Exploring digital and traditional methods of animation.

Animation is an ever changing medium.   The first  evidence of anyone recording the motion of movement  can be found in paleolithic cave paintings and was also found  on a 5,2000 year old earthen bowl  in Iran. It wasn’t until people explored new technologies and created the appropriate equipment that the beginnings of animation really began.    

Animation and new technology have always gone hand in hand.   George Melies, was one of the first people to use animation to create special effects within his films.  He was famous for his technical and narrative developments in film making.

What I find interesting  is George Melies explorations into film and special effects didn’t deter the development of more traditional methods of ‘theatre’ and it still doesn’t.    It is an amazing visual and aural medium but does the invention of such a fantastically versatile and imaginative story telling device prevent more traditional narratives. Books still exist and so does theatre.  So why does the invention of digital technologies mean the end of more traditional methods of animation?  Surely they will exist side by side in the same way photography and painting do.  

There is already a resurgence of more traditional methods of special effects.  Take a recently released film like Moon directed by  Duncan Moon, staring Kevin Spacey, it is a tribute to seventies sci fi films and uses models instead of digital animation.  

 Should Universities embrace new digital technology and preserve more traditional methods or should they just ditch the tradition in favour or the ‘new’?  Is there anything to be learnt from the patterns of history or does the invention of digital technologies mean a blanket ban or anything even vaguely traditional?

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  • 'Fantastic Mr Fox' (can't wait for this to come out) and recently 'Coraline', are big productions which demonstrate traditional stop motion puppetry and all the traditional skills that term implies, enhanced by that elf dust that digital technology can supply. I think this is the ideal combination and have no intention of ditching 'old' for 'new' at NUCA! I would blench at going back to analogue film compositing, remember A and B rolls, give me After Effects any day!

    posted by: suzie hanna - view / reply

  • It's all a big tool box and we should be open to whatever is the right tool for the job. By all means, use new technology if it means it's easier, better, quicker, etc. Old technology can be good, but even simple cut out can be done better using new technology whilst maintaining an old style look. And don't talk to me about the virtues of cels and cel paint, because there aren't any! Definitely time to move on in that department.

    Still, film done entirely by hand still has a valuable place. It's a different look and feel, so like anything, it's important to judge the most appropriate tool for what you want to achieve in the end. I like new technology for giving more creative flexibility and options which was not as easy before. Even using digital assist in traditional model animation is a great tool.

    The best thing we can do is to teach the fundamentals of film making: story, character, design and originality and then let the rest go from there.

    posted by: pizzapie - view / reply

  • The opportunities that digital technology gives to the animator are incredibly exciting, but clearly there are some things that new technology can't improve on e.g. the simplicity and directness of drawing on paper with a pencil. Obviously one should move with the times, but don't discard what's useful from the past. The most innovative and inspiring animation of recent years combines old technology with new.

    posted by: jonathanhodgson - view / reply

  • I feel the Traditional versus New Digital is a false dichotomy we really have to move away from. The term 'Preserving' is loaded too. There are core (pre-digital) skills in animation that are as vital today as ever, but are evidenced and utilised now in different ways.
    Life Drawing, study of gesture, expression, understanding of motion as dramatic performance- all these are as valid and as vital to a digital 3D animator as they ever were before. To me, Animators work with the expression of motive and emotion.
    It's not traditional methods we need to preserve, rather core skills, and it's a matter of applying these across a range of media, depending on effectiveness.
    Surely, there is no such thing as traditional animation methods? Coraline? Shot digitally, (alternate frames were assigned to L + R eyes interestingly, since a single camera had to be used to create the stereoscopy; a technique which would be madness to execute on film), heavily composited (the hairline crack of the replacement mouths/eyes were digitally removed from every face), and graded. The subject matter was the only thing that wasn't digital. But the core animation skills made it great. We don't need to preserve these. They should be alive in any great animator whether they use Sand, Plasticine or NURBs. How we teach those core skills through the new tools is where the action is.

    posted by: saint - view / reply

  • How we teach the core skills of story telling, acting, timing, editing and sound design are indeed the essentials for any animation course. Why is then that most students are obsessed with learning software and not the key skills of film making? Software and technology are constantly changing and will continue to do so in the future at an ever increasing rate. The only constant in this equation are these core skills. Should students learn to take some responsibility for their own software development if it is likely that software will change again as soon as they leave?

    posted by: sakennedy - view / reply

  • 3D animation in Virtual Reality Worlds will become more popular. Animating machines and everyday items to inform, educate, and entertain will be an essential component of Virtual Reality.

    posted by: rob rigby - view / reply

  • We see the bulk of animation work in the future will be for immersive Virtual Worlds. This means converting maya to work inside a commercial 3D Game engine.

    Can anyone provide animation files for the "Jinty" steam engine in the MellaniuM Dome re: http://ec3v3.projectchainsaw.com

    posted by: rob rigby - view / reply

  • Animation... the future? I agree with some of the previous comments... core skills need to be maintained in understand and expressing storytelling and narrative. Equally, to be skills employable, students (and staff!) need to be software and hardware savvy. The underpinning of understanding and 'creative visualization' transfered 2 Dimensionally are essential...drawn to digital, back to drawing, then back to digital. Creative industry depends upon this... type designed and annotated ... scamps to mac-ups in advertising...it's a balance of skills defined by 'process'

    posted by: Mark Scargill - view / reply

  • I think there will always be a place for traditional animation and I believe it should continue to be taught throughout schools. As John Lassester expressed, all animators should have the ability to draw, as computer programmes can be taught to them. For it is more difficult to teach a technologically advanced person to draw. I think the foundations of animation should continue to be taught traditionally, the artistic genius on 2D films such as disney classics or the 3D plasticine models in Aardman creations are timeless.

    I actually think that there is a boundary where 3D digital aimation can go too far. The skills behind the production and graphics used are impeccible, however, the viewer is left asking why wasn't it just filmed in live action? It would looks almost the same, be less costly and save time. I also don't think you can beat the classic 2D cartoons. No matter how many computer generated animations come onto the screen, there will always be room for the traditionally drawn ones. I like the appeal of the characters looking like cartoon characters, being drawn and brought to life-3D animation can not overshadow nor replace the unique visual appeal of drawn medium.

    I think it is essential to keep traditional methods of animation in teaching so it does not become a lost art. The amazing thing about animation is its variety of mediums and styles which can be used to captivate an audience. I think the animation industry will go back in a circle, employing more traditional methods in the future as animation would look too "samey" if everything was done on computer! I don't really think it matters what method is used, as long as the audience is captivated both through content and on a visual level.

    posted by: Hayley Dwan - view / reply

  • Surely film animation is a yesterday media! With all the new Immersive Internet (II) ideas we should be focussing on in-world 3D animations for non-linear products of the future. Film animation is a dinosaur industry.

    posted by: rob rigby - view / reply

Does the internet and easy access to animation computer software devalue the role of the animator?

TIMONDOW

 

Animation used to be seen as a finely honed craft.  Good character animators were like gold dust.  Now it seems that anyone can make an animated film in their bedroom. Planning, writing, designing, sound, animating, editing, track laying and special effects can all be done from the comfort of your own bed if you so choose.  In the current climate,  are cable channels and the internet going to look for low budget cheap animation instead of  big budget animation?    Is this the end of quality  animation or the beginning of a revolution?

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  • I think it is quite concerning how it can be done by anybody these days and that it is probable that people may opt for the cheaper productions. I think animation should always be seen not just as entertainment, but as an artform in itself. Therefore I personally believe that good character animators are still essential. I find some of the most successful animations to be those where you are able to believe and empathise with a character. This can only really be achieved through believing in them, through their movements, character, their posture etc. I think by this increase in low budget uneducated animation it is actually making animation inanimate. It can still be used as a method of story telling but would not effectively be able to communicate emotions or character appeal. The difference between low budget and trained animation is clear to see, and I just hope people don't mind paying a little more money or waiting a little more time for the high quality productions.

    posted by: Hayley Dwan - view / reply

Uclanimation. Some work by the students.


Blue screenStop Frame PuppetsjackPicture 11Picture 4Picture 1Picture 8Picture 3

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Has feminism failed animation?

I’m not talking about whether animation has failed strident lesbians in big boots, with home made hair. Sadly the term feminism seems to have become synonymous with this image. It should just mean equality. I’m wondering if women get a fair crack at the creative whip. Do women often end up doing production manager jobs whilst the men do the ‘mad creative’ roles within the animation industry? Has the demise of commissioning short animated films by BBC and Channel 4 seen the end of opportunity’s for women directors who find the commercial industry too male dominated? Are women discouraged by the use of computers?Picture 2

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  • My (disheartening) observation is that women seem increasingly to choose producing over directing - seems like they can see themselves as nurturing, enabling, organising, rather than selfish, infantile, creative..

    posted by: Ruth Lingford - view / reply

Should students work in groups to get their films into animation festivals?


The French animation school Gobelins encourages their students to work in teams on their projects. There is no doubt that they create professional standard films but the question is…who is responsible for what? The English way of teaching usually includes some kind of group activity during their three year but not when it comes to their final film. Each student is given the chance to be the creator and director. Does this give them the chance to try all aspects of film making or does this limit their chances of employment later? How can an employer know exactly what a student has contributed to a ‘group’ film?

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  • Unless the dynamics of teamwork are increasingly forefronted and embedded in teaching animation in this country we risk further decline of our industry. The modern animation workflow (esp 3D) relies on an increasing number of specialisms. That's why the big UK companies increasingly look to Goebelins, Supinfocom, whilst ignoring many UK universities. Generally, European students have a clear idea of their specialism, and their own strength and place within the team. Often our students have more creative and original ideas, but the aversion to teamwork means they all to often never profit from bringing those ideas to life, or get to fully display their talent. You can see the resulting incomplete stories, underdeveloped ideas, truncated plots at many degree shows, sadly.

    posted by: saint - view / reply

  • I'm not sure if it is the current education system or cultural conditioning that makes the introduction of team work so hard within the current education system. Marking group work can be difficult particularly under the current modular systems in place in most UK Universities. There are strict guidelines and marking criteria in place and it is difficult to apply this to group work. Do we also place more value on certain roles within the animation industry than others?

    posted by: sakennedy - view / reply

  • Regarding marking team work- peer assessment and correlation of journals are useful tools here. It needs to be said that the companies who demand specialisation have found ways to assess the interviewee's claims at interview quite effectively, so maybe H.E. needs to learn from them! Framestore, MPC, DNeg etc look for team players and say they can weed out bluffers and downright liers ("yeah I did the lighting and the modelling and the animation all by myself, honest") easily enough. So if this is a challenge for H.E. then something is wrong with our academic culture, not the students cultural conditioning, IMHO. Would be good to hear more academic voices on how they assess teamwork?

    posted by: saint - view / reply

  • Had no idea that 'Gobelins' related to animation - I was struck by the connection to the Gobelins tapestry factory in Paris- and thus the textile connections to animation...!

    http://en.wikipedia.org/wiki/Gobelins_manufactory

    Also make me think of the double meanings of 'to touch'; where the content of stories can reach out and touch us...

    posted by: fiona - view / reply

  • Team projects are being introduced into the second year. The module system and module descriptors tie staff into delivering a certain criteria, particularly if Universities want to collaborate with other Universities and deliver the same course abroad. This practice seems to be common across academia in the UK. Changes to the delivery of courses can't be made immediately and there are certain loops that have to be jumped through. Also students don't always want to make team projects. Some students come onto the course to make their own film and if their idea doesn't win the pitch they are loathe to work on someone else's idea. I don't think the old system of students making their own films is totally bad. We have produced some brilliant and original animation film makers through this system. Nick Park studied Fine Art before specialising at the National Film School, Mark Baker and Neville Astley also came out of this system as well as Phil Hunt and many others. Ironically most people who are currently in the most influential positions in the animation industry. There is room for both ways of working - a team based industry exit that course along side a more 'arty' animation course. Large companies like The Frame store need specialist animators to work in teams but the internet and the expansion of cable TV means that there is a demand for low budget animation. This kind of work needs animators who want to do the whole process themselves.

    posted by: sakennedy - view / reply

  • Student resistance to teamwork is an interesting one- I think if (as per your illustration) students were shown Oktopodi (or most things on the Gobelins reel) and it was explained that such work can only be created by teamwork, there might be a level of buy-in from the cohort.

    I agree that the opportunity to make your own film isn’t a bad thing at all. I don’t want anyone to have the assumption that individual films aren’t valid, it’s just that the chances of getting the depth of skills needed for the industry these days is curtailed. The system that created Nick Park no longer exists- how long was he at the NFTS? 5 or 6 years if I remember? How many students in Phil Hunt’s year when he was a nipper? Neville Astley had the Neilson Hordell rostrum at Middlesex Poly to himself for huge chunks of time! That’s not possible now with student numbers.
    The Animation industry still needs to be fed by individual and compelling new visions, it’s true, but those visions need to be supported by teams of talented people with specialisms. And we need more of them. Also, increasingly the likes of Aardman, StudioAKA are looking abroad for their talent- Gobelins, FilmAkademie, Supinfocom…because of that depth and specialism, but also I feel because of the creative possibilities that those students experience by doing such productions. If you’re working on the team for something like Oktopodi, your animation industry experience is enhanced in a way that it couldn’t be if you were undertaking an individual film all on your own.

    Also I think we just have to let students know that the biggest employers of animators are not Passion, StudioAKA or Nexus (worst luck, maybe!) but the games industry which increasingly wants greater specialism.
    I think specialism is often mistakenly portrayed as lacking in creativity (as opposed to making your own film) but I think that’s unfair. It’s a very different kind of creativity.

    Anyway, I’ve blabbed enough (give me a column inch and I’ll take a mile…). Be interesting to hear from students maybe?

    posted by: saint - view / reply

  • I graduated from an animation course in july and it never really occurred to me that my final film would be anything but a solo project. I expected and looked forward to doing group projects in my first and second year as they were the years to experiment and learn. However when we all reached our third year very few of us really knew what part of animation we would aim for as a specialty and so doing everything on our own projects was a great way to discover this.

    Although i wouldn't have been averse to doing a group final film the chance to do everything - lighting, set design, model making, animating, post production, editing - was brilliant, and made me feel like I'd experienced all I could for the extortionate course fees I'd had to pay.

    As for solo projects not showcasing specailties surely you can see from the end product which aspects of animation the person is best at. If the story is poor then the character movement might be good, or maybe the design is better.

    Maybe students should be given the choice whether they want to work alone or in a group. But I do agree that fair marking of group projects is a lot harder to acheive.

    posted by: Rachel West - view / reply