Docstoc

Concept

Document Sample
Concept Powered By Docstoc
					Stage 5 Year 10 - Anime




     Karen Yager Richmond River High School   1
Concept: Perspectives                    Cross Curricular                               Outcomes
                                         Literacy
  Critical study of anime films and                                                     A student:
  others’ perspectives of the films
                                         Language modes
                                         Reading/writing/speaking/viewing &             2. Uses a range of processes for responding to
                                         representing                                   and composing texts
                                                                                        3. selects, uses, describes and explains how
                                                                                        different technologies affect and shape meaning
Deep knowledge                           Texts                                          6. experiments with different ways of
      How cultural context shapes       A variety of anime films and extracts:         imaginatively and interpretively transforming
       perspectives and ideas            Spirited Away                                  experience, information and ideas into language
      Filmic techniques in anime        Astro Boy                                      10. Questions, challenges and evaluates cultural
      Others’ perspectives              Metropolis                                     assumptions in texts and their effects on
                                         Memories                                       meaning.
                                         Birthday Boy
                                                             Rationale
This stage 5 year 10 unit focuses critically on anime – its cultural influences, filmic techniques and its ideas and values. The students
will begin by examining extracts from an early anime such as Astro Boy and then studying one or two modern animes. Anime may
feature robots, monsters, space boys and big eyed characters, but its core values and issues continue a tradition of Japanese
mythology thousands of years old. These tales are simply being told and retold in exciting and innovative ways. The students will be
researching Japanese culture and creating their own anime story, characters and story board of a key scene. There are even some
simple drawing activities so that the students can create their own anime characters.

The students will also be examining others’ perspectives of the anime/s such as resistant and feminist readings.

Extension activities will include independent viewing and reviewing of other animes and researching manga – Japanese comics and
their values and ideas.




                                                Karen Yager Richmond River High School                                              2
Syllabus                                  Learning content and activities                                                      Quality teaching
content
           Students learn to:
  2.4            Combine processes of representation to create cohesive texts                                         Higher-order thinking
  2.7            Identify and articulate their own processes of responding and composing                              Deep understanding
  3.2            Respond to and compose increasingly complex texts in different technologies considering the          Connectedness
                  effects of the technology including layout and design on meaning
  3.3           Importing data from the internet                                                                      Connectedness
  6.1           Explore imagined worlds through close and wide engagement with increasingly demanding texts           Connectedness
  6.2           Respond imaginatively and interpretively to increasingly demanding range of texts                     High-expectations
  6.3           Compose texts that demonstrate originality, imagination and ingenuity in content and language         High expectations
  6.4           Compose texts using a range of texts as models                                                        High expectations
 10.1           Identify cultural elements expressed in the language, structure and content of texts                  Cultural knowledge
 10.2           Identify, explain and challenge cultural values, purposes and assumptions in texts                    Cultural knowledge
 10.3           Interpret texts from a range of perspectives and justify interpretations                              Problematic knowledge
 10.4           Engage with details of texts to respond and compose from a range of social and critical               Higher-order thinking
                  perspectives
           Students learn about:
  2.9           Processes of representation including use of visual techniques including those of camera, design      Higher-order thinking
                  and sound, to create cohesive texts
 2.10           The ways composers uses processes of representation in composing texts                                Deep knowledge
 2.12           The ways media and cultural representation affect their personal and critical responses to texts      Cultural knowledge
  3.8           Advanced tools and uses of information and communication technologies – importing data from the       Connectedness
                  internet
  6.8           Ways in which film-makers transform concepts into film, including consideration of script, story      Deep knowledge
                  lines, sustained perspective, and visual and aural components of film-making and their interaction
   6.9          The ways in which imaginative texts can explore universal themes and social reality                   Connectedness
  10.8          The effects of personal, social, historical perspectives on language and communication                Deep knowledge
  10.9          The ways in which particular texts relate to their cultural expressions and the culture of others     Cultural knowledge
 10.10          The ways situational and cultural elements of context shape texts                                     Cultural knowledge
 10.11          The beliefs and value systems underpinning texts from different cultures                              Cultural knowledge




                                                      Karen Yager Richmond River High School                                                      3
Week 1: “You don't have to die; heaven and hell are in this world too." Japanese
proverb
Content:              Learning and teaching activities              Quality teaching
          Spelling – look, cover and write. Find 15-20 words        Metalanguage
          that you have found during your research.
Learn to: Lesson 1 - Introduction to the unit:                      Background
  6.1     Notes and discussion on anime. View the extracts          knowledge:
          from Astro Boy.                                           drawing on prior
          Discussion questions – working in pairs as you            knowledge of
          view the extract discuss and respond to these             anime
          questions:
             1. What do you know about anime?
             2. What are some well known anime films?
             3. Describe the main characteristics of anime
                 characters.
             4. Identify the key issues and values in the
                 extracts.
             5. Why would Astro Boy have been so
                 successful? Discuss the appealing features of
                 the extracts.
Learn to: Lesson 2: Background knowledge of filmic                  Background
  6.2     techniques:                                               knowledge:
             1. View the establishing sequence of the anime         Revisit filmic
                 film you are studying and complete the viewing     techniques
                 sheet focusing on:
             a. Lighting                                            Deep
 Learn       b. Sound: diegetic & non-diegetic                      understanding:
 about:      c. Camera shots, movement & angles                     building on
  6.8        d. Editing                                             understanding
             e. Body language                                       of filmic
                                                                    techniques
             2. Discuss the impact of these techniques
Learn to: Lesson 3: Others’ Perspectives                            Problematic
  10.3    Look at the images provided in Resource 2:                knowledge:
  10.4       - How do you personally respond to the images?         consideration of
             - What visual features have influenced your            others’
 Learn          reaction?                                           perspectives
 about:      - Compare your response to the person next to
  10.8          you; are there any differences?
             - How do you think a feminist would respond to
                some of the images?

Learn to: Lesson 4: Researching Japanese Culture &                  Cultural
   3.3    Traditions – Assessment Task 1                            knowledge:
  10.1       1. Use the Internet to find out about aspects of       Appreciation of
                 Japanese culture such as http://web-               the influential
                 japan.org/kidsweb/ which includes traditional      presence of
                 Japanese myths.                                    Japanese
 Learn       2. Prepare a report (using the work sheet              culture in anime
 about:          provided) for the class on one of the following:


                     Karen Yager Richmond River High School                            5
   3.8               a.   Buddhism and Shinto                       Connectedness:
  10.9               b.   Samurais                                  Critical
 10.10               c.   Ancestor worship                          awareness of
 10.11               d.   Japanese customs and traditions           the Internet


Anime
Short for "animation" - refers to "Japanese Animation", a genre/medium that has its
roots in the 1960's when the Japanese began making television versions of their
version of comics (manga). Unlike the "cartoon", America and other culture's
counterpart to anime, much of the Japanese animation shown is one of deeper,
sometimes more mature themes, including developed storylines, linear plots, and
aspects of violence, sex, drama, and comedy (not unlike live-action films in the
States).


In Japan, the medium is as much respected as the "live-action" genre of movies. In
other cultures, anime has achieved a mostly cult following, though with the
mainstream acceptance and awareness of such anime as Pokemon, Dragonball Z
and Astro Boy.


Common Themes
Anime may feature robots, monsters or space boys but its core values and issues
continue a tradition of Japanese mythology thousands of years old. These tales are
simply being told and retold in exciting and innovative ways.
   1. Respect for ancestors and elders
   2. Value of education
   3. Loyalty
   4. Importance of resilience
   5. Honesty and integrity




                     Karen Yager Richmond River High School                           6
                    Lesson 2: Revisiting Filmic Techniques

Angles: Canting – dutch tilt; tilted up – empowers; tilted down – disempowers; wide-angle –
all of scene in focus


Auteur: a director with a recognisable style such as Hayao Miyazaki


Camera Shots: Close-up – tight framing such as a face; extreme close-up – eye; medium
shot – torso; long shot – whole body; point of view shot – view of the character; crane shot or
bird’s eye view – high shot; establishing shot – long shot establishes the setting, scene and
mood of a film


Context: personal, social, historical, workplace and cultural circumstances of a composer,
responder or the when the text is set


Editing: cut – end of a shot; jump cut – quick, non-sequential cut to another shot; montage –
director deliberately drawing attention to editing through the combination of a number of
shots from different scenes; split screen – more than one frame can be seen at once


Focus: depth of field – what is in focus in the shot; narrow depth of field – object in
foreground in focus; pull focus – change focus from one object to another


Genre: a classification that is made according to the conventions of the text, e.g. western,
fantasy, crime fiction. Some texts are nebulous and difficult to classify or are hybrid texts as
they employ the conventions of many genres


Iconography: using images in texts as symbols


Ideology: beliefs, ideas or assumptions


Mise-en-scene: what is placed in the frame such as: lighting, colour, costumes, setting,
voice and body language of the characters, symbolism, etc


Sound: diegetic – natural to the world of the narrative; non-diegetic – outside of the world of
the narrative such as theme music and voice over




                        Karen Yager Richmond River High School                                     7
  Researching Japanese Culture & Traditions - Assessment Task 1

Outcomes to be assessed: 3 & 10

Task:
Use the Internet to find out about aspects of Japanese culture such as http://web-
japan.org/kidsweb/ which includes traditional Japanese myths or
http://afe.easia.columbia.edu/at_japan_soc/index.html that contains information
on past and modern Japanese culture.

Prepare a report (using the work sheet provided) for the class on one of the following:
         e. Buddhism and Shinto
         f. Samurais
         g. Ancestor worship
         h. Japanese customs and traditions

Your report must contain the following:
   1. An Explanation: a half page introduction about what you have chosen to
       report on and why you chose this aspect of Japanese life.
   2. Body of Report: A one to two page report using sub-headings providing
       information on the aspect you have selected. E.g.
   - History
   - Features
   - Relevance in Modern Times

You must complete the Authenticating websites sheet and briefly report on it along
with the information you have found.

You will be assessed on how well you:
   Clearly and simply report on the aspect of Japanese culture
   Demonstrate understanding of the aspect of Japanese culture




                     Karen Yager Richmond River High School                           8
                             Authenticating Websites
1. Record the URL address
------------------------------------------------------------------------------------------------------------
2. Who has produced this site?
3. Is it a government (org) or educational site (edu)? If not, what organisation has
    sponsored the site?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
4. Is there any evidence of bias? If so, give some examples.
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
5. Evaluate the contents and reliability of the page.
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------


                        Karen Yager Richmond River High School                                             9
Week 2: Chihiro- Daddy, are we lost?
           Chihiro's Father- Don't worry, I've got four-wheel drive. (Spirited Away)
Content:              Learning and teaching activities                      Quality teaching
          Spelling: look, cover & write                                  Metalanguage
Learn to: Lessons 1 - 2: Research – Assessment Task 1                    Cultural
3.3, 10.1 Complete the research and present the reports on an            knowledge
 Learn    aspect of Japanese culture and traditions.
 about:
3.8, 10.9
 10.10,
 10.11
Learn to: Lessons 3 - 4: Critical Study of a Film                        Deep
   3.2        Viewing of the anime                                      knowledge:
   6.1        As you view the anime complete the work                   focus on key
   6.2           sheet focusing on:                                      concepts of
  10.1       a. Key issues and messages                                  cultural context,
  10.2       b. Values                                                   others’
  10.3       c. Characters                                               perspectives
  10.4       d. Setting                                                  and
             e. Cultural aspects                                         representation
             f. Key scenes                                               through filmic
             g. Filmic techniques                                        techniques
             h. Others’ perspectives: a resistant reading and
                 one other such as a feminist reading
             i. Personal response to the film

           After you have viewed the film and completed your
           notes attempt one of the following tasks:
 Learn        a. A resistant or feminist review of the anime             Substantive
 about:       b. An exposition on how traditional Japanese               communication:
   6.8            culture and beliefs are evident in the anime           Sustained
   6.9        c. A character profile of one of the characters,           response to the
  10.8            including a description of his or her                  anime
  10.9            appearance, actions, attitudes, relationships
 10.10            and beliefs
 10.11        d. A close analysis of two significant scenes
                  detailing the filmic techniques and why they
                  are used and their impact on the viewer
              e. “Anime may be just a cartoon, but that does
                  not stop it from exploring significant issues in
                  society and conveying important messages to
                  its viewers.”
              f. “The Japanese culture is strongly evident in
                  the anime.”
                  Discuss this statement by discussing the
                  cultural and traditional aspects in the anime.
              g. Free choice negotiated with your teacher.




                     Karen Yager Richmond River High School                                    10
Weeks 3 - 4: “He was my childhood hero. He was a symbol of justice, of good over evil.
Astro Boy encouraged me that even a kid can correct bad behaviour by big adults."
Content:              Learning and teaching activities                   Quality teaching
          Spelling – look, cover and write. Select 15-20 words          Metalanguage
          related to animation techniques. You can find these on
          the Internet. Use five effectively in sentences.
Learn to: Lessons 1- 3: Critical Study of a Film                        Higher-order
 3.2, 6.1 Continue viewing of the anime and complete the notes          thinking
6.2 10.1 and the activity.
   10.2
   10.3
   10.4
  Learn
  about:
 6.8, 6.9
   10.8
   10.9
  10.10
  10.11
Learn to: Lessons 4 – 1& 2 in Week 4: View Second Anime                 Deep
    3.2   Notes on genre and conventions.                               knowledge:
    6.1                                                                 focus on genre
    6.2   As you are viewing the second anime complete these            and filmic
   10.1   activities:                                                   techniques
   10.2        Focus on the lead character and compare this
   10.3           character with the lead character from the first
   10.4           anime:
              - Compare and contrast their appearance                   Deep
              - Compare and contrast the challenges they face           understanding:
                  and how they cope with them                           demonstrating
              - Compare and contrast their attitude, actions and        understanding
                  behaviour                                             of filmic
              - Which character do you prefer and why?                  techniques
               Genre, issues and messages:
              - Compare and contrast one main issue
              - Compare and contrast the genre
              - Compare and contrast the message
  Learn        Filmic and animation techniques:
  about:      - Analyse the filmic techniques of the opening
    6.8           scene
    6.9       - Compare and contrast the animation techniques
   10.8           of the two animes: drawings, use of colour, set
   10.9           design, style, etc
  10.10        Justification: One page justification on which
  10.11           anime you prefer and why. You could refer to:
              - Setting and focus
              - Characters
              - Issues and message
              - Animation and filmic techniques



                      Karen Yager Richmond River High School                           11
Week 5:
Content:              Learning and teaching activities                Quality teaching
          Spelling – look, cover and write. Select 15-20 words         Metalanguage
          that you have encountered during this unit of work.
Learn to: Lessons 1 - 4: Assessment Task 2 Viewing &
   2.4    Representing: Create you own Anime!                         Higher-order
   2.7    Preparation for the Assessment Task:                        thinking:
   3.2    You have been asked to create an anime for an               drawing
   6.3    Australian teenage audience. Before the project gets        together a
   6.4    financial backing you need to provide an outline of         range of
  10.1    what the anime will be like. You have to include a          concepts and
          description of the following:                               skills
                     1. Genre: Decide if it is going to be a Sci-Fi
                        or a Thriller, etc. This will shape the
                        characters you decide to use, the setting     High-
                        and what happens. Describe the genre          expectations: a
                        and the conventions you will be using.        challenging task
 Learn               2. Setting: You have to set your anime in
 about:                 Australian setting such as Lismore or         Deep
   6.8                  Sydney so describe the locations you          understanding:
   6.9                  will be using: the time of the day, the       demonstration
  10.8                  buildings, the surroundings, etc.             of
  10.9               3. Characters: Describe the main                 understanding
 10.10                  characters: appearance, clothing,             of elements of a
 10.11                  actions, attitudes, relationships with        film
                        others, challenges they face, etc.
                     4. Story line & Ideas: Decide what               Student
                        happens in the story: the main events,        direction:
                        the climax, the ideas and the                 freedom of
                        denouement.                                   choice in tasks
          You also need to provide at least ONE of the                and in focus for
          following:                                                  anime
              1. Sketches of at least two of the characters (See
                 the sheet provided on how to draw anime
                 characters)
              2. A story board of a key scene
              3. A sketch of one of the settings.
              4. A film script of the opening, ending or a key        Inclusivity: a
                 scene.                                               task that all
          Task:                                                       students will be
               Submit the descriptions for the proposal of the       able to
                 genre, setting, characters and story line.           demonstrate
               Submit one or more of the four tasks outlined         understanding
                 above.                                               and skills
               Include an explanation of your proposed film
          You will be assessed on how well you:
               Convey the ideas, originality and creativity of
                 the proposal
               Articulate the process of composing & your



                     Karen Yager Richmond River High School                              12
                 vision
                Demonstrate awareness of the cultural
                 elements
 Descriptors                          Marking Guidelines
                                    For Assessment Task 1
   Excellent               Sophisticated demonstration of the report form
                            and clarity of expression
                           Sophisticated explanation and understanding
                            of an aspect of Japanese culture
                           Sophisticated evaluation of the data imported
                            from the internet

      High                 Effective demonstration of the report form and
                            clarity of expression
                           Effective explanation and understanding of an
                            aspect of Japanese culture
                           Effective evaluation of the data imported from
                            the internet

   Substantial             Sound demonstration of the report form and
                            clarity of expression
                           Sound explanation and understanding of an
                            aspect of Japanese culture
                           Sound evaluation of the data imported from
                            the internet

  Satisfactory             Satisfactory demonstration of the report form
 Demonstrated               and clarity of expression
                           Satisfactory explanation and understanding of
                            an aspect of Japanese culture
                           Satisfactory evaluation of the data imported
                            from the internet

Working Towards            Limited demonstration of the report form and
                            clarity of expression
                           Limited explanation and understanding of an
                            aspect of Japanese culture
                           Limited evaluation of the data imported from
                            the internet

Not demonstrated           Little or no attempt to satisfy the demands of
                            the task

                    Karen Yager Richmond River High School                   13
 Descriptors        Marking Guidelines For Assessment Task 2
   Excellent            Sophisticated explanation of proposal, ideas
                         and composer’s vision
                        Sophisticated evidence of originality and
                         creativity
                        Sophisticated awareness of the cultural
                         elements to be represented in the proposed
                         anime
                        Sophisticated understanding of the interests of
                         the teenage audience
     High               Effective explanation of proposal, ideas and
                         composer’s vision
                        Effective evidence of originality and creativity
                        Effective awareness of the cultural elements to
                         be represented in the proposed anime
                        Effective understanding of the interests of the
                         teenage audience
  Substantial           Sound explanation of proposal, ideas and
                         composer’s vision
                        Sound evidence of originality and creativity
                        Sound awareness of the cultural elements to
                         be represented in the proposed anime
                        Sound understanding of the interests of the
                         teenage audience
  Satisfactory          Satisfactory explanation of proposal, ideas and
 Demonstrated            composer’s vision
                        Satisfactory evidence of originality and
                         creativity
                        Satisfactory awareness of the cultural elements
                         to be represented in the proposed anime
                        Satisfactory understanding of the interests of
                         the teenage audience
Working Towards         Limited explanation of proposal, ideas and
                         composer’s vision
                        Limited evidence of originality and creativity
                        Limited awareness of the cultural elements to
                         be represented in the proposed anime
                        Limited understanding of the interests of the
                         teenage audience


                 Karen Yager Richmond River High School              14
Not demonstrated            Little or no attempt to satisfy the demands of
                             the task

         Week 1: Others’ Perspectives – Anime Images
Discuss the following images from a range of Japanese animes. Note the following:
    Body language: facial expressions, gestures, stance, position, etc
    Costume/s
    Gender roles
    Impact on viewer




                    Karen Yager Richmond River High School                          15
Karen Yager Richmond River High School   16
                    How To Draw Anime Style Art
                   http://animeworld.com/howtodraw/faces.html
Style
The first step in drawing "anime style" is just that--style. What kid of character
are you drawing, and for what purpose? Style is completely a matter of
preference, but it's a good idea to be aware of some of the main archetypes
before going on to facial structure and body proportion.
                             Here are some examples:

       Cute - Round cheekbones, large eyes, facial parts set close together.
       Evil - Drawn more 'realistically'. Sharp cheekbones, very small pupils.
       Shoujo - Sharp chins, huge expressive eyes, elegant nose bridges, slender
        body.
       Stupid - Round head and body, very simplistic features, tiny little eyes.
       Fighter (a la DBZ) - Simplistic features, exaggerated body proportions, small
        head.

Faces




There is no one, right way to go about drawing Japanese-style characters, but here
are some steps you might want to try for a start:

1. The Shape One way to start is with a realistically proportioned head. Just a
simple, egg shaped oval divided vertically with a line so everything ends up
symmetrical. A line to mark the eyes should be half way up, no higher. The line for
the nose should be half way between the eyes and the chin; then one for the mouth
about half way between the nose and then chin.




                      Karen Yager Richmond River High School                            17
2. Exaggerate The trick to this style is exaggeration. Now that you have the start of a
normal head, there are a couple major changes. First, exaggerate the shape of the
head by sharpening the chin so the jaw tapers down abruptly from the eye level.
Then the eyes: unlike a normal face where the eye line marks the middle of the eyes,
the eyes are stretched down to a little above the nose. An easy way to block in eyes
is with lines for the upper and lower lashes, and a rectangle for the iris.

3. Add Details Simplicity is part of the trick: a small mark for a hint of a nose, keep
the mouth small, with a little shadow to suggest the lower lip. Give the lashes some
flare and a downward turn and the end. The Pupil should be elongated and black, the
iris somewhat shaded, and there should be a highlight (on the same side of both
eyes). Add simple lines for the eyebrows, and you can block in the hair.

4. Clean Up Clean up any stray lines, and add the neck (keep it thin). The bottoms of
the ears should be about level with the nose. The hair should be very exaggerated--
think big: if there is a part that curls up, it should curl WAY up. Don't draw individual
hairs, think of hair as volumes that can be defined. The steps are pretty much the
same for a profile-view. Don't worry too much about the ears, keep it simple and
suggest the structure. The hard part is the profile edge of the face. It might take some
practice to get it down, but just remember to keep it simple--it's all subtlety. The
forehead slopes down and curves in at the eyebrow. The nose should be delicate,
sharp and slightly upturned. The face then slopes gently down to the chin, with a little
nick for the mouth

Faces - Styles and Design Examples



Here are some eyes:




Here are some noses:




Here are some mouths:



                      Karen Yager Richmond River High School                          18
                               Here are some ears:




Here are some face shapes:




Here are some hairstyles:




Faces - The Structure




                    Karen Yager Richmond River High School   19
1. You take your       2. Add a line down the direction the head is facing.
circle...




3. Then add a          4. Then add the lower jaw. This can be any shape or size you
horizontal line.                want, as long as its relatively symmetrical
Important: This is
where the eyes go!




5. Then you just add eyes, ears, nose, 6. Erase junk             7. Add stuff.
and mouth                              lines and touch-
                                       up.




 8. Now, sit back and admire your work, basking in the sheer pleasure of self-satisfaction that
 comes from knowing that you have indeed mastered everything there is to learn about
 drawing anime.



                       Karen Yager Richmond River High School                               20
                    If you want your character to be facing
                        in a direction other than straight
                    forward, you're going to have to make
                              other arrangements.



The basic method is the same...   But certain facial proportions are going to be a
                                  bit different.




                             Here are some examples.




                    Karen Yager Richmond River High School                           21
 Body Proportion




The hardest part about drawing bodies is getting the proportions right. If you use the
height of the head as a unit of measurement, the average human is about seven
heads tall. The bottom of the torso is general about half way up. Women usually have
longer legs and smaller torsos than men.

As with faces, the Japanese animation style body is just an exaggeration of a regular
person. The amount you want to exaggerate your figures is up to you and the style
you like. Vertically, the main changes are a shorter torso and longer legs. Other than
that, you just have to take the features of an idealized woman and make them even
more ideal: long and thin arm and legs, small body and slim waist, usually the hips
are pretty slim, and a long thin neck. Make sure to keep the head fairly large--the
human head doesn't change in size over a life time as dramatically as the rest of the
body.




                     Karen Yager Richmond River High School                         22
1. Block it out: Just scribble in some ovals like the ones in the diagram to rough out
the form, keeping it as lose and light as possible. Make sure you get the proportions
like you want them before you move on. If you are not sure about something you can
use the proportional diagram to check. You might want to draw a line right down the
middle so it’s easy to make sure both sides are symmetrical.

2. Contours You might want to do all the details on the head before you move on;
getting the face in proportion to the body can be hard and it is easier to modify the
roughed in body to match a finished face than to try and correct things latter on.
Once you have the figure all roughed in you just need to draw the nice smooth
contours of a person over the bubbles.

Now you have the basics of proportion to work with. When you're trying to draw a
complicated pose, or elaborate clothes, it can be really helpful to find a picture in a
magazine that's close to what you want, or get a friend to pose for you. That way, you
can see where one arm crosses the other, or how a leg would look foreshortened
from that angle, or whatever. It also makes figuring out how clothes fold or pull a lot
easier.




                      Karen Yager Richmond River High School                            23
Resources:
Ancestor Worship, http://www.wowessays.com/dbase/af1/nyv39.shtml (Contains
information about Shinto and Buddhism)

Ancestor Worship – Facts, info,
http://www.absoluteastronomy.com/encyclopedia/a/an/ancestor_worship.htm

Birthday Boy, http://www.birthdayboymovie.com/

Buddhism in Japan,
http://afe.easia.columbia.edu/japan/japanworkbook/religion/jbuddhis.html

Contemporary Japan: Culture and Society,
http://afe.easia.columbia.edu/at_japan_soc/index.html


History of Anime, http://www.answers.com/topic/history-of-anime (History of anime in
Japan)

Japanese Animation Information, http://www.public.iastate.edu/~rllew/anlinks1.html

Metropolis, http://www.sonypictures.com/cthv/metropolis/ (Official site)

Philtar – East Asia, http://philtar.ucsm.ac.uk/regional/east-asia/ (Japanese ancestor
worship and folklore)

Pioneers of Japanese Animation, http://www.midnighteye.com/features/pioneers-of-
anime2.shtml (History of anime in Japan)

Shinto, http://www.japan-guide.com/e/e2056.html

Shinto and Buddhism, http://www.askasia.org/frclasrm/readings/r000009.htm

Spirited Away, http://www.nausicaa.net/miyazaki/sen/

The Anime Critic – Metropolis, http://www.animecritic.com/metropolis/anr-
metropolis.html

The Hayao Miyazaki Web, http://www.nausicaa.net/miyazaki/sen/reviews_fan.html

The Role of the Samurai, http://www.japaneselifestyle.com.au/culture/samurai.html




                     Karen Yager Richmond River High School                          24

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:48
posted:9/23/2011
language:English
pages:24