Skills

  • 201-Demonstrate proficiency with technologies common to web page and Multimedia Design.
  • 801-Identify hardware required for multimedia and entertainment presentations
  • 802-Describe various software programs associated with graphics and interactive media.
  • 803-Explain the components of multimedia design and their applications.
  • 804-Perform image management procedures.
  • 805-Demonstrate professional visual communications skills.
  • 808-Create an interactive multimedia presentation.
  • 902-Plan an effective design for a project using storyboard procedures.
  • 1101-Identify the components of an effective multimedia project.
  • 1102-Create a storyboard or outline for a multimedia project.
  • 1104-Create an object, using graphic design software.
  • 1107-Incorporate elements from other sources into a multimedia project.
  • 1108-Edit a multimedia project.
  • 1109-Create handouts and/or other visuals for a multimedia presentation.
  • 1110-Deliver a multimedia presentation.
  • 1111-Critique a multimedia presentation to determine whether it meets the designated guidelines.

Resources:

Textbook: Adobe Animate CC: Classroom in a Book

Adobe TV: http://tv.adobe.com/

Animation: Final Project

OVERVIEW

Students will choose from one of the 3 animation project topics in order to create an animation that tells a short story. The animation will encompass all of the skills you have learned throughout the unit on Flash. It will include scenes that depict the project topic. All of the animations will have an introductory scene and an ending scene. Audio elements will be integrated throughout the animation. Creativity matters!

OBJECTIVE

Students will create an animated movie that showcases the skills they have learned in Adobe Animate.

INSTRUCTIONS

1. RESEARCH

Choose from one of the topics:

  • The Changing of Seasons
  • Day to Night Cycle
  • Driving to School

2. PLAN

Plan out your Animate movie using the requirements below. (Stage size is up to you!)

REQUIREMENTS

All Animations are required to:

  • At least 10 seconds in length
  • An introductory scene for your animation that includes the Project Title and your Name.
  • A closing scene that states it is the end of the movie.
  • At least one audio clip throughout the animation. (Many of you will have more than one.)
  • The movie should not loop.

Changing of Seasons:

  • At least 4 DIFFERENT scenes for each season.
  • Must transition smoothly from season to season.

Day to Night Cycle:

  • At least 3 DIFFERENT scenes that depict Morning, Afternoon, and Night.
  • Time periods must transition smoothly.

Driving to School:

  • A car/bus scene that travels the streets and passes by many buildings and interesting things as it travels
  • Must transition smoothly as it travels down the road.

3. GATHER

Gather or draw the assets or for your movie. (Images, sound) You can use free images vector or bitmap. (Allfreedownload.com has a nice assortment of free vector images)

4. CREATE

Start creating the movie! Make sure the requirements are being followed.

5. SAVE and SUBMIT

Save the file as a .FLA and a and publish it as a .SWF file, and a .MPEG. Submit it in the network drive for review.

RESOURCES

Textbook: Adobe Animate CC: Classroom in a Book

http://tv.adobe.com/

EXAMPLES

ASSESSMENT

You will be graded according to the following criteria to earn a total of 50 points:

Rubric Components Point Scale

Student’s

Score
10-8 7-5 4-2 1-0
Use of tools All flash tools that were covered in class are used in this movie including scenes, frames, tweens, design tools and movement tools. It is apparent that there is mastery of the program. Most flash tools that were covered in class are used in this movie including scenes, frames, tweens, design tools and movement tools. It is apparent that there is proficiency of the program. Some flash tools that were covered in class are used in this movie including scenes, frames, tweens, design tools and movement tools.   Project shows an understanding of program that is limited Minimal flash tools that were covered in class are used in this movie including scenes, frames, tweens, design tools and movement tools. Limited understanding of program and/or effort.
Effectiveness of Movie Movie shows the story to an effect that the observer understands the main topics of the story. There are scenes demonstrating different events in the story. Movie shows the story to an effect that the observer understands most of the main topics of the story. There are scenes demonstrating different events in the story. Movie does not show the story to an effect that the observer understands the main topics of the story.   Scenes lack different events in the story. Movie does not shows the story to an effect that the observer understands the main topics of the story. Minimal effort was put in to developing the scenes of the story.
Appearance of Movie Movie is well designed and there is clear use of the different design tools. Movie looks good and clear effort is observed. Movie is well designed and there is clear attempt to use of the different design tools. Movie looks good and some effort is observed. Movie is designed with rushed or lack of effort to use the design tools. Movie does not look great although some effort is observed. There is obvious lack of effort in the design of the movie.   Movie appears rushed and is not well made.
Audio Movie has excellent sources of audio to convey the different events/scenes that take place throughout the movie. The movie has 2 or more audio clips. Good use of audio to enhance the different events/scenes in the movie. The movie has 2 or more audio clips, Some effort to use audio to enhance the different events/scenes of the movie. The movie has 2 or more audio clips, Minimal effort to use audio to help convey the different events/scenes in the movie. The movie has less than 2 audio clips.
Time Management Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Student was productive and took the initiative to try new Flash components Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Student usually uses classroom project time well, but occasionally distracts others from their work. Student does not use classroom project time well OR typically is disruptive to the work of others.
Total ______/50