Embrace your imagination in this 2 week camp for the Anime enthusiast. Creatively illustrate exciting anime stories and produce your own manga as you unveil the unpredictability and emotional depth of anime. Bring the anime character that you've dreamed of to life by creating your own anime cartoon. This specialized camp includes learning some of the Japanese language and culture, drawing anime characters, creating your own anime cartoon, Cosplay and much more.
All of our STEM Based-Camps focus on Science, Technology, Engineering and Math.
TEKS for Animation:
(c) Knowledge and skills.
(1) The student applies academic knowledge and skills in animation projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents; and
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve problems.
(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.
(10) The student develops an understanding of animation. The student is expected to:
(A) demonstrate appropriate use of hardware components;
(B) demonstrate appropriate use of software programs;
(C) demonstrate appropriate use of storage devices;
(D) demonstrate knowledge of sound editing;
(E) demonstrate knowledge of file formats and cross-platform compatibility;
(F) acquire information in a variety of electronic formats;
(G) evaluate visual information by:
(i) recognizing the use of principles and elements of design; and
(ii) recognizing the use of typography;
(H) use an appropriate design process to create and modify solutions to problems by:
(i) combining graphics, images, and sound;
(ii) applying principles of design;
(iii) developing and referencing technical documentation; and
(iv) editing products;
(I) publish and deliver the product in a variety of media;
(K) understand and apply animation principles, elements, and techniques by:
(i) describing and using audience identification, script writing, character design, storyboarding, audio uses, and delivery formats;
(ii) describing and using cell, stop motion, inbetweening/tweening, motion paths, masking, looping, scripting/programming, and interactivity;
(iii) describing lighting and camera shots;
(iv) describing and using flip books, claymation, and cut-outs;
(v) rendering; and
(vi) describing and using postproduction processes such as editing, titles, credits, and special effects;
(N) create animation projects using a variety of techniques and software programs.
TEKS for Digital Art and Animation:
(c) Knowledge and skills.
(1) Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to:
(A) evaluate, edit, and create scripts for animations;
(B) identify and apply color theories, including harmony rules, tints, shades, gradients, color mixing, new color creation, and the visual impacts of specific color combinations using a digital format;
(C) compare, contrast, and integrate the basic sound editing principles, including mixing and manipulating wave forms, audio tracks, and effects;
(D) compare and contrast the rules of composition such as the rule of thirds or the golden section/rectangle with respect to harmony and balance;
(E) evaluate the fundamental concepts of a digital art and design such as composition, perspective, angles, lighting, repetition, proximity, white space, balance, and contrast;
(F) analyze digital art designs to interpret the point of interest, the prominence of the subject, and visual parallels between the structures of natural and human-made environments;
(G) distinguish among typefaces while recognizing and resolving conflicts that occur through the use of typography as a design element;
(H) use perspective, including backgrounds, light, shades and shadows, hue and saturation, and scale, to capture a focal point and create depth;
(I) use the basic principles of design such as proportion, balance, variety, emphasis, harmony, symmetry, and unity in type, color, size, line thickness, shape, and space;
(J) edit files using appropriate digital editing tools and established design principles such as consistency, repetition, alignment, proximity, white space, image file size, color use, and font size, type, and style; and
(K) identify pictorial qualities in a design such as shape and form, space and depth, or pattern and texture to create visual unity and desired effects in designs.
(2) Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others. The student is expected to:
(A) use vocabulary as it relates to digital art, audio, and animation;
(B) demonstrate the use of technology to participate in self-directed and collaborative activities within the global community;
(C) participate in electronic communities;
(D) create technology specifications for tasks and rubrics for the evaluation of products;
(E) design and implement procedures to track trends, set timelines, and evaluate products;
(F) collaborate with peers in delineating technological tasks;
(G) publish and save information in a variety of ways, including print or digital formats;
(H) analyze and evaluate projects for design, content delivery, purpose, and audience; and
(I) critique original digital artwork, portfolios, and products with peers.
(3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected to:
(A) distinguish between and correctly apply process color (RGB and CYMK), spot color, and black or white;
(E) demonstrate the appropriate use of digital imaging, video integration, and sound retrieved from an electronic format;
(F) import sounds from a variety of sources; and
(G) create planning designs such as rough sketches, storyboards, and brainstorming materials.
(4) Critical thinking, problem solving, and decision making. The student uses critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. The student is expected to:
(A) distinguish between and use the components of animation software programs such as cast, score, stage, and the animation manipulation interface;
(B) distinguish between and use different animation techniques such as path and cell animation, onion skinning, and tweening;
(C) create three-dimensional effects by layering images such as foreground, middle distance, and background images;
(D) apply a variety of color schemes such as monochromatic, analogous, complementary, primary/secondary triads, cool/warm colors, and split complements to digital designs;
(E) use the basic concepts of color and design theory such as working in a bitmapped and vector mode to create backgrounds, characters, and other cast members as needed for the animation;
(F) use the appropriate scripting language or program code to create an animation;
(G) use a variety of lighting techniques such as shadows and shading to create effects; and
(H) define the design attributes and requirements of products created for a variety of purposes such as posters, billboards, logos, corporate identity, advertisements, book jackets, brochures, and magazines.
(6) Technology operations and concepts. The student demonstrates a sound understanding of technology concepts, systems, and operations. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B) make decisions regarding the selection and use of software and Internet resources;
(C) make necessary adjustments regarding compatibility issues with digital file formats, importing and exporting data, and cross-platform compatibility; and
(D) read, use, and develop technical documentation.
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