AhmadChaudhryYear8Unit4

Animation

**Unit question:**
Skills 1(RAMP) media type="file" key="Ramp Guy Ahmad Chaudhry 8sro.swf" width="360" height="270" Skills 2(Name) media type="file" key="Name Animate Ahmad Chaudhry 8SRO.swf" width="360" height="270" Skills 3(Merging) media type="file" key="Merge Skill Ahmad.chaudhry.swf" width="360" height="270" Skills 4 (CAR INCOMING) media type="file" key="COMIN Car Ahmad Chaudhry.swf" width="360" height="270" = INVESTIGATION =
 * Pre-Unit exercise (if any)**

The current situation/problem:
The problem is that I have to create an animation that will show stick man in school and something bad or good will happen. I have to design this animation using an animation program. Later everyone will share their animations and we will learn from each other’s animation on what can happen. I have to create such an animation that reflects the unit question, 'how can animation be used to inform and educate others'. That is how I am supposed to answer the unit question and that is the problem.

"Educational animations are animations produced for the specific purpose of fostering learning"(1). "Animations can be used to inspire, educate, inform and entertain us, while showing us the world in a way which we didn't perceive it before"(2). Both of these quotes are from sources which claim that people can be educated with animations. There are many ways to prove a message with animation. Even a simple animation with two pictures can prove a point like with Justin Bieber above. Look at the road before crossing. Its a very simple message. In the new world of technology, animations could be more widely used to prove a point (2). Internet usage is growing rapidly and hard documents are used less and less. So with people using the internet, a simple animated ad could work more efficiently than printed advertisements. Making specific animations dedicated to a simple point will inform others. There are many different animation programs. Another reason why animations should be used to prove a point is that they are entertaining. People will be more interested in something that is more enlivening. It has become increasingly easier to make animations over the years with new programs coming in(1). But, Animations don't have to stop at cartoons. Microsoft power point presentations are forms of animations. They are widely used by teacher and presenters as aids. They help to deliver the presentation. Part of learning simple equations of processes in science and math come from the reader's mental animated imaginations. But, it is much easier to learn, when, the animation is given to you. What if, like for algebra, x+9+y=7, is solved step by step in an animation. This is instead of the teacher saying step by step processes and leaving the learner to do the imagining. Learning is made easy by animations(1). A few experts differ from a point of view which favors the animated learning(1). They argue that animations are no good if they are not made properly. If we take an animation like a power point with a red background and yellow text, people are too disturbed trying to see properly and focus too much on the animation itself instead of the message it provides. Same can go with a little kid. If you are holding a lollipop in one hand and teaching them at the same time, your wasting your time. They'll focus on the lollipop. All the same, well designed animations are both, educational and interesting. With them learning is faster and easier. If someone has to sit in class and listen to a teacher talk and talk, they gradually lose interest. With an amusing animation it is easier to teach someone(3).
 * Research on the unit question- **
 * How can animation be used to inform and educate others? **

By using animation people develop skills in:
 * Story telling
 * Visual communication
 * Observation and sensory aspects
 * Concentration
 * Problem-solving and innovative aspects

Teachers aren't the only ones who can use animations to teach. Children to children presentation assignments visual aspects. PowerPoint being a big one. An experiment on source three shows how animation has affected a Danish school positively (3). "With its captivating images and cross-cultural appeal, animation is the perfect tool for informing children about their rights and society about its obligations, all over the world. Through Cartoons for Children's Rights, broadcasters can use their influence to help make the Convention on the Rights of the Child relevant and important to the life of every child"(4). UNICEF, a world renowned organization, approves the use of animation. They use it themselves to inform kids themselves about their rights. The initiative broadcasts cartoons that kids can watch. This is another way that animations can be used to educate and inform others. Of course, there are many ways that animations can be used. A school that is called Informanimation (3) uses animation to help kids learn. This is a summer school and they believe that using animations lets kids learn faster. The kids who don't get good marks develop skills by animation. The school has a history of improving people’s behaviors by a lot. As proved by some of the sources, education is not the limit too animations. Animations can also be used to inform general points to the older part of the population. For example; speed limit signs. There could be digital warnings beside a particular road to say something like 8 kph. But also animations could be used for advertisements. In cities there are massive boards that display a particular order of ads. On TV's there are ads that go on and on. These ads maybe for kids but are also for adults. An example for such an add is Wonga.com (6). Animations for adults is mostly used to prove a point with comedy (2). But also it can be used so that you don't have to pay salaries to actors and buy materials. You could create it from your chair as long you have animation software. Also travel uses animation. For example a plane like emirates airways has a TV on practically every plane and every seat(7). On the Tv's there are many games which are animated and of coarse this is for entertainment. Also there is a graphical view of where you are. This is to inform something again. So animation is everywhere to educate and inform. So the two parts of the question about informing and educating using animation is done. This proves that animation is definitely a useful resource. So, a broad range of sources consisting of a magazine (2), an online encyclopedia (1), an information website (3), an NGO (4), a school (5), and a TV commercial (6), and an aeroplane website (7), all acknowledge the use of animation and tell us about how can animation be used to inform and educate others.

1-[] 2- [] 3-[] 4- [] 5-[] 6-Wonga.com advertisements. DSTV Supersport channel 202. 2013 May 4.
 * Bibliography:**
 * 7-** []
 * THIS INFORMATION IS ALL RESEARCHED FROM A VARIETY OF SOURCES.**

Design Brief
An animation about stick man in our school environment making a good or bad decision.

Design Specifications
Must follow the story board Must have 6 scenes(or more) Must be at least 150 frames long Must have some writing i.e. to introduce a scene or some talking Must have different layers for scene, you will probably end up with over 10 layers
 * Added Specifications **

Look appealing?
**I have created the test below for three of my friends to complete and i will complete it too. That will be 4 tests in total.** **Tests** = DESIGN =

Design 1
Frames- 150 Each scene is 18 to 19 frames long

Design 2
Frames-160 Each scene is 20 frames long

Design 3
Frames-140 Each scene is 17 to 18 frames long

EVALUATION OF ALL DESIGNS AGAINST THE DESIGN SPECIFICATION:
|| ||  || ||  ||  ||
 * || ==Design 1== || ==Design 2== || ==Design 3== ||
 * Must follow the story board ||
 * Must have 6 scenes || Yes || Yes || Yes ||
 * Must be at least 150 frames long || Yes || Yes || No ||
 * Must have some writing i.e. to introduce a scene or some talking || Yes || Yes || Yes ||
 * Must have different layers for scene, you will probably end up with over 10 layers || Yes || Yes || Yes ||
 * =====Must use the at least 2/4 techniques learnt in skills exercise===== ||
 * =====Look appealing?===== || Yes || Yes || No ||

Justification of my choice of one design against all the other designs:
My choice of design is design two. This is because design two has a specific number of frames per scene. But it was still a hard choice since all of the designs followed the design specifications very closely. Design 1 and design 2 were the hardest choices to differ from but i went with choice two because it is much more likely to happen. Since all the designs followed the specification very closely, they were **all good designs**. Design three was just as likely as design two to happen but i didn't choose it because it doesn't follow two of the specifications. It missed the 150 frame requirement by ten frames. Also there was too much talk and stickman to stickman contact so although it looked appealing, it wasn't as appealing as the other ideas. Design 1 is a bit over the top because it is not likely to be kidnapped in school and besides, who lets strangers into the compound in the first place. On the other hand design one raises the fear level and sends a stronger message. Design 2 had much more objects to make the scene look realistic. That is my justification of choosing design 2 over 1 and 3. = PLAN = Step 1- To gather all pictures. The picture i need are from the internet. I need a clock picture, a bathroom door, class room door, maths quiz and whiteboard. Step 2- I will then create a new animation project in Flash MX. I will name it,' ahmadchaudhryunit4create'. Step 3- To start making the create. This includes going from a process of layers in order from 1-6 which are in the first scene. This step specifically is for adding a stick boy and a stick teacher. Step 4- Next I need to make the furniture. I will insert the two tables and one chair. Step 5- I will insert layer 5 then which is,'Maths'. Step 6- The next layer is layer 6. I will insert the whiteboard then into the picture. Step 7- After the first scene is created, i have to save it. Step 8- Now i fill insert all the motions from frame to frame. Step 9- Then i will start work on scene 2. I will insert the two tables and one chair Step 10- This is where the first speech bubbles come in. Step 11- Now i fill insert all the motions from frame to frame. Step 12- After this scene is finished i will save it. Step 13- Then i will do scene three which easy because i don't have to insert any new layers except one speech bubble. That is this step. Step 14- Now i will insert the motions from frame to frame Step 15- Again i will save. Step 16- Just like scene 3, scene 4 is easy all i need to do is insert a bathroom door Step 17- Repeat steps 14 and 15 Step 18- Insert the Clock. Step 19- Add the text which is, 'Tick TOCK'. Step 20- Now i need to insert a toilet Step 21- Now i need to repeat step 17 Step 22- This will be very easy because the layers are there except the speech bubble and text. Step 23- Now for that scene i have repeat step 17. Step 24- For the next scene i will have to start by inserting the classroom door as a layer Step 25- Then I will put in the speech bubble and text Step 26- Then i have to repeat step 17 again Step 27- For this final scene i will first have to open Gimp Step 28- Then i will have to blur out the answers and add an F at the end Step 29- Now i will have to save it as a jpeg Step 30- Then i will open the animation and use this quiz for the last scene Step 31- Now i will repeat step 17 for the last time. Step 32- Now after i have saved it, i will upload it on to my wiki page as a swift file. Step 33- Then I have to state and justify any changes i have made to my plan and design Step 34- I am done with the create and now i will start the Evaluation. On the wiki page i will make a table of specifications. Step 35- Then I will save the page. Step 36- Now i will fill in the table of specifications while the tests are filled out by other kids Step 37- After the tests are filled out including mine, i will upload them. Step 38- Now I will analyse the results that i got. Step 39- Now I will save the wiki page Step 40- Lastly I will fill in the table that existed already on the Wiki and save the page. Step 41- Look Over everything and make suitable adjustments C- Class work H- Home work =Attempt at evaluation-= I decided to evaluate my plan by seeing how well it works and how it could fail;
 * **Step** || **4/5 Sat** || **5/5 Sun** || **6/5 Mon** || **7/5 Tue** || **8/5 Wed** || **9/5 Thu** || **10/5 Fri** || **11/5 Sat** || **12/5 Sun** || **13/5 Mon** || **14/5 Tue Public Holiday ** || **15/4 Wed** || **16/5 Thu** || **17/5 Fri** || **18/5**
 * Sat** || **19/5**
 * Sun** || **20/5**
 * Mon** || **21/5**
 * Tue** || **22/5**
 * Wed** || **23/5**
 * Thur** || **24/5**
 * Fri** || **Resources** || **Comments** ||
 * 1 ||  ||   || H-30min ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Google Chrome, Flash drive || I have done my homework in class on the **2/5/13** because i had time. Now i don't have homework. ||
 * 2 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done without any problems ||
 * 3 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || No problems doing this. ||
 * 4 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || It was hard to add the color into the table. It seemed like a simple idea but to apply it it took a lot of time. But i did it. ||
 * 5 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 6 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || This i also had a problem with because the board overlapped the table and stick teacher. So i moved the whiteboard **before the stick teacher and table.** ||
 * 7 ||  ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 8 ||  ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || This took a lot of time but i completed it. ||
 * 9 ||  ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done. I made a furniture layer so i did not have to insert the chair again ||
 * 10 ||  ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 11 ||  ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 12 ||  ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 13 ||  ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || I thought i had edit the picture gimp before i could use it but then i found out that i can use the **free transform button**. ||
 * 14 ||  ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 15 ||  ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 16 ||  ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || I was only going to put in a men toilet door. But, i decided to leave it as it was **with two toilet doors**. ||
 * 17 ||  ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 18 ||  ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || The clock was inserted but i **could not get it to face the other ways** ||
 * 19 ||  ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || This text went to fast. But i can not adjust it. ||
 * 20 ||  ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 21 ||  ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 22 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 15min ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 23 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 24 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 15min ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || I could not get a classroom door so **i drew it on.** ||
 * 25 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 15min ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 26 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 10min ||   ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 27 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   || Gimp || For this step i decided to **keep the maths questions** so it wont be necessary ||
 * 28 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   || Gimp || For this step i decided to **keep the maths questions** so it wont be necessary ||
 * 29 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   || Gimp, Flash Drive || For this step i **decided to keep the maths questions** so it wont be necessary ||
 * 30 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 31 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive || Done ||
 * 32 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   || Flash MX, Flash Drive, Google Chrome || Done ||
 * 33 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   || Google Chrome || Done ||
 * 34 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   || Google Chrome || I changed this. I am making a **word** document. ||
 * 35 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   || Google Chrome || Since i changed the previous step, i am saving the document now. ||
 * 36 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   ||   ||   ||   ||   || Google Chrome, Printed Tests || Done ||
 * 37 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   || Google Chrome, Printed Tests || Done except instead of uploading it i put it on the word document. ||
 * 38 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   || Google Chrome || **We have got an extension on the evaluate because we are just improving our work in this week. but i did this step afterwards anyways.** ||
 * 39 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C ||   ||   ||   || Google Chrome || I am not saving it i am saving the word document. ||
 * 40 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || H- 20min ||   ||   || Google Chrome || Done ||
 * 41 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || C || C || Every resource needed that is listed above. || Done ||
 * **HOW THIS PLAN COULD SUCCEED** || **HOW THIS PLAN COULD FAIL** ||
 * * This plan covers day to day activity
 * There are breaks between work so i can do other work
 * It gives the time that i need to complete a homework so i can complete this and still do other homeworks.
 * There are detailed resources of whatever i need so i can work on the resources
 * There is a comments section which makes me able to look back at this unit from the next unit that i do so i can figure out how to improve.
 * There are many steps so that i can follow things step by step.
 * It also indicates where the public holiday is so i don't have to change the plan half way through. || * There is only one way it could fail and that is that in class there are no set times. So my time to do one step could overflow into another. ||


 * **Resource** || **Why i need it?** ||
 * Google Chrome || Google Chrome is the fastest internet browser with the most settings. This is why i use it ||
 * Flash Drive || I save my work that i am not doing online, on my flash ||
 * Flash MX || This is the program that is used to make an animation ||
 * Gimp || I need this picture editor to blur out and adjust the pictures i put in ||
 * Printed Tests || These tests have to be filled out by my friends so i can do a good evaluate. ||
 * Computer || To use all the programs and software to do my work. ||

= CREATE = media type="file" key="ahmadchaudhryunit4create.swf" width="856" height="639"
 * Stating and Justifying of any changes made to the plan**

= EVALUATE =
 * The smart-board layer went up before the other layers because then it could be overlapped. I wanted to shows things on top of it.
 * For the thirteenth step, instead of using gimp, i used the free transform tool. This makes it a shorter and easier process
 * For the toilet doors i had originally planned to have one. I found a picture with two and thought that it would add to the scene. So, i used that
 * The clock should have been facing the boy but if i flipped it the numbers looked wrong, so i decided to keep it as it was
 * I kept the maths questions instead of blurring them out using gimp. This is because they actually add to the otherwise plain test.

**My evaluate:**
= This is the rubric that i used to help improve my work this unit =
 * Did you submit everything on time? **

Yes


 * Did you work in a group? **

No but i did help people a lot


 * Did you work independently? **

Yes


 * Did you help you buddies? **

Yes
 * ==Stage== || ==Grade Predicted== || ==Reason For Level .== || ==How to improve next time .== ||
 * ==INVESTIGATE== || 6 || I have followed everything the rubric says and it doesn't make any sense if i don't ||  ||
 * ==**DESIGN**== || 5 || My drawing isn't ever going to be the best, so, i have followed of everything else and my drawing is good not excellent ||  ||
 * ==**PLAN**== || 6 || I have also followed everything ||  ||
 * ==**CREATE**== || 6 || It took me a lot of time to correct this and i made sure to follow the rubric after i had got my first grades. ||  ||
 * ==**EVALUATE**== || 6 || Followed everything in the rubric ||  ||
 * ==**ATTITUDES IN**==

**TECHNOLOGY**
|| 6 || I answered all the questions to prove that i had a good attitude towards technology ||  ||