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.
Tuesday, 18 December 2018
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.
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.
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.
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.
.
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).
.
Storyboard – (draft for representation of each
frame)
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
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






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/
(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.

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'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).
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.
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.
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.
(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)
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.
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.
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"
Buy the book at - https://goreystore.com/collections/edward-gorey-books/products/edward-gorey-the-gashlycrumb-tinies-book
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"
Buy the book at - https://goreystore.com/collections/edward-gorey-books/products/rhoda-levine-he-was-there-from-the-day-we-moved-in-book
Sunday, 23 September 2018
NEXT-GEN Nescot week 1 - Storyboarding (movies)
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)
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.
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.
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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 ...
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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 ...
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For my Game Development project (Topdown Shooter), I needed to market before distributing it . In order to do this, I decided to create a ma...