TGJ2O_3d-evaluation

include component="page" page="course_tabs_header" include component="page" page="menu_tgj2o_3D"  =ASSIGNMENT #3 - UFO 'FLYBY' MOVIE= Using the information you've learned about moving objects in 3D space, lighting and modeling, you are to use the[| scene editor] in Anim8tor to create as believable a short story as you can (no longer than 30 seconds). Use images from Google searches to enhance the content of your movie short. Try to remember to have the object change size and orientation in order to look like it's moving believably through space. Remember, you don't have to have a single object in a scene - you could have 50 copies of your UFO in the same scene if you want, or your eggplant, or any other object you might want to model quickly.

BEFORE you start the 'camera work' I MUST see a set of sketches about what you wish to do with rough notes about how you plan to do it.


 * Hand In:**
 * **Rendered movie (a 'flyby' of your design)**
 * **The AN8 file**

Flying Saucer Model Evaluation
by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. || questions. || Sketches are hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * || Level 4: Exemplary || Level 3: Competent || Level 2: Fair || Level 1: Poor ||
 * **Polycount** || The models are designed particularly well to minimize polycount while still appearing appropriately detailed and sophisticated. || The model uses just enough faces and segments to create appropriate detail, without compromising filesize & efficiency || The model either has too many or too few faces necessary to achieve the desired level of detail required. || The model uses excessive polycounts, compromising filesize & efficiency ||
 * **Symmetry** || The elements display mathematical perfection - achieving perfect symmetry within the 3D space || Elements have been created and placed with care to create symmetry, and no "warping" || Some elements appear warped, or offset within the 3D space || Most elements appear unintentionally distorted and assymetrical ||
 * **Materials** || Materials have been carefully crafted to yield an outstanding level of realism - colour, specular, ambient, emissive, rough and brilliance values are clearly understood and effectively utilized || Materials including "glass" have been appropriately used to enhance the model's appearance || Some use of materials is evident, but the models appear incomplete || Materials are not used effectively, or are not evident ||
 * **Scene and Lighting** || The scene displays outstanding composition, and exemplifies ways of using lighting effectively and realistically. Framing is extremely realistic || The scene features the model by using appropriate and effective background, lighting and camera work. Framing is effective || The scene makes some use of background, lighting and camera work, but appears flawed. || The scene fails to demonstrate the use of backgrounds, lighting and camera work to yield a competent image ||
 * **Animation** || Elements display sophisticated, controlled and extremely believable motion and timing. Camera work enhances the animation and emulates realistic camera techniques || Elements are moved with adequate control, timing and believability. || Objects are in motion but believability is compromised by lack of control || Any animation lacks control or evidence of understanding ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation
 * **Planning notes** || Sketches of what you want to do are easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Sketches are easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Sketches are hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of

 =ASSIGNMENT #4 - ADVANCED MODELS=

Try creating **ONE** of these models from scratch using ANIM8OR

=**WALL-E**= = = =USS Enterprise=

=TIE Fighter=



Use your previous models and any others you want to create to tell a brief story of 30 seconds or less that includes your complex model.

BEFORE you start the 'camera work' I MUST see a set of sketches about what you wish to do with rough notes about how you plan to do it.


 * Hand In:**
 * **Rendered movie (either WallE, Tie-Fighter or the Enterprise with other elements)**
 * **The AN8 file**

Advanced Model Evaluation
by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. || questions. || Sketches are hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * || Level 4: Exemplary || Level 3: Competent || Level 2: Fair || Level 1: Poor ||
 * **Polycount** || The models are designed particularly well to minimize polycount while still appearing appropriately detailed and sophisticated. || The model uses just enough faces and segments to create appropriate detail, without compromising filesize & efficiency || The model either has too many or too few faces necessary to achieve the desired level of detail required. || The model uses excessive polycounts, compromising filesize & efficiency ||
 * **Symmetry** || The elements display mathematical perfection - achieving perfect symmetry within the 3D space || Elements have been created and placed with care to create symmetry, and no "warping" || Some elements appear warped, or offset within the 3D space || Most elements appear unintentionally distorted and assymetrical ||
 * **Materials** || Materials have been carefully crafted to yield an outstanding level of realism - colour, specular, ambient, emissive, rough and brilliance values are clearly understood and effectively utilized || Materials including "glass" have been appropriately used to enhance the model's appearance || Some use of materials is evident, but the models appear incomplete || Materials are not used effectively, or are not evident ||
 * **Scene and Lighting** || The scene displays outstanding composition, and exemplifies ways of using lighting effectively and realistically. Framing is extremely realistic || The scene features the model by using appropriate and effective background, lighting and camera work. Framing is effective || The scene makes some use of background, lighting and camera work, but appears flawed. || The scene fails to demonstrate the use of backgrounds, lighting and camera work to yield a competent image ||
 * **Animation** || Elements display sophisticated, controlled and extremely believable motion and timing. Camera work enhances the animation and emulates realistic camera techniques || Elements are moved with adequate control, timing and believability. || Objects are in motion but believability is compromised by lack of control || Any animation lacks control or evidence of understanding ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation
 * **Planning notes** || Sketches of what you want to do are easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Sketches are easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Sketches are hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of