1. Progress Reel: Advanced Body Mechanics

    00:39

    from Leonardo Pereira - Leframe / Added

    33 Plays / / 0 Comments

    My progress reel in Animation Mentor Advanced Body Mechanics. Mentor: Drew Adams. I am responsible for the animation, texture, render and composition the rigs provided by Animation Mentor. Software used: Arnold Render, Mental Ray, Maya, Photoshop and After Effects. Music: If The Blues Were Some Other Color (take 10) by The James Quintet, Samurai Battle - Japan by willians-andral-contreras

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    • 3 rules Marta Leydy

      00:58

      from Wroniewicz @ WIT / Added

      5 Plays / / 0 Comments

      There was Disney and the golden era of Disney animations, when 12 rules of animation were established and named. Those rules were clearly explained in Ollie Johnston and Frank Thomas's book "The Illusion of Life. Disney Animation". Those rules are still a base for every kind of animator, and many of them share common ground with general design, photography, acting, etc. principles. The project was prepared to help my students get to know, and everybody to understand, what the 12 rules of animation are about. As future (motion) designers, the students were not only to animate, many of them while learning the software, but first to research, tinker with possible visualizations of the rules using only basic shapes, to check communication of their ideas by storyboarding and to check the clarity of the movements they animated with the audience. The students were given a basic setup to begin and end with: a square in the center of square canvas. The square is divided to 7 specific geometric shapes. They are the pieces of ancient chinese game TANGRAM. The pieces were to be (possibly) multiplied and translated in all dimensions, to form and act so, to briefly and clearly present a specific rule of animation. Everyone drew 3 of 12 rules to work with throughout the semester. It was adviced to think of the coherence of one's animated trio. Tangram pieces, strict color theme (black, red and white only, no shades) provides a coherence of all the animations, as well as helps the students to focus on staging and motion direction, leaving the vast possibilities of visual design aside. The guidelines were designed by Olga Wroniewicz exclusively for courses runned by her in person. Animation-interaction course is obligatory for 1st year MA students @ WSISIZ, extramural, Graphic Design, Warsaw.

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      • 3 rules Natalia Smoczyńska

        00:45

        from Multimedia Studio / Added

        43 Plays / / 0 Comments

        There was Disney and the golden era of Disney animations, when 12 rules of animation were established and named. Those rules were clearly explained in Ollie Johnston and Frank Thomas's book "The Illusion of Life. Disney Animation". Those rules are still a base for every kind of animator, and many of them share common ground with general design, photography, acting, etc. principles. The project was prepared to help my students get to know, and everybody to understand, what the 12 rules of animation are about. As future (motion) designers, the students were not only to animate, many of them while learning the software, but first to research, tinker with possible visualizations of the rules using only basic shapes, to check communication of their ideas by storyboarding and to check the clarity of the movements they animated with the audience. The students were given a basic setup to begin and end with: a square in the center of square canvas. The square is divided to 7 specific geometric shapes. They are the pieces of ancient chinese game TANGRAM. The pieces were to be (possibly) multiplied and translated in all dimensions, to form and act so, to briefly and clearly present a specific rule of animation. Everyone drew 3 of 12 rules to work with throughout the semester. It was adviced to think of the coherence of one's animated trio. Tangram pieces, strict color theme (black, red and white only, no shades) provides a coherence of all the animations, as well as helps the students to focus on staging and motion direction, leaving the vast possibilities of visual design aside. The guidelines were designed by Olga Wroniewicz for The Animation Principles. Multimedia course. The course is obligatory for 1st year MA students, and is a part of Multimedia Studio's programme @ SNM PJATK, Warsaw.

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        • Overlapping

          00:02

          from Tadeu Cariello / Added

          12 Plays / / 0 Comments

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          • dynamic chain setup tool

            02:26

            from Riham Tolan / Added

            1,176 Plays / / 4 Comments

            This tool creates a dynamic chain in Maya using nHair. Maya versions: 2014 and above You can download here: http://www.rihamtolan.com/blog/2015/1/1/dynamicchainsetuptool-is-here Enjoy :)

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            • Let's Ride

              01:16

              from Skyler Klingenberg / Added

              210 Plays / / 2 Comments

              A hypnotic motorcycle ride in Bushwick, Brooklyn. Music by Semantic Noise https://soundcloud.com/semantic-noise

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              • Wild colt

                00:07

                from PetterC / Added

                108 Plays / / 0 Comments

                Quick animation test I did as an "overlapping" exercise with a wild colt from my culture. Music: fragment of the song "Llanero si soy llanero" / Cholo Valderrama / Santana. Colombia Animated on paper and pencil.

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                • Out of Control

                  00:54

                  from Indigo Halverson / Added

                  5 Plays / / 0 Comments

                  A video with overlapping images and a song edited through audacity to make it unrecognizable.

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                  • TP 08 - Overlapping - Distasio Julieta

                    00:19

                    from Julieta Distasio / Added

                    12 Plays / / 0 Comments

                    TP 08 Overlapping Cátedra: Animación Profesor: Santiago Bou Grasso Alumna: Julieta Distasio UNRN 2014

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                    • Artful Connections with Math: Polygon Stencil Watercolor Painting

                      10:31

                      from Armory Center for the Arts / Added

                      51 Plays / / 0 Comments

                      DOWNLOAD THIS LESSON PLAN: armoryarts.org/PS1 ABOUT THIS LESSON How can we combine and divide shapes to create new shapes? This lesson's goal is for students to use pattern blocks to create overlapping designs of repeated polygons. GRADE LEVEL: 2nd Grade ABOUT THIS VIDEO SERIES This video is brought to you as a free public service courtesy of a three year collaboration between Armory Center for the Arts and Pasadena Unified School District. Made possible by a grant from the US Department of Education with additional support from the Clarence E. Heller Charitable Foundation. Artful Connections with Math © has been formally evaluated by CRESST: The National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles. For more video lessons, or to learn more about professional development opportunities through Armory Center for the Arts, visit armoryarts.org/math. ABOUT ARTFUL CONNECTIONS WITH MATH © Artful Connections with Math harnesses the power of art to advance learning and achievement among struggling student populations. The arts open the door for learning in math, by helping to make abstract concepts more concrete, understandable, and approachable. The curriculum takes a hands-on, experiential learning approach that helps students appreciate the relevance of their math studies. Lessons are designed to engage and motivate all styles of learners, particularly visual and kinesthetic. The visual arts-math integrated lessons advance student understanding of grade level mathematics, in a way that enhances instruction and provides students with the building blocks for proficiency at higher grade levels. With the support of a U.S. Department of Education three year Professional Development for Arts Educators grant, Artful Connections with Math has been developed as a professional development model for the 2nd and 3rd grade levels. The program provides sustained, rigorous professional development training for multi-subject classroom teachers, instilling in them the skills and knowledge necessary to deliver standards-based visual arts-math integrated instruction to students attending high poverty schools, as well as providing key instructional materials and lessons to use in their classrooms. The curriculum has been designed by a seasoned team of Armory trained teaching artists and arts administrators, in partnership with the Pasadena Unified School District. Over the last three years, the Armory’s program has trained 60 classroom teachers and reached over 1,800 students in the PUSD. This visual arts-math integrated approach to instruction provides the classroom teacher with experience in developing more conceptual learning frameworks, emphasized as best practices by the Common Core Standards for Mathematics. Moreover, the lessons rigorously embody the California Visual Arts Standards to broaden in-school opportunities for meaningful and substantive visual arts instruction. Curriculum will include alignment with the National Core Arts Standards upon final adoption. In the coming years, several additional changes to the program will be made: development of curriculum for the 4th grade; alignment with the Common Core Standards for English Language Arts and Literacy standards; and the addition of a technology component supportive of ELA and visual arts instructional objectives. The technology component will employ a user-friendly app designed by Caltech Classroom Connections for iPads. The Armory’s plan is to take the redesigned program into Los Angeles Unified School District classrooms over the next four years. Over the last three years with the support of a USDOE grant, the program has been formally evaluated as a professional development model by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Each year of the program and informed by the evaluation, the Project Team has worked to increase the programs impact by fine-tuning lesson design and instruction. The resulting portfolios of standards-based lessons and accompanying instructional videos guide the classroom teacher through the lesson, and are being disseminated to the education community with the goal of bringing the power of art into classrooms across the nation.

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