Feedback from my February pitch -
Animatic?
Animations?
Human model really needs done
Puppy tests - test rig - movement to make it cute - practice
how to train your dragon - human/cat relationship
Update gantt chart
Dog video - Finlay
Puppies movement, clumsy
Youtube videos
(Revise storyboards to accommodate better use of staging to minimise workload. Think about reusing animations.)
(Add in new bit of story to boards.)
\o/
Showing posts with label Pitch/Crit. Show all posts
Showing posts with label Pitch/Crit. Show all posts
Thursday, 9 February 2012
Wednesday, 19 October 2011
Pitch Feedback
My feedback from my pitch presentation was quite well recieved. I feel it went relatively well considering how nervous i was for it. I was advised to concentrate less on design as a part of my aim and accept that it will fall into place as one of my objectives and i should concentrate more on how a character can progress in a short story, a smaller space of time than a feature film. It was suggested that i look at one character playing many different roles in acting, such as the films Multiplicity and Sleuth. I should also think more about performance and character archetypes.
Thinking about methodology and associated literature to support my work is the next step.
Thinking about methodology and associated literature to support my work is the next step.
Tuesday, 11 October 2011
1st-3rd Years Pitch
11th October, 12pm-1:10pm
As part of my Professional Practise module I was required to manage a group of students while they made their pitch presentations. In my group i had a balanced mix of first to third years and i feel we all got along well and got through their presentations with relative ease and speed.
Moderation of this group of students was very easy indeed, as i am well aware with most aspects and modules of my course from all years, and i have spoken with others through the years who have taken the modules i have not. So i found it easy to relate to the work that each student was doing, and was able to offer friendly advice about where to research, perhaps what to concentrate on and where to steer clear from. I also encouraged other students to take part in advice discussions, such as the previous second years (newly third years) offering first-hand advice to the current second years. It was all pretty casual and relaxed. They all seemed on track with their ideas, and where there were worries, i assured that they would have no trouble with continuing their work. Obviously there were certain students who had a lot more to show than the others from their stage, but i think this can only be helpful for those who didn't have as much, in order for them to learn what is expected of them, and how they should manage their time around the pitch and crit weeks.
Time management did not seem to be a problem at all, which was surprising considering my group was one of the larger ones, with 3 first years where some had none. Everyone spoke for around 10-15 minutes each and we managed to get through everyone within an hour and ten minutes, meaning that time didn't drag on and as far as i'm aware no one had a chance to get bored :) I tried to allow everyone the same amount of time for advice and comments etc, but obviously some had more to say than others, as is natural.
Providing my own critical feedback was surprisingly easy, also. Each of them had so many great ideas and development that it was easy to smile and nod, giving little indications that they were doing well with their pitch, as well as highlighting areas and chatting about particular aspects after they had finished speaking. Personally i find it easy to be honest with people, and i tried to remind everyone to be realistic while remaining as creative as they feel like.
As far as advice went, i tried to suggest media that could be helpful for their research in their various modules, as well as idea development techniques for those struggling with idea generation - something we have all gotten expertise in during the last few weeks!
Personally i think what i did well was making everyone feel relaxed, and happy with their work. I introduced myself to everyone, tried to get people to learn names and such. I provided someone to aim the pitch at, through eye contact and friendly reactions. Where i would need to improve would be my knowledge base, as i found i couldn't really think of many games/animations for specific people to look at for inspiration, as well as familiarising myself with the problems i came across at the certain points of the three years of the course in order to provide more advice for the module submissions.
Moderating these pitch groups is definatley a test in confidence, as well as people management skills, and for me this is what i feel i am developing.
Surprisingly i never witnessed a single powerpoint presentation, which was always something i stressed about having in earlier years, but hopefully one of two of them with have a more structured presentation to show by crit week, when they have much more to talk about ;)
Now to worry about my own pitch. Nae worries.
As part of my Professional Practise module I was required to manage a group of students while they made their pitch presentations. In my group i had a balanced mix of first to third years and i feel we all got along well and got through their presentations with relative ease and speed.
Moderation of this group of students was very easy indeed, as i am well aware with most aspects and modules of my course from all years, and i have spoken with others through the years who have taken the modules i have not. So i found it easy to relate to the work that each student was doing, and was able to offer friendly advice about where to research, perhaps what to concentrate on and where to steer clear from. I also encouraged other students to take part in advice discussions, such as the previous second years (newly third years) offering first-hand advice to the current second years. It was all pretty casual and relaxed. They all seemed on track with their ideas, and where there were worries, i assured that they would have no trouble with continuing their work. Obviously there were certain students who had a lot more to show than the others from their stage, but i think this can only be helpful for those who didn't have as much, in order for them to learn what is expected of them, and how they should manage their time around the pitch and crit weeks.
Time management did not seem to be a problem at all, which was surprising considering my group was one of the larger ones, with 3 first years where some had none. Everyone spoke for around 10-15 minutes each and we managed to get through everyone within an hour and ten minutes, meaning that time didn't drag on and as far as i'm aware no one had a chance to get bored :) I tried to allow everyone the same amount of time for advice and comments etc, but obviously some had more to say than others, as is natural.
Providing my own critical feedback was surprisingly easy, also. Each of them had so many great ideas and development that it was easy to smile and nod, giving little indications that they were doing well with their pitch, as well as highlighting areas and chatting about particular aspects after they had finished speaking. Personally i find it easy to be honest with people, and i tried to remind everyone to be realistic while remaining as creative as they feel like.
As far as advice went, i tried to suggest media that could be helpful for their research in their various modules, as well as idea development techniques for those struggling with idea generation - something we have all gotten expertise in during the last few weeks!
Personally i think what i did well was making everyone feel relaxed, and happy with their work. I introduced myself to everyone, tried to get people to learn names and such. I provided someone to aim the pitch at, through eye contact and friendly reactions. Where i would need to improve would be my knowledge base, as i found i couldn't really think of many games/animations for specific people to look at for inspiration, as well as familiarising myself with the problems i came across at the certain points of the three years of the course in order to provide more advice for the module submissions.
Moderating these pitch groups is definatley a test in confidence, as well as people management skills, and for me this is what i feel i am developing.
Surprisingly i never witnessed a single powerpoint presentation, which was always something i stressed about having in earlier years, but hopefully one of two of them with have a more structured presentation to show by crit week, when they have much more to talk about ;)
Now to worry about my own pitch. Nae worries.
Friday, 7 October 2011
Pitch Week
It's that time of the year again. Except there seems to be a bit more added pressure on us this year. Got my little team of computer artists years 1-3 on tuesday to mentor as well as my own pitch to my peers and staff on Friday. Most of the work i am going to do at the moment is going to be preparing for this presentation.
At the moment i have been working on refining my aims and objectives, and looking into context and rationale as well as questions i would like to answer during my research. I have also started to look at appropriate books and websites for inspiration and guidance.
Project Aim
To explore the relationship between character design and performance in conveying a character's personality and to demonstrate how one can manipulate the audience's interpretation of characters through this relationship.
Objectives
Review and evaluate existing literature and other media concerning character design for animation and discuss the effect of 'successful' character design.
Compare and contrast examples of character animation in regards to performance, to discover the extent to which it shows the character's personality.
Conduct practice-based research, experimenting with a range of character designs to identify how the use of design can affect personality in performance. Create and analyze examples of differing personalities.
Create an animated sequence which shows an original character design and the development of performance through a personality arc. Convey findings from research and experiments.
Evaluate research and analyze the importance of the research aim with reference to the created artifact. Evaluate how well the artifact meets the aim, and if there is any further research required.
Context
Animations, Films, Books
Previous researchers' work.
Character designs.
Rationale
Character Design, Character personality and Character performance are all interlinked.
Characters can totally being an animation to life,
Memorable characters are often those with depth.
Stages of Enquiry
What makes successful character design?
How do characters with different personalities differ in performance in animation?
How can performance lead the audience to believe there's more to characters beyond appearance?
Why would a character feel they need to act a certain way?
How can two characters who look the same act differently?
How can a personality arc be shown through performance?
What sort of trigger or influence would cause a personality arc?
Can a character design be deceiving?
Have people's expectations of characters changed since the dawn of animation?
Do stereotypes have a role in character design?
At the moment i have been working on refining my aims and objectives, and looking into context and rationale as well as questions i would like to answer during my research. I have also started to look at appropriate books and websites for inspiration and guidance.
Project Aim
To explore the relationship between character design and performance in conveying a character's personality and to demonstrate how one can manipulate the audience's interpretation of characters through this relationship.
Objectives
Review and evaluate existing literature and other media concerning character design for animation and discuss the effect of 'successful' character design.
Compare and contrast examples of character animation in regards to performance, to discover the extent to which it shows the character's personality.
Conduct practice-based research, experimenting with a range of character designs to identify how the use of design can affect personality in performance. Create and analyze examples of differing personalities.
Create an animated sequence which shows an original character design and the development of performance through a personality arc. Convey findings from research and experiments.
Evaluate research and analyze the importance of the research aim with reference to the created artifact. Evaluate how well the artifact meets the aim, and if there is any further research required.
Context
Animations, Films, Books
Previous researchers' work.
Character designs.
Rationale
Character Design, Character personality and Character performance are all interlinked.
Characters can totally being an animation to life,
Memorable characters are often those with depth.
Stages of Enquiry
What makes successful character design?
How do characters with different personalities differ in performance in animation?
How can performance lead the audience to believe there's more to characters beyond appearance?
Why would a character feel they need to act a certain way?
How can two characters who look the same act differently?
How can a personality arc be shown through performance?
What sort of trigger or influence would cause a personality arc?
Can a character design be deceiving?
Have people's expectations of characters changed since the dawn of animation?
Do stereotypes have a role in character design?
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