Part of Unit: Animation Production
Lesson Plan Overview / Details
In this lab students practice the basics of modeling with splines and object generators, creating and applying materials, setting lights, and basic key frame animation. Students will work through the four main processes of 3D animation to create their own production logo.
Students will understand the purpose of a logo and work through a brainstorming activity to create their own unique signature.
- 15 Minutes
- 45 Minutes
- Independent Practice
- 240 Minutes
- 35 Minutes
California Career and Technical Education Standards
- AME.A.A22.214.171.124 Proficient - Solve a visual arts problem that involves the effective use of the ...
- AME.FS.10.10 Use technical applications in the creative process, where appropriate.
California Academic Content Standards (Reinforced)
Objectives and Goals
- Working through a design process, students will design and create a production logo.
- Students will understand the purpose of a logo.
- Using splines and NURBS, students will create the models for a production logo.
Activities in this Lesson
- Company Branding - Hooks / Set
Have the video of still logos (access below) ready to play. Have the students take a quarter-sheet of paper and number from 1 to 12. Explain that they are going to see a series of logos (3 seconds each). Students are to quickly identify each company as it is displayed by writing down the company name. As you identify each company, ask students to raise their hand if they identified the company. Do a quick tally for each logo divided by gender.
- American Eagle
- Mercedes Benz
- Fire Fox
- Warner Brothers
Ask students the following questions:
What is the purpose of these logos?
Who makes them?
What audience does each of these companies try to attract? (Were there differences in the class tally between genders for the clothing companies versus the car companies?)
"Now let's look at some animated logos." Explain to the students that these are often shown at the beginning of a film to identify the production company. Point out that the music score for each is also often a signature piece for the company.
Play the Production Logo video (access below).
The point is to get students to think how large the demand for logos and company branding is, and how a logo that is memorable can increase company profit through wider recognition.
- Brainstorming - Demo / Modeling
The process to create an animated logo usually involves establishing a still, printable logo and then animating it. Show the Student Logo video (access below).
Step 1: Have students’ list words that might describe themselves, objects, symbols, or just descriptors. If they list ten, have them list ten more. (Push them to do a few more than their ‘maximum’. The students need to feel free to list anything that comes to mind; sometimes the farther out the idea, the more unique the final logo.)
Step 2: Students should sketch simple shapes from their top five descriptors.
Step 3: Have students make rough, quick, small sketches laying out the objects. These are called Thumbnail sketches and are used to quickly evaluate different layouts for a logo.
As students are developing ideas, walk around and answer questions and check for understanding.
- My Production Logo - Independent Practice
- After logo has been approved, have students draw the final logo on one sheet of paper and identify the motion. They should use arrows and written descriptions.
- Keep to a single shot (continuous view from one camera). You will have to decide if you want them to introduce camera movement.
- Once the motion has been approved, students should work
through the animation process to create their own production
- Lighting & Camera
- Render animation at the best quality possible
- Import animation into a video editing program
- Add 3 sec of black at beginning, logo fades in, 2 sec pause at end displaying still logo, logo fades out to black
- Add audio / sound effects
- Render out at DVD quality for inclusion in student portfolio
- Present to class – Display twice, everyone applauds
Grading Guide for Students:
Does not meet objectives
Basic use of primitives.
Uses primitives and NURBS.
Uses primitives and NURBS beyond what was demonstrated.
Ineffectively uses lights and/or cameras.
Uses default lighting and camera.
Uses lights or camera motion effectively.
Minimal use of materials.
Basic materials with color and texture.
Interesting materials going beyond simple color and texture.
Minimal and basic motion.
Smooth basic motions, appears controlled.
Smooth, planned motion with evidence of time curves and animated textures.
Shot seems almost random with little thought or planning.
Basic shot based on previous demonstrations and samples. There is no evidence of new thought or inventiveness.
Shot is interesting and shows some evidence of new thought or inventiveness.
Background music / Sound FX
Background audio is inappropriate or non-existent.
Basic background audio.
Background audio is well chosen and enhances the overall shot; includes sound effects.
- Assessment Types:
- Rubrics, Projects, Writing Samples, Observations,
Students reflect on which logos made a positive impression, most memorable, and what aspects made them so. When writing the reflection, students write as if they were reviewing a logo for their company brand and competitors. Students should give recommendations on what could be added or modified on their own logo to improve it.