Thursday, February 6, 2014

Incredibles breakdown

You should be able to following along with the timecode for these notes while watching your Incredibles DVD.



2:05 - 2:16 - great title transition - gets you right into the action - great economy of information in the shot; it tells a lot with very little.

2:30-3:02 - 
- During the chase/pursuit sequence, Mr. Incredible only travels left - to -right
- The Mr. Incredible transform sequence is a set of quick shots, bookmarked by a set of longer shots at the start and end, which help to show the setup and result
- The car transform sequence contrasts this with a long shot from outside, keeping things fresh, showing off the car, and showing the speed of the pursuit with clearly receding objects (buildings) zipping by.

3:25 -
economy of information - CU of Mr. incredible reacting to computer in car, pull back to show computer display in car.

6:00 - 6:16
contrast and affinity in depth - 
setup shots have lots of depth and perspective (note diagonals everywhere)
the action and follow-through shots are flatter, bringing the audience in along for the ride.
The cut on glass break adds impact, as the camera appears to reverse its Z motion here, pulling backwards on the next shot. It makes the viewer almost feel as if they hit the glass too.
Mr. I forms a pyramid shape at the end. The warm color of the buildings provide a middle ground that helps to separate I from the dark blue sky behind him.
The shape of the windows suggest that I is trapped!

7:10
When Buddy says "be true to yourself" he is standing in front of a reflective object.

7:23
Mr I + bomb voyage + the spotlighted hole in the window form a triangle, which Buddy sits in the middle of.

8:10 
Brad Bird likes to derail trains, see also Iron Giant! Mr. I moves right-to-left, which makes it feel dangerous/awkward.

9:40
Clever framing emphasizes not only the size difference between the characters, but also shows the subtext….I is late for his own wedding….to his wife-to-be, it's like he's not really there. This also foreshadows I's travels later in the film, she he ventures away from his family to go on secret missions.

13:30 -
The pencils falling stand out against the largely still background, and add a subtle comic beat

18:50 - 19:30
The quick, comedic and action-packed shots of the table sequence help to get the audience engaged and then provide contrast to the slow, drawn out reveal of information in the shots where Bob reads the paper. Mrs. I yelling "Bob…I need you to engage!" provides great subtext. foreshadowing I's upcoming need to take action re: the info being presented in the newspaper.


19:46
Lucious's arrival is marked with a gag involving an icicle. Note the shot choice when Lucious catches the icicle - the framing intentionally leaves space for the icicle to fall into. Note how the quick cuts are buffered by longer setup and result shots at the start and end of this sequence.

20:40 
economy of info
The shot starts on the radio and pulls back. The emphasis on the radio and resulting triangle in the comp foreshadows its importance in the plot in this scene.


21:00 - 21:10
Crossing the 180 here (very subtle - watch I and L's positions change!) helps to suggest that things are about to change - our heroes are about to be plunged into real danger!

23:10 - foreshadowing and delaying
The officer yelling "Freeze" reenforces what the audience wants to happen; delaying the visual result (the frozen officer) makes the payoff greater.

24:50 - cool camera move…
Bob in MG
Mrs. I in BG
Cam in FG
Cam and Mrs. I both move in depth to meet in the middle

25:00 The triangles formed between Bob, Mrs. I and the edge of the ceiling beam provide a great framing element for the bit of rubble she holds in her hand.

25:15 - 25:45
The edge formed by the corner of the wall provides a great  tonal separation element, to emphasize the conflict between the characters.

31:50 
During this sequence, many of the shots where Mr.I is receiving "important" information, the camera orbits and spins on an axis around the iPad-thingy, adding to the fantastic nature of the mission being described. When I is responding to Mrs. I, the camera is more static and grounded, suggesting being the real world. The fanciness of the spiraling shots suggest that the information being delivered is desirable - it gives Mr. I a chance to relive his youth, etc. - and challenging - defeating the robot will be difficult. 

33:00 - nice, long, dramatic shot helps sell the importance of what just happened, and showcase what Mr. I wants - to relive his past. The diagonally crisscrossing crossfades add drama as well.


42:05, 42:24, 42:32, 42:33, 42:37, 42:55, 43:07, 43:35, 43:51, 44:02
Color is used as a thematic element a lot in the Incredibles. Blue is used a lot in the earlier shots of Mr. I, reenforced by his costume color (blue). Red is the color of the transformed, reborn Mr. I.

Now, Mr. I has changed…has become reborn….but he needs a new suit. All of the above shots feature his new suit color, red, helping prepare the audience for the color change.


1:00 - 
The cross cutting between Mr. I in the computer room and Mrs. I with Edna helps to build tension. Both characters are discovering shocking new information - Mr. I discovers Syndrome's plan, while Mrs. I discovers that Bob is living a double life and may be in danger. Ingeniously, Mrs. I's efforts to find Bob with the tracking device backfires, leading to his discovery.

1:02:15 ---->1:02:50
Very interesting sequence for pacing. The rhythm of the guns is paced very well, and reenforces the danger. The pacing of the cuts gets quicker as Bob runs, then settles back down; then increases again to a breakneck pace before settling down at the end with two long-duration shots. Contrast and Affinity!


1:09:30 - 1:10:34 - 
Contrast and Affinity - shot pacing builds up, then releases after plane explodes with super long shot of the family falling.

shot analysis

http://movieclips.com/7KbQH-the-matrix-movie-virtual-combat/

  • Contrast and Affinity:
    • 1st shot - deep
    • 2nd shot - deep 
    • 3rd shot - flat
  • Plenty of creative 180 switches/cuts here
  • Everything here is ying/yang - 
    • Morpheous wears black, neo white. 
    • Morpheous' gestures are subdued, neon's elaborate
    • Neo's camera into shot pushes in (to suggest he is the learner, the absorber)
    • M's shot pulls out (to suggest he is the teacher, and has info to give)


http://movieclips.com/RQv5A-the-island-movie-good-job/

  • Shaky cam everywhere!!!
  • Note the many ways the directors frame the train wheels flying off the flatbed. Variety and contrast = visual intensity!
  • Note how the quick pacing in the beginning is contrasted by the slow pacing at the end, where the bad guy's vehicle is destroyed.


http://movieclips.com/dSF4-bolt-movie-scooter-chase/


  • Breakdown first 1:30 - note camera moves, framing, pacing.
  • Note how the camera moves, follows, starts, stops, etc
  • Note the surprises the camerawork allows the audience to experience
  • Note how the camera stops moving after certain portions of the chase, allowing the actors to keep moving in the frame and the audience to rest and absorb.


http://www.youtube.com/watch?feature=player_embedded&v=lOaV06ruMqg


  • The camera leads Loiotta's character to Deniro
  • The zolly (zoom + dolly) changes the perspective and suggests that the relationship between the two characters has just changed
  • The zolly also puts the audience in a strange space, specially...similar to what Loiotta's character is going through.


http://movieclips.com/Yk4A-zodiac-movie-the-diner/


  • Gyllenhal's character uses the salt and pepper shakers to illustrate the abstract geometry of the crime scene they are talking about.
  • The waitress delivers the check at the moment Ruffalo's character realizes who the killer is.
  • This helps emphasize the beat - check please = realization that the case is solved!

http://movieclips.com/xdVp-the-social-network-movie-i-deserve-some-recognition/

  • the cuts in the first sequence are matched to the rhythm of the accusations
  • Zuckerberg is centered in all of the shots, and everything in the room is used as a means of zeroing in on him
  • woody allen intentionally separates the two actors in this shot to show the divide between them
  • Owen Wilson's character is a blurred reflection in the shot featuring the girlfriend
  • Are these characters being brought together or pushed apart?

http://movieclips.com/CqfDv-amelie-movie-love-at-first-sight/

  • This sequence features some really really really lovely camera moves
  • The moves of both the camera and actors tends to be upwards, complementing the uplifting feeling of being in love

http://movieclips.com/cHS6-amelie-movie-helping-a-blind-man/

  • The pacing in the beginning of the sequence is slow - this is the setup.
  • The pacing during the blind man walk sequence is quick - suggesting the fleeting glimpses the blind man is getting from Amelie

Color in film


http://filmdirectingtips.com/archives/157

http://thedesigninspirationalist.com/color-in-films-the-design-inspirationalist/

http://www.colourlovers.com/blog/2009/12/29/color-in-film-m-night-shyamalan

http://www.lightextreme.com/ColorInFilm.html

http://www.youtube.com/playlist?list=PL6FCAD558C6B7098B

http://www.jgeoff.com/godfather/oranges.html

http://hearthisyoucreators.blogspot.com/2013/01/color-in-film-amelie.html

Week 4 agenda


  • review 1st pass animatics
  • color in film
  • shot analysis
  • incredibles breakdown
  • lab time

Thursday, January 23, 2014

Week 2 Agenda


  • Review and critique storyboards
  • Discuss project 2
  • Speedboarding workshop
  • Layered Photoshop to AfterEffects workflow - breaking up elements for animation
  • Prevising FX in Maya

Thursday, January 16, 2014

Project breakdown


Project 1 - STORYBOARDS - simple sequence without words - 20-30 boards - due week 2 - 10%
  • Create a simple story sequence using no words or dialogue. 
  • The story can be about anything, and does not have to involve people. 
  • The story should be extremely simple, but should still have a sense of beginning, middle and end. 
  • The story should involve at least one visual effect element.
  • Storyboards should be submitted in a digital format.
Project 2 - ANIMATIC - 1 minute sequence from film or script - 20 - 40  boards - due week 5 - 20%
  • Pick a 1 minute scene from a film or script to storyboard. The sequence should have at least 20 cuts/shots.
  • You must use the same location, characters, dialogue and actions from the script/film.
  • You may use existing camera angles from the film in no more than 50% of your project; the rest you should re-imagine!
  • Create boards for the most important shots in a layered fashion, so they can be broken apart and animated in AfterFX
  • Animate your boards, layer in the sound from the clip, and render out an animatic with the following:
    • 1280 x 720 resolution (HD 720)
    • .H264 compression.
Project 3 - action or drama sequence - 30 - 50 board ANIMATIC - due week 8  - 25%

  • Pick one of the two scenarios listed below. 
  • Plan out the sequence, writing out a beat sheet and shot list
  • Storyboard the sequence, and then make an animatic with sound effects!
    • 1280 x 720 resolution (HD 720)
    • .H264 compression.
  • The story should involve at least one visual effect element.
Action
    • Setting: city park.
    1. A man cycles trough a park at a leisurely pace
    2. An out of control rollerblader enters the park across from the cyclist.
    3. The cyclist passes a couple walking their dog.
    4. The dog barks at the cyclist, causing him to flinch and throwing him off course, directly into...
    5. The path of the oncoming rollerblader, heading towards the cyclistat full speed!...
    6. How does it end? Resolve the situation - do they collide? Does the dog save the day?

Drama
    • Setting: fancy restaraunt
    1. A sits alone at a table/bar looking at his watch, annoyed.
    2. B walks in to the frame.
    3. A expresses his/her unhappiness at Bs lateness (points to watch).
    4. B quietly stews; A mutters one last comment.
    5. B erupts angrily at A; A shrinks back in fright.
    6. How does it end? Resolve the situation - do things settle down, or does someone get hit with a wine bottle? 
Project 4 - original story reel 3D ANIMATIC - 40 - 60 shots/cuts- due week 11 - 35%

The final project for this class is the creation of an original story animatic. Your story can be about anything...drama, comedy, science fiction, suspense, etc. It can be a self-contained story, or part of a larger narrative. We will use Maya to create a 3D animatic to tell the story.

    • The completed final project is due on the final day of class.
    • Story reels must have sound, music and dialogue (if needed)
    • Story reels should be a maximum of 1:00 long.
    • The story should involve at least one visual effect element.
    • 1280 x 720 resolution (HD 720)
    • .H264 compression.

The Visual Story

http://www.amazon.com/The-Visual-Story-Creating-Structure/dp/0240807790

Story progression reels

The Incredibles

Pocahontas

Toy Story

Pixar Storyboarding

Presto

More....

MI3:Previs

Joe Ranft tribute

Week 1 agenda


  1. Introductions
    1. Who are you, major, what inspires you visually, favorite films
  2. review current syllabus, discuss proposed changes
    1. visual storytelling class - show cca animatics
  3. overview of basic cinematography terms and conventions
    1. rule of thirds
    2. 180 degree
  4. discussion of space in film
  5. storyboarding basics
  6. speedboarding exercise
  7. discuss first assignment
  8. Watch clips from Scott Pilgrim vs. the World. 

Finding tone in your storyboards

http://sevencamels.blogspot.com/2010/09/quick-primer-on-values.html

http://sevencamels.blogspot.com/2012/01/tones-values-and-using-them-and-your.html

http://evanerichards.com/2012/2794

http://evanerichards.com/2012/2789

http://evanerichards.com/2012/2736


Films stills #1








































Visual element 1: Space

SPACE
  • Deep 
    • offers illusion of 3d depth on a 2d screen
    • no real depth in screen space, illusion is conveyed through depth cues
      • perspective - 1, 2, and 3 point (draw buildings)
        • perspective creates VANISHING POINTS and LONGITUDINAL PLANES
        • Audience's eye will be usually drawn to and on-screen vanishing point (
          • draw railroad tracks)
          • draw two vanishing planes, with actor on outside, then actor on inside, at VP. Compare the two.
      • size difference
        • separating objects/actors into FG, MG and BG helps create depth
      • movement
        • moving parallel to the picture plane:
          • objects further away will appear to move slower across screen
          • objects closer will appear to move faster
          • draw track runners to demonstrate
        • moving perpendicular to picture plane
          • objects appear to move faster the closer they are to the camera
      • camera movement
        • dolly in/out = moving camera closer or farther from the subject
        • draw scene with FG actor and two BG actors, then dolly in
        • FG actor will get larger faster
        • tracking shot - camera dollies left/right
        • with one FG and three BG actors, FG actor appears to move faster horizontally in screen space.
        • crane shot - camera is moved vertically up or down.
        • same FG/BG actor combo - FG actor will drop out of frame faster than BG guys
      • Textural diffusion
        • objects that are closer to the camera will have more visible texture
      • Arial diffusion
        • fog
        • must have objects affected and unaffected in both the same shot in order to be an effective depth cue
      • Tonal separation 
        • light objects generally appear closer, dark objects generally recede
        • can also be reverse, depending on lighting and arial diffusion
      • Color seperation
        • warm colors generally appear to be closer
        • cool colors generally appear to be further away
      • Up/Down position
        • objects lower in the frame appear to be closer than objects higher in the frame (maybe because they appear more accessible?)
      • Overlap
        • overlapping objects in the frame create depth
      • Focus
        • blur vs sharp
  • Flat
    • emphasizes the 2d aspects of the screen space
    • flat cues:
      • frontal planes and NO LONGITUDINAL PLANES
      • size consistency
      • movement
        • movement parallel to picture plane = good
      • camera movement - pans, tilts and zooms
        • help emphasize flat space because the relative distance between/size of objects does not change in the shot.
      • textural affinity
        • same amount of textural detail
      • reduced tonal seperation
      • reduced color separation (affinity of color)
      • reduced overlapping shapes
      • inverted depth cues
        • inverting or reversing depth cues can help flatten deep space
          • tone: placing brighter  obis in the BG and darker ones in the FG
          • color: warm BG, cool FG
          • textural diffusion: make BG obis have more texture and FG ones have less
          • size difference: place larger objs farther away, and small ones closer.
  • Limited
    • combo of deep and flat space cues
  • Ambiguous
    • occurs when viewer is unable to understand the actual size/spatial relationships between objects in the frame
      • lack of movement -
      • objects of unknown size or shape
      • tonal and textural camouflage
      • mirrors and reflections
      • disorienting camera angles


  • DEEP SPACE
    • dramatic
    • exciting
    • edgy
    • can be used to release tension
  • FLAT SPACE
    • calming
    • comedic
    • disarming
    • can be used to build tension/claustrophobia and awkwardness
    • wes anderson!
  • LIMITED
    • combo of both
  • AMBIGOUS
    • mysterious
    • disorienting
    • chaotic

Storyboards from 10 popular films

http://twistedsifter.com/2012/12/storyboards-from-popular-films/

Hitchcock's storyboards

http://filmmakeriq.com/2010/11/hitchcocks-storyboards-from-13-classic-films/

Frame still sites

http://movie-screencaps.com/

http://www.hitchcockwiki.com/wiki/1000_Frames_of_Hitchcock

http://mikegrost.com/zmath.htm

http://image-par-image.blogspirit.com/

http://evanerichards.com/

Tuesday, January 7, 2014

movie screen cap gallery

http://movie-screencaps.com/

class syllabus


The Art Institute of California
Course Syllabus


Course Number: EM4402
Course Title: Motion & Shot Design

Class Meetings:
Session/Year:
Instructor Name:
Email Address:
Instructor Availability Outside of Class:
Please feel free to contact me if an individual appointment time needs to be arranged. Also, always feel free to contact me at my above mentioned email with any questions you may have as you work on your projects throughout the week.

Motion & Shot Design

Course Description:
This course explores the unique aesthetics of synthetic moving images. A more refined review of 2-D design and color will be combined with an in depth study of perceptual psychology to inform the technical and creative decision making and problem solving process. Coherence, aesthetics, and semantics will be discussed both in the abstract and in the context of the student's work process with the aim of developing a more sophisticated motion graphics and visual effects style. Historical, current, and future trends will also be covered.

Course Length: 11 Weeks
Contact Hours: 44 Hours
Lecture: 2 Hours per week
Lab: 2 Hours per week
Credit Values: 3 Credits

Course Competencies:
Upon successful completion of this course, the student should be able to:
  1. Define technical and aesthetic terms and jargon as they relate to art direction for visual effects and motion graphics
  2. Explain historical and current trends in the aesthetics of moving images
  3. Demonstrate the ability to make informed creative decisions and explain how those decisions will affect the viewer
  4. Show a clear progression in personal style
  5. Adapt historical and current styles from other media and apply them to the creation of the moving image.
  6. Understand and appreciate digital animation in the continuum of traditional animation and time-based media concepts and practices.
  7. Demonstrate an understanding of basic techniques of character and narrative development as applied to digital animation.
  8. Demonstrate skills in preparation of digital animation for a variety of output formats.
  9. Create storyboards that effectively document narrative and/or concept development.
  10. Apply visual and time-based design principles to the creation of digital animation.
Course Prerequisite(s): MA4405 Intermediate Motion Graphics

Required Text(s): None

Materials and Supplies: Various art supplies

Estimated Homework Hours: 8 Hours per Week

Technology Needed: Access to video cameras, still cameras, scanners, capture systems & to computers.

Assessment Criteria & Methods of Evaluation:
Assignments and Exercises 70%
Final Project/Examination 30%
100%

Grading Scale:
All assignments must have clear criteria and objectives to meet. All students shall be treated equitably. It will be that student’s right to know his/her grade at any reasonable point that information is requested by that student. The criteria for determining a student’s grade shall be as follows (on a percentage of total points basis):
A 100-93
A- 92-90
B+ 89-87
B 86-83
B- 82-80
C+ 79-77
C 76-73
C- 72-70
D+ 69-67
D 66-60
F 60 or below

Classroom Policies:
  • Class time will be spent in a productive manner.
  • All work must be received by the set deadlines.
  • On-time projects may be redone with instructor approval.
  • No food allowed in computer labs at any time. Drinks in recloseable bottles allowed in classroom.
  • If student elects to eat/drink outside class or lab door, missed time is recorded as absent.
  • Attendance is taken on a regular basis. Tardiness or absence is recorded in 15-minute increments.
  • Break times are scheduled by the instructor at appropriate intervals.
  • No private software is to be brought to lab or loaded onto school computers.
  • No software games are allowed in lab (unless in course curriculum).
  • Headphones are required if listening to music in computer labs. No headphones are allowed during lecture.
  • To receive special accommodations for a documented disability, the student must present their letter of accommodation to the instructor by the end of the first day of class. This letter should be obtained each quarter from the Student Affairs department. Any resulting class performance problems that may arise for those who do not identify their needs will not receive any special grading considerations.
  • ID Badges must be visible at all times on campus.

Students with Disabilities:
The Art Institute of California is committed to providing qualified students with a disability an equal opportunity to access the benefits, rights and privileges of school services, programs and activities. The Art Institute of California provides reasonable accommodations to students with documented disabilities.

Accommodation requests should be submitted as far in advance as possible. It is the responsibility of the student to contact the Student Services Department to initiate this process. The Student Services Department will assist qualified students with disabilities in acquiring reasonable and appropriate accommodations.

Attendance Policy:
Successful completion of a course is dependent upon regular attendance in the classroom. Critical information is delivered through lecture, critique and student interaction. Missing more than 20% of the course hours (or 2 weeks) is fundamentally prohibitive to student success.

It is strongly recommended that any student who – for ANY reason – misses more than 2 weeks worth of instructional hours meet with their instructor for an evaluation. The instructor reserves the right to determine the feasibility of the student potential for avoiding a failing grade and successfully demonstrating all of the gradable course competencies within the class time remaining. If the instructor determines that the student still retains the potential to demonstrate all of the gradable course competencies then the student will be granted the option of attempting a passing grade. If an evaluation meeting has not taken place before 30% or 3 weeks of absence, the student can receive a failing grade for the course.

Student Conduct Policy:
The Art Institute of California expects its students and employees to conduct themselves in a professional manner at all times. In addition, the Art Institute has a strict policy which disallows sexual harassment of either students or employees. All students or employees are encouraged to report any professional or sexual misconduct to the Director of Student Services.

Academic Dishonesty:
Students are expected to maintain the highest standards of academic honesty while pursuing their studies at The Art Institute. Academic dishonesty includes but is not limited to: plagiarism and cheating, misuse of academic resources or facilities, and misuse of computer software, data, equipment or networks.

Plagiarism is the use (copying) of another person’s ideas, words, visual images, or audio samples, presented in a manner that makes the work appear to be the student’s original creation. All work that is not the student’s original creation, or any idea or fact that is not “common knowledge,” must be documented properly to avoid even accidental infractions of the honor code.

Cheating is to gain an unfair advantage on a grade by deception, fraud, or breaking the rules set forth by the instructor of the class. Cheating may include but is not limited to: copying the work of others; using notes or other materials when unauthorized; communicating to others during an exam; and any other unfair advantage as determined by the instructor.

Commitment to Excellence – Reading/Writing/Comprehension:
While the principal goal of this course is the acquisition of knowledge in the subject area, students should be aware that The Art Institute of California – Orange County requires that research on a particular topic, and clear and effective writing be an integral part of the learning process.

Library Assignment:
All students will need to utilize the Library for research and reference throughout the quarter. The Library is a valuable source for finding design ideas that will be needed for this course, i.e.: inspiration and design fundamentals for mid-term and final projects; locating popular trends in design, illustration and photography; referencing past award winning designs which may be used as a guide; identifying benchmarks or referencing competent design works. 

Student Art Work:
All student work, which has not already been returned during the quarter, will be available for pickup no later than 5:00 pm, Monday of the first week of break. Any work NOT picked up by that date and time will be discarded unless other arrangements have been made. Students must take responsibility for their art work.




Suggested Weekly Outline:

Week 1:
Lecture: Syllabus and Expectations. What is Shot design?


Lab: View examples of recent award winning shots


Homework: Create a portfolio of the 5 shots you are most proud of. Bring Project files and all associated materials.




Week 2:
Lecture: Crit of student portfolios. What is Wrong and right? Why fix it?


Lab: Rework 1 shot based on class crit.


Homework: Finish lab work and rework another shot.




Week 3:
Lecture: Crit of Reworked shots. Approaches to previs and story boarding.


Lab: Demonstration of previs and story boarding


Homework: Previse 5 MG or VFX shots




Week 4:
Lecture: Crit of Previs. What is working? Discussion of presentation and style


Lab: Rework Previs


Homework: Continue lab




Week 5:
Lecture: Crit New previs choose the best of 5.


Lab: Start to carry out design


Homework: Finish design, this is the mid term project




Week 6:
Lecture: Crit Mid Term Project


Lab: Exchange shots and rework previs or other students


Homework: Continue lab




Week 7:
Lecture: Crit. Present reworking of other students work. What is it like do show someone else idea?


Lab: Discussion and work in small groups


Homework: Rework midterm for grade change.




Week 8:
Lecture: Crit of redos. German Expressionism now and then


Lab: Find examples of German Expressionism in a current work of media


Homework: Design a shot showing elements of German Expressionism




Week 9:
Lecture: Crit of German Expressionism Designs. Screen additional examples.


Lab: Continue work on German Expressionism Designs


Homework: Finish designs




Week 10:
Lecture: Crit of Designs. Discussion of finals. Screening of other historical styles


Lab: Decide on finals and start working


Homework: Finish finals




Week 11:
Lecture: Crit Final


Lab: Last minute changes based on Crit.