Thursday, 7 January 2016
Images
IMAGES
ASSET
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PURPOSE
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The goggles are portrayed in
this animation as a rule for the science lab: ‘Always wear goggles before
doing an experiment’. I will also be explaining the dangers and hazards for
health and safety. This image will be a secondary source, as I will use this
image in the animation.
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The Bunsen burner is the science
equipment mainly used by students to heat chemicals. As it’s the most used equipment,
I have made sure to include the dangers /hazards students can face if they
are not careful with the hot flames. I have researched many Bunsen burners,
and I find a simple structure of the Bunsen burner, so I decided to use this
image. I will create the Bunsen burner in Adobe Fireworks; therefore this
will be a primary source.
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The conical flasks are also
important and most used equipment in a science lab. Therefore I decided to
add different equipment in order to enhance the animation with different
equipment and make it look more like a science lab. I will create this in
Adobe Fireworks; therefore this will also be a primary source.
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I have also decided to add the
periodic table elements in order to present it as a poster in the animation.
This will enhance the animation and not make it look dull. This poster is
used to show the elements in the periodic table that students should know or
learn about. This will be a secondary source, as I will use the website’s
image in my animation.
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I have decided to add an extra scenario;
this is to point out how to set up an experiment. It is important as
practical’s are undertaken by students in order to look at results and see
the reaction. I will be creating this set-up in Firework; therefore this will
be a primary source.
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This poster will also be
included in the background with the periodic table. Again, this is done in
order to enhance the animation. In this case I will show the sign hazards.
These signs are seen everywhere depending if the content is harmful or very
toxic. This will also be a secondary source, as I will be using the website’s
image.
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The St. Anne’s logo is used to
represent the school as well as using it for the uniforms that the character
will be wearing. This will be a secondary source as I will need to keep the
original image/ logo in my animation.
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This table is used in science
labs, and this is where the practical takes place. I have used this specific
table in order to set the animation in a science classroom and make it seem
more realistic. I will create this table using Adobe Fireworks; therefore
this will be my primary source.
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These are test tubes with a test
tube rack; I will use this equipment in my animation as the test tube is also
main equipment used by students during practical experiments. I will include
the risks and hazards students can face regarding test tube racks if they are
not careful, especially because it is made out of glass.
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I have used this microscope
silhouette for the title ‘WELCOME TO THE SCIENCE LAB RULES’. I have replaced
the letter E with the microscope as this is the same shape and form of the
letter E. I find that this enhances the animation, as the equipment’s are
effectively replacing the letters. This will be a secondary source as I will
be using this image found on the website.
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This U-tube is also used to
represent the letter U in the title ‘WELCOME TO THE SCIENCE LAB RULES’.
Again. This is done to enhance the animation instead of having plain looking
words which does not attract the students. This will also be a secondary
source as I will be using the image found on the website.
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This house is used to represent
the button ‘HOME’ in the contents page. This will enhance the contents
page. I will be using this image from
the website; therefore this will be a secondary source.
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This question mark is used to
represent the ‘QUIZ’ button in the contents page. I have decided to use a
yellow coloured question mark as it stands out and it makes it easier to
notice. I will be using the image from the website; therefor this will also
be a secondary source.
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These test tubes are also used
to represent the letter L in the title ‘WELCOME TO THE SCIENCE LAB RULES’.
Again this will enhance the title, and make it visually obvious that this
animation will be regarding science. I will be using the website’s image;
therefore this will also be a secondary source.
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Week thirteen
Week 13: (14/11/15)
In the second part of the script, this is when I start writing the dialogues. This is also done in a professional way by including a small introduction of the scene, the title and the names of the characters in the middle.
As you can see this is the layout of my scenes, there are 5 scenes in total. The names are written in Italic, then we have the dialogue and stage directions which are also written in Italic and are in brackets.
As well as this, I also decided to add 2 more screens which are the video screen and the quiz screen in order to make the students be part of the animation and get involved easily.
The video screen is all about an extra video which will be shown in the animation. I have seen videos from you tube which I personally found interesting, this is also another way to make students get more information and learn as much as possible. There are the 3 videos which I've looked at and in the end I will choose which one is best.
In the second part of the script, this is when I start writing the dialogues. This is also done in a professional way by including a small introduction of the scene, the title and the names of the characters in the middle.
As well as this, I also decided to add 2 more screens which are the video screen and the quiz screen in order to make the students be part of the animation and get involved easily.
The video screen is all about an extra video which will be shown in the animation. I have seen videos from you tube which I personally found interesting, this is also another way to make students get more information and learn as much as possible. There are the 3 videos which I've looked at and in the end I will choose which one is best.
This
video specifically talks about the rules in a science lab and hazards; it is
quite similar to the animation I am creating, so I don’t want the video to be
repetitive. However the characters are singing in the video, so this is another
way that students may learn the rules. The video lasts for 3:25 minutes. The
only disadvantage is that this video looks similar to the animation I will be
creating, therefore in a sense I will be showing the same information that I
have shown in the animation, where students may already know about, which
becomes repetitive and boring.
In
this video there is music in the background and someone is drawing the hazards
and rules they need to follow. The video lasts for 3:42 minutes. There are
continuous images seen in this video as the person draws the equipment’s and
hazards. There is a lot of visual information, but very little writing.
In
this video there is also music in the background and they also summarize the
general lab safety rules. Someone is writing
Information’s
on an interactive board. This video lasts for 7:31 minutes. The only
disadvantage is that the video is too long; in this case it might get boring as
there is too much information going on.
We then have the quiz screen, again this is another way to engage students and see whether they understood. I have included different questions regarding the animation and then I also added general scientific questions. I've included 3 possible answers, and the ones highlighted in green are the right answers.
Wednesday, 6 January 2016
Week twelve
Week 12: (07/12/15)
At this stage, this is when I start writing the script for the animation. As in what the characters are going to say, are there any sound effects or images etc
Firstly, I researched ways of writing a script, this is important as it has to be professional. I then decided to search on you tube some sound effects which will be included in the animation:
At this stage, this is when I start writing the script for the animation. As in what the characters are going to say, are there any sound effects or images etc
Firstly, I researched ways of writing a script, this is important as it has to be professional. I then decided to search on you tube some sound effects which will be included in the animation:
Sound effects
As I have already mentioned the script needs to be professional, therefore I started off with the title:
St.
Anne’s Catholic High School for Girls
THE SCIENCE
LAB
Rules in a Science Lab
WRITTEN BY
©Nadia
Conteduca
And I then included the cast, voice-overs and scenes which will be in the animation, in this way I am presenting who will be in the animation and what to expect:
CAST
Maryann: St. Anne’s Student
Maria: St. Anne’s Student
Floriane: St. Anne’s Student
Mr. Smith: Teacher at St. Anne’s
VOICE-OVERS
Maryann: Interpreted by Marta
Maria: Interpreted by Sarah
Floriane: Interpreted by Dishti
Mr. Smith: Interpreted by Vittorio
SCENES
Scene 1- Welcome Screen
Scene 2- Menu Screen
Scene 3- Rule 1 (Safety goggles)
Scene 4- Rule 2 (Bunsen burner)
Scene 5- Rule 3 (Conical flask)
Scene 6- Rule 4 (No food and drink)
Scene 7- Rule 5 (Tie hair back)
Scene 8- Video Screen
Scene 9- Quiz Screen
I then start writing the Synopsis, and this is an introduction to the whole animation.
This
is a script for the pre-preparation of my animation regarding the rules of a
science lab. I will be showing the risks and hazards which could happen if
students are not careful and do not pay attention. I will illustrate this by
using images of the science equipment’s such as a Bunsen Buner, a conical flask
and more. The animation is for students in KS3/KS4. This animation is for
students in year 7 to 9, this will help them understand more the science lab as
they are new to this environment, especially the year 7's, who will have to
learn new rules, understand the purpose of the equipment’s and how to carry out
a practical; how the practical should be set up and what kind of things you
should do and should not do all for health and safety reasons which is definitely
crucial. The characters will be explaining and will be guiding the students
throughout the animation. There are four characters who will be involved in
this animation; they are Maria, Floriane, Maryann and Mr. Smith. In turns they
will be introducing each different screens; firstly, we have the welcome screen
this is where the characters will be presenting themselves and summarise the
animation and its aim. We then have the Menu screen, and this is where the
contents page will take place, this will allow students to navigate throughout
the animation and look at different screens depending on where they click on,
the contents page includes links to ‘home screen’, ‘the five rules’ the ‘video
screen’ and the ‘quiz screen’ . In each screen there will be a voice explaining
what the screen is about, this will be done by my personnel who are the
voice-overs, so I will then record their voices. In the animation, I need to
make sure that the characters seem as realistic as possible, in this case I
have to make sure that the characters blink throughout the animation and open
their mouths whilst speaking, in this way it seems that they are realistically
talking in the animation and that there is no voice-over.
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