Purpose & How
We accomplished this by creating an animated video to be shown at participating schools, explaining the six steps each school must take in order to become a M.C.C.S..
Process
We had hoped to have the video voiced by middle school students. But, ultimately, we realized the video would be better suited being voiced by adults and incorporating the students voices in other ways.
Animating the video was a bit of a learning curve, as I am not an animation major. Our process for animating was, I would animate a segment, have Professor Hess give me critiques on it, I would make those changes and repeat.
Professor Ingrid Hess and Daly Grogan
Product
This project taught me new skills, such as animating mouth movements, and it allowed me to work on a project I was passionate about.
Product
I learned a lot from working with Professor Hess, one on one.
It was a similar experience to working with an art director and
I feel that it has helped prepare me for future workplaces.
Massachusetts Climate Cool Schools Fellowship
During the spring semester of my junior year at UMass Lowell, Professor Ingrid Hess and I worked on and completed a fellowship project called “Massachusetts Climate Cool Schools” (M.C.C.S.). It was made in partnership with the Rist Institute for Sustainability and Energy.
Purpose & How
The purpose of M.C.C.S. is to teach elementary age students how they and their schools can help the environment and
have a positive impact on climate change.
Process
Professor Hess wrote the script and we worked together to determine the visual language, recording of the audio and animating the video.
For the visual language, Professor Hess has a distinct paper
cut-out style she uses in her illustrations. I worked to create a visual language reminiscent of her style and, together, we created the visual language seen in the animation.