disney films
used for a long time on their really old films like Cinderella. The characters are drawn on cels and laid over a
painted background which means you don’t have to redraw the background for every frame. The backgrounds
tend to look like proper paintings but the cels have flat colours and lines around them. You still have to a have new
cel for every frame and then photograph each one to make the film so it is still a very slow process.
http://commons.wikimedia.org/wiki/File:Animation_cells.png
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Cut-Out animation
This is a bit like stop motion only you use bits of paper or cut out drawings to do the animations. This is simpler
because everything is flat and is less likely to move about. This is used to make the style seem more basic and
childish. Old TV shows like Chrystal Tips and Alasdair used this style of animation.
Flipbook
This is a very simple sort of animation and doesn’t need a camera or film. You just draw lots of little pictures on
pages of a book. If you change the image slightly each page you get the effect of movement when you flip the
book with your thumb.
Digital animation
This really means any kind of animation that is done on a computer. Most of the above types of animation could
be done on a computer to look the same. 3D CGI is probably the most complicated kind of digital animation.
Software like Maya, 3DS Max, Blender etc. let you make a model which can be seen in 360 degrees. You can colour
it or add texture images to it a bit like stickers on the frame. When the models are made you use virtual cameras
and lighting to create a film. This then has to be rendered which combines all the models, lighting and other
effects into film that can then be printed to be shown in cinemas.
Other kinds of digital animation are Flash which uses computers to speed up the animation process, but can still
look like old fashioned cel animation.
Animation Techniques
Frame by frame. This is when you make each drawing on its own. Cel animation uses this method so does
stop motion.
Onion Skinning
This is a way of making animation on paper where you put each frame on top of the last one; like tracing paper.
This lets you see what you did before so you can make the new frame match up perfectly. Software like Adobe
Firework lets you use this method. It is called onion skin because the paper they used to use looked a bit like the
very thin skin on an onion.
Key frame
A key frame is a frame in an animation that marks the beginning and end of a movement. For instance a character
could drink from a bottle. The first key frame would show the bottle down, then up and the last key frame would
be down again. Sometimes that is all that is used but this gives a very jerky style. Usually other frames are made ‘in
between’ to smooth out the film.
Inbetweening
This is when you create the frames inbetween the key frames. It makes the animation smoother.
Still motion
This is a bit like stop motion only instead of every frame being a little different to the one before every frame is
totally different as if you were flipping through an album of random images. This is sometimes used in advertising
or in music videos as they go so fast.
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Squash and Stretch
This is when the thing you are animating changes shape when you draw it, like a bouncing ball will squash when it
hits the ground. You can use this technique to exaggerate the movement of an object or character. It can be done
easiest in cel animation or CGI.
Layering
This is when you use different layers for different objects in your animation. Like in Cel animation where the cel was
on top of the background to save you having to redraw the whole thing each frame. Software like Fireworks and
Flash let you have lots of layers so each thing on screen can be done on its own without messing up the others.
Marking commentary on MB3 sample learner work
The report starts with a re-described definition from a quoted source which has allowed the learner to demonstrate an
understanding of the basis for the subject. There is a broad range of uses and purposes of animation described with references to
examples. The examples used are always accurate to the feature or process being described.
The techniques and types of animation are well described and consistently accurate in the use of terminology and the written
examples given. Disadvantages and advantages of each process are described well and demonstrate a thorough understanding.
Why it was awarded MB3 not MB2
The features of this work that places it in this category are the consistency and accuracy of descriptions, analysis and the broad range
of subjects addressed; everything from the Specification is included and is treated with clarity and understanding.
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Learning Objective 2 – Be able to plan a digital animation
MB3
SAMPLE LEARNER WORK
LO2 Planning a digital animation
The Client Brief
The client wants an animation to promote their new energy drink called “Superfizz”.
According to Wikipedia “An energy drink is a type of beverage containing stimulant drugs, chiefly caffeine, which
is marketed as providing mental and physical stimulation. They may or may not be carbonated and many also
contain sugar or other sweeteners, herbal extracts and amino acids.”
The client wants a digital video so it can be used on a website. Maybe they want it to go viral which is when lots
of people really like a video and share it with their friends on Facebook or Twitter. This gives them lots of free
advertising and makes people think they are cool. Most things that go viral tend to be funny or a bit weird or
emotional.
The video is not going to be very long (between 15 and 60 seconds) which makes it suitable for this audience
as they have a short attention span. It also means the file will be small enough to share with friends on phones
without taking ages to download. This is shorter than a normal TV advert which is usually a minute or so long but
sometimes much longer.
Target Audience
The target audience for the drink is 16-25 year olds; this will be people who are in 6th form, college and university
as well as people who have jobs. Males and females are in this target audience as both like to drink energy drinks.
This age group likes to do lots of fun things, but also have a lot of stress about exams and work.
People in this age group stay up late and like to go out clubbing with friends. They also play a lot of computer
games that require concentration for long periods of time. Some of them will have part time jobs so that they have
money to spend but are also still studying at college or university.
Because of these facts they are a good market for a drink that gives them extra energy and makes them feel awake
longer because of the caffeine.
Typical adverts for energy drinks feature beautiful young people and often include sports stars or people working
out at a gym.
Adverts for Lucozade feature Gareth Bale the Real Madrid footballer and also DJ Fresh and Killian Martin. Redbull
and Monster energy drinks have also had adverts with sports stars and athletes in them.
Year 11
Working
6th form
Superfizz
University
College
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File formats
There are lots of different file formats that can be used for a digital animation.
Most of this information is based on info from a website called www.reelseo.com
AVI – Audio Video Interlaced
This is an old format and was made by Microsoft. Files can be huge and this makes sharing difficult. But the quality
is good and you can use it as a master version before changing it to something smaller.
FLV – Flash Video Format
This is the most common sharing format for video on the web. FLV is used on YouTube and TV websites. It has
smaller file sizes because it can be compressed but can still be good quality. This makes it good for sharing and
viral campaigns.
SWF – Shockwave Flash File
This is the animation format made by Adobe Flash it can be played in most browsers that have the Flash Player
installed (to play it on an iPhone or iPad it would need to be changed into another file type like MPEG4). The file
size is very small and if there are no bitmap parts of the movie it can be scaled up without a loss of quality.
MPEG-4 Part 14 – MP4
This is a great sharing file format for the internet. It is small but good quality. It is used by lots of camcorders and
cameras. It is what YouTube recommends.
WMV – Windows Media Video
This format is also made by Microsoft and is played by Windows Media Player which every windows PC comes with
already on it. It can make very small file sizes and is good for streaming instead of downloading all at the same
time. But the small size does make the quality not so good.
MOV – Apple Quick Time
This is a popular file format for video and is supposed to be very good quality but the file size is big.
GIF – Graphics Interchange Format
This is not the best quality for videos as it has no sound and the range of colours is smaller than the other ones but
it is good for very small quick animations if you are not worried about quality.
What file format I will use
I am going to use Adobe Flash to make my animation because it allows me to use features like Tweening and I can
draw with vectors which are smaller than pixels and can be scaled up without losing quality.
I will save the file as an SWF format from Flash which as I said above can be played on most web browsers. The
latest version of Flash lets you save files as FLV. Because the file size is small the animation will be easy to share with
people over emails or on phones and social media. Because I will only use vectors and no bitmaps the size can be
changed without affecting the quality.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Animation style
I am going to use a simple handmade looking style for my animation. I will use photos as references but I will draw
over them to make the movie.
Here is an example of the style I will use.
I will use the Trace Bitmap tool in Flash to make the images into vectors. I can change how close the vector is to
the original to make it more or less detailed.
Plan for my animation
This is the story for my animation
Superfizz
•
At the start there will be a young person standing in front of rows of drinks in a shop
•
A speech bubble will appear saying “I am so tired I need something to wake me up for the match”
•
The camera will pan along the shelf and stop at Superfizz
•
Speech bubble – “Superfizz that’s new, it looks good”
•
Next the person is outside the shop holding a bottle of Superfizz
•
Then the person will walk down the street the camera will be at head height and the buildings will go past
behind him
•
A close up of the person opening the bottle, when special energy flows out of the bottle like snakes and
streamers
•
Speech bubble “Wow that’s amazing”
•
The person takes a drink slowly
•
The camera zooms out to show the whole body of the person with the same energy that came out the bottle
now flowing around the person
•
Sign comes up saying “later after the match”
•
The person is sitting with his teammates they are looking really tired
•
Speech bubble “How did you do it – you scored a hat-trick and you’re not even out of breath”
•
End with a sign saying “Superfizz – puts the fizz back in your game”.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Storyboards
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SAMPLE LEARNER WORK
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Timings
Scene
1
2
Time
3 seconds
2 seconds
3
4
2 seconds
3 seconds
5
6
2 seconds
3 seconds
7
8
3 seconds
2 seconds
9
10
11
2 seconds
3 seconds
2 seconds
12
4 seconds
13
3 seconds
14
Total
2 seconds
36 seconds
Notes
Zoomed out
Zoom in
This scene has words so needs to be on long enough for people
to read
Panning to right
This scene has words so needs to be on long enough for people
to read
Zoomed out
Panning to right on head, background moves, head moves up and
down to look like walking
Zoomed in on bottle
This scene has words so needs to be on long enough for people
to read
Zoomed in on head of person drinking
Zoomed out to show whole person
This scene has words so needs to be on long enough for people
to read
Still zoomed out to show people. This scene has words so needs
to be on long enough for people to read
Like a poster to advertise the drink. This scene has words so needs
to be on long enough for people to read
This could be a copy of scene 7
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Legal issues and Asset List
I found a picture of a young person I liked as my main character on a website called Thinkstock by Getty Images.
This is a site where you have to pay to use the photos otherwise you would be breaking copyright. The person
who took the photos has a right to make money from them because it is his/her job and most people don’t want
to work for nothing.
I would also need to make sure that there was a Model Release permission for the person in the photo. This is
needed because the model might not want to be associated with a certain product or company.
This would be especially important if the model was famous because they would want a lot of money to be in
adverts for a company.
I realised I couldn’t use these images without paying for them so I decided to take photos of some of my friends in
similar poses using my phone. My friends gave me permission to use their pictures because once I have used the
Flash Bitmap Tracing feature it won’t be easy to tell who they are.
I am also protected by the copyright law which means that anything I have made for the animation is mine.
Because I am making this animation for the client and they are paying me then the copyright will actually belong
to them. This includes all my plans and storyboards as well as the final movie.
drinks chiller.jpg
energy drink.jpg
hand holding bottle 2.jpg
hand holding bottle.jpg
man back thinking.jpg
man cheering.jpg
man holding bottle.jpg
man kicking can.jpg
man running.jpg
man side on walking arms.jpg
man side on walking.jpg
man standing 2.jpg
man standing side on.jpg
man standing.jpg
man thinking.jpg
outside of shop.jpg
row of shops.jpg
rows of houses.jpg
shocked man.jpg
shocked man2.jpg
tired sports people.jpg
tired sportsmen.jpg
I will use the drawing tools in Flash to change the images I trace and to make the speech bubbles and other text.
I will also have to make a logo design for Superfizz.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB3 sample learner work
The interpretation of the client brief clearly demonstrates that the learner has sought to go beyond the basic requirements
and used research and comparison to add depth to the understanding of the product, audience and use of the proposed
animation. What results is a clear concept of what is required and why; which will serve very well to inform the planning,
production and review stages.
The audience description is well thought through, lending background and credibility to the details in the brief.
The analysis of audience and comparative animations demonstrates solid technique from previous units (e.g. R081 & R082)
The learner has demonstrated good research skills in the section on file formats and has distilled a wealth of information
into a sensible comparison. They make a reasoned justification for the use of the format they chose and a good awareness of
current technology.
The storyboard includes a scripted description; scene by scene outline with notes on camera angles, timing and animations; as
well as a hand drawn storyboard. The planning is consistently faithful to the expanded brief the learner created in LO2. The assets
required and the various ways of sourcing them also demonstrate a good understanding of the use of copyright material and the
potential pitfalls to be avoided. Alternative solutions are discussed to stay within the law and consideration is made of the rights of
those involved. It is worth noting however that the asset list itself is clearly retrospective; it would be better if this was defined as a
list of assets to be sourced.
Why it was awarded MB3 not MB2
This work falls into the top mark band on the basis again of the depth and consistency of coverage. The specification is fully
addressed and the learner has added their own research, analysis, thinking and creativity to the work.
The justification of the file format to be used is accurate as is the description of the properties of all the file formats. The example
of the animation style to be used and the description of the techniques to be used in the treatment of assets demonstrate a clear
creative concept and method of execution. It is clear that this planning process could result in successful third party implementation
which although not specifically referred to in the mark scheme or specification gives a very good indicator of the likely success of
the planning process.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 3 – Be able to create a digital animation
MB3
SAMPLE LEARNER WORK
LO3 Creating the digital animation
Test Plan
I will test the animation as I go along but also at the end to make sure it’s right. The client will not be happy if the
animation does not do what it is supposed to do. If any of the tests do not work I will try and fix them and test
them again to make sure it is fixed. If I cannot fix it I will try and think of something else to do instead.
Test No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Description
Is the animation at least
15 seconds long
Expected Outcome
Actual Outcome
The animation should
be about 36 seconds
long according to the
storyboard
Is the animation the
It should be 320
right size
pixels wide
Is the file format suitable It should play easily in
for use on the web
most browsers
Internet Explorer
Google Chrome
Apple Safari
Does the story match
It should follow the script
the storyboard
and storyboard
Spelling
There should not be
any mistakes
Does the style look the
The style should not
same all the way through change in the movie
Does the animation
People aged 16-25
appeal to the audience
should like it
Does it make Superfizz
People should like
look attractive
the drink
Can the movie be resized Should resize without
if needed
going pixelated
Is the film size small
It should be small
enough to be sent from
enough to send on
a phone
a phone
Can the text be read
Text should be on screen
on time
for long enough to be
read
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Fixes and Retests
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Saving and storing my work
I made sure my files and folders were kept in sensible places with sensible names.
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SAMPLE LEARNER WORK
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Flash automatically saves a copy of the movie file when you preview it. I made sure I saved the master file regularly.
The first file is the master file and the next one the final SWF version.
This is the folder of final movies I saved it as a Quicktime movie a SWF movie and as an MP4. I used Adobe media
encoder to convert the files.
How I made my Animation
I set up the file to be 320 x 200 pixels. I also made enough scenes so I could follow my Storyboard.
Scenes are like little files in the main file so you don’t have to make one big long animation.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
This is the Library panel it shows all the images I created and the symbols I made from them.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
I used this feature to turn the images from the internet into vectors. This made the file smaller and made it usable
at different sizes. It also let me edit the pictures and add and remove bits from them as the quality was supposed
to be quite rough.
I used motion tweens to make the movements smoother.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
I made animations inside some of the symbols so they would just keep repeating the animation in the
main animation.
I used the rotate feature in the motion tweens to make the stars spin. I also used the Alpha in Color Effect to make
the stars fade out. I also used the scaling tool to make the stars grow as they moved.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
I copied and pasted frames from one scene to another one to save time it also meant that the effect
was consistent.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Testing the animation
Test No. Description
1
Is the animation
at least 15
seconds long
2
Is the animation
the right size
Expected Outcome
The animation should be
about 36 seconds long
according to the storyboard
It should be 320 pixels wide
3
It should play easily in
most browsers
4
5
6
7
8
9
10
11
12
13
14
Is the file format
suitable for use
on the web
Internet Explorer
Google Chrome
Apple Safari
It should follow the script
and storyboard
Actual Outcome
When I finished the film it
was 38 seconds long
Fixes and Retests
N/A
The animation is 320 pixels
wide. This was in the brief.
My animation is all vectors
so it could be made any size
you like
The finished SWF plays in
a browser
Works
Works
Works
Does the story
Some scenes were in a
I could drag the
match the
different order but I thought order of the scenes
storyboard
this looked better
around in the scenes
panel if I wanted to
change it
Spelling
There should not be any
I made sure the spelling was I fixed a couple of
mistakes
right as I went along
mistakes on the
speech bubbles
Does the style look The style should not change The style is the same all the
the same all the
in the movie
way through
way through
Does the
People aged 16-25 should
I showed it to people in the
animation appeal
like it
age range and they said it
to the audience
was cool.
Does it make
People should like the drink I showed it to people in the
Superfizz look
age range and they said it
attractive
was cool
Can the movie be Should resize without going The movie can be resized
resized if needed
pixelated
in a browser window and it
does not get pixelated
Is the film size
It should be small enough
The final file size of the SWF
small enough to be to send on a phone
is 463kb which is not that
sent from a phone
big. The .mov version is
much bigger but I won’t use
that on phones
Can the text be
Text should be on screen for Some of the speech
I made scene 4 and
read on time
long enough to be read
bubbles were not on screen scene 12 longer by
for long enough
moving key frames
on the time line
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB3 sample learner work
The learner work shows careful, sourcing, creation, naming and storage of assets both within the software used (Adobe Flash) and
in normal document storage. Credit is given in this LO for some of the reference in LO2 on the sourcing and creation methods for
assets.
There is a detailed test plan which addresses features of the animation specific to the brief as well as generic video/animation issues.
The process of creation is well described and clearly demonstrates that the client brief has been met. There are many features of the
software used to good effect and the implementation of this is demonstrated with screenshots, in context showing the actual work.
The testing is carried out thoroughly with evidence of testing carried out at intervals throughout the process as well as
retrospectively at the end. Although it could be improved by having clearer, annotated before and after evidence to back it up.
Working files, intermediaries and test files are evidenced in screen shots of files with a description of which each is; naming
conventions and file structure are accurate and appropriate to the purpose. The evidence pertaining to final export file types is
rather scattered throughout the test results and another reference within the LO4 review – this would be better present in a more
distinct format.
Why it was awarded MB3 not MB2
This work is marked within the top mark band principally due to the thoroughness and attention to detail of the work. All evidence
is supplied with a commentary as to what it is and often why it was done or what the advantages or disadvantages were.
Techniques and functions are well described and illustrated in context and relate to the brief.
The testing process is well defined (drawing on a good brief and test plan) and well applied (although see note above).
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 4 – Be able to review a digital animation
MB3
SAMPLE LEARNER WORK
LO4 Review
In this review I will compare what I made in my animation with the client’s brief and my plans. I will look at what
was good and bad and at improvements.
The Client Brief
The client wants an animation to promote their new energy drink called “Superfizz”.
I made sure the name of the drink was clear in the animation so that it could not be mistaken for
something else.
According to Wikipedia “An energy drink is a type of beverage containing stimulant drugs, chiefly caffeine, which
is marketed as providing mental and physical stimulation. They may or may not be carbonated and many also
contain sugar or other sweeteners, herbal extracts and amino acids.”
I tried to show in a fun cartoon way the effects of the energy drink. I don’t think this worked as well
as I had drawn in the storyboard. I wasn’t able to get the effects to be as good as I wanted them, but
they look OK.
The client wants a digital video so it can be used on a website. Maybe they want it to go viral which is when
lots of people really like a video and share it with their friends on Facebook or Twitter. This gives them lots of
free advertising and makes people think they are cool. Most things that go viral tend to be funny or a bit weird
or emotional.
The animation works on a website as SWF file. This might not work on Ipads and iPhones but I could
use the Flash file to make a file that would work on these. The file is small enough to send to people on
phones.
The video is not going to be very long (between 15 and 60 seconds) which makes it suitable for this audience
as they have a short attention span. It also means the file will be small enough to share with friends on phones
without taking ages to download. This is shorter than a normal TV advert which is usually a minute or so long but
sometimes much longer.
The video is 38 seconds long. This is not too long and not too short.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Target Audience
The target audience for the drink is 16-25 year olds, this will be people who are in 6th form, college and university
as well as people who have jobs. Males and females are in this target audience as both like to drink energy drinks.
I used characters that looked in the right age group. They were fun and nice people who the audience
could identify with.
This age group likes to do lots of fun things, but also have a lot of stress about exams and work.
People in this age group stay up late and like to go out clubbing with friends. They also play a lot of computer
games that require concentration for long periods of time. Some of them will have part time jobs so that they have
money to spend but are also still studying at college or university.
Because of these facts they are a good market for a drink that gives them extra energy and makes them feel awake
longer because of the caffeine.
I think the effect of the drink meets this need of the audience but as I said before it was not as exciting as I
wanted it to be.
Typical adverts for energy drinks feature beautiful young people and often include sports stars or people working
out at a gym.
I used a sporty theme for the story so people would associate Superfizz with sport and exercise.
Overall Review
I think I made a good job of the animation. It lasts long enough and it sticks to my storyboard. I did swap round the
last 2 scenes as it made sense to have the ‘poster shot’ at the end.
I was not able to draw much of the animation from scratch and had to rely on images from the internet as sources.
Even though I used friends to photograph them in various poses for what I needed I still didn’t always get quite the
image I needed. I had to chop up a few of the images to make them into what I wanted and sometimes this wasn’t
very neat. The style of the animation was meant to be rough so it didn’t matter so much that some bits were a bit
stuck together.
There is not as much frame by frame animation and some of the movement is jerky or looks strange. If I had not
used tweens maybe I could have used frame by frame to make the animations look more realistic.
It would have been a good idea to add some interactivity to the animation. I could make a button at the end to
replay it although SWF files tend to loop anyway so there isn’t much point. I could also have added a button to
press at the end to take people to the Superfizz website that would have been a good way to tell what people
thought of the product as they could get statistics about where people visited the website from.
It would have been good to add some music to the advert but I didn’t have enough time to do this and getting
music that wasn’t copyright but still cool enough for the target audience might have been difficult.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
UNIT R086 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB3 sample learner work
The learner has reprinted their original interpretation of the brief and listed below each section their commentary on their measure
of success. No part of the brief is left unexplained. The analysis of what worked and what did not is accurate and reasonable. They
have identified areas for improvement and further development and these are explained well displaying a creative attitude to the
critique.
Why it was awarded MB3 not MB2
The review is fully referenced to the brief, having a commentary side by side with the text of the brief is a good way of ensuring that
all aspects of the brief are covered. Although some of the comments are brief they are consistently appropriate and accurate.
The improvements and future developments demonstrate that the creative process has not ended with the completion of the
actual work. And again demonstrate an understanding of the potential other uses of the animation.
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