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I got a request for a poll like this to be set up.

What is the most important part of animating?

-Fluid movement
-Correct anatomy/movement
-Projecting personality in a character
-other (comment)

Sadly we cant actually use a poll because I haven't upgraded the group. But a comment below should work just fine.
This will be used by Uoneko as part of an animation project.

I've already given my opinion on the matter so if anyone else can chip in their ideas it would help out a fellow deviant.

Got an email from a representative of the Annecy Off animation festival for animators under 25 years old. Here's a copy of the information -

Hi Craig !
So first, the festival takes place in Annecy, from June 7th to June 12th, but it is not the very famous festival of animation it is another just for young artists in animation... We'll only broadcast films from under 25 years old film makers !
We ask people to send us a DVD copy of each film, just beacause the quality will be better this way. We don't make any selection, except if the film is really bad but I'm sure you're all very good at what you do !
The films will be divided in several categories, for example Traditional 2D, 3D, animation and reality images etc.
I'm sending you enclosed an example of the Festival display.
If you do want to participate, here is the address for you to send us the dvd :

Anne-Lise Saintillan
Association THIBFILMS
26 Avenue des Romains
74000 ANNECY

We also need you to send us a brief note about you, where you live, why you chose animation, comments about the animation itself, what inspired the idea of this film, etc.
Well I hope I'm not forgetting any key information... do not hesitate to tell me if I do !
Have a great day

Annecy has a long history as being THE animation festival to see, (youtube 'annecy' or 'Gobelins' and you'll see the high quality submissions). While the festival information is not the main event it is a good place to start for young film makers =)

So the first tutorial went off without a hitch...DD and 1.6 million views isn't bad for part 1 =)

What do you guys want to see next? I could video capture some of the work I'm doing for my current film to give you an example to check out or do another tutorial; picture or video style.

Maybe some suggestions for other stuff? I have access to a bunch of animators and musical type people to perhaps teach you other digital skills and how they can be applied to animation and films. Like how to make 3D models, composite and green screen in After Effects, how to build models for Stop Motion, how to use (and get) just about any software. Whatever you guys want.

Just leave suggestions for whatever you'd like below and if we get a majority vote on anything I'll do that.

- Craig
Sorry it's a bit late but its finally here -

The following is the academic side of the tutorial and some of the research that went into its design.


This is the accompanying written section of the first tutorial for my little ‘Animation-Group’ project. I want my tutorials to teach the medium of animation in a much more open and broad sense. So I had to do more than learn animation, I had to try to learn how to teach.


Pedagogy is the subject of teaching.

Richard Fox, author of Teaching and Learning, Lessons from Psychology breaks teaching into 3 main categories – direct teaching and demonstration, interactive teaching and independent practice and problem-solving.
I found when designing a tutorial for teaching animation that all of these are necessary but not always available by doing so online.

Direct Teaching and demonstration is when a teacher shows the student how to do something and has them repeat or even mimic his or her actions. This may not actually teach them how to do what they are doing. I can learn to repeat a bit of language through the sounds but may not understand what it means. Or I can learn a part of a process but not know why I am doing it.

Interactive Teaching involves the student more by perhaps first taking a simple explanation or problem and allowing the student to work through and understand it and then offering them a more difficult problem that they can now work through with the knowledge they have obtained and so on.

The final teaching category is Independent Practice and Problem-Solving which is similar to what a researcher would do. The teacher would present you a problem and you would investigate it and perhaps find yourself realizing aspects of the problem you may not have considered. When you ask your teacher for help they may ask you questions that would steer you in the right direction without blatantly giving you the answer. This allows the student to realize and develop an understanding of the topic or problem in a less linear way.

The only way I can practice direct teaching is to do this exercise in picture or video form and post it online allowing people to ask questions and to try the exercise themselves. But because of the detached nature of doing this through the ‘interwebs’ it dilutes some of the teaching process, or lengthens it anyway. Interactive teaching is also made much more difficult because I have to give the information all at once rather than being able to give it episodically and allowing for people to take in the information in the chunks (and in the order) which is most efficient. While the independent teaching method is inevitable, it doesn’t suit animation. Animation is much easier to learn in a studio/group setting as you will have a lot of feedback immediately.

“When we teach face-to-face we can situate the learners within the lecture theatre or class room but when we prepare distance learning materials it is impossible to think of the learners’ situation but in both approaches it is even more difficult to know what the students are thinking, their academic histories, and so on. This is probably harder when we recognise the diversity of background from which learners using distance methods come.”
-Kogan Page, the Theory and Practice of Teaching (2nd Edition)

To counteract all of this I’ve attempted to design the lesson so that the information is taken in the way it was intended (and needed) by the reader or ‘student’ I suppose. And I’m almost on Deviantart at least once a day for a little while so I can give feedback to whoever needs it. Hopefully this will create a kind of virtual classroom setting to give people a better way of receiving information.
Now, while reading The Courage to Teach by Parker J. Palmer I came across the following extract that really interested me and changed the way I thought about pedagogy. Earlier in the book Palmer explored the idea that we were approaching teaching in the wrong way. He believed that we focused too strongly on the idea that ‘knowledge; for knowledge’s sake; is all’. He disbelieves that the idea that taking the human element out of teaching, as some modes of teaching attempt to do, will remove any risk of having emotion or argument ‘tainting’ the knowledge itself. He disagrees with the idea that humans cannot teach without spoiling the teaching. But, from fear of being accused of saying that anyone should teach he goes on to say this -

“In earlier chapters, I tried to correct several imbalances in the way we approach teaching. To correct our overemphasis on technique, I stressed the teacher’s identity and integrity. To correct our obsession with objective knowledge, I stressed subjective engagement. To correct our excessive regard for the powers of intellect, I stressed the power of emotions to freeze, or free, the mind.
My intent was to rebalance the scales. But in a polarizing culture, it is hard to do that without slamming the scales in the opposite direction. In arguing for the neglected pole, I may be mistaken for someone who excuses poor technique, urging teachers just to “be themselves”; who believes there are no standards for truth, just thoughts, just as long as you “share what you feel”.
It is obvious (I hope!) that these are distortions of what I have said. But we distort things this way all the time because we are trained neither to voice both sides of an issue nor to listen with both ears. The problem goes deeper than the bad habit of competitive conversation some of us have: tell me your thesis and I will find any way, fair or foul, to argue the other side! It is rooted in the fact that we look at the world through analytical lenses. We see everything as this or that, plus or minus, on or off, black or white; and we fragment reality into an endless series of either-ors. In a phrase, we think the world apart.”

What did he mean by this?

Niels Bohr, Nobel Prize-winning physicist said it in a much more simple way – “The opposite of a true statement is a false statement, but the opposite of a profound truth can be another profound truth.”
This applies to teaching in a very interesting way.

These are the six steps that Palmer uses in his pedagogical design –
1. The space (in which you teach) should be bounded and open.
2. The space should be hospitable and “charged.”
3. The space should invite the voice of the individual and the voice of the group.
4. The space should honour the “little” stories of the students and the “big” stories of the disciplines and tradition.
5. The space should support solitude and surround it with the resources of community.
6. The space should welcome both silence and speech.

He describes these as the paradoxes of teaching, that to fully and effectively teach and learn the process needs to be balanced and exploratory of the entire spectrum and never of just the polar opposites. Nothing is fundamentally wrong and nothing is fundamentally right.
Gilbert Highet almost concurs with Palmer on the subject of teaching being art, and not science. While Palmer believes that teaching is a human process, so, by nature cannot be a science, Highet believes that it all depends on the scenario.

“Clearly some forms of teaching, especially those that tend to depersonalise the teaching and learning process, like the professor with whom we opened this chapter who can lecture to hundreds of students (without ever interacting directly with any of them), and those other forms that lend themselves to mass production, suggest that teaching is a technology. But when teaching is face-to-face and interactive, when it is a human process then it is much more than a science – it is an art.”
Gilbert Highet, the Art of Teaching
So how does this apply to what I’m teaching?
I think this affects how each tutorial should be designed, the order, what each person partaking in each exercise takes away with them at the end of each tut and

I’ve always had a problem with the typical tutorials here on Deviantart. From studying pedagogy and learning theory I’m starting to further understand why.

I think it’s interesting to be able to create a JPEG tutorial for people to quickly save and keep a copy, to be able to open it as a separate layer in software like Photoshop (particularly handy if it’s a Photoshop tutorial) and to be able to submit it as a deviation rather than a journal entry so people can give feedback etc. Those are the benefits of the format.
But the content can be a bit iffy sometimes. While some are interesting and useful, they tend to teach a specific method of how to do one thing. These are usually things like how to make realistic bubbles or believable planets or how to draw a head etc. While these are fine and the tutorials themselves are informative and can really help if the one thing they teach is all you need, but otherwise they are limited. They teach one thing, in the approach of the person who made the tutorial. You can sometimes learn new things through the tutorials (like tricks and techniques in Photoshop for example) but it can be difficult to apply in other situations. It’s very difficult to find a broad encompassing tutorial set.
I suppose one way of putting it is; it’s like learning a language one sentence, or phrase at a time. Those sentences only work in a few situations and can be bent to work in other situations but it’s awkward and inefficient. If you learn the foundation of the language, however, you will improve and eventually be able to apply your learning in any situation.
Now, none of this is the deviant’s fault, the vast majority of us here are not teachers and have not been thought to teach. It’s kind of a revelation to some people that there is a subject of teaching (as it was to me when I first thought about it) and that there are teachers of teachers. I can assure you that I’m no teacher myself yet, but I think I’m starting to get a slight grasp of how to go about doing it. And I’ve applied what I’ve learned to my tutorial and will do so with all of my future tutorials.

All feedback and comments are welcome and encouraged.

Thanks for reading.


-Teaching and Learning, Lessons from Psychology, Richard Fox, Blackwell publishing, 2005

-The Courage to Teach, Parker J. Palmer, Jossey-Bass, 1998

-The Art of Teaching, Gilbert Highet, University Paperback, 1970

-The Theory and Practice of Teaching (2nd Edition), Kogan Page (edited by Peter Jarvis), 2006

-Teaching Concepts, An instructional Design Guide (2nd Edition), M. David Merrill, Robert D. Tennyson, Larry O. Posey, Educational Technology Publications, 1992

-The Animation Book, Kit Laybourne, Three Rivers Press, 1998

-The Animator’s Workbook, Tony White, Phaidon Press, 1988

-The Animator’s Survival Kit, Richard Williams, Faber and Faber, 2001

The Animator’s Survival Kit: Animated, series by Richard Williams (2008)

By Craig Mullins
My deadline for this thing is Monday, so the first instalment will officially be out then.

Go spread the good news.
Stand on corners, with newspapers, shouting promising headlines.
In rags.

That is all.

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Group Info

A group specifically for animation. For animators and fans alike. This group is for sharing news and events in the animation world, developing a 'links library' to great animation online, sharing work or just having a chat.

Most of all I started this group to share knowledge and tutorials about animation, it's not easy to animate; but its not hard to get started. As long as you have a good teacher. If I can assemble a good team of animators (I'm not half bad myself =D) then we can use this group to make a go-to guide or a decent resource for those interested in animation.

I've never run a group or club, I'm not sure if it'll work but it's about time I started doing something on DA...and my best skill is animation, so why not share?
Founded 7 Years ago
Jul 24, 2010


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kachy-mi Featured By Owner Mar 6, 2016  Professional Digital Artist

Hi there! My name is Kateryna or Katherine, and I work under nickname Kachy-mi.

what I do:

I am a concept artist/illustrator. Sketches, full paintings, speedarts. I love to do lots of fanart, because I'm a lot of a geek 

 I also try to draw some of my own character, but never have enough time to develop this.. I often experiment with my own workflow, as a strive for the most effective and most efficient breakdown of how I work. These experiments can be found in .PSD's and step-by-step process images, that I'm going to be sharing with my patrons only. 

about my Patreon page:

Patreon is a wonderful opportunity for everyone to get closer to me better and to learn my little secrets. Those who subscribe to me here get the best quality of the paintings that I produce, and get access to exclusive artworks as well as perks that will improve your own artistic skills ^^ It is also an opportunity for me to produce more of my original content, as well as commissions.  

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uAll Featured By Owner Oct 26, 2015  Student General Artist
Hello everyone!
I launched my teaser yesterday!……
TreasureMan Featured By Owner Apr 9, 2014  Student Digital Artist
Free commision for people who can watch me, give me great advice and connections for getting into the cartoon and/ or gaming indusrty. I only draw single characters within my style of drawing and it takes me approximately 10 working days to do so. More details will be given out if we get in touch.
lickthespark Featured By Owner Sep 19, 2013  Hobbyist Traditional Artist
TaffyDesu Featured By Owner Aug 21, 2013  Hobbyist Digital Artist
We finished our BFX competition animation! Please vote for us on youtube ;D We're fighting for a public voice award so please share and like the video, please. Took us 6 weeks to make! Thanks!
X-x-Magpie-x-X Featured By Owner Feb 23, 2013  Student Digital Artist
Please check out my first ever animation! I'm very new to this, but support is appreciated! [link]
StumpyTheStump Featured By Owner Sep 14, 2011  Student Writer
Recently I've decided I would like to give animation a whirl, and was wondering if you could give me any tips. What program do you use, and what do you recommend for beginners? What are basic skills/things beginners need to know about animation prior to starting? Do you have any resources that could help me?
I'm completely new at this and a little strapped for cash, but I really wanted to try 2D animation. I've seen the sorts of things people can do, and, quite frankly, I'm impressed. If you have anything you think might help me even the slightest bit, I'm all ears.
Go-Crag-Go Featured By Owner Sep 15, 2011  Student Filmographer
There's a tutorial here on the group that shows you the basics of setting up a 2d animation setup (on paper). It teaches you all the animation principles you need to know to get started. The software you use isn't important. As long as you learn the principles you can animate with anything.

You could also check out Richard William's animation survival kit. That's a really good place to start too.
Estefania-Diaz Featured By Owner Jul 31, 2011  Student Filmographer
hi!! :)
Jeffarooski Featured By Owner Jul 31, 2011  Hobbyist Digital Artist
Hello. I am looking for animation groups just like this. Is there a way I might join your group?
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