Tuesday, 18 December 2018

NEXT-GEN Nescot week 5 - alien head

During week 5 we were tasked with creating an alien head from a square, retopologize it and create a low polygon version of the model (using a bump mapping to add additional details).

Firstly I began by creating a square and re-positioning the vertices to resemble an oval like shape. Then I increased the polygon count multiple times while adjusting the appearance of the shape each time.


Once I created a shape I was comfortable with I began sculpting small indents into the sides and front of the head, these indents include small holes on the back of the heads side, lines of contracted and outward facing muscle or skin and smaller details on the top front of the head.


Next, I smoothed these additions out and used the wax tool to add additional indents and differences to the sides of the lines for detail.


Once I was happy with the detail of the object I decided to add colour to the high poly version of the head. While this was not needed, I enjoyed the visualization of the final colours I hoped to achieve before I would add a UV mapping to the low poly version.


Then I retopologised the high poly model and sent it to MAYA so that I could use the 'Quad draw' tool to create the low poly version of the model.


After creating the 'quad draw' I created a mirrored copy of the model and connected them together, allowing me to place the new 'low poly' model over the high poly model and baking the image to create a bump mapping. When the bump mapping was created, I added a new material to the low poly and added the bump map to the 'gradient' function. This gave the model the appearance of a large chunk of detail from the high poly (in lower detail).


Next I decided to align each model/ material that I used; on the top was my low and high poly model, while on the bottom were my low poly models with different materials (Arnold Simplematerial, Blinn and Lambert) lined up in order with an example of my bump mapping on the right.


Finally I created a rendered image of each model lined up. In order the models go: High poly, Arnold material, Blinn, Lambert and low poly.

In conclusion, I believe I did well on this task, however, if I could change anything on my final shape, I would fix the error of shading on my bump mapping which only appears outside of the final render.

Thursday, 22 November 2018

NEXT-GEN Nescot Year 2 - car template (HotWheels Pickup Truck)

During week 1 of year 2 we were tasked with creating a 3.D. model of a Hot-Wheels car that was given individually to each of us. For my assignment I was given a 1951 Chevy Pickup Truck.

I used an example of the existing (real) car and added it to Adobe illustrator, then I began drawing a (draft) outline of the car as a base drawing for the Hot-Wheels car.


Once that was finished, I started to add smaller details such as the inner wheels.


The original picture I used as an outline source is shown here: https://www.pinterest.com/pin/559572322427421554/


After the draft was completed, I began straightening and editing lines to fit better with the actual design of the Hot-Wheels car. When the lines resembled the Hot-Wheels car more closely, I added more details like the flame designs and areas resembling out stretching parts (e.g. in the square imprints).


Then I added colouring to the flames, metal underbelly, wheels and frame of the car to represent the colours that would need to be added later to the final car.

Thursday, 15 November 2018

NEXT-GEN Nescot - Overview of the Synoptic Project.

For my Synoptic Project I decided to design a short animation.
My idea consists of a Western dual set at high noon that uses comedic elements.
.
In my animation it shows two cowboys bickering and dueling each other with one of them ultimately dying, however the short animation is also intended for comedic purposes.
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Series of events – (not fully considered/completed yet)
.
S1 – Cowboy-1 walks into frame with a close-up of their shoes.
S2 – Close up of cowboy-2’s face as cowboy-2 says the cliche dialog “this town ain’t big enough for the two of us”.
S3 – Cowboy-1’s reaction to this and says “you don’t say” as a response.
S4 – A wide-shot (master shot) of the scene showing an incredibly small town (the same size of a model town) in the middle of both cowboys 1 and 2 (possibly with a tumbleweed if there is time to create it afterwards).
S5 – Close-up of cowboy-1’s face appearing angry/ frustrated as an anticipation for the up coming duel (possibly spitting out a piece of wheat in their mouth depending on the final character design).
S6 – Close-up of cowboy-2’s face appearing angry/ frustrated as an anticipation for the up coming duel.
S7 - Cowboy-1 getting ready to draw their gun with a close-up of their hand above their holster.
S8 - Cowboy-2 getting ready to draw their gun (shot type undecided)
S9 – A wide-shot (master shot) that shows cowboy-1 and 2 drawing their guns, cowboy-1 kills cowboy-2 winning the duel.
S10 – Cowboy-1 holsters their gun (shot type undecided)
S11 – Cowboy-1 tips their hat (shot type undecided)
S12 – Title-card with the word “showdown” (I also had the idea of a gunshot going off and creating a hole in one of the O(s).
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Storyboard – (draft for representation of each frame)


Mood Board can also be seen below.



Possible animation shortcuts.
Once creating the character with the bandanna, their model could be repeated and their colour pallet changed.
Only using bandannas over the character’ mouths to avoid animating their mouth and instead slightly moving the bandanna to simulate talking.
Creating the character with facial features and copying it with a bandanna over their face to make them appear as different characters.

Wednesday, 14 November 2018

NEXT-GEN Nescot week 4 - bluezoo storyboard

During week 4 we were tasked with creating a storyboard for a small 30 second advert to show off an app for a mobile phone. In the advert people attempt to answer their phones while wearing gloves, each failing before the final person uses the app to respond to a text message.

The advert brief also came with a script to show the interactions between the narrator and each of the characters actions. The script can be seen below.


For my storyboard I decided to open with a master-shot of four characters (one of which isn't actually needed) standing underneath a train station canopy. Then the scene shows the first character, who receives a phone call and pulls their phone out of their pocket and attempts to answer the phone; this doesn't work and leads to the man panicing and trying to answer the phone, ultimately with them not being able to answer it.

The second scene starts with the second character leaning against the wall with their phone in their hands. The second character also receives a call and attempts to answer it. When this fails they attempt to use their nose and the phone slips out of their hands and they stumble trying to grab it. The scene then returns to the master shot to show a reaction of each of the characters before showing the second character narrowly grabbing their phone before they could fall onto the tracks. The second scene ends with a master shot of the different characters helping the second character up as the train pulls into the station.

The final scene starts by showing the last character walking up to the train, receiving a message and replying with the phrase "It's freezing, but my hands are nice and warm! :D" before then getting onto the train and panning the camera upwards to show the final shot of the title card for the app.


I believe that I did well on this task because I am happy with the series of events and designs of the characters. However, if I could improve upon my project I would add additional detail to the background and slightly more detail to the designs of the characters.

Wednesday, 24 October 2018

NEXT-GEN Nescot week 3 - character theory/ narrative theory (Narnia)

Film: Narnia

World before the story

The story of Narnia takes place during World War 2 when children were sent to the countryside to avoid the night-time bombings from the Nazi German opposition. This was considered an evacuation order by the military and mothers with very small infants (e.g. babies that couldn’t eat solid food) were also sent with their children. This action first took effect on the 1st of September 1939 which was also the day that Germany invaded Poland and two days before the British declaration of war. There were over 1.5 million evacuees that were sent to rural locations that were considered safe.

Character/ Characters

The main characters in the film include “Edmund Pevensie”, “Lucy Pevensie”, “Peter Pevensie” and “Susan Pevensie”. All of these characters are brothers and sisters in a single family and have been sent to the countryside to avoid being injured in any possible destruction of the larger cities.
Lucy Pevensie is the youngest of the four heroes and is the first to discover the power of the wardrobe in the movie. Later she uses a short sword during the climax of the movie.
Edmund Pevensie is the second youngest and is the only one of the heroes that is manipulated by the White Witch. He uses a long sword and also a short sword during the climax of the movie.
Peter Pevensie is the oldest of the group and is the most skeptical of Narnia's existence until they enter. During the climax he is seen using a longsword/ broad sword.
Susan Pevensie is the second oldest of the four heroes and uses a bow during the climax of the movie.

Character theory

Hero/heroes – Characters/ a character who has a target to achieve and carries the events through the story.  The hero(es) in Narnia are considered to be the Pevensie family.
Villain – Attempts to stop the hero and holds sinister motivations. The villain of Narnia is shown to be the ice queen otherwise known as “The White Witch of Narnia”
Helper – Helps the hero. There are multiple helpers in Narnia, however the most prominent helpers include: Aslan, Mr. Trumnus and at one point even Santa Claus.
Donor – Gives advice to the hero. In Narnia the donor could be seen as any of the helpers due to the fact that they give advice to each of the heroes at some point in the movie. This includes: Aslan, Mr. Trumnus and Santa Claus.
False hero Betrays the hero/ deceives the hero with false advice. In Narnia the ice queen gives false advice to one of the heroes, attempting to sway them to her side.
Dispatcher – Sends hero on their quest.
Princess – Character to be rescued.
Father – Rewards the hero.


A Diagram that shows the built up antisipation through the use of the red line and the order of events that take place in the story can be seen bellow.


Beginning/ Inciting Incident

During the beginning of the film the Pevensie family are sent from their home in the city to the countryside at the beginning of World War 2 to avoid the German bombings during the war.
They are then sent to the home of Digory Kirke who is a professor that lives in the rural countryside of England with his housemaid.
The housemaid is incredibly strict and this makes the children rather unhappy.

Plot point 1

The children explore the house on a rainy day and Lucy, the youngest, finds an enormous wardrobe. Lucy steps inside and finds herself in a strange, snowy wood. Lucy then meets Faun Tumnus who is very surprised to meet a human girl. Tumnus tells Lucy that she has entered another world called Narnia. Tumnus and Lucy then share a cup of tea as Tumnus tears up and confesses to being a servant of the evil white witch who has enchanted Narnia in a never-ending Winter with no Christmas. Tumnus explains that he has been enlisted to capture humans. Lucy implores Tumnus to release her and he agrees.
Lucy exits Narnia and eagerly tells her siblings about her adventure in the wardrobe. They do not believe her, however. Lucy's siblings insist that Lucy was only gone for seconds and not for hours as she claims. When the Pevensie children look in the back of the wardrobe they see that it is an ordinary piece of furniture. Edmund teases Lucy mercilessly about her imaginary country until one day when he sees her vanishing into the wardrobe. Edmund follows Lucy and finds himself in Narnia as well. He does not see Lucy, and instead meets the White Witch that Tumnus told Lucy about. The Witch Witch introduces herself to Edmund as the Queen of Narnia. The Witch feeds Edmund enchanted Turkish Delight, which gives Edmund an insatiable desire for the dessert. The Witch uses Edmund's greed and gluttony to convince him to bring his siblings to meet her.

Plot point 2

On the way back to the lamppost, the border between Narnia and our world, Edmund meets Lucy. Lucy tells Edmund about the White Witch. Edmund denies any connection between the Witch and the Queen. All Edmund can think about is his desire for the Turkish Delight. Lucy and Edmund return to Peter and Susan, back in their own world. Lucy relies on Edmund to support her story about Narnia, but Edmund spitefully tells Peter and Susan that it is a silly story. Peter and Susan are worried that Lucy is insane so they talk to Professor Kirke. The Professor shocks Peter and Susan by arguing that Lucy is telling the truth.

One day the children hide in the wardrobe to avoid the housekeeper and some houseguests. Suddenly all four Pevensie children find themselves in Narnia. Lucy leads them to Tumnus's home, but a note informs them that Tumnus has been arrested on charges of treason. Lucy realized that this means the Witch knows that Tumnus spared Lucy's life, and that the Witch has captured Tumnus. Lucy implores her siblings to help her rescue Tumnus from the Witch. Guided by a friendly robin, the children wander into the woods, and meet Mr. Beaver. Mr. Beaver brings them back to his home, where he explains that the children cannot do anything to save Tumnus. The only thing the children can do is join Mr. Beaver on a journey to see Aslan, a lion. Aslan appears to be a king or God figure in Narnia. The children are all pleasantly enchanted by the name Aslan, except for Edmund, who is horrified by the sound of it. Mr. Beaver, Peter, Susan, and Lucy plot to meet Aslan at the Stone Table the following day, but they soon notice that Edmund has disappeared. Meanwhile, Edmund searches for the White Witch to warn her of Aslan's arrival and of the Beavers' plan. The Witch is enraged to hear that Aslan is in Narnia and immediately begins plotting to kill the children. The Witch wants to avoid an ancient prophecy that says that four humans will someday reign over Narnia and overthrow her evil regime.

Midpoint

The children and the Beavers, meanwhile, rush to reach the Stone Table before the Witch. As they travel, wonderful seasonal changes occur. First they meet Santa Claus, or Father Christmas, who explains that the Witch's spell of "always winter and never Christmas" has ended. The enchanted Winter snow melts and the children see signs of Spring. Simultaneously, the Witch drags Edmund toward the Stone Table and treats him very poorly. Once Spring arrives, the Witch cannot use her sledge anymore, so she cannot reach the Stone Table before the children. When the other three Pevensies meet Aslan, they are over awed by him, but they quickly grow more comfortable in his presence. They love him immediately, despite their fear. Aslan promises to do all that he can to save Edmund. He takes Peter aside to show him the castle where he will be king. As they are talking, they hear Susan blowing the magic horn that Father Christmas gave her to her, signaling that she is in danger. Aslan sends Peter to help her. Arriving on the scene, Peter sees a wolf attacking Susan, and stabs it to death with the sword given him by Father Christmas. Aslan sees another wolf vanishing into a thicket, and sends his followers to trail it, hoping it will lead them to the Witch.

Low point

The Witch is preparing to kill Edmund as the rescue party arrives. Aslan and his followers rescue Edmund, but are unable to find the Witch, who disguises herself as part of the landscape. Edmund is happy to see his siblings, as he has accepted that the Witch is evil. The next day, the Witch and Aslan speak and the Witch demands Edmund's life because she says that Edmund is a traitor. The Witch says that according to the Deep Magic of Narnia, a traitor life's is forfeit to the Witch. Aslan does not deny this, and he secretly reaches a compromise with her. The Witch appears very pleased, while Aslan seems pensive and depressed.
The following night, Susan and Lucy observe Aslan grow increasingly gloomy and sad. The sisters are unable to sleep, and they notice that Aslan has disappeared. Susan and Lucy leave the pavilion to search for Aslan. When they find Aslan, he tells them they can stay until he tells them they must leave. Together, Aslan, Susan, and Lucy walk to the Stone Table, where Aslan tells them to leave. Susan and Lucy hide behind some bushes and watch the Witch and a horde of her followers torment, humiliate, and finally kill Aslan. The Witch explains that Aslan sacrificed his life for Edmund.

Climax

Susan and Lucy stay with Aslan's dead body all night. In the morning, they hear a great cracking noise, and are astounded to see the Stone Table broken. Aslan has disappeared. Suddenly Susan and Lucy hear Aslan's voice from behind him. Aslan has risen from the dead. Aslan carries the girls to the Witch's castle, where they free all the prisoners who have been turned to stone. Aslan, Susan, and Lucy charge join the battle between Peter's army and the Witch's troops. Peter and his troops are exhausted. Fortunately, Aslan swiftly kills the Witch and Peter's army then defeats the Witch's followers.
Aslan knights Edmund, who has atoned for his sin of siding with the Witch. The children ascend to the thrones at Cair Paravel, the castle in Narnia. Aslan subsequently disappears.

Resolution

The children eventually become adults and reign over Narnia for many years. One day, in a hunt for a magical white stag, they arrive at the lamppost that had marked the border between Narnia and our world. The Pevensies tumble back out of the wardrobe to our world. No time has passed, and they return to Professor Kirke's house as children.

End

The foursome tells Professor Kirke about their adventure, and the Professor assures them that they will return to Narnia again some day.

Friday, 12 October 2018

NEXT-GEN Nescot week 1 - MAYA Bottle

During week 1 of year 2 we were tasked with creating a 3D model of a Bottle. For my assignment I chose to create a water bottle.

Firstly, I created the outline of the bottle using a bottle template and evened the width of the bottle.

After this, I began to add additional detail such as more rounded areas of the bottle, a more equilised lower half and I closed the gap in the bottle cap.

Thirdly, I added small inward curves along the lower half of the bottle which I used to create a more realistic bottle appearance. I also used the "smooth" function to make the appearance of the primary shell (ridged and block-like default appearance) appear the same as the secondary shell (smoother preview appearance).

Fourthly, I created a UV-mapping with the help of a classmate and added a object surface using the render program "Arnold". This let me create the blue plastic texture of the lower bottle and the second surface texture for the bottle cap.

Finally, I created a "pipe" cylinder and added a texture of a plastic bottle's name wrapping to give the bottle a more realistic look.

Tuesday, 9 October 2018

NEXT-GEN Nescot week 2 - Storyboard Artists(3) "Dean Tavoularis"

Dean Tavoularis is a production designer and art director who is known for doing the illustrative art/ storyboarding for the movie Apocalypse Now and The Godfather part 2 and part 3.

(Storyboard from Apocalypse Now can be seen on the right)

Dean Tavoularis mostly uses rough pencil work along with water colours to make his work stand out. This gives the image a rough but colourful and comic-like appearance.

Personally I like the appearance of the rough detail as it gives an older or vintage feel to the drawing.

See some of his work at: https://www.imdb.com/name/nm0851790/

Friday, 5 October 2018

NEXT-GEN Nescot week 2 - Storyboard Artists(2) "Rodolfo Damaggio"

Rodolfo Damaggio is a Brazilian/American concept designer that has been working in Hollywood since 2000. Before this he was an animation and comic book illustrator for DC comics in New York.

Rodolfo most commonly uses marker pens to create his work and in some instances uses digital art for additional detail and colour.

Rodolfo's most noted storyboarding work that he has done is the work that he did on Iron man and Hidalgo. 

(Some storyboard scenes can be seen on the right)

Rodolfo's style of drawing is detailed and simple in a similar style to comic books in its appearance. This can be reflected on, due to the previously mentioned fact that he once worked on comics.

Personally I like his work due to the detail and comical appearance made from simple line-work and marker pens. It creates an easy to see arrangement of events and allows the movie creators to see what special effects might be needed.

visit his blog/portfolio site here:

Thursday, 4 October 2018

NEXT-GEN Nescot week 1 - Finished Induction Project (Year 2)

During week 1 of year 2 we were tasked in groups with creating a video that would show photoshop versions of our faces over dancing characters in a setting of our choosing. This format was taken from the videos/app called "Elf Yourself". In these videos, a series of characters would dance choreographically, with images of your choosing over their face (they would also do some actions as well).

(my photoshopped face)
For the format that our group project would be, we took a vote to decide what we would do. The vote came to the conclusion that the group would decide to do a parody of the 2016 elections in America. This lead to the name becoming "Elect Yourself".

(my dancing video green screened)

Firstly, we took images of each of our own faces and photoshopped them to appear similar/the same as the electoral candidates that we would be representing. I was nominated (by my group) to act as Donald Trump.
(edited video of me building a wall)

After this, we green screened each of us dancing and doing an action. For example, my action was building a wall. I tracked my photoshopped face over my face for both of the video clips and tracked wall pieces to my hand to make it appear as if I was building the wall.

(full video at)


(video is unlisted)

Overall I believe I did very well on this assignment. However, if I had more time I would have rotoscoped my fingers over the top of the bricks to add slightly more realism.


Wednesday, 3 October 2018

NEXT-GEN Nescot week 2 - car template early draft (not car that is going to be used)

During week 2 we were tasked with creating a template for a car that could be modeled in MAYA. For my template I decided to used an early image of an older version of the "Aston Martin" sports car by using Adobe Illustrator.

Based on an earlier version of the "Aston Martin"


Overall I believe I did very well on this assignment because I made the template exactly like the image I had been provided. However, the image I used was copyrighted, therefore I am unable to show it on my blog.

Sunday, 30 September 2018

NEXT-GEN Nescot week 2 - Storyboard Artists(1) "Edward Gorey"

Edward Gorey's website - http://www.edwardgoreyhouse.org/

During week 1 (of year 2) we were tasked with finding 3 illustrators or artists that we like and I chose
Edward Gorey who was an American writer and artist noted for his illustrated books.
He characteristicly made pen-and-ink drawings that often depicted vaguely unsettling narrative scenes in Victorian and Edwardian settings.

Edward Gorey mostly used the style of surrealism in a much darker, back and white setting with disturbing imagery. For example, Edward Gorey created the book 'The Gashlycrumb Tinies' which details each of the alphabetical letters as a separate child's death as seen above.

Edward Gorey most commonly used line-work and pen, this gave his illustrations a much more eye catching appearance and allowed the more detailed or dense areas of the image to receive a larger amount of shade or to maintain more detail. This can be seen in the book:

"The GashlyCrumb Tinies"


There are examples of his work when he often used more colour but with a minimalistic colour scheme.  He made multiple books like this and had significantly different themes than his other work. An example of this would be:

"He Was There From The Day We Moved In"



Sunday, 23 September 2018

NEXT-GEN Nescot week 1 - Storyboarding (movies)

During week 1 of year 2 we were tasked with creating a 20 second storyboard for a movie of our choice. For this task, I created a storyboard for the famous shower scene from the movie Psycho. In this scene the killer attacks (and kills) one of the main protagonists (leading character from the film) in the shower.

Suprisingly, throughout this scene there are only 7 directions that are shown in the 20 seconds I had chosen. This made my storyboarding much easier.

Storyboard can be seen below


I believe that I did well on my storyboard project and have shown the key movements and scene changes. However, if I could improve upon my assignment I would increase the amount of detail in the first 3 frames because I only really showed an outline rather than any distinguishable features.

Monday, 18 June 2018

NEXT-GEN Nescot week 16 - 3D animation storyboard (Exploratory vehicle)

During week 16 we were tasked with using our exploratory vehicles to create a short animation in Maya. For this task, I created an animation storyboard of the spaceship to give an idea as to how I would map out the movement of the spaceship and minor background animations. These were used to give an extensive appearance to the spacecraft, however in the final build they are hard to notice.

Draft concept of the animation can be seen below


After putting the stroryboard together, I created the animation of the spaceship with a blank background to plot the movement and appearance of the animation. I then animated the jet engines to rotate in the opposite direction of the ships movement to make it look more like it was propelling the ship. I also animated the jet engine's fire to move slightly during the animation depending on the speed of the ship. This was done by using the storyboard for inspiration and as a directional source for the animation to follow.

Animation draft can be seen below


Overall I believe I did well on this assignment because the animation of the spaceship closely resembles the storyboard and has a smooth and easy to see movement pattern. On the other hand, I believe that I could have improved on this animation by adding a rigged character and making them get out of the spaceship after it landed.

NEXT-GEN Nescot week 15 - VFX/shoot photos


During week 15 we were tasked with creating a Vfx robot video, for this video we (as a class) were featured as background characters running from the robot.

While we were filming this we were using two different cameras, one of these was a video camera while the other was a 360 degrees (angle) camera.
Firstly, we used the video camera with a "distortion grid" which calibrated the camera to have no glitches or odd shapes within it's imagery. We then used this camera to take the videos of each shot.

Then we used the 360 degrees (angle) camera to take a picture of the surrounding area to be used as a mapping in Maya to show the movement of the robot.

Finally, we added the videos into Premier-Pro and added any rotoscoping needed for the shots in NukeX.
 
Overall I believe that the filming of the final product went well, but our co-ordination as a group during the filming could have been improved upon.

NEXT-GEN Nescot week 15 - VFX/Pre-production

During week 15 we were tasked with creating a Vfx robot video, during this time I created some pre-production documents to describe what I would do (or have done).

                                                           Shot List

I used a shot list to prioritize the different sections and shots for my Vfx robot and editing of the scenes. I did this by separating the shots that need Vfx from the shots that don't need Vfx, then I gave a description of each shot.

Scene
Shot
Movement
INT/EXT
Time of day
Shot Description
VFX
1
1
None
EXT
Morning
Student stands listening to music.
n/a
1
2
None
EXT
Morning
Student gets a message and looks at it
Phone screen
1
3
None
EXT
Morning
Student shrugs
n/a
1
4
None
EXT
Morning
Student swipes message away
Phone screen
1
5
Pan
EXT
Morning
Students run from robot
Giant robot
1
6
None
EXT
Morning
Dnf (did not finish)
Giant robot/guy vaporised
1
7
none
EXT
Morning
Dnf (did not finish)
Static












FILM PRODUCTION RISK ASSESSMENT

Hazard
Persons who may be harmed
Property which may be damaged
Risk controls already in place
Risk Assessment (LOW, MODERATE, HIGH, EXTREME)
Further action required to control risk
Falling over while running.
Student (one running).
Phone/ items in bag
Option to leave bag behind the camera to avoid dropping it.
Moderate.
n/a
Knocking over camera.
Student/teacher (cameraman).
camera
Camera is on a large tripod with a handle to move the sight of the camera.
Low.
n/a
Collision between runners.
students
Phone/ items in bag
Option to leave bag behind the camera to avoid dropping it.
low
n/a



During the assignment we were tasked with creating a risk assessment to show the different hazards while filming the videos for our Vfx video. This allowed us to show the risks and ways of avoiding them while also showing the possible consequences of each one.

                                                        Gantt Chart


I also used a Gantt chart to create a schedule for my Vfx project, this allowed me to designate time to do specific things for my Vfx project and show the duration of each segment of the project at the same time.

NEXT-GEN Nescot Year 4 HND - Going Indie (Final game, itch.io Link)

For the final part of my Game Development project (Topdown Shooter), I was required to upload my finished game to Itch.io, allowing my game ...