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FMP Thesis

Week 20: Feedback session

This week I have my final feedback session with the lecturer Nigel before I submit my work, and I have perused some resources which have been mentioned in the online journal I have read.

I have doble checked the way of citing an online journal without any date, and here is what I found in the UCL website:

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FMP Thesis

Week 19: Feedback session

In this week I have received some feedback from the lecturer Nigel, I have updated the main title of my thesis:

I have started a draft chapter based on the historic construction of anthropomophism:

I have changed the spacing of the text, get rid of the number in the reference list:

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Advanced and Experimental 3D computer Animation project 2

Week 10 (G): Final Week Reflection

In this intense term, I have learned a lot about the animation process. Started with taking the reference, to blocking and blocking plus of the shot, to the final splining and polishing of it, I have tried my best to make my work more reasonable and fluent. However, I still need to rely more on the principles and references instead of imagining of what’s happening in a scenario.

Here is my rendered final animation shots:

The process of producing an a animation shot:

The importance of shooting references and recording key poses:

12 principles of animation to follow & my notes:

The important of copied pairs and moving holds in blocking plus:

The order of polishing the shot after splining:

Always thinking of the curve/arc of the movement:

The important 4 components of the lip sync blockings:

Categories
Advanced and Experimental 3D computer Animation project 2

Week 9 (G): Animating dialogue (Polishing)

This week, I have finished polishing the shot and added it into my submission, and here is my rendered version:

During the process, I have focused on adjusting some parts of the body to create the curvy movement (especially the nose):

I have added a moving hold when the character is stopped by noticing what the little girl doing based on his line:

I have been told the eye blink of a character normally takes about 2 frames, and so I have shortened it in my shot:

When he step forwards, his body goes down first and then goes up:

Before he starts saying ‘don’t’, his mouth should be in ready position:

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Advanced and Experimental 3D computer Animation project 2

Week 8 (G): Animating dialogue (Splining)

In this week, I have adjusted some poses based on the feedback I received on the class and here is my progression:

At frame 1: I turned the head of the character slightly more to its left hand side, therefore audiences could see more detailed of his facial expression.

At frame 20: I added an anticipation before he’s turning his head.

When the line is being said by this character, I keep his mouth down to show his depression and keying the relative controllers.

At frame 98,: I try to keep his arm much closer to the audiences.

At frame 114: I try to keep the character straight when he is warning the little girl.

At frame 128: I try to keep the character’s left arm to hold in the position before he carries further movement by seeing the little girl touching the squirrel’s nut.

At frame 137: I gave the character a break-down pose to make his movement more smoothing.

At frame 142: I exaggerated the character’s reaction and making his face more emotional and worried.

To adjust the detailed shape of the lip, I tried to adjust more controllers at the same time, which helps to match the phonemes.

And for some lip shapes, I tried to exaggerated the shape to make them looking clear and more direct.

Here is my result of splining of this week’s work.

Categories
Advanced and Experimental 3D computer Animation project 2

Week 10 (S): Final Week Reflection

In this week I have done a short recording to demonstrate my simple game:

Overall, I think I accomplished more than I initially expected over the past eight weeks, and I really enjoyed exploring new features in Unreal Engine 5—especially the IK Retargeter, which allowed me to use my own model as a paragon character with seamless animations.

After I shared my demonstrating reel in Linkedin, I think people are more interested on the cultural heritage side of this game design:

It’s undeniable I put lots of effort on researching the architectural structure of the ‘quadrangle courtyard 四合院’, and how could the 3D side work in my game:

I also think that learning to build up the widget blueprint is like magic—it’s what makes a game run properly. I plan to continue improving my skills in this area during my free time, with the help of online tutorials and ChatGPT.

To talk about developing more of the project, I think I could possibly add more assets and elements to it, such as a haunted house and the ghosts which prevent the girl from reaching the treasure…

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Advanced and Experimental 3D computer Animation project 2

Week 9 (S): Package Project

In this week I start packaging my project with the support of ChatGPT.

Firstly I downloaded Visual studio 2022 with necessary functions ticked on (on the right column):

I then fixed the issue of the water collision/ shader compile worker in my project through adjusting and editing the project scripts & documents.

I have made sure the project setting is matching the one I want for the packaged game:

After numerous tryings I have successfully packaged up my project:

Categories
Advanced and Experimental 3D computer Animation project 2

Week 8 (S): Project Progression

This week, I have worked on some details left over from this project, and I have figured out some issues that happened in the blueprint with the assistance of ChatGPT and online tutorials.

Fist, I have added a background soundtrack for the level:

I built up a widget for the opening menu by studying the tutorial below:

I used my model in Maya to bake a pose and then imported it into Unreal Engine 5 for rendering the cover of the menu:

I updated the UVs, texturing of the stone lion models and displayed them on the front of the architecture:

I noticed that the polycount widget also appeared in my main menu, so I added a few notes under the character blueprint to exclude it:

I also added an opening sequence of extreme long-shot animations to showcase the structure of the first level. Here’s the result:

Categories
Advanced and Experimental 3D computer Animation project 2

Week 7 (S): Project Progression

In this week, I have created a blueprint for the rotating door in my project, and started working on the main game widget such as the one to end the game when the character is accidently drown in the water.

Here is the tutorial I have used for the rotation of the door:

Here is the widget I add to end the game when the character fells into the water:

For the structure of the level and the island, I used the ‘Duplicate Special’ in maya to make it happen:

Some screenshots from the game playing:

Categories
Final Major Projects and Theis Thesis

Week 18: Literature Reading & Notes

In this week, I have reviewed an online article talking about the ability of children anthropomorphise obejects when they were younger and how they identify things are weather alive:

And here are my noes:

P4
• baillargeon scott, & Bian, 2016: infants treat any non-human agent that displays animate motion patterns as human-like but gradually understand what is alive and what is not
• How children anthropomorphise inanimate objects:
-infants can categorise animates and inanimate by the end of the first year (Rakison & Poulin-Dubois,2001)
-infants can categorise animals and vehicles through dynamic information rather than morphology or color (Caramazza & Shelton, 1998l Leslie, 1994; Mandler, 1992; Premack, 1990)

P8
Young children tend to accurately categorise animals as animate and artifacts as inanimate but struggle to classify plants as living.

P13
• there are a number of cues that have been shown to trigger anthropomorphism and animate judgments toward non-human agents. (Based on how children anthropomorphise, and treat agents as depictions of social agents.)
• 1. Gaze following: following the gaze of an agent is in itself low-level anthropomorphising.
-p15: 2. Goals and intentions:
-p19: Mental States
-p23: Morphology plays an important role in children’s judgements of animacy.
-p23: Learning: A prior research examined weather children can learn from non-human social partners.
-children can recall the non-verbal behaviours such as eye gaze, body positioning and vocal intonation presented by robots. Therefore it’s an essential part of the design.
robots can trigger the ability of children to improve the language ability through emulating themselves, children can attribute their perceptual abilities to robots to learn novel information.
-p25, imitation: both human and non-human agents can lead to over-imitation in children.
-p26; children are more likely to treat a robot as knowledgeable if it behaves contingently by engaging and looking at them through the communication.
-p27 conclusion: people react to inanimate objects as how they react to people in the same situation. There are a lot of ways to trigger anthropomorphic behavior in infants such as emulating, studying and following their eye-gazing.
-children anthropomorphise robots is dependent upon both the robot’s behaviours and whether the robot has human-like morphology.

“Anthropomorphic behaviors in infants”(婴儿的拟人化行为)是指婴儿在与非人类的对象(如毛绒玩具、动物、物体)互动时,会赋予它们人类的属性或意图的行为。
简而言之,这种行为体现在婴儿把非人类对象当作有生命、有意图的伙伴来看待。比如:

假装玩耍:婴儿可能会把玩具熊“喂饭”,或者和它“说话”,就好像它是个真实的朋友一样。
互动:婴儿会对玩具笑、说话或安抚它,就像它真的能感受情绪一样。
解释物体的行为:比如,如果一个玩具掉了,婴儿可能会说“它生气了”或者“它想走开”。
这种行为是婴儿早期社会认知和情感发展的重要表现:
社交技巧:婴儿通过对物体拟人化,练习与他人互动的模式(比如照顾、安慰)。
同理心:这有助于婴儿发展对他人情感的理解。
想象力:通过给非人类对象赋予人类属性,婴儿在探索和理解世界的过程中发展了象征性思维和创造力。
这种拟人化在儿童发展心理学中很常见,通常在2到4岁左右的假装游戏(pretend play)阶段特别明显。