Digital Media Homepage

Assessment Task 3

College of Arts, Victoria University

Teacher Name: Lisa Cianci - email: lisa.cianci@vu.edu.au
Course Coordinator & Education Manager: Alan Morgans - email: alan.morgans@vu.edu.au
College of Arts Office: City Flinders - Tel: 9919 1517

Class Website - http://multimedia.tafe.vu.edu.au/lisa/2013/DMA


Subject: DMA - Digital Media

Course: Diploma of Visual Art (CUV50111)

 

Assessment Task 3 - Video & Animation Project

Deadline: September 18 (class 10)

25% of total mark for the subject.


Assessment Grades

HD: High Distinction 80-100, D: Distinction 70-79,  C: Credit 60-69, P: Pass 50-59, N1: Not Yet Competent 49-40%, N2: Not Yet Competent <40%

In order to achieve a HD for this brief you need to:

  • Meet all the requirements of the brief
  • Creatively explore ideas and outcomes
  • Have solid justification and reference for aesthetic choices
  • No typos or grammatical errors and consistent formatting in any written material
  • Show comprehensive documentation of planning and development
  • Demonstrate good reflective practice skills

Assessment Criteria / Learning Objectives

CUVDIG502A Investigate technologies for the creation of digital art

Element/Learning outcome

Performance Criteria

2. Select digital technologies for in-depth exploration

2.1 Assess the creative and professional opportunities offered by different technologies

2.2 Determine limitations and constraints of particular technologies

2.3 Select technologies that suit own practice

3. Integrate technologies into own work

3.1 Explore different ways of working with technologies

3.2 Challenge and stretch the capabilities and uses of different technologies through experimentation

3.3 Develop own ways of working with technologies that achieve desired outcomes

3.4 Engage in informed discussion with others about the characteristics and opportunities of particular digital art technologies

3.5 Establish and follow safe work practices

 

1. Project Description

Overview

You will be creating an experimental animation piece using Adobe Flash and video footage you have taken yourself or have access to use without copyright restrictions or breach of intellectual property rights. The purpose of this task is to give you some basic skills with an animation application that is non-linear. Many web experts have suggested that Flash file content will eventually be superseded by HTML5 capabilities, but as yet, there is no other format that is so useful for animation, interaction, multimedia and game components for the web. Flash does have its limitations as you will see, but it can be a handy tool for artists looking to experiment and blend media formats in one portable file.

As most of you have completed the video subject last semester, you should be familiar with authoring a piece of video so we won't be learning new video skills in this task, rather you will be given time to develop your own video clips to bring into Flash and use in different ways.

You don't need any previous experience with Flash. We will cover some basic skills such as using nested timelines and objects, creating simple interactivity and importing media into the Flash application and familiarising yourself with the interface.

You will be shown some examples of art and games created with Flash, and will undertake some class exercises to learn very basic Flash skills.

The specifications for this project are quite open - the idea is for you to do your own experimentation with the basic skills taught in class using video content in Flash. I will be on hand to provide technical assistance where necessary, but be careful to not attempt an over-ambitious project that you can't complete within the short timeframe.

 

2. Requirements

Technical Development

Create your own video clips using any software that you prefer and convert your video to the FLV format in order to import them into Flash. You can use a mobile phone to video some content - it can be quick and dirty with low resolution if that's all you have access to. The focus here is on what we do with the video in Flash, not on the quality or skill in producing video itself.

When importing video to flash, we will not be using audio as some of our experiments will require creating multiple video sprites, so the sound of many video clips may clash.

Make sure your video clips are not too long. Short clips that can be looped are ideal for this task as using many long clips will create big file sizes and slow down the Flash player.

Consider the visual quality of your clips (colour, framing and movement) and what you might possible be able to do with them in Flash. Flash also allows blending, masking and merging of layers which can create some interesting effects.

 

3. Specifications

The Flash file will be approximately 800 x 600 pixels (unless you want to negotiate another size with me). This means that video files should not have larger dimensions than that either - although they can be smaller if you want to use multiple small videos in the animation.

You may also import still images to use as backgrounds or to blend with video layers. JPEP or PNG-24 format image files are usually the best, although some people like to work with Photoshop files and import layers directly into Flash.

You will submit the completed FLA (Flash working file) and SWF (Flash published file) files to a specified folder on the network shared drive. Make sure you have your name in both file titles - for example:

lastname_firstname_DMA2013.fla
lastname_firstname_DMA2013.swf

4. References

See DMA website and weekly classnotes for references relating to this assessment task.

 

5. Assessment Rubric

Task / Performance Criteria Advanced
HD(100-80%)
Very Good
D(70-79%)
Good)
C(60-69%
Competent
P(50-59%)
Not Yet Competent
N1/N2(<50%)

task: prepare content for import to Flash

criteria
2.1 Assess the creative and professional opportunities offered by different technologies

2.3 Select technologies that suit own practice

Content (video and image) is correctly formatted and is ready to use in the Flash software application, the video content is created with deep knowledge and understanding of the relevant formats and their usage showing a refined methodology and technical proficiency. Content (video and image) is correctly formatted and is ready to use in the Flash software application applying knowledge and understanding of the relevant formats and their usage showing evolving methods and proficiency. Content (video and image) is present, but requires formatting to be ready to use in the Flash software application, student needs to improve knowledge and understanding of the relevant formats and their usage. Content (video and image) is present, but requires editing and formatting to be ready to use in the Flash software application, student needs to improve knowledge and understanding of the relevant formats and their usage, and the criteria for preparing video for other uses. Content (video and image) is not present, or is not functional, does not demonstrate knowledge or comprehension of the relevant formats and their usage.

task: develop experimental content in Flash

criteria
2.2 Determine limitations and constraints of particular technologies

3.1 Explore different ways of working with technologies

3.2 Challenge and stretch the capabilities and uses of different technologies through experimentation

3.3 Develop own ways of working with technologies that achieve desired outcomes


The development of visual content in Flash shows multiple forms of innovative experimentation and usage of the relevant functionality of the Flash software - extending on the content taught in class to integrate self-directed experiments, which combines and applies knowledge and understanding of the criteria of the brief and in usage of the Flash format in a refined way. The development of visual content in Flash shows some form of innovative experimentation and usage of the relevant functionality of the Flash software, applying knowledge and understanding of the criteria of the brief and in evolving usage of the Flash format. The development of visual content in Flash demonstrates some usage of the relevant functionality of the Flash software according to the brief criteria, demonstrating some knowledge and understanding of the criteria of the brief and the usage of the Flash format. The development of visual content in Flash has been completed but does not demonstrate any innovative experimentation with the Flash software, demonstrating limited skill and limited comprehension in usage of the Flash format. No development of content in Flash, or no functional Flash content, no evidence of skills with the Flash application

task: testing and bug fixing Flash content

criteria
3.4 Engage in informed discussion with others about the characteristics and opportunities of particular digital art technologies


The Flash content is bug free due to extensive testing and bug fixing where necessary. Advice for improvement has been followed and improved upon to create a flawless end result. The Flash content is largely bug free due to substantial testing and bug fixing where necessary. Advice for improvement has been followed to produce a finished end result. The Flash content is mostly bug free though could improve on testing and bug fixing where necessary. Advice for improvement has not been followed completely resulting in a product that requires a little more testing to realise a finished end result. The Flash content is present but is buggy, more testing and bug fixing required to make the piece functional. Advice for improvement has not been followed resulting in a product that requires more testing to realise a finished end result. No Flash content, or incomplete Flash content that requires more work before bug testing and fixing can be undertaken. Advice has not been followed and no complete end result can be produced at this point.

task: presentation of Flash content

criteria
3.5 Establish and follow safe work practices

The Flash content is professionally presented in the correct SWF format, and the content itself is professionally finished, engaging and a successful aesthetic outcome that does not breach any intellectual property rights or university policies The Flash content is presented in the correct SWF format, and the content itself is a successful aesthetic outcome that does not breach any intellectual property rights or university policies The Flash content is presented in the correct SWF format, and the content itself is a functional outcome that does not breach any intellectual property rights or university policies, though the piece itself needs more work to be a successful aesthetic, creative piece The Flash content is presented, though needs to have a SWF generated to meet the brief criteria, the content itself is mostly functional though there may be issues relating to breach of intellectual property rights or university policies, the piece itself needs a lot more work to be a successful aesthetic, creative piece Flash content not presented, or is incomplete and cannot be generated as a SWF file, or work is not ethically suitable, nor does it function as a creative piece

 

 

Assessment Overview:

CUVDIG502A Investigate technologies for the creation of digital art

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

  • apply knowledge of digital technologies and how they may be used and adapted at a professional level
  • evolve and refine ways of working with technologies through a demonstrated process of experimentation
  • integrate technologies into own work in a way that supports coherence of the creative work
  • demonstrate technical proficiency in the use of selected digital technologies
  • use safe and sustainable work practices.

 

Assessment Rules

This project is assessed by observation of your development of your project work, and by presentation of the project itself. If you do not submit adequate work by due dates you will not be able to achieve competency in this Unit.

For the policy which you will be assessed with please refer to the Assessment Policy section of your Creative Industries student handbook or the online copy of the Assessment Policy:
http://multimedia.tafe.vu.edu.au/studentva/Assessment.cfm