Sunday, 12 April 2015

ANIMATION 2 PART 2 - Character, Storyline and Storyboard


Storyline

A girl character to introduce the animation as safety problems of the childrens, An example of accidents that might have happened in school would be shown and the girl character would come out and show that is wrong while after that, another example would be shown if they were careful and take care of the safety in school. The ending would be a notice or advice for the safety of children in school.  

Character Design
Sketch of Character Sandra.

Character of Sandra in AI. 

Character of Sandra in AI with colour. 

Story Board



This is the first version of storyboard. 


This is my final version of storyboard. 

ANIMATION 2 PART 2 -Task 3 -Personal Project (pre production)

Task 3 -Personal Project (pre production)

Stuart Vevers

Stuart vevers, graduated from University of Westmister in 1996. Works his first job in Calvin Klein and later on in the year of 2005 joins Mulberry as the creative director. He had also works with different huge design teams such as Bottega Veneta, Givenchy , Louis Vouitton adn Marc Jacobs. On the 25th of June 2013, he is the new executive director of Coach and up till now he is still holding onto the position. 

Style of fashion: unique and authentic American spirit. 

Andre Kim 

Andre Kim, born on August 24th 1935 in Goyang, Gyeonggi, Korea with real name Kim Bong Nam a son of rural farmers and attended Hanyong High School the later enters Kukje Fashion Design Insitute. He is the first ever male fashion designer in South Korea and also first in South Korean to hold fashion show in Paris. Andre Kim is known for designing evening and wedding gowns collection. In 1988, he is the designer for uniforms for the 1988 Seoul Olympic games and also the Chief designer for 1981 Miss Universe Beauty Pageant. Andre Kim has a adopted son and had died from pneumonia on August 12th, 2010 at the age of 75. 

Style of fashion : Bold and elegant extravagant evening and wedding gown. 

Jimmy Choo

Jimmy Choo, born in Penang, Malaysia 1961. At the age of 11, he made his very own first pair of shoes and he then used the craftsmanship learned from his father, a cobbler and create some of the most coveted shoes in the world. Jimmy Choo had made his way to England in the early year of 1980 and studies at the Cordwainers Technical College in Hackney. 

Style of fashion : Fashionable design of Italian craftsmanship. 

Michael Kors

Michael Kors born in August 9th, 1959 at Long Island, New York. He attended the Fashion Institute of Technology and dropped out after two semester. In year 1981, he launches his own women's collection and was big hit. Michael Kors is the judge for Project Runway, 2014 and the designerof the dress for Michelle Obama "The First Lady" official portrait. 

Style of fashion : Luxuriously casual and simply elegant. 

Donatella Versace

Donatella Versace, born in 1955, Italy and had two major fashion influences in her life, Her mother a dressmaker and her brother a building designer. In the late 1970s she had work with her brother as his muse and adviser and in the year 1980, she had then become a designer for the company's versus line. Her brother was murdered in year 1997 and then she had taken over the place of her brother and became the creative director of the Versace Group. 

Style of Fashion:Mostly flamboyant prints with slinky cuts and over the top sexuality. 

The artist I have chosen from my research is Andre Kim the well known evening and wedding gowns designer. 



This is the analysis I had done on Andre Kim's 2009 summer collection. 

ANIMATION 2 PART 2 - Task 2 (Proposal and Topic)

Task 2 (Proposal and Topic)

Introduction
Mantin is a small town located between Nilai and Pajam. The safety of the childrens there are not well teached or they doesnt understand fully of the safety. The animation will be created to promote or educate information to the children. 
  
Theme
Campaign in Mantin : Children’s safety in School Compound 

Problem Statement
I had travelled to Mantin for a research and observed closely to the surroundings and activities happening at the town and come to realize a problem that people in Mantin have not realize. It can be seen that students from the primary school ( Sekolah Kebangsaan Mantin) located at the town were running around chasing each other in the school compound which is dangerous and also accidents might have happened if they were not careful and aware of their surroundings. 

Main Objective

1. To research and understand about the problem of children running around in school compound.
2. Analyze the impact of road safety
3. Apply the children safety in school compound solution into animation and to solve and create awareness to teach the students about safety and dangers. 
- 
After identifying and noticing the problems that occurs involving the safety of the childrens in the school, I have come up with a campaign or event that can help prevent and to make sure of the safety of the childrens in the school area.

Main Target
Childrens in the school. As they are the main problem in this campaign. They need to make sure of their safety and not run around in the school compound where there can be accidents happening without them knowing of the dangerous behind it. They need to be warned and learn about the danger of running around in the school compound. 

How can we make this believable?
To make them realize that it is very dangerous to run and play in the school compound. To attract the students attention to notice and learn about the dangers of running and playing around in the school compound. 

After the research of the problem and I have come up with a solution of creating an animation with warnings or danger of the problem to the children to learn and know about the dangers and consequences of running and playing around the school compound. 



Animation schedule: Gantt Chart

Wednesday, 24 September 2014

Visual Communications ( Discussions and Collect Visual)

Discussion and Collect Visual ( Visual Communication) 

List 5 Local symbols and 5 International symbols. 

LOCAL


The "Wau" is one of the oldest traditional games in Malay culture. It is normally being made with a hummer that produce lots of buzzing and purring sounds when soaring above the sky. The "Wau" is flown after every rice harvesting season. To make a "Wau" measures about 1.5m  by 1,7m, it requires skilled workmanship, colours and decorations that exhibits the creativeness and talented unique arts of the Malays. It is known as "Wau" due to its wings is somehow similar to an Arabic letter pronounced as "wow" and also the word "Wau" is originated from Dutch word "wauw" meaning a big predator bird found in South-East Asia. 


In the past, daggers and swords were generally used mostly as weapons in the medieval world. Keris is also spelled as crease, creese, kreese and kris pronounced synonymus with the Malay culture. It is originated in Java in the 9th century during the Sri Vijaya empire and then later spread out to Indonesia archipelago, Malaysia, Southern Thailand, Southern Philippines (Mindanao), Singapore, Brunei and some parts of Cambodia, Laos and Burma as they all like close range fighting weapons. It functions as a double edge stabbing weapon, symbol of status, talisman for protection, during various ceremonies and ritual it is used as excution device and also people believes that the dagger itself possess supernatural powers. Each and everyone of the Keris has its own characteristics and a straight or wavy blade, compatible with its owner custom built for specific individuals according to their rank and status. The Keris's length of the blade have to be corresponding with the distance between the nipples of the owner as it is believed that misfourtune will befall him if not, Each wave of the blade representing Naga/ Cobra is called a lok and the number of lok will determine the owner's status for example 3 lok is for warrior and 9 lok is for the Raja ( Sultan). The Keris also had been believed that it has the ability to warn the owner of upcoming danger by rattling its cover and also the power to jump out of its cover and attack the enemy in a battle of its own


The Hibiscus rosa-sinesis Linn also known as the Chinese hibiscus, China rose and shoe flower. Considered as large and generally red in original, firm but much lack in any scent. It is the National flower of Malaysia namely "Bunga Raya" in Malay, introduced to the Malay Peninsula in the 12th Century and then nominated in year 1958 along with other flowers such as ylang ylang, jasmine, lotus, rose, magnolia and bunga tanjung by the Ministry of Agriculture and then later on 28th July 1960 the hisbiscus namely "Bunga Raya" was selected by the government of Malaysia and officially became the National flower of Malaysia. It is also known as "Big Flower" in Malay because Bunga meaning "flower" and Raya means "big". The red colour of the flower petals represents courage, life and the rapid growth of Malaysian while the five petals of the flowers represents the five Rukun Negara of Malaysia. The "Bunga Raya" can be found printed on the notes and coins of our Malaysian Ringgit.



Congkak is an acient game not only known and played by peoples in Malaysia, but also in other countries like Brunei, Singapore, Thailand and also some parts of Sumatera and Borneo. It is often played as an indoor activity to kill time or can also be a game contest between two different individuals. Right before the wooden congkak was invented, the village's peoples play only by using the sands beside beaches to make the holes and sea shells to make the game works. It is believed that Congkak was originated from Malacca and only to be played by the peoples in the palace such as the King's family members only, later on it is being taught to the general peoples in the kingdom and continued spreading up to other countries as well. To respect and in the memory of the long history of the Congkak, the symbol of the Congkak's board can be found printed at the surface of Malaysian Ringgit 10 cents coin. 


Mt. Kinabalu is an icon that symbolizes the natural history and successful conservation with very special ecosystem climate zones starting from tropical lowland forests up to polar type summit zones established in year 1964. It is one of the highest peak in South-East Asia and highest in both Malaysia and Borneo rising with height of 4,095m. Geologist had said that the story of the mountain begans about 40 million years ago and Mt. Kinabalu was born about 1.5million years ago but in about 100,000 years ago, the mountain was said to be few hundreds metre higher than today when it is crowned with ice-caps in the summit. Erosion by heavy rains, ice and glaciers have shaped the new mountain today. Most of the Kinabalu's outstandingly unique flora and fauna could only be found in the area and nowhere else in the world. It is known also that the largest flower named Rafflesia, certain Nepenthens or so called pitcher plant also more than 1,000 species of orchids could be found there. 

INTERNATIONAL



The bird represents the symbol of freedom as it is known that bird is a natural extinct and has the ability to fly. Being able to fly means that one will be able to visit many places in far distance and also can travel quickly and also freely too. 

The symbol of Justice origin may be to be said as Themis, a greek mythological goddess, born to Uranus and Ge as one of the Titans, pre-Hellenic nature deities and also the one who remained to advise Zeus after his purge with the old pantheon. People describe her as she carries the scales of justice in one hand and sword in the other with her eyes covered. It is also said that she then became and oracle at Delphi and became known as a goddess of divine justice. 

The Ankh is usually used as the symbol of life and Egyptians believes that the cross symbolizes a mythical eternal life, rebirth and also the life-giving power of the sun. 




A dream catcher is symbolized and believed to be and American Indian magic spider-web inside a sacred circle that mostly childrens would hang them on or near their beds believing that the dream catcher could help block all bad dreams and only allowing good dreams to able to pass through the hole in the center. 



The symbol of infinity/eternity. In India and Tibet during the ancient days, it reprensented perfection,dualism and also unity between both male and females. According to involving with tarrots, it is known as a link to magic and represents the equilibrium or balance of various forces and nowadays in the modern time, the symbol had became a mathematical symbol used for infinity no matter in numbers, space or time. 

Wednesday, 17 September 2014

ANIMATION 2 PART 1 (Learning Outcomes)

Learning Outcome :

1. Describe appropriate processes in relation to their chosen field of study or project.
2. Construct an individual project appropriate to their chosen field of study/practice.
3. Demonstrate innovative and creative problem solving attributes within a chosen area of study.
4. Select and implement appropriate analytical techniques.
5. Evidence consistent levels of competence within a widening range of animation and media technologies and practices.
6. Select techniques that are appropriate for the research that they are undertaking within their chosen field of study, both practically and qualitatively.
7. Display a sound knowledge and understanding of all health and safety issues.
8. Identify the nature and sources of information needed to write a research proposal and report (project proforma and evaluative journal).
9. Effectively plan their time to work within deadlines.
10. Constructively critique the research work of their peers, identifying strengths and weaknesses in technique, analysis and conclusions.
11. Actively contribute to all group activities, i.e. seminars, critiques etc.
12. Confidently articulate their position within the wider cultural context.

Programme Learning Outcome and Programme Objective covered :

- Further develop your practical and subject specific skills in Animation.
- To develop your powers of invention and creative ambition,
- To enable you to explore more independent lines of inquiry.
- To heighten your awareness of health and safety issues within these disciplines.
- To provide a lively and supportive environment for you to take the risks in the development of creative solutions.
- To help you establish an efficient and effective time-management regime within a studio/workshop context.

Monday, 24 February 2014

Graphic Design 1 Part 2 ( Learning Outcome)

Objectives

1. Articulate the need for and benefits of graphic software in business and industry
2. Identify key concepts related to graphic design and professional documentation creation
3. Distinguish between development stages of graphic design documents and finished camera ready                   documents
4. Discuss in general the concepts of professional document creation
5. Demonstrate awareness of the need for developing problem solving skills by creating professional work         utilizing graphic software
6. Analyze relationship between graphic design needs and available computer software and how it related to     the job market

Learning Outcome

1. Be able to develop and process creative ideas from initial sketches through to finished printed resolutions
2. Demonstrate imaginative and creative responses to given projects
3. Be able to undertake visual research to support their ideas
4. Recognize how their practices are pertinent to a wider cultural context
5. Be able to work safely and competently within a range of Graphic Design techniques and practices
6. Develop the use of these techniques within their own areas of study and interests
7. Work safely in studios and workshops with a knowledge and practical understanding of health and safety        issues
8. Work within a given time frame
9. Contribute to group activities , i.e. seminar, critiques etc.

Animation 1 Part 2 ( Learning Outcomes)

Learning Outcomes

Knowledge
1.   Initiate and process creative ideas from initial ideas through the completed projects
2.   Demonstrate imaginative and creative responses to given projects

Thinking Skills
3.   Undertake visual research to support their ideas
4.   Recognize how their practices are pertinent to a wider cultural context

Subject-based Practical Skills
5.   Apply competent use of range of Animation techniques and practices
6.   Progress technical knowledge gained through workshops into studio independent research projects
7.   Recognize the relationship between the different traditional  animation system
8.   Display a reasonable working knowledge of cell, two and three dimensional animation techniques
9.   Display the use of these techniques within their own areas of study and interests
10. Work safely in studios and workshop with knowledge and practical understanding of health and safety           issues

Skills for Life and Work (General Skills)
11. Complete the work within a given time frame
12. Contribute to group activities, seminars and etc