Mariko Nihonyanagi - [email protected]/.../assignments/A8-NihonyanagiMariko.doc · Web viewAdobe Photoshop and Illustrator were ... *Microsoft office The student

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California State University Monterey Bay (CSUMB)School of Information Technology and Communication Design (iTCD) (BS)

Digital Animation Capstone Report:~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Non-narrative abstract animation:21st Century Art + Technology in Motion~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

By Mariko Nihonyanagi

For:~~~~~~~~~

CST 401 Capstone LabDr. Bude SuAdvisor: Pat Watson

May 28th, Spring 2010

Non-narrative abstract animation: May 7th, 201021st Century Art + Technology in Motion

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Table of Contents Pages

I. Abstract ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3

II. Executive Summary ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 4

III. Introduction/Project Description ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 5-9- Project Background _____________________________________________________ 5- Problem Description ___________________________________________________ 5-6- Target Audience _______________________________________________________ 6- Environmental Scan ___________________________________________________ 7-9

IV. Solution Description ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 10-11- Project Description ____________________________________________________ 10- Project Goals ________________________________________________________ 10- Why this Project’s a Solution ____________________________________________ 10- Other Possible Solutions _______________________________________________ 11- How this Project Differs from Other Similar Projects __________________________ 11

V. Methodology ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 12-19- Implementation ____________________________________________________ 12-14- Resources ________________________________________________________ 15-16- Expertise _________________________________________________________ 17-18- Risks _______________________________________________________________ 19

VI. Final Project Changes ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 20

VII. Deliverables ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 21- Project Deliverables List (With Descriptions) _______________________________ 21

o 3D Experimental Animation _______________________________________ 21o Capstone Website ______________________________________________ 21o Capstone Poster _______________________________________________ 21o Capstone Report _______________________________________________ 21

VIII. Budget ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 22-24IX. Timeline ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 25-28- Milestones ___________________________________________________________ 25- Timeline Fall 2009 ____________________________________________________ 26- Timeline Continued Spring 2010 _________________________________________ 27- Timeline Key _________________________________________________________ 28

X. Testing and Evaluation ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 29-30- Functional Testing ____________________________________________________ 29- Usability Testing and Evaluation _______________________________________ 29-30

XI. Collaboration Statement ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 31

XII. Final Documentation ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 32-40- Web Presentation ____________________________________________________ 32- Reference List _______________________________________________________ 32- Resume ____________________________________________________________ 32- Storyboards, Flowcharts, Diagrams and Charts ___________________________ 33-39


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- Copyright Permissions _________________________________________________ 40

XIII. Advisor Signoff Page ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 41


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I. Abstract

Historically the use of animation as an art and design form is relegated to a relatively

small niche, because non-commercial animation is too time-consuming and expensive

to pursue. The aesthetic exploration of 3D animation forms is confined to experimental

media programs that have minimal integration of essential design theory and aesthetic

values with non-narrative 3D. This project was created with this in mind, to appeal to

those who enjoy design and fine art. It is a short experimental 3D animation that

showcases a blend of art and visual design concepts with 3D technology. It is a non-

narrative animation based on the idea of abstract forms in space. The animation starts

with a filmed scene of the drawing of a simple grid based design. This morphs into 2D

vector shapes that are animated using After Effects. Using the 3D software Maya,

these shapes turn 3D and transform into an artistic rendering based on a short poem.


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II. Executive Summary

The final deliverable of this capstone is a short 3 minute abstract 3-Dimentional (3D)

animation. This digital animation demonstrates that despite the notion that animation is

mostly viewed as a means to a commercial end it can be seen as something worthy of

being an (fine) art and design form. It explores the potential of animation as a visual art.

All of the animation in this project follows the current visual design trend of being screen

based, meaning it is animated by definition, as screens display motion. Screen based

animation is based on new or currently accepted theories of graphic design and visual

art.

This animation starts out by demonstrating the student drawing simple geometric forms

based on design theory. The forms then morph to 2-Dimentions (2D). The final scene

is these forms transforming into a 3D abstract metaphorical animation representing a

chosen poem ("Dream," by Langston Hughes), and then the poem itself showing on the

screen.

The animation process started with a storyboard and animatic done by late fall 2009.

Live work was done by the end of February 2010. 2D work and models for the 3D work

were done by the end of April 2010. By the beginning of May 2010, all animation and

the first version were done, leaving the rest of the time until the final presentation to

make revisions and work on the final presentation. This process took between 150 to

200 hours. After Effects was used for compositing and Maya for 3D work. Adobe

Photoshop and Illustrator were used for 2D work. Live action was filmed using the ITCD

department camera.

The list price for the software and hardware needed for this project is approximately

$12,223.73. The student already has all these products or used the university’s

computer labs. The student also took measures to ensure that all files were backed up

on an external hard drive, so that no work was lost. The final presentation and

deliverables include the final high definition 3D composite animation as a QuickTime

movie on a CD. There are also summaries of the project in report, website, and poster

form.


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III. Introduction/Project Description

Project BackgroundAnimation has been transformed in the last ten years into a multimedia industry. The

approximately hundred-year-old industry has been digitized. The commercial viability of

animation has grown, becoming ubiquitous in our daily lives. Faster and more powerful

computers, and the more ready availability of animation and art software make it

possible for us to see animation everywhere from our cell phones to electronic

billboards. (Buchan, Hertz, & Manovich, 2007, p. 18) Hollywood has made dozens of

3D animated moves in the last 15 years, starting with Pixar’s Toy Story (1995); and 3D

video games, Special FX, and motion graphics for advertising have made billions of

dollars. With compositing software like After Effects, animation has become a hybrid of

live action, graphics, still photography, animation, 3D animation, and typography

(Buchan, Hertz, & Manovich, 2007, p. 36). The public now views this type of animation

as a means to a commercial end. Experimental animators, or those whose animations

are not based in advertising and propaganda, story-telling and entertainment, have also

begun to embrace this composite form of animation as well. This experimental

animation has historically been relegated to a small niche, as animation for the sake of

animation is expensive and time consuming. Experimental animation is animation that

begins in the heart of the medium. “The discoveries made by the experimentalists are

therefore of constant use to the professional animator because they reveal both in their

success and their failure what the medium is capable or incapable of accomplishing.”

(Halas & Manvell, 1959)

Problem DescriptionAs animation has become more of a legitimate art form, with museums like the San

Diego Museum of Art presenting the Animated Painting series, one can see more and

more how artists are trying to push the limits of technique and technology (Buchan,

Hertz, & Manovich, 2007). However, this animation as an art and design form (as

compared to as an entertainment medium) has only just begun to be explored. With the

recent success of 3D in the commercial world (e.g. Toy Story (1995), Shrek (2001)) and

ease of access to 3D software like Maya, the addition of more 3D focused experimental

animation would need to be added to the field. Animations, such as these, while not as


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high budget as a Hollywood blockbuster, have their own place in the continuing

evolution and exploration of the technical and creative limitations of 3D animation as a

design form, as well as in inspiring those 3D artists and animators in their art.

Animation, as a creative design and art form, has not truly reached its potential. What

happens now in the realms of 3D experimental animation will pave the way for the

future of animation as an art form. Digital animation has the potential to become a

mainstream art form that will be accepted by art venues around the world. (This project

focused on revealing this potential in digital animation.)

Target AudienceThis experimental 3D animation project is targeted at art connoisseurs, especially those

interested and/or educated in modern art. These could include art college graduates,

other artists, 3D animators, and those that like to visit art museums. A second target

audience would be potential employers, such as animation studios that would be

interested in hiring someone that can pull off a unique project in this venue. In this vein,

such a project would also appeal to potential clients that may want to contract a project

that is of a similar nature.


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Environmental ScanProject 1: Molson "Party Ready Bottle"

Author: Cossette

Year: 2009

Duration: 0:46

Source: http://www.mat0.net/work/projects/molson.html, QuickTime video

(http://www.mat0.net/work/img/projects/molson/molson_tv.mov)

This short advertisement is not an experimental animation, yet it features an interesting

use of abstract 3D models and motion that is similar to what an experimental animator

might use. This abstract quality and use of 3D is similar to what the CSUMB capstone

is like. The difference is that it is not an advertisement.

Project 2: "Hypervibes"

Author: Dae In Chung

Year: 2008

Duration: 3:00

Source: CalArts School of Film/Video: Experimental Animation: Showcase 2008

(http://fv.calarts.edu/main/streaming/2008/expanim.html)

This short experimental animation was done by a student at CalArts School of

Film/Video for their 2008 Showcase. It features a combination of 3D and 2D animation

set to music. The animation itself is a study of design and motion that corresponds to

the music. The animation uses shades of grey with some color and some simple

geometric shapes and lines. The CSUMB project is in a similar vein with the use of

motion, but the 3D models are more complex than plain geometric shapes.

Project 3: Animusic: "Pipe Dream”

Author: Animusic

Year: 2004

Duration: 3:30

Source: Google videos

(http://video.google.com/videoplay?docid=-5503582578132361295),

http://www.animusic.com/index.shtml


http://www.animusic.com/index.shtml

http://video.google.com/videoplay?docid=-5503582578132361295

http://video.google.com/videoplay?docid=-5503582578132361295

http://fv.calarts.edu/main/streaming/2008/expanim.html


http://www.mat0.net/work/img/projects/molson/molson_tv.mov

http://www.mat0.net/work/projects/molson.html

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This professional piece of 3D experimental animation features synthesized music and

corresponding 3D instruments. The animation then goes on to show many 3D balls

accurately playing each instrument in synch with the music. The elements of the 3D

instruments are automatically generated with a proprietary software called ANIMUSIC|

studio. While the CSUMB capstone project does not feature such experimental use of

3D software, it is similar in the uniqueness of the motion and abstract nature of the 3D

models featured within the animation.

Project 4: "STUDY NO. 9"

Author: W.S. Cheng

Year: 2004

Duration: 2:45

Source: CalArts School of Film/Video: Experimental Animation: Showcase 2004

(http://fv.calarts.edu/main/streaming/2004/expanim.html)

This short experimental animation was done by a student at CalArts School of

Film/Video for their 2004 Showcase. This simple looking animation uses the very plain

concept of taking a series of grey squares on black and moving them in sync to a piece

of music. This demonstrates, is in its simplest form, a sort of study of motion and

design similar to what the 3D experimental animation capstone achieves, though it uses

more varied and complex shapes to emphasize their 3D nature.

Project 5: "World Builder"

Author: Bruce Branit

Year: 2009

Duration: 9:15

Source: Vimeo (http://www.vimeo.com/3365942),

YouTube (http://www.youtube.com/watch?v=VzFpg271sm8),

Facebook (http://www.facebook.com/pages/World-Builder/73936485659)

This short film, produced mostly by Bruce Branit of Branit VFX studio in Kansas City, is

a combination of live action green screened with a 3D world. It took 2 years to make

this 3D world; yet the plot is simple and the dialogue minimal. It is not necessarily an

example of experimental animation, as it is more a combination of short film and


http://www.facebook.com/pages/World-Builder/73936485659

http://www.facebook.com/pages/World-Builder/73936485659

http://www.youtube.com/watch?v=VzFpg271sm8

http://www.youtube.com/watch?v=VzFpg271sm8

http://www.vimeo.com/3365942

http://www.vimeo.com/3365942



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experimental 3D concepts. This is also not like a college project, as it was done by a

professional studio, and took one more year than most CSUMB capstones take. The

work however, does provide neat insight into the inner workings of how 3D models are

made, and is a poignant and memorable addition to the 3D world. The CSUMB

capstone may not be as technically complex, but it has a similar epic (and technically

exploratory) nature. Another difference is that this 3D experimental animation capstone

does not include much live-action. It is less scripted and photorealistic, and more

focused on abstract shape and design.


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IV. Solution Description

Project DescriptionThis experimental 3D animation project is a short non-narrative animation based on the

idea of abstract forms in space. It is an, approximately 3 minute, 3D focused animation

that integrates the technical demands of 3D animation with design and art aesthetics.

This animation is set to a sound track, and includes other elements such as live action,

2D computer elements and special effects; but it is mostly 3D in nature. It has a focus

‘character’, but neither this nor its environment is based in reality. Instead, it is a

fantasy world animation based on the idea of abstract forms and design moving in

space. These forms slowly transform into a more brightly colored world based on a

poem, to create a metaphorical landscape that matches the poem. Using a unique

artistic view of the world, an experimental design based animation was made that could

only be done using the medium of the computer and 3D technology.

Project GoalsThe goal of this project was to create a short animation based upon the abstract models

(e.g. fantasy flowers and forests) previously designed by the student for a past

animation class. The beginning of the animation starts with the student drawing a

simple grid based design that morphs into 2D vector shapes. The ending has these

shapes turn 3D and then transform into an artistic rendering based on a short poem.

For further details on this process see the Usability Testing and Evaluation sub section.

Why this Project’s a SolutionThis project adds another unique piece of 3D work to the animation catalogue of

experimental animations, therefore expanding the understanding of the technical and

artistic capabilities of those interested in 3D animation and techniques. This project

helps make the public more aware of animation as an art form, and get them more

accepting of the idea of digital animation as an art and design form, not just a

commercial vehicle.


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Other Possible SolutionsThere are many ways that the experimental animation could have gone besides being

based in 3D, and many new or unique ways of combining techniques that could

contribute to the art form. A non-digital way of doing this is to focus on traditional forms

of animation such as painting cells for animation or more uncommon ones such as clay

animation. This experimental animation’s focus could also have been on live action and

effects, or 2D computer animations and abstractions. All of these would have been

valid alternates to a 3D experimental animation, and would have served to add to the

library of animation techniques and animated artistic expression.

How this Project Differs from Other Similar ProjectsThere are other 3D experimental animations, but this one is a unique form of artistic

expression, as no two pieces of art can be exactly the same. This project is solely the

student’s vision, as compared to another experimental animation that uses 3D, such as

the Animusic: "Pipe Dream," mentioned in the Environmental Scan section of this

proposal. Besides being created by a production team, "Pipe Dream" also uses

proprietary software that helps to generate animations to MIDI music, whereas the

student edited music to fit to her animation. This project also differs from other projects,

as its focus is to advance the idea of digital animation as an art form, while other

projects may have a different focus, such as to tell a political message.


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V. Methodology

Implementation1) The first part of this capstone was to take the necessary classes to learn the

basics of 3D animation and production. This, and the other necessary skills are

further detailed in the Expertise section of this proposal.

2) While planning this project, research of similar 3D projects, such as those in the

Environmental Scan section, was done for inspiration and analysis. Advice was

given by the people mentioned in the Resources section of this report.

3) All supplies mentioned in the Resources section of this proposal were then

obtained for use and brought when necessary.

4) The implantation of this experimental 3D animation was as follows.

a. The basic experimental animation idea was developed.

b. Storyboards and then concept art were created by a combination of hand

drawings, scanning, and using image programs such as Adobe Illustrator

and Photoshop. For further information see the Storyboards, Flowcharts,

Diagrams and Charts section in the Final Documentation.

c. 3D models for the set, scene blocking, and the animation focus or

character were done. These models were created with the software

Maya, and the 2D models were created with the software Adobe After

Effects. A short scene of live action footage was shot with a digital

camera. Then 2D, live action work, and 3D renderings were composited

into a single animation in After Effects.

i. Model texturing was done in Maya and the 2D program Photoshop.

ii. Lighting and shadows were also done in Maya.

d. Sound/music was found in public domain and edited using the software

GarageBand. For further information see the Copyright Permissions

section.

e. Animation of models and scenes were done as follows.


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i. Key and in-between frame creation (as extrapolated during

rendering) was done.

ii. Scene blocking was implemented.

iii. Rigs and deformers were created and used for model movement.

iv. Shots were edited by creating cameras in Maya. Also, the

programs After Effects and QuickTime were used for editing and

special effects.

f. The animation was rendered in the school’s Maya computer lab to speed

up rendering time.

g. Postproduction was added, including the sound track.

h. The animation was transferred to a format appropriate for digital projection

(.mov format).

5) Communicated with advisors, teachers and others (in the field) as project

progressed.

6) Papers and other required materials for capstone were prepared as listed below.

a. Final capstone report

b. Capstone website

i. Has a short description of project,

ii. Links to a digital copy of the 3D experimental animation,

iii. Links to the CST 401 website, which links to the final deliverables.

c. Capstone poster that advertises student’s capstone

d. ITCD website

i. Has a description of all required ILP classes taken for the major.

ii. Has a link to a deliverable completed for each class.

e. Other capstone forms


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7) Final presentation of project was created.

a. It included the following.

i. Power Point presentation describing final deliverable.

ii. Short QuickTime movie clip of the best parts of animation.

b. Presentation for final project was rehearsed.

8) Final project is presented.


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ResourcesPersonnelThe following people provided help on this project.

The main advisor of this project is the digital animation capstone advisor Pat Watson.

He is knowledgeable about the concepts of animation and design, as well as the 3D

software Maya. He also has knowledge of the other multimedia software that was used

in this project.

The advisor in charge of the administrative procedures behind the capstone is Dr. Bude

Su. She helps keep the students on schedule to complete their capstones in the given

timeframe. She also helps with the capstone presentations and reports.

Another teacher that is knowledgeable about the subject of film and animation is Robert

Polich. He is part of the film department (Teledramatic Arts and Technology). He has

knowledge of Maya, and especially of Adobe After Effects; which has been helpful with

this project.

Other resources for this project included other Digital Animation or technology students.

Supplies, Space, Etc. Status

*Computer and mouse The student’s Mac laptop and 3 button mouse with the requisite software were used for this project.

*Imaging editing software The student’s copy of Photoshop was used.

*Microsoft office The student has Word and PowerPoint, whichwere used for capstone presentations, reports,and taking notes for animation planning.

*3D animation software The student used Maya at the school’s lab.

*Pen tablet The student owns one.

*Movie making software/hardware The student has Audacity and GarageBand for music editing. The student borrowed a camera for filming, and used Adobe After Effects at the school lab for editing.

*Pen, pencils, paper, scissors, etc. The student has these supplies which wereused for creating storyboards, concept

art and


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etc.*Scanner The student used this to scan drawings for the

project into the computer.

*External hard drive The student has 2, 1TB, external hard drives that were used to store backups of the large files that were rendered during the project.

*School computer labs The school lab was utilized, as it has multiple copies of Maya, which sped up rendering. The student also used the school’s licenses of Adobe After Effects to edit and composite the project.

*Research Research for similar projects was done on the Internet and at the school library. There was also research done on the Internet for instructional material for 3D or other software.


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ExpertiseThe student has adequate knowledge of all the software mentioned in the Resources

section of this proposal. This knowledge comes from the classes mentioned bellow.

Class Purpose for ClassCST 300 + LMajor ProSeminar

This class introduced the major, and gave a short

overview of what a capstone project is like.

CST 328Digital Art and Design

CST 428Digital Art Workshop

CST 201 + LMedia Tools

These classes taught digital art tools, such as

Illustrator, and the basics of digital design, art, and

animation. These design concepts were used for

the final project.

VPA 310Mixed Media Drawing

VPA 315Life Drawing

High school art classes

These were essential classes, as they have helped

with the student’s artistic skills that were necessary

for creating the 3D experimental animation.

CST 231 + LProblem Solving and Programming With C++

CST 338Software Design

CST 337Computing Architectures & Environments

These classes have helped with basic

programming, and understanding more of the

mechanics behind the programs and computers if a

technical problem came up. This was helpful for

making the capstone website(s).

CST 101Technology Tools

CST 211Technical Communications

CST 212Technical Presentations

These classes taught presentation and report skills.

This helped with presenting the capstone and

creating capstone reports and presentations. CST

101 also taught simple html skills. This was helpful

in making the capstone website.

TAT 337 + LVideo Productions

This class taught the production process behind

making an animated film. It taught camera

operation, lighting, audio, and editing. These skills

were used when creating the project.


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CST 400Senior Capstone Project Planning

CST 496 A & BCapstone Directed Advising

CST 401Capstone Lab

These classes are for creating the capstone and

getting advisement on it.

TAT 421Motion Graphics

TAT 423Art of Compositing

The student took these classes to learn more about

After Effects. This knowledge was helpful when

After Effects was used for editing and effects.

CST 3053D Modeling & Animation

CST 405Animation Workshop

These are the quintessential classes that taught the

student how to use the Maya animation software

necessary to complete the capstone.

As shown in the chart above, the main skill of using the Maya software was acquired in

the 3D classes (pink row) taught by Pat Watson. Taking TAT 421 and 423 with Robert

Polich also helped the student to become more skilled in After Effects. The student’s

artistic and design skills have also been honed in art and design classes taken in high

school and at CSUMB.

All of the skills mentioned above were used to help create this 3D experimental

animation.


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RisksOne problem that could have delayed this project was loss or corruption of animation

files during rendering because of large size or scenes that are too complex. Working

with After Effects could have also been problematic in terms of rendering. This happens

because the computers don’t have enough memory (RAM) to render the animation.

These problems were avoided by making sure the complexity of the scenes to be

rendered didn’t overtax the computer’s memory. There were also no problems with the

original files. Backup copies of each version were kept on an external hard drive for this

reason, but fortunately they were not needed to replace any missing or corrupt files.

Other technical problems with Maya were also avoided despite the massive scope of

the software. Neither were any problems encountered beyond the student’s and

advisor’s ability to fix them, nor was any work lost. Older versions of the work were

kept, but were not needed for fixing technical problems.


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VI. Final Project Changes

There were a few minor differences in the implementation of this project from the plan in

the Methodology section of the capstone proposal. These include such minor things as

not using the pen tablet as much as predicted, using Adobe After Effects instead of

Adobe Illustrator and Photoshop for creating 2D models, not needing Maya fur, particle

generation or expressions, using GarageBand to edit the score instead of creating an

original one with it, and (mostly) using the computer lab’s copies of Maya instead of the

student’s.

Another change that was more moderate was the extension of the production process

by a couple of weeks to a month, as the student found that the project was not quite

finished.

The biggest change is the student was not able to get the project shown at the The

National Steinbeck Center. The student hopes that she will be able to find the

opportunity to show her final piece at such a venue sometime within the next year.


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VII. Deliverables

Project Deliverables ListAll the following deliverables are included as an electronic version on a DVD.

- 3D Experimental AnimationThe final animation is about 3 minutes long. It is in a resolution of at least

HDTV 720p (1080p for the poster session). It is in a compressed

QuickTime .mov format. The bulk of the animation is made with the 3D

software Maya, as it is which is taught at CSUMB.

- Capstone WebsiteThe website is made with simple html. It is posted on the CSUMB server

at http://itcdland.csumb.edu/~mnihonyanagi/capstone/index.html. The

website includes a short description of the project, link to a digital copy of

the 3D experimental animation and final capstone report, through a link to

the CST 401 class website (and section for the student’s resume).

- Capstone PosterThis poster advertises the student’s 3D experimental animation for the

capstone festival in May 2010. It is a large, 3' by 2', printed and mounted

poster, created with the software Adobe Photoshop and Illustrator. It

features images from the final project, as well as a description of the

project.

- Capstone ReportThis report is a written document that details the process of creating the

capstone project. This includes any preproduction materials, such as

storyboards, concept art, and written descriptions of the 3D experimental

animation. There is a hardcopy of this report.


http://itcdland.csumb.edu/~mnihonyanagi/capstone/index.html

VIII. Budget

Item Quantity Actual Cost Theoretical Cost

Specifics of Actual Item Used for Project Price Paid PriceWill Pay

Software

Adobe Photoshop CS4 ExtendedStudent used Photoshop CS3 on her personal computer, which came with the Adobe Creative Suite 3 Design Standard.

1 $453.98 $0.00 $999.00

Adobe After Effects CS4 Pro Student used After Effects in the CSUMB lab. 1 $0.00 $0.00 $999.00Autodesk Education Suite for Entertainment Creation 2010(Includes Maya)

Student used Maya 2008 in the CSUMB lab. 1 $349.98 $0.00 $4,995.00

Audacity 1 $0.00 $0.00 $0.00Microsoft Office Project 2007 Standard Student used Microsoft Office 2004 for Mac. 1 $149.95 $0.00 $599.00

HardwareMac Computer Mac PowerBook G4 1 $2,961 $0.00 $3,556

3 Button Mouse Logitech V270 Cordless Optical Notebook Mouse for Bluetooth 1 $49.99 $0.00 $49.99

Pen Tablet 12" x 10" VizTablet 1 $99.98 $0.00 $129.00Printer-Scanner-Copier Canon Pixma MP760 1 $249.00 $0.00 $249.001 TB External Hard Drive Western Digital My Book Essential Edition 1 $239.01 $0.00 $247.761 TB External Hard Drive SimpleTech [re]drive 1 $89.99 $0.00 $99.99Video Camera ITCD department digital camera 1 $0.00 $0.00 $299.99

Totals $4,642.88 $0.00 $12,223.73

Table ContinuedItem NotesSoftwareAdobe Photoshop CS4 Extended Pricing from receipt & http://www.adobe.com/products/photoshop/photoshopextended/ (CS5 now sold)Adobe After Effects CS4 Pro Pricing from http://www.adobe.com/products/aftereffects/ (CS5 price, CS4 no longer sold)Autodesk Education Suite for Entertainment Creation 2010(Includes Maya)

Pricing from http://www.journeyed.com/item/Autodesk/Education+Suite+for+Entertainment+Creation/100965793 (Student’s version no longer works)

Audacity This audio software is free.Microsoft Office Project 2007 Standard Pricing from receipt & http://www.journeyed.com/item/Microsoft/Project/99471723

HardwareMac Computer Pricing from receipt.3 Button Mouse Pricing from http://www.newworldvideodirect.com/productdetail.asp?ProductID=2300Pen Tablet Pricing from http://www.journeyed.com/item/VisTablet+Systems/VisTablet/95769576Printer-Scanner-Copier Pricing from receipt.1 TB External Hard Drive Pricing from receipt.1 TB External Hard Drive Pricing from box label & receipt.

Video Camera

Pricing fromhttp://www.bestbuy.com/site/Sony+-+Handycam+DVD+Camcorder+with+2.7%22+Wide+Touch+Panel+LCD+-+Black/9178061.p?id=1218046366905&skuId=9178061

http://www.bestbuy.com/site/Sony+-+Handycam+DVD+Camcorder+with+2.7%22+Wide+Touch+Panel+LCD+-+Black/9178061.p?id=1218046366905&skuId=9178061



http://www.journeyed.com/item/VisTablet+Systems/VisTablet/95769576

http://www.newworldvideodirect.com/productdetail.asp?ProductID=2300

http://www.journeyed.com/item/Microsoft/Project/99471723

http://www.journeyed.com/item/Autodesk/Education+Suite+for+Entertainment+Creation/100965793

http://www.journeyed.com/item/Autodesk/Education+Suite+for+Entertainment+Creation/100965793

http://www.adobe.com/products/aftereffects/

http://www.adobe.com/products/photoshop/photoshopextended/

The project cost $0.00 for the student, as seen in the Price Will Pay column, as she

already owns most of the items or used the software at the CSUMB computer lab.

The Adobe and Autodesk software were chosen because they are the industry

standards (according to capstone advisor Pat Watson). Microsoft is also a standard.

The external hard drives were needed because rendering this 3D animation quickly took

up many gigabytes. (Any high capacity ones work.) The scanner was used so hand

drawn concept art and storyboards could be made digital. The 3-button mouse was

needed for Maya, and the pen tablet for working in Photoshop.

Advisor Pat Watson feels that this project is not one whose labor can be measured, as it

is experimental design and not for commercial purposes, however he stated a gallery

piece like this would generally be in limited reproduction of about 50 DVD copies that

would sell for about $5,000 each, or a total of $250,000.

IX. TimelineMilestones

Task Task Description Start Finish DaysAnimation1 Preproduction 9-17-09 4-2-10 198

1a Research Other Design Based Animations 9-17-09 1-25-10 1311b Develop/Write Basic Experimental Animation Idea 10-12-09 10-24-09 131c Create Storyboards 11-30-09 12-3-09 41d Create Concept Art of Models 11-30-09 12-9-09 91e Find/Create Sound/Music 3-19-10 4-2-10 15

2 Production 12-11-09 5-7-10 148

2a Create 3D (2D) Models for Sets/Scenes & Animation Focus, Film 12-11-09 4-2-10 113

i Texture Models/Scene 12-11-09 4-2-10 113ii Light Models/Scene 12-18-09 4-2-10 106iii Shade Models/Scene 12-18-09 4-2-10 106

2b Animate/Composite Models/Scenes 12-11-09 5-7-10 148i Block Scene/Animation 12-11-09 5-7-10 148ii Edit to Sync Sound to Animation 3-9-10 5-7-10 60iii Key and In-Between Frame Creation 3-9-10 5-7-10 60iv Create Model Rigs/Deformers/Expressions 3-9-10 5-7-10 60v Create Maya Cameras for Editing Shots 3-27-10 5-7-10 42

3 Postproduction 3-27-10 5-20-10 553a Test Renders of Animation and Revisions 3-27-10 5-14-10 49

i Test Rendering 3-27-10 5-14-10 49ii Compositing Test Render[s] 3-27-10 5-14-10 49iii Final Editing of Sound etc. 3-27-10 5-14-10 49

3b Final Production 5-15-10 5-20-10 6

i Final Rendering & Compositing of High Definition Animation 5-15-10 5-20-10 6

ii Create Compressed Version of Animation 5-15-10 5-20-10 6iii Put on Final CD & Animation Website 5-15-10 5-20-10 6iv Show at The National Steinbeck Center m-d-yy m-d-yy --

Other1 Capstone Proposal 9-17-09 12-11-09 86

1a Capstone Proposal 9-17-09 12-11-09 861b Basic Idea Uses Work From 2 Previous 3D Classes* 8-25-08 5-8-09 257

2 ITCD ILP Portfolio Site* 8-27-07 12-4-09 8313 Final Capstone Presentation & Report 1-25-10 5-21-10 117

3a Final Capstone Report 1-25-10 5-21-10 1173b Create Animation Website 3-27-10 5-20-10 553c Create Animation Poster 4-17-10 5-14-10 283d Create Final Capstone Presentation 4-17-10 5-20-10 343e Practice Presenting Final Capstone Presentation 5-7-10 5-20-10 143f Present Final Project 5-21-10 5-21-10 1

# Of Tasks 38 Total Days** [Dark Pink] 541*Most work done in previous years, not included in Total. **Total includes days that overlap, actually 2 semesters.

Timeline Fall 2009

Task Description Start Finish HoursAug 09 September 2009 October 2009 November 2009 December 200921 28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25

Basic Idea Uses Work From 2 Previous 3D Classes 8-25-08 5-8-09 300

Capstone Proposal 9-17-09 12-11-09 60Research Other Design Based Animations 9-17-09 1-25-10 21ITCD ILP Portfolio Site 8-27-07 12-4-09 45Develop/Write Basic Experimental Animation Idea 10-12-09 10-24-09 4

Create Storyboards 11-30-09 12-3-09 7Create Concept Art of Models 11-30-09 12-9-09 11Find/Create Sound/Music 3-19-10 4-2-10 11Create 3D (2D) Models for Scenes & Animation Focus, Film 12-11-09 4-2-10 31

Texture Models/Scene 12-11-09 4-2-10 6Light Models/Scene 12-18-09 4-2-10 3Shade Models/Scene 12-18-09 4-2-10 2

Final Capstone Report 1-25-10 5-21-10 40.5Animate/Composite Models/Scenes 12-11-09 5-7-10 73

Block Scene/Animation 12-11-09 5-7-10 5Edit to Sync Sound to Animation 3-9-10 5-7-10 9Key and In-Between Frame Creation 3-9-10 5-7-10 50Create Model Rigs/Deformers/Expressions 3-9-10 5-7-10 6Create Maya Cameras for Editing Shots 3-27-10 5-7-10 3

Test Renders of Animation and Revisions 3-27-10 5-14-10 20Test Rendering 3-27-10 5-14-10 10Compositing Test Render[s] 3-27-10 5-14-10 5Final Editing of Sound etc. 3-27-10 5-14-10 5

Create Animation Website 3-27-10 5-20-10 5Create Animation Poster 4-17-10 5-14-10 15.75Final Production 5-15-10 5-20-10 4.5

Final Rendering & Compositing of High Definition Animation 5-15-10 5-20-10 2

Create Compressed Version of Animation 5-15-10 5-20-10 0.5Create Final Capstone Presentation 4-17-10 5-20-10 13.5Practice Presenting Final Capstone Presentation 5-7-10 5-20-10 3

Put on Final CD & Animation Website 5-15-10 5-20-10 2Show at The National Steinbeck Center m-d-yy m-d-yy --

Present Final Project 5-21-10 5-21-10 2Total Hours* 378.3 *Total Hours does not include grey rows.

Timeline Continued Spring 2010

Task Description Start Finish Hours January 2009 February '09 March 2009 April 2009 May 20091 8 15 22 29 5 12 19 26 5 12 19 26 2 9 16 23 30 7 14 21 28

Basic Idea Uses Work From 2 Previous 3D Classes 8-25-08 5-8-09 300

Capstone Proposal 9-17-09 12-11-09 60Research Other Design Based Animations 9-17-09 1-25-10 21ITCD ILP Portfolio Site 8-27-07 12-4-09 45Develop/Write Basic Experimental Animation Idea 10-12-09 10-24-09 4

Create Storyboards 11-30-09 12-3-09 7Create Concept Art of Models 11-30-09 12-9-09 11Find/Create Sound/Music 3-19-10 4-2-10 11Create 3D (3D) Models for Scenes & Animation Focus, Film 12-11-09 4-2-10 31

Texture Models/Scene 12-11-09 4-2-10 6Light Models/Scene 12-18-09 4-2-10 3Shade Models/Scene 12-18-09 4-2-10 2

Final Capstone Report 1-25-10 5-21-10 40.5Animate/Composite Models/Scenes 12-11-09 5-7-10 73

Block Scene/Animation 12-11-09 5-7-10 5Edit to Sync Sound to Animation 3-9-10 5-7-10 9Key and In-Between Frame Creation 3-9-10 5-7-10 50Create Model Rigs/Deformers/Expressions 3-9-10 5-7-10 6Create Maya Cameras for Editing Shots 3-27-10 5-7-10 3

Test Renders of Animation and Revisions 3-27-10 5-14-10 20Test Rendering 3-27-10 5-14-10 10Compositing Test Render[s] 3-27-10 5-14-10 5Final Editing of Sound etc. 3-27-10 5-14-10 5

Create Animation Website 3-27-10 5-20-10 5Create Animation Poster 4-17-10 5-14-10 15.75Final Production 5-15-10 5-20-10 4.5

Final Rendering & Compositing of High Definition Animation 5-15-10 5-20-10 2

Create Compressed Version of Animation 5-15-10 5-20-10 0.5Create Final Capstone Presentation 4-17-10 5-20-10 13.5Practice Presenting Final Capstone Presentation 5-7-10 5-20-10 3

Put on Final CD & Animation Website 5-15-10 5-20-10 2Show at The National Steinbeck Center m-d-yy m-d-yy --

Present Final Project 5-21-10 5-21-10 2Total Hours* 378.3 *Total Hours does not include grey rows.

Timeline KeySections Symbol Sections SymbolAnimation Other

Preproduction Capstone Proposal

Production ITCD ILP Portfolio Site

Postproduction Final Capstone Presentation & Report

X. Testing and Evaluation

Functional TestingFunctional testing was done by the student during each stage of production, starting

with model creation. The student did test renders as each model was created to see if

textures mapped correctly over the models. There were more test renders as models

and lights were put into the scene. Lighting also involved test renders, as this was the

most effective way to see if the lights and shadows were correct. All these test renders

allowed the student to fix problems with lighting levels (the floor was overblown and the

rest not bright enough), textures (to get it tilled right and with the right transparency),

and shadows (they weren’t showing up at first). Problems with lighting were fixed by

adding more lights and linking them only to specific objects, and adjusting their intensity.

Problems with texturing were fixed by editing them in Photoshop and remapping their

UVs, or adjusting their settings. Problems with shading were fixed by adjusting their

settings and changing shadow types. There were also low quality play blasts done of

animation sequences to see that they were animating smoothly.

After the scenes had been set up and animated, each frame was rendered and

composted into a complete animation. Each time this was done the versions were

tested for smoothness of movement, music synchronization, and proper animation,

lighting, texturing, and shadows. As versions were created, the student did add,

change, or delete any parts that didn’t feel right based on her design and artistic

sensibilities, such as changing the entire 2D animation section.

The final QuickTime file was done in high quality and burned onto a CD/DVD and tested

on various Macs and PCs, especially the student’s laptop and final presentation

projector. This testing helped the student immensely, as she forgot to render sound a

few times and had to re-render the animation composite.

Usability Testing and EvaluationThis project does not have any formal usability testing, as an experimental 3D animation

is not necessarily about being marketable. The project was however based on the

following guidelines from capstone advisor Pat Watson.


1. The animation starts with a filmed scene of the student drawing a simple gird

based design on a piece of paper.

2. The filmed shapes then gradually turn into 2D vector art using Adobe After

Effects.

3. They come off of the page, and the camera follows the design based

animation they create.

4. The 2D shapes then gradually revert to a simple design that morphs to 3D.

5. The 3D shapes then start off by showcasing design with motion and

placement based on the original design.

6. The design then starts to transform into more abstract forms and motion

becomes more complex.

7. As a rhythm starts to build, the design then gradually becomes more complex

and fanciful.

8. The piece then starts to change mood and turn into a metaphorical landscape

that matches a poem.

9. Finally, the poem ("Dreams" Langston Huges) that inspired the metaphorical

end of the 3D animation shows up on the screen.


XI. Collaboration Statement

The student greatly appreciates the help and encouragement of advisor Patrick Watson.

He has helped with the technical aspects of Maya as well as given design and artistic

advice. The student also thanks fellow animation students for feedback on her work

and her family for support during the final presentation. The student thanks advisor

Bude Su for support, advice, and instructions on all presentations and reports related to

this capstone project and her fellow capstone presenters for sharing their projects’ goals

and trials as they worked to complete their penultimate achievements.


XII. Final Documentation

Web PresentationThis project can be found online at


Reference ListBuchan, S., Hertz, B-S., & Manovich, L. (2007). Animated Painting. San Diego, CA: San

Diego Museum of Art.

Halas, J., & Manvell, R. (1959). Chapter 15: Experimental, avant-garde and art films. The Technique of Film Animation. Retrieved November 29, 2009, from http://mypage.direct.ca/w/writer/FAA.html#Halas

ResumeTo be completed later.


http://mypage.direct.ca/w/writer/FAA.html#Halas


QuickTime™ and a decompressor

are needed to see this picture.

Storyboards, Flowcharts, Diagrams and Charts














Copyright PermissionsAll music in the animation is in public domain, see About page from website:

http://www.musopen.com/about.php.

The music was retrieved from Musopen! and clips edited together in GarageBand.

Dunn, A., Holland, A., & Schirtzinger, J. (2010). Browse music. Musopen! Retrieved Spring, 2010, from http://www.musopen.com/music.php


http://www.musopen.com/music.php

http://www.musopen.com/music.php

http://www.musopen.com/about.php

http://www.musopen.com/about.php

XIII. Advisor Signoff Page


Documents

Mariko Nihonyanagi - [email protected]/.../assignments/A8-NihonyanagiMariko.doc · Web viewAdobe Photoshop and Illustrator were ... *Microsoft office The student