Tuesday 9 December 2014

Working on Adobe Flash

I've been working on Adobe Flash in my free time and media lessons.
Today I decided to learn how to add a complex bone armature to a 2D animation.

The Bone Tool is very useful in animation, and it is sometimes referred to as rigging.
The first thing you've got to do is design the character. In this case the character I used was previously designed, so I went ahead and started making the armature.

 It all started very well, and it seemed like I was getting the hang of it. As I added bones to the angry mime, I started seeing how it would look when it started moving.

I started enabling the movement in the joints



Tuesday 25 November 2014

I have encountered another problem

My new problem relates to Photoshop, and it is to do - I think - with the version I'm using, CS5.
On the evening of Sunday, once I had finished using photoshop for the day, I saved my work with the extension '.psd ', which is the format in which all Photoshop files (according to my short experience with the program) save in.

However, when I tried to reopen the animation the day after (yesterday), I found that the program wouldn't let me do that.

It kept coming up with the message


 
However, I visited a webpage that claims having the answer to this problem.

Monday 24 November 2014

Working with Wacom animation tablet

I have been creating short clips of rotoscoped animation in order to get used to how it feels to make digital drawings, which is something I had never done before.
I have noticed that the working time to create a short animation is very larged compared to the duration of the clip; I am working with twelve frames per second, which is very basic for a professional animation. However, after I finish the animation I can still add frames in between the frames I have drawn already.

The process is arduous and exhausting, but also very exciting and fun. I am really looking forward to seeing the final result.

The rotoscoped animation I've created is taken from a video which I had in my computer, made for the sole purpose of learning how the tablet works and discovering ways of making the animation my own style.

The program I am using at the moment is Adobe Photoshop. This is because the Animation program Adobe Flash is not installed in my computer yet.
However, I will have it ready by the end of November, and will be able to try out this program as well.

In an ideal world, I would like to have aspects from both programs in my final work, as the programs have individual characteristics which I think would work very well with what I want to achieve. However, I have limited time, and the combination of both programs in my animation might turn out to be too much work.



 
 
 
In the past, before I got the tablet, I experimented with the traditional animation technique, in which the artist draws, frame by frame, the movement of the characters in the plot.
I created a sequence of drawings, based on footage I took of my father moving.
The porcess was long and painstaken, and therefore I decided that, even though it is something I would like to learn in the future, the timeframe in whcih I have got to finish this particular project is not long enough to start something so ambitious.
However, the process of discovering and learnign the basis of this new method has helped me understand the process of animation and film better that I had before.
 


The first problem I encountered when trying this method was the amount of work required to achieve a presentable result.

I drew each frame on an A4 sheet of printing paper (the typical white paper), and then realised that, in order for the positioning of my figure to be accurate in relation to the rest of the background, the best choice would have been a sheet of see-through paper. This is because, when drawing frame by frame, it is imperative that the object remains always in the same place, within the movement that is being performed.
If the drawings are created without taking into account the positioning of the object, in this case mt dad, when all the drawings are put together into an animation, the result will make the viewer dizzy, because, in a second, the object will have moved position 24 times.
Another problem I had during the process of drawign the animation was that I initially didn't think it was absolutely necessary to number my drawings. Quickly I realised, however, that the incredible amount of frames per second (24) prevented me from taking any liberties, as the chaos quickly overcame any sense of order I had brforehand.

After I finished my drawings, I encontered yet another problem; how to get the images onto a digital format, in order to edit the animation on a computer.
This seemed quite straight-forward at first: scan the images, and import them as .jpg files onto an editing suite. Nonetheless, it proved to be the most frustrating of precedures. The scanner took approximately 1 minute to scan each image, and it required me to select the options needed after every scanning, making the process more time/effort consuming than I had anticipated.




 

Once the images were scanned, an additional problem arised, which made me realise that scanning the work was not an option; the scanner was not taking into account the whole sheet of paper witht the drawing in it, but the drawing as an object independent to the paper. In other words, it scanned only the drawing sometimes, other times the drawing and a bit of paper on the side, other times the whole sheet, etc. This was especially problematic because the variety of the scannings made it alomst impossible to work with the images.

So after a couple of hours and several hundred attempts to create an animation using real drawings and a scanner, I decided that, even though I enjoyed the technique of drawing the animation 'old-school style', the progression onto digitalising the images was difficult and time-consuming, making it an unfavourable method of working.



 
 

Here is an example of one of the images the scanner took (which I couldn't use):
 
 






 
 
 
 
 
 
 

Monday 17 November 2014

I'VE GOT IT WORKING!!!!!

After looking all over town and the internet I finally found the cable adapter I needed. And it looks nothing like an HDMI/USB adapter.
Instead it's a 'Mini display/HDMI'

Using the tablet is almost like using a sketch book, it is really fantastic.
Here's the first drawing, done in Adobe Illustrator. It's not very good because I've never used either an animating tablet or A.I., but I have the feeling I will get used to it very quickly.

I GOT A TABLET!

I have acquired an animation tablet, which will make it easier for me to create my music video.
The tablet is made by "Wacom", which is a trademark brand that specializes in professional animation and graphic design. I am really excited about learning how to use it and making my drawing with it. However, I have come across some problems which have to be fixed before I start my animation.
Here is the tablet. It's awesome.


Now the problems:

There is a cable that I am supposed to plug into my computer, which enables the tablet to act as a second monitor. My problem is that the end of the cable that plugs into my computer is a male HDMI, and my computer only has USB ports.

I have searched the internet for an adapter, but due to a lack of photos in most cases, I am unsure if the adapters I have seen are precisely what I need.

Most adapters are made for smartphones, and have a male Micro USB on one end, and the female HDMI on the other. This is not what I need, as my computer doesn't have a Micro USB as much as it doesn't have an HDMI.

This is what I need:





This is what I've found:



My second problem is that I need to have the footage of the girls performing the choreography in order to start animating, and, due to the theatre space being occupied at all times, it has been hard to find a time in which all 5 of us (3 dancers, theatre, me) are free.

However, I have found a solution to this problem!

I will not film in the theatre. Instead, I will film in the Dance Studio in ELM.
This will work better in many ways; first of all, the girls gave been practicing the choreography there, so they will be used to the space. Secondly, the space is bigger and better lit (daylight). As well as this, the studio, as mentioned before, is free more often than the theatre.

All this put together makes the theatre completely inferior to ELM, and makes me wonder why I didn't plan to film the girls in the studio in the first place.


Monday 10 November 2014

Narrative Theory

Narrative theory sets out to show that what we experience when we 'read' a media text is the understanding of a particular set of constructions or conventions, and it is important to be aware of how these constructions are put together.

Tim O'Sullivan (et al), 1998, argues that through careful meditation. media texts offer a way of telling the story of us as a culture.


Narrative: the structure of a story.
Diegesis: the fictional space and time/the world in which the story takes place.
Verisimilitude: the quality of appearing to be real or true. For a story to be engaging it needs to be believable and follow the rules of continuity and have temporal and spacial coherence.

Bordwell and Thompson, 1997, offer two distinctions between a story and a plot:

Story (fabula): The chronological series of events that are represented or implied.
Plot (syuzhet): Everything visible and audible. It is considered to be the order, manner and technique of the narrative.


Classic Narrative System

Pam Cook, 1985, claims that the standard Hollywood narrative structure has:


  • Linearity of cause and effect within an overall trajectory of enigma resolution
  • A high degree of narrative closure
  • A fictional world that contains verisimilitude, especially governed by spatial and temporal coherence


Tzvetan Todorov, 1977, claims there are 5 stages within a narrative:




  1. A point of stable equilibrium
  2. The stability is broken; disequilibrium
  3. Recognition that a disruption has taken place
  4. Action(s) against the disruption in order to re-create equilibrium
  5. A new equilibrium comes to existence

Kate Domaille, 2001, argues that every story ever told can be fitted into one of 8 narrative types:

  1. Achilles - fatal flaw that leads to the destruction of the hero/protagonist.
  2. Candide - the indomitable hero who cannot be tamed/put down.
  3. Cinderella - female lead (usually), dream comes true. Happy ending.
  4. Circle - the chase; the spider and the fly, innocent versus villain.
  5. Faust - this narrative is about selling one's soul to the devil; becoming better off for a while, but ultimately having to face destiny/fate.
  6. Orpheus - the journey that follows the loss of something or someone precious to the protagonist
  7. Romeo and Juliet - the love story.
  8. Tristan and Iseult - the love triangle.

Vladimir Propp, 1928, studied the narrative structure of Russian folk tales. He concluded that all characters could be resolved into 7 character types. This theory also applies to media texts and other stories.

  1. The Villain - fights against hero
  2. The Donor - prepares the hero
  3. The Helper - helps the hero in the quest
  4. The Princess and her father* - gives the task to the hero
  5. The Dispatcher - character who makes the lack known and sends the hero off
  6. The Hero - weds the princess
  7. The False Hero - takes credit for the hero's actions/tries to marry the princess
*These characters come together. It is hard to separate, or in some cases distinguish the two characters.
Joseph Campbell, 1949, suggests there is an underlying structure in narrative that is common to the religions, myths and legends of almost every culture in the world.
This therory can be applied to thousands of stories and media texts, and is especially known to fit almost exactly with George Lucas' Star Wars:

  • Ordinary world - the ordered world in which the hero lives
  • Call to adventure - problem/challenge arises
  • Refusal to call - fear or reluctance might strike the hero
  • Meeting with mentor - the mentor convinces the hero
  • Crossing the first threshold - hero commits to the adventure
  • Test, allies, enemies - hero learns the rules which govern his quest
  • Approach to the innermost cave - the most dangerous confrontation yet
  • Ordeal - the hero must face his mortal enemy
  • Reward (seizing the sword) - hero celebrates his victory
  • The road back - vengeful forces controlled by the villain are unleashed
  • Resurrection - a final confrontation with death
  • Return with the elixir - return of the hero to his world with wisdom, treasure or something else gained from the adventure

Claude Lévi-Strauss


To be continued...

Tuesday 4 November 2014

Music Video influences

I have been looking at different styles of animation, and specifically animated music videos.

Take on me - A-ha


The video for the 80's hit uses a process of animation called rotoscoping, where the artist projects footage frame by frame onto paper, and traces the figures in the video.
This style of animation is easier and quicker than traditional animation, where the artist draws the sketches without the help of previously shot footage. Because of this, it is very popular among amateur animators

I really like the style of drawing used in the video, because it resembles a comic book, and the sketches are drawn quick and confidently.




There is no 'behind the scenes' or 'making of' clip for the official video. However, there are other versions of the video which provide the public with the animating process and development of the post-production.
Harry Hill's version of the video is a comedic parody of the original. However, the quality is professional and the drawings just as good as the official video.
The following clip is an interview-type narration of the animation process, which used the rotoscoping animation technique to produce the drawings.



































Critical Perceptions in Media - Genre

"A critical tool which helps us study texts and audience's responses to texts by dividing them into categories based on common elements"

Daniel Chandler (2001), states that the word genre comes from Latin, and means 'kind' or 'class'

"Genres are not systems, they are processes of systematization - genres evolve over time; they are dynamic"
- Steve Neale, 1995

Monday 20 October 2014

Audience Theory

MALE GAZE


Laura Mulvey     

In short:
Women are to be seen (by men) as sexual objects in media through shot types and movement.


In her essay "Visual Pleasure and the Narrative Cinema", Mulvey stated that women were objectified in film because heterosexual men were in control of the camera.

An interesting point that Mulvey makes is that women look at themselves through the eyes of men (in media). This means that the female gaze is the same as the male gaze. This can either be a manifestation of unequal power between gazer and gazed, or a conscious or subconscious attempt to develop that inequality between men and women.

Mulvey focuses on:

-How men look at women

-How women look at themselves

-How women look at each other

The Male Gaze theory is based around the way media portrays women.
It claims media institutions emphasise the curves of the female body when advertising. In the case of music videos, the camera lingers on the woman's legs, bum, breasts, etc.



RECEPTION THEORY

Stuart Hall    

In his theory, Hall suggests that media texts are encoded by the producer, meaning that the producer fills the product with values and messages. However, the public can perceive the product in different ways, depending on their cultural, religious and economic background, among other variables.




USES & GRATIFICATION THEORY


Blunter & Kats

The Uses and Gratifications theory looks at the motives of the people who use the media, posing the question why do we consume the media that we consume?

The theory makes the audience active, as they choose what they want to consume; they are not forced into consumption - we watch the films we want to, the media simply creates the product.

The theory aslo argues that audience's needs have social and psychological needs which generate certain expectations about the mass media.


THERE ARE 4 MAIN AREAS:

  • 1- Diversion
Watching TV, reading the newspaper, etc. to forget about our own life/problems, and think about something else
  • 2- Surveillance
We use media to be aware of what is going on around us, E.G. we watch the news and read the newspaper.
  • 3- Personal Identity
Media allows us to confirm our own personal appearance .
  • 4- Personal relationships
This is broken down into two sections:
  • Relationships with the media:
Many people use the TV as a form of companionship, for example.
  • Using the media within relationships
Most of us use the media as a springboard to form and build upon relationships with real people.



HYPODERMIC NEEDLE THEORY



The 'Hypodermic Needle' or 'Magic Bullet' theory implies mass media has a direct, immediate & powerful influence on audiences.

In the 1940s and 50's media was perceived as a powerful influence on behaviour change.The theory suggests that the magic bullet is fired from the 'media gun' straight into the passive audience's head, and the audience is immediately affected by the messages attached to the 'bullet'.

However, the theory was not based on research findings, but rather on assumptions about human nature at the time. Therefore, this theory is not accepted at present.

Now-a-days we understand that everyone consumes media in a different way, and although audiences are affected by media, it is not always in the way the producers intend.

The most famous incident often cited as an example for the hypodermic needle model was the 1938 broadcast of The War of the Worlds and the subsequent reaction of widespread panic among its American mass audience.
However, this incident actual sparked a research movement, led by Paul Lazarsfeld and Herta Herzog, that disproved the theory.
Audience's reactions to the broadcast were, in fact, diverse, and were largely determined by situational and attitudinal attributes of the listeners.

Friday 17 October 2014

An Animated History of Animation - 17th and 18th Centuries

Flip Book


The flip book was the next 'great invention' for animation, and it consists of drawing each frame of our animation (in order) on a blank booklet, which we can then flip through and see the animation.
This can also be achieved by using photographs instead of drawings.

The video above shows an example of a hand-drawn flip book.


Monday 6 October 2014

Hummingbird



Audience Research Questionaire

Please circle the appropriate answer


1. What age group do you belong to?

<18 years old   18-25 years old   25-40 years old   >40 years old

2. Are you female or male?

     F            M

3. How many animated music videos do you know?

None       About  5       About  10       >10

4. Do you like animation?

Yes                      No

5. Would you be less, or more likely to check out a video knowing it was animated?

More                 Less

6. What features do you expect to see in a music animation video? 
(e.g. hand-drawn images, stop motion, plasticine figures, dialogue, etc.)

Friday 3 October 2014

Making a Hand Drawn Animation (video)


This video describes the *painstaking* process of creating a hand drawn animated film.

Because I have no means to buy a digital animation board, I will use a similar technique to the one featuring in the video.

'Thought of You' Analysis

Thought of you - Ryan Woodward

Analysis

'Thought of You' is a short film created by professional animator Ryan Woodward. It consists of two figures, one male, the other female, who dance with each other to the song "World Spins Madly On".
The hand-drawn animation has a consistent lack of editing and cinematographic techniques throughout the video.


The drawings in the animation express the atmosphere of the song through contemporary dance, hence there is no need for close ups, high/low angles, straight cuts. These techniques are commonly used by film-makers to make the spectator feel empathy, sadness, happiness, anxiety, towards a specific character or towards the narrative.
The choreography is smooth and balletic, creating a 'gentle nature', which guides the audience's emotional reactions, however, it doesn't reinforce them by the use of micro features or micro elements.



The mise en scene in the video is very basic - the background is a light sepia tone; there are no props in the back or foreground.

The female animation is white, while male is drawn in black.  This, together with the title of the video, 'Thought of You', connotes that the girl is part of the boy's imagination. This is further conveyed when. at the end of the video, their hands touch and the female becomes black, as if to say she has become real.



The video is not targeted at a mainstream audience, nor was it made for lucrative means; it was created to express the auteur's thoughts and feelings in a way that anyone can relate to them.
This is largely achieved by a lack of diegetic sound, such as dialogue. The abstract composition of the video lets the spectator's mind read the animation how they perceive it, based on personal experiences, socio-economic background, religion or sexual orientation.


Thursday 2 October 2014

Treatment (music video)

My music video consists of an interpretative contemporary dance choreography in which two people dance together for the length of the song, and end up destroying themselves and each other.
The dancers will dance while the song is playing. It's going to be hand-drawn and in stop-motion style.

Tuesday 30 September 2014

An Animated History of Animation - 17th and 18th Centuries

The Magic Lantern


The Magic Lantern is a device that was invented in the 1700's, and quickly became highly popular. However, half a century would pass before this machine started to be used to give the illusion of motion.

The lantern worked by projecting light through hand-painted or photographed glass plates onto a wall; much like projectors now a days work.

As mentioned above, the lantern was first used for the sole purpose of showing still images. However, as the device developed, it became possible to show a sequence of images, creating the illusion of motion.

These are examples of glass plates. It is evident that some of these were used in sequence, while others, possible older images, were projected on their own:







This drawings provide an insight into the way the Magic Lantern was used for mass entertainment in the 18th and 19th centuries.


The video below helped me understand how the machine works and why it was so popular, not only for the higher classes, but also the masses.






Monday 29 September 2014

An Animated History of Animation - Classical Civilisations

ANIMATION BEFORE FILM


Earliest known approaches to the 'drawn moving image'

The Palaeolithic wall paintings in caves are the first known evidence of an interest in moving images. Some of the paintings depicted have several sets of horns, or legs. This could be as a result of the artist deciding to draw the animal in a different position and having no means of erasing the drawn lines. However, it is believed that the pictures are meant to convey motion.





Another example of an early interest in animation is a sequence of drawings on a vase. This vase was  found in the city of Shahr-e Sukhteh, Iran. It dates back to the 3rd millenium BC.
The vase depicts a goat reaching for some leafs:


These are the images put together into an animation:

Vase animation.gif


This is an egyptian burial chamber mural. It shows two wrestlers fighting:


Friday 19 September 2014

Lyrics timing

Wicked Game - London Grammar (cover)



The world was on fire and no one could save me but you                       0:18-0:24
It's strange what desire can make foolish people do                               0:27-0:32
I never dreamed that I'd meet somebody like you                                  0:36-0:42
I never dreamed that I'd lose somebody like you                                   0:44-0:50

No, I don't want to fall in love                                                              0:52-0:58
No, I don't want to fall in love                                                              1:01-1:08

With you                                                                                             1:10-1:12

What a wicked thing to do                                                                   1:29-1:32
To make me dream of you                                                                   1:34-1:36
What a wicked thing to say                                                                  1:37-1:41
To make me feel this way                                                                     1:42-1:45

What a wicked thing to do                                                                   1:46-1:50
To make me dream of you                                                                   1:50-1:54
What a wicked thing to say                                                                  1:55-1:59
To make me feel this way                                                                     1:59-2:01

And I don't want to fall in love                                                              2:02-2:10
No, I don't want to fall in love                                                              2:11-2:19

With you                                                                                             2:20-2:27

And I don't want to fall in love                                                             2:40-2:47
I don't want to fall in love                                                                     2:47-2:54
Don't want to fall in love, I don't want to fall in love                              2:54-3:02
Don't want to fall in love, I don't want to fall in love                              3:03-3:11

With you                                                                                             3:12-3:16

Wednesday 17 September 2014

Tuesday's rehearsal

On Tuesday I got together with two of the dancers. The dancers had some very nice ideas for the choreography and I gave them feedback. We exchanged ideas and opinions.

I booked a video camera and tripod in order to be able to film the practice.
However, I had some difficulty getting the SD card working, and I ended up using my phone to record.

Clips of the rehearsal will soon be posted.

Monday 15 September 2014

THE FIRST ANIMATED SEQUENCE (1900)


This animated sequence is considered to be the first ever and was directed by J.Stuart Blackton in 1900.

Lyrics

The world was on fire and no one could save me but you
It's strange what desire will make foolish people do
I'd never dreamed that I'd meet somebody like you
I'd never dreamed that I'd lose somebody like you

No I want to fall in love
No I want to fall in love
With you
With you

What a wicked game you played to make me feel this way
what a wicked thing to do to let me dream of you
what a wicked thing to say you never felt this way
what a wicked thing to do to make me dream of you

And I want to fall in love
No I want to fall in love
With you
                                    
The world was on fire and no one could save me but you
It's strange what desire will make foolish people do
I'd never dreamed that I'd love somebody like you
I'd never dreamed that I'd lose somebody like you

No I want to fall in love
No I want to fall in love
With you
With you

Chosen Song For My Music Video


London Grammar - Wicked Game (cover)

Research into animation history

I have been looking at different types of animation and how these styles have developed throughout the years.

This playlist of videos helped me gain a basic understanding of the trajectory animated film has taken.


PART 1

PART 2


PART 3




Monday 8 September 2014

First thoughts (A2 advanced portfolio)

I want my A2 media product to be a hand drawn animation, and I want the animation to be an interpretative contemporary dance piece.

My main objective is to create something that will move the spectator; something that will be remembered. This is why it's so important for me to make my animation so that most people can relate to it.

Because the animation will be based on an interpretative contemporary dance piece, it will be easier for the audience to relate to it how they want to: "that's me and my boyfriend/girlfriend", "that's my best friend and her spouse", etc.

I thought a good storyline to use as a base for the choreography would be the story of an emotionally destructive relationship; the kind of relationship where we can't live with a person but we can't live without them.
I chose this topic because I believe most of us have experienced (directly or indirectly) a relationship that we class as destructive, and it's something very powerful, emotionally speaking.

To achieve this, I have the privilege of working with Roni Dunleavy (contemporary dance teacher) and three A2 dancers from Wyke to create a choreography and perform the piece.


Clips that have helped me get inspired and develop my ideas:

Thought of you - Ryan Woodward:

Thursday 19 June 2014

Lyrics


We clawed, we chained, our hearts in vain, we jumped

Never asking why

We kissed I fell under your spell

A love no one could deny


Don’t you ever say, I just walked away

I will always want you

I can’t live a lie, running for my life, I will always want you

I came in like a wrecking ball, I never hit so hard in love

All I wanted was to break your walls, all you ever did was break me

Yeah you!

You wreck me

Chosen Music Video


Miley Cyrus - Wrecking Ball (Director's Cut)