2019 Deadlines

P1 & P2

Draft deadline first lesson after Easter (23rd or 24th April)

Final deadline end of week after Easter - 26 April

P3 & P4 

The five weeks from Easter to half term, to be rendered week commencing 20th May

P5 

The week after Easter, PLUS all the homework time over the unit

So final deadline is Friday 7th June

If you have done the P5 how-to as you go along (as you should) you can use the last week to work on the Maya project some more.

Why Maya?

As well as being a great introduction to visual effects and animation, Maya is used to build games, TV intro sequences (eg Game of Thrones), in architecture, and adverts.

Introduction

Maya tutorials

To get you started, have a go at these. Don't worry if it feels a bit daunting at the start, make sure you do them alongside someone else, helping each other as you go, and speaking to the teacher if you need.

Also, have your screen set up with the tutorial on one side, and Maya on the side of the screen, or you'll miss stages and it won't work.

Spaceship
one and
House two and
General intro three

Maya help

http://pixelstreetstudios.com/maya/maya-2012-topics/

www.worldofleveldesign.com/categories/cat_3dmodeling.php

http://www.worldofleveldesign.com/categories/cat_3dmodeling.php

Build a hand!

https://vimeo.com/40132941

P1 Learners research a range of 3D modelling techniques for an environment using examples from existing media products, including: a) modelling process b) animation/motion generation c) intended application

P2 Learners produce a design and plan for the production of a 3D modelled environment for use in a game or animation, including: a) genre b) outline game plan c) environment visuals/ concept art d) storyboard e) possible animation techniques

P3 Learners use 3D environment modelling tools to construct a competent 3D modelled environment for use in a game or animation, including: a) floor area b) texturing/materials c) at least three textured objects/props d) rendering

M1 Learners create their own 3D modelled environment to a good technical standard and quality. Learners illustrate how they have used 3D environment modelling tools to construct their own game environment

D1 Learners create their own 3D modelled environment to a high technical standard and quality. Learners create a 3D modelled environment with a high level of visual appeal, which fully meets the intentions of the final game production

P4 Learners competently animate the final functional 3D modelled environment for use in a game or animation, demonstrating realistic movement for the genre chosen

M2 The final animated 3D modelled environment created by learners is generally of a good technical standard and quality. The camera angles, movements and mise en scène are fit for purpose. The environment contains lighting and shadow that enhance the game’s visual appeal

D2 The final animated 3D modelled environment created by learners is generally of a high technical standard and quality. Conventions of the chosen genre are followed and the environment contains dynamic props, lighting and shadow with which a user or character may interact

P5 Learners produce a how to guide to illustrate the process of creating different 3D modelled environments and objects, using their own informative text and images

M3 The how to guide is well constructed by learners and has well-written, easy to follow step-by-step instructions with relevant and clear accompanying images. The guide is both technically correct and aesthetically engaging