HAMMONTON PUBLIC SCHOOLS by mikeholy

VIEWS: 4 PAGES: 33

									                            HAMMONTON PUBLIC SCHOOLS
                                 CURRICULUM PROJECT
                        Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Animation Program Basics – the Maya User Interface

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will familiarize students with Maya as a program and it basic animation tools; viewport
navigation and basic commands will be addressed, along with mesh types and capacity for
manipulation in 3D space.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS

2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI): Standard 1.3 - All students will synthesize skills, media, methods, and
technologies that are appropriate to creating, performing, and/or presenting works of art in
dance, music, theatre, and visual art. (1.3.12.D.1; 1.3.12.D.2)



Unit Essential Questions:
 How does the Maya UI work?
 What are the basic tools to animate in 3D space?



Unit Enduring Understandings:
 Viewport navigation and basic commands
 Keyframe animation basics
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to navigate Maya and understand the basic commands and menus
required to create effective animations.


                          STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: “Bouncing ball” animation
Formative Assessments: Viewport navigation exercises (search interior scene); graph
editor exercise (slow in/slow out)
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work


                           STAGE THREE: THE LEARNING PLAN
                     Sequence of teaching and learning experiences

            Unit Resources: Online Tutorials (www.thegnomonworkshop.com)

                      Lesson                                  Timeframe
                 The Maya UI                                     5 days
(camera views, manipulators, scene organization)

             Basic Animation Principles                          5 days
       (keyframing, graph editor, playblasting)

Instructional Guidelines: Aligning Learning Activities
                                           WHERETO
       Where is the unit headed?
       Hook the learner with engaging work.
       Equip for understanding, experience and explore the big ideas.
       Rethink opinions, revise ideas and work.
       Evaluate your work and adjust as needed.
       Tailor the work to reflect individual needs, interests, and styles.
       Organize the work flow to maximize in-depth understanding and success at
        the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 2: Animation Essentials – Attributes, paths, and set driven keys

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will introduce students to some of the key components in animating objects using the
Maya tool set; parent/child relationships, the attribute editor, locators, motion paths, and set
driven keys will be introduced.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS

2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI): Standard 1.3 - All students will synthesize skills, media, methods, and
technologies that are appropriate to creating, performing, and/or presenting works of art in
dance, music, theatre, and visual art. (1.3.12.D.1; 1.3.12.D.2)



Unit Essential Questions:
 How can the animation properties of objects be controlled and customized?
 How can an object’s relationship with other objects in the scene factor into the animation?



Unit Enduring Understandings:
 The creation and customization of animation control objects
 Controlling and utilizing object interaction within the scene
 Use of curves and motion paths to govern speed and trajectory
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to develop better control over an object’s motion through 3D space;
the relationships between objects can be utilized to enrich the animation through their
interaction; the use of custom attributes and set-driven keys will streamline the animation
process.
                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Spaceship flight animation
Formative Assessments: Motion path and set-driven key exercise; add custom attributes
exercise.
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work

                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

            Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                                www.digitaltutors.com)

                     Lesson                                       Timeframe
       Parent/child, locators, motion paths                   2 days (concurrent)

        Set-driven keys, custom attributes                    2 days (concurrent)

             Flight Animation project                               3 days

Instructional Guidelines: Aligning Learning Activities
                                           WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 3: Intro to Character Animation

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will give students the ability to customize a simple rig and manipulate it via custom
attributes; deformers (lattices, bend, squash) will be introduced, along with rudimentary IK
rigging and blend shape creation.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS

2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 - All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2)



Unit Essential Questions:
 How can deformers be used to assist in animation?
 How can a rig be created to animate an object?
Unit Enduring Understandings:
 The creation of control curves and the connections between them and joints
 The use of deformers and blend shapes to create dynamic animation


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to understand the connections between the setup of the character rig
and the animation of the character itself, with particular attention to how that rig may be
manipulated to achieve a compelling character performance.
                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final ball rig, complete with blend shapes and control curve
Formative Assessments: IK setup and control curve; blend shape tutorial.
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                       Timeframe
             Introduction to deformers                               2 days

               Blend shape creation                                  2 days

               Rudimentary rigging                                   2 days

             Rigged object animation                                 4 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 4: Character Rigs and Joint Setup

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will introduce students to the technical basis behind the elements of 3D character
animation: control curves, joints, IK/FK rigging, standard attribute editing will be introduced,
along with basic posing.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.3 - All students will synthesize skills, media, methods, and technologies that are
 appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
 and visual art. (1.3.12.D.1; 1.3.12.D.2)



Unit Essential Questions:
 What are the basic elements governing the animation of a human character?
 How can the skeletal structure and control system of the character be customized?


Unit Enduring Understandings:
 The difference between inverse kinematics (IK) and forward kinematics (FK) in animating a
  character
 Joint hierarchy and constraints and their effect on animation choices
 Attention to silhouette as an indicator of character emotion
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to understand the connections between the setup of the character rig
and the animation of the character itself, with particular attention to how that rig may be
manipulated to achieve a compelling character performance.
                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Character study: poses reflecting various emotions
Formative Assessments: Basic IK/FK setup exercises; “foot roll” setup.
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                       Timeframe
          Basic character rig introduction                           2 days

                 Character study                                     2 days

               Pose-to-pose project                                  3 days

Instructional Guidelines: Aligning Learning Activities
                                             WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 5: Walk Cycles

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will introduce students to the process of imparting emotion and personality through 3D
character animation: the use of animation principles to convey weight and personality will be
introduced through the creation of walk cycles.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)



Unit Essential Questions:
 What are the basic elements governing the animation of a human character?
 How can the skeletal structure and control system of the character be customized?
 How can the rig be used to convey weight and true physical interaction?


Unit Enduring Understandings:
 The use of mechanics to convey personality in character motion
 The use of IK rigs to convey weight and physical interaction with the environment
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to understand the connections between the setup of the character rig
and the animation of the character itself, with particular attention to how that rig may be
manipulated to achieve a compelling character performance.
                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Character study: walk cycles showcasing different personalities
Formative Assessments: Walk cycle element breakdown exercises.
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                       Timeframe
         Rig basics and Keyframe timing                               1 day

           Walk cycle timing/breakdown                               2 days

 Walk cycle projects: happy, angry, sneaky, sad,                     10 days
 catwalk, proud, double-bounce, strut (choose 4)
Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 6: Animation Mechanics

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will challenge students to take the basic principles of movement and pose-to-pose
animation and apply them to their character’s movement to create an emotionally compelling
shot.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 How can the Maya graph editor be used to convey convincing motion through space?
 How do the physical properties governing jumping translate into 3D animation?
 How does the kind of motion used convey personality or emotion?


Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey gravity in a character’s
  motion
 The importance of silhouette in conveying emotion


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to convey emotion through movement that is physically accurate.


                          STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Jump animation
Formative Assessments: Jump pose stages (3 jumps)
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.

                           STAGE THREE: THE LEARNING PLAN
                     Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                      Lesson                                            Timeframe
                Jumping and timing                                          1 days

          Pose-to-pose jump breakdown                                       4 days

                    In-betweens                                             2 days

                     Finalizing                                             2 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 7: Running and Jumping

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will challenge students to take the basic principles of movement and animation and
apply them to a dynamic scene in which their characters traverse a kind of obstacle course.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 How can the Maya graph editor be used to convey convincing motion through space?
 How do the physical properties governing running and jumping translate into 3D animation?
 How does the kind of motion used convey personality or emotion?
 How does the rigid body dynamics system work?
 How does camera movement and placement affect the overall feel of the shot?
Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey gravity in a character’s
  motion
 The use of rigid body dynamics to convey impacts and collisions
 The importance of camera movement to the feel of a shot


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to create a dynamic scene in which their characters are not
constrained by their surroundings: one of the keys to any animated scene is the staging, and
this unit will allow the students to apply their understanding of physical laws governing motion
and the relative positioning and movement of the camera to create a dynamic shot.


                          STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Obstacle course animation
Formative Assessments: Rigid body exercise; camera movement exercise (staging)
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                           STAGE THREE: THE LEARNING PLAN
                     Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                      Lesson                                            Timeframe
       Camera creation & movement (staging)                                 1 day

 Obstacle course breakdown, camera movement                                 2 days

                     Run cycle                                              2 days

                  Obstacle course                                           4 days

            Rigid body intro/simulation                                     2 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
       Where is the unit headed?
       Hook the learner with engaging work.
   Equip for understanding, experience and explore the big ideas.
   Rethink opinions, revise ideas and work.
   Evaluate your work and adjust as needed.
   Tailor the work to reflect individual needs, interests, and styles.
   Organize the work flow to maximize in-depth understanding and success at
    the summative tasks.
                              HAMMONTON PUBLIC SCHOOLS
                                   CURRICULUM PROJECT
                          Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 8: Pushing and Pulling

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will challenge students to take the basic principles of anticipation and follow through
and incorporate them in animations showcasing the interactions of characters with heavy
objects: weight and resistance will be demonstrated through pushing and pulling exercises.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                             STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 How can interactions between characters and objects convey weight convincingly?

Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey weight in the interaction
  between a character and an object
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to convey weight and character interaction in a way consistent with
audience expectation regarding character-object interaction using the animation principles of
anticipation and follow-through.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Weightlifting animation
Formative Assessments: Pushing animation; pulling animation
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                       Timeframe
                    Anticipation                                     1 day

                  Follow-through                                     1 day

                 Pushing exercise                                   4 days

                 Pulling exercise                                   4 days

               Weightlifting exercise                               5 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 9: Mood and Character

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will require students to take a clip of music that evokes a certain emotional response
and create a character animation that reflects the emotion conveyed. Focus will be on “pose-to-
pose” vs. “straight-ahead” animation, exaggeration, and the importance of secondary action to
character animation.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 How does sound contribute to the animation of a character?
 What are the advantages of pose-to-pose and straight-ahead animation, respectively?
 What is secondary action?


Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey personality through a
  character’s secondary action
 The interaction between sound and acting in 3D Animation
 The use of exaggeration in conveying a mood


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to create a compelling performance drawing from the musical cue
accompanying the shot: a clear understanding of the principles of animation (in this case
exaggeration, pose-to-pose/straight-ahead, and secondary action) will prove vital to creating
compelling performances.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final music-driven animated shot
Formative Assessments: Secondary action exercise
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                     Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                      Lesson                                           Timeframe
        Project introduction, exaggeration                                 1 day

                 Secondary action                                         3 days

                   Shot to music                                          6 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
   Tailor the work to reflect individual needs, interests, and styles.
   Organize the work flow to maximize in-depth understanding and success at
    the summative tasks.
                            HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 10: Introduction to Facial Animation

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will introduce students to the basic elements in creating facial animation: the GUI used
in animating the face will be demonstrated, and examples of timing and lip synch will be
discussed and implemented utilizing, among other things, the principle of appeal.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                           STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 What are the differences in timing and approach when tackling facial animation?
 What are the key elements to utilize in conveying convincing speech and emotion?
 What is appeal?


Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey personality and emotion
  through facial animation
 An understanding of phonemes
 An understanding of the Graphical User Interface (GUI) governing facial manipulation
 An emphasis on features other than actual lip synch in conveying the emotion of the shot


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to create a compelling speech performance utilizing principles of
timing and emotion through use of the GUI and facial controls.


                          STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final facial animation shot with dialogue
Formative Assessments: Eye movement exercise; brow exercise
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                           STAGE THREE: THE LEARNING PLAN
                     Sequence of teaching and learning experiences

            Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                                www.digitaltutors.com)

                      Lesson                                           Timeframe
        Intro to facial animation, GUI, Appeal                            1 day

   Sound file used as reference: eyes & brows                             2 days

       Sound file used as reference: phonemes                             3 days

             Finalize lip synch w/appeal                                  2 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
        Where is the unit headed?
        Hook the learner with engaging work.
        Equip for understanding, experience and explore the big ideas.
        Rethink opinions, revise ideas and work.
        Evaluate your work and adjust as needed.
   Tailor the work to reflect individual needs, interests, and styles.
   Organize the work flow to maximize in-depth understanding and success at
    the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 11: Dramatic speech

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will require students to combine the basic elements in creating facial animation with the
acting tool set derived from their work utilizing physical animation in order to create a shot in
which their character delivers a dramatic speech. Students will choose from different sound
files and create their scene using dramatic camera angles and lighting, along with a compelling
acting performance put forth by their characters.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)

Unit Essential Questions:
 What are the challenges inherent in combining speech with physical animation?
 What combination of movement and expression most effectively conveys the emotion behind
  the dialogue?
 How does lighting enhance a shot?
Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey personality and emotion
  through a combination of speech and movement
 An understanding of how to stage a series of shots to enhance the dialogue and animation
 A rudimentary understanding of lighting.


Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to combine all previous skills learned in order to create a connected
series of shots that convey an entire scene in which camera movement and lighting play a role.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final speech animation
Formative Assessments: Lighting exercise; shot breakdown
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                            Timeframe
          Intro to project, lighting basics                               1 day

          Scene creation and breakdown                                    2 days

                    Create shot                                          10 days

Instructional Guidelines: Aligning Learning Activities
                                              WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
   Tailor the work to reflect individual needs, interests, and styles.
   Organize the work flow to maximize in-depth understanding and success at
    the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 12: Nonhuman animation

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will allow students to move on to quadruped animation and develop an understanding
of the differences inherent in rigging and motion.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)

Unit Essential Questions:
 What are the differences in approach when animating a non-human character?
 How does the quadruped rig present unique challenges?


Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey personality and emotion
  through quadruped (or non-human) animation
 The ability to anthropomorphize non-human objects and characters through applying and
  adapting principles of animation to them
Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to apply the principles of animation across a wide spectrum of objects
and rigs, thereby opening up their skill sets to anything capable of being animated.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Quadruped animation
Formative Assessments: Horse rig run cycle
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                         Timeframe
          Intro to quadruped rig/run cycle                             3 days

              Quadruped animation                                      6 days

Instructional Guidelines: Aligning Learning Activities
                                             WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 13: Interaction between characters

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will require students to create a shot in which two characters interact – either through
dialogue (if two humanoid characters) or a combination of dialogue and action (if humanoid and
quadruped).
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 What are the challenges arising with regard to timing and reaction in a shot containing more
  than one character?
 What are the important scene management techniques that will aid in creating a clean shot?


Unit Enduring Understandings:
 A clear understanding of how to realistically (or stylistically) convey personality and emotion
  through character interaction
 An understanding of the importance of layers and props in adding personality and realism to a
  scene



Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to apply the principles of animation across a wide spectrum of objects
and rigs, thereby opening up their skill sets to anything capable of being animated.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final character interaction scene
Formative Assessments: Shot breakdown/animatic
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                         Timeframe
               Project intro/animatic                                  3 days

                Project completion                                    12 days

Instructional Guidelines: Aligning Learning Activities
                                            WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at
       the summative tasks.
                             HAMMONTON PUBLIC SCHOOLS
                                  CURRICULUM PROJECT
                         Creating a Student-Centered Classroom


Content Area: Visual and Performing Arts

Unit Title: Unit 14: Shot creation from conception to final render

Target Course/Grade Level: 10-12

School: Hammonton High School

UNIT SUMMARY
This unit will require students to design, storyboard, block out, stage, animate, light, and render
a shot, utilizing every part of the creative process to bring the idea to completion.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy

                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
 Standard 1.1 – All students will demonstrate an understanding of the elements and principles
  that govern the creation of works of art in dance, music, theatre, and visual art. (1.1.12.D.1)
 Standard 1.3 – All students will synthesize skills, media, methods, and technologies that are
  appropriate to creating, performing, and/or presenting works of art in dance, music, theatre,
  and visual art. (1.3.12.D.1; 1.3.12.D.2; 1.3.12.D.3; 1.3.12.D.4)
 Standard 1.4 – All students will demonstrate and apply an understanding of arts philosophies,
  judgment, and analysis to works of art in dance, music, theatre, and visual art. (1.4.12.B.1;
  1.4.12.B.2)



Unit Essential Questions:
 What are the challenges arising with regard to planning and blocking out a shot?
 How can texturing and lighting enhance the overall feel of the scene?
 How do the render options available through Maya affect the final product?
 What are the basic compositing principles utilized in adjusting the final shot?


Unit Enduring Understandings:
 A clear understanding of the entire process of composing a shot, from preproduction
  (including storyboarding and animatic) to post-production (visual effects and compositing)
 The use and potential of Hypershade in Maya to create realistic textures



Key Knowledge and Skills students will acquire as a result of this unit:
The students will be able to apply the principles of animation across a wide spectrum of objects
and rigs, thereby opening up their skill sets to anything capable of being animated.


                         STAGE TWO: EVIDENCE OF LEARNING

Summative Assessment: Final shot
Formative Assessments: Storyboards, animatic, texture creation, compositing assignments
Student Self-Assessment and Reflection: Peer assessment of animations will be factored
into students’ adjustments to their work.



                          STAGE THREE: THE LEARNING PLAN
                    Sequence of teaching and learning experiences

           Unit Resources: Online Tutorials (www.thegnomonworkshop.com,
                               www.digitaltutors.com)

                     Lesson                                         Timeframe
         Project intro/storyboard/animatic                             5 days

       Environment creation/basic modeling                             5 days

            Blocking out the animation                                 5 days

       Basic texturing/Hypershade/lighting                             5 days

                Animating the shot                                     15 days

    Project completion/rendering/compositing                           10 days

Instructional Guidelines: Aligning Learning Activities
                                             WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
   Rethink opinions, revise ideas and work.
   Evaluate your work and adjust as needed.
   Tailor the work to reflect individual needs, interests, and styles.
   Organize the work flow to maximize in-depth understanding and success at
    the summative tasks.

								
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