ANIMATED WORD PROCESS BOOK

MICHAEL FEAVEL

TYPOGRAPHY STUDIO II - GRDS 755

PROF. MERRICK HENRY

SUMMER 2011

I feel that my process is best expressed through my sketchbook that

I keep for each class. From this, you are able to see each step and

thought that comes into my head and works its way down to my

hands and finally onto paper.

I began with brainstorming multiple words. I tried to focus on

words that would allow for strong interaction between the separate

characters of the word, rather than just the word moving. With

each word I had an animation in mind, but I felt that CHASE was my

strongest idea and I began to sketch my gut reaction to the word.

I wanted to initiate a catalyst that sparks the action of the chase, so

I casted the C as a instigator to the fun, child-like act. The remaining

characters follow far behind at the beginning and the pace builds with

the C finally being caught and ending the chase. I chose to utlitize

depth and scale to fully interact with the space given.

From the first critique, it was pointed out that my presenting the

word at the beginning and the end provided little mystery and was

redundant. I had to think of a way to not give the word away before

the animation even began. Leaving out the slap of the “C,” I was given

the opportunity for other playful interaction throughout the scene.

I created a new set of storyboards after the first critique, but the

animation was still not right. More critiques from fellow students help

me realize the ending was forced and more playful elements were

needed, such as hide and seek. I began to revisit many of the classic

Warner Bros. cartoons for inspiration in playful chase scenes.

A more realized storyboard was drawn up and the animation felt

cohesive. A sense of playfulness, anticipation and mystery while not

spelling out the word at the beginning for the viewer. I debated about

typefaces the entire time but finally chose Gotham. It has personality

but not childish; and italics were not necessary, it would be redundant.

After all the sketching and brainstorming was complete, I jumped

into Flash (after doing a little reading, of course). Not having much

experience with Flash, I first started with simple tween experiments

(Panel 1 & 2) to see if my ideas could actually be created the way I

envisioned them.

The experiments helped me get comfortable using Flash and the

simple effects I could use to create my animation. I utliized mutliple

tweens and classis motion guides to give each letter character and

humor througout the piece (Panel 3 & 4).

PANEL 1

PANEL 3

PANEL 2

PANEL 4

PANEL 5

PANEL 7

PANEL 6

PANEL 8

I continued using tweens and classic motion guides as the animation

progessed. The animation became more challenging and complicated

once I added playful elements such as jumping, sliding, and hiding.

As I got closer and closer to finishing the animation, I tested it more

and more to make sure the pacing and movement were fluid enough,

but still had some interest and contrast.

CHASEOverall, I found this project fun and challenging. I am much

more comfortable in the print environment with typography

and design. The animation gave me an opportunity to test my

design skills outside of my comfort zone and I look forward to

more motion type opportunities and building my skills in the

on-screen design environment.