2D Animation Porfolioa - 4.4.19

Sector :
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT SECTOR)
Qualification Title: 2D DIGITAL ANIMATION NC III
Unit of Competency: CREATE 2D DIGITAL ANIMATION
Module Title: CREATE 2D DIGITAL ANIMATION
WINZELLE INTERNATIONAL COLLEGE

Tomas Claudio Corner, Almonte Street, Zamboanga City
COMPETENCY BASED LEARNING MODULE
2D DIGITAL ANIMATION NC III
Plan
Training
Session
Date Developed: Document No.

Trainers February 2019 Issued by:
Methodology Level I Date Revised:
April 2019
Page 1 of 101
2D Digital Developed by:
Haidhar S. Husin
Animation NC III Revision # 01
Sample Data Gathering Instrument for Trainee’s
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, Average grade in: Average grade in:

literacy and English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male b. Female

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Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous TM Certificates
experience with a. TQ certified
the topic b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer
______
Previous List down trainings related to TM

learning ___________________________
experience ___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________
Special courses Other courses related to TM

a. Units in education
b. Master’s degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order
for this kind of learner to retain
information, oral or written, presentations
of new information must contain diagrams
and drawings, preferably in color. The
visual learner can't concentrate with a lot
of activity around him and will focus better
and learn faster in a quiet study

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Haidhar S. Husin
environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students
with concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text.
Having to read long texts is pointless and
will not be retained by the auditory learner
unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
where they can watch, listen and then
review what has happened.
f. Theorist - Learns most when ideas are
linked to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

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FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YE NO
S
1. PRODUCE KEY DRAWINGS FOR ANIMATION
LO 1. Identify animation requirements.
LO 2. Produce key drawings.
LO 3. Edit/revise and complete key drawings.

2. PRODUCE CLEANED-UP & IN-BETWEENED DRAWINGS
LO 1. Identify requirements for cleaned -up drawings
LO 2. Produce cleaned-up drawings
LO 3. Identify requirements for in-betweened drawings
LO 4. Produce in-betweened drawings

3. CREATE 2D DIGITAL ANIMATION
LO 1. Identify requirements for 2D animation and select 2D

animation software
LO 2. Build character and environment
LO 3. Produce 2D digital animation
LO 4. Evaluate animation
4. USE AN AUTHORING TOOL TO CREATE AN INTERACTIVE
SEQUENCE
LO 1. Plan use of authoring tool
LO 2. Use authoring tool
LO 3. Check functionality of multimedia sequence
Note: In making the Self-Check for your Qualification, all required competencies should be
specified. It is therefore required of a Trainer to be well-versed of the CBC or TR of the program
qualification he is teaching. Date Developed: Document No.
April 2019
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Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies Proof/Evidence Means of validating
CORE
1. Create 2d  Certificate from  Consider for
Digital Training of workshops authenticity of the
Animation document, date
 Actual Work Folder
acquired and standing
(Portfolio)
of the
company/employer
who issued the
certificate.
 Submitted Certificate
of Employment and
actual Work Folder
(Portfolio)

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Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirement
Outcomes based on CBC s
1. PRODUCE KEY DRAWINGS FOR ANIMATION
LO 1. Identify animation Identify animation

requirements. requirements.
LO 2. Produce key Produce key

drawings. drawings.
LO 3. Edit/revise and Edit/revise and

complete key drawings. complete key
drawings.
2. PRODUCE CLEANED-UP & IN-BETWEENED DRAWINGS
LO 1. Identify Identify requirements

requirements for cleaned for cleaned -up
-up drawings drawings
LO 2. Produce cleaned-up Produce cleaned-up

drawings drawings

requirements for in- for in-betweened
betweened drawings drawings
LO 4. Produce in- Produce in-betweened

betweened drawings drawings

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3. CREATE 2D DIGITAL ANIMATION

requirements for 2D for 2D animation and
animation and select 2D select 2D animation
animation software software
LO 2. Build character and Build character and

environment environment
LO 3. Produce 2D digital Produce 2D digital

animation animation
LO 4. Evaluate animation
4. USE AN AUTHORING TOOL TO CREATE AN INTERACTIVE
SEQUENCE
LO 1. Plan use of Plan use of authoring
authoring tool tool
LO 2. Use authoring tool Use authoring tool
LO 3. Check functionality Check functionality of
of multimedia sequence multimedia sequence

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Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Relate traditional animation to 2D
digital animation
Use drawing tools
Work with symbols, timeline and library
Analyze model sheet
Construct objects CREATE 2D DIGITAL
Review and correct vectorized objects ANIMATION
Integrate sound animated objects and

backgrounds
Apply animation techniques
Review and finalized 2D animation
sequence

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SESSION PLAN
Sector : INFORMATION AND COMMUNICATION TECHNOLOGY
Qualification Title : 2D DIGITAL ANIMATION NC III
Unit of Competency : CREATE 2D DIGITAL ANIMATION
Module Title : CREATE 2D DIGITAL ANIMATION
Learning Outcomes:
1. Relate traditional animation to 2D digital animation
2. Use drawing tools
3. Work with symbols, timeline and library
4. Analyze model sheet
5. Construct objects
6. Review and correct vectorirzed objects
7. Integrate sound animated objects and backgrounds
8. Apply animation techniques
9. Review and finalized 2D animation sequence
A. INTRODUCTION
This module covers the knowledge, skills and attitudes required in creating 2D digital animation. The trainee should be able to
identify requirements and select 2D animation software, Build character and environment and Produce 2D digital animation.

February 2019 Issued by:
Trainers Methodology Level I Date Revised:
April 2019
Page 10 of 101
2D Digital Animation NC III Developed by:
Haidhar S. Husin
Revision # 01
B. LEARNING ACTIVITIES
LO 1: Relate traditional animation to 2D digital animation
Learning
Methods Presentation Practice Feedback Resources Time
Content
 Modular Self-  Read Answer Self Compare answers with the Module of
paced Information Check 3.1 – 1 on Answer key 3.1-1 on Instruction on
 Lecture / Sheet 3.1 – 1 on Animation Animation Requirements Animation
Discussion Animation Requirements and and Hand Drawn Workflow
Traditional
Process Hand Drawn Animation vs CGI - A
animation in
Animation vs CGI Documentary Book/E-book
relation to 2D - A Documentary
 Film Viewing  Watch short film
digital on Hand Drawn Internet
animation Animation vs
CGI - A
Documentary
 Lecture / Sheet 3.1 – 2 on Introduction to Introduction to Adobe Animation
Discussion Introduction to Adobe Flash Flash Professional CS6 Workflow
Introduction to Adobe Flash Professional CS6
2D software Professional Book/E-book
application CS6
Internet

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Revision # 01
 Lecture / Sheet 3.1 – 3 on Exploring The Exploring The Adobe Animation
Discussion Exploring The Adobe Flash Flash Professional CS6 Workflow
Adobe Flash Professional CS6 Interface
Professional Interface Book/E-book
CS6 Interface
Interface Internet
familiarization
 Hands-on  Return Perform the Task Evaluate Performance Laptop/
 Demonstration demonstration Sheet 3.1 - 1 on using the Performance Computer
on Exploring Exploring The Criteria Checklist 3.1 – 1
The Adobe Adobe Flash on Exploring The Adobe LCD projector
Flash Professional CS6 Flash Professional CS6
Professional Interface Interface
CS6 Interface
C. ASSESSMENT PLAN
 Practical test
 Direct observation
 Demonstration with oral questioning
D. TEACHER’S SELF-REFLECTION OF THE SESSION
Trainees were able to understand the functions and application of all the tools needed to create a 2D digital animation as for the learning
outcome. With the use of CBLM the information and skills that they need for 2D digital animation are made available. Through written test,
oral interview and demonstration performance test and self-checks, students were able to prove that they learn from the lesson.

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Revision # 01
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.

April 2019 Page 13 of
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Haidhar S. Husin
2D DIGITAL ANIMATION NC III
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Produce Key Drawings Producing Key Drawings

ICT313316
1.
For Animation For Animation
Produce Cleaned-Up & Producing Cleaned-Up And
ICT313313
2. In-Betweened Drawings In-Betweened Drawing
Create 2D Digital Creating 2D Digital
ICT313314
3. Animation Animation
Use an Authoring Tool Using An Authoring Tool
To Create An Interactive To Create An Interactive ICT313323
4.
Sequence Sequence

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MODULE CONTENT
UNIT OF COMPETENCY: CREATE 2D DIGITAL ANIMATION
MODULE TITLE : CREATING 2D DIGITAL ANIMATION
MODULE DESCRIPTOR: This module covers the knowledge, skills and

attitudes required in creating 2D digital
animation. The trainee should be able to
identify requirements and select 2D animation
software, Build character and environment
and Produce 2D digital animation.
NOMINAL DURATION: 200 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Relate traditional animation to 2D digital animation

2. Use drawing tools
3. Work with symbols, timeline and library
4. Analyze model sheet
5. Construct objects
6. Review and correct vectorized objects
7. Integrate sound animated objects and backgrounds
8. Apply animation techniques
9. Review and finalized 2D animation sequence

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LEARNING OUTCOME NO. 1
RELATE TRADITIONAL ANIMATION TO 2D DIGITAL
ANIMATION
Contents:
1. Traditional animation in relation to 2D digital animation
2. Introduction to 2D software application
3. Interface familiarization
Assessment Criteria
1. The software used in 2D digital animation is in accordance with the

specified delivery platform.
2. Components of personal interface are identified and discussed.
3. Set-up personal interface for work convenience.
Conditions
The participants will have access to:
1. Computer with 2D digital software
Assessment Method:
1. Practical test
2. Direct observation
3. Demonstration with oral questioning

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USE DRAWING TOOLS
Contents:
1. Using the tool box

2. 2D drawings and painting tools
Assessment Criteria
1. Graphic tools are identified and discussed according to its uses

and function.
2. Graphic tools are applied according to the given work instructions.
Conditions
Assessment Method:
1. Practical test

WORK WITH SYMBOLS, TIMELINE AND LIBRARY
Contents:
1. Constructing objects and converting to symbols
2. Editing symbols to create composite symbols
3. Using the timeline
4. Organizing documents library

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Assessment Criteria
1. Character model is produced.
2. BG model is produced.
3. Production and technical specifications are identified.
Conditions
Assessment Method:
1. Practical test

ANALYZE MODEL SHEET
Contents:
1. Character design
2. Components of a character
3. Components of props
Assessment Criteria
1. Suggestive poses, expressions and turn around shots of a

character are determined from the model sheet.
2. Special effects are determined from the model sheet.
Conditions

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Assessment Method:
1. Practical test

CONSTRUCT OBJECTS
Contents:
1. Building a Character
2. Tracing and building the Props
Assessment Criteria
1. Objects are traced and vectorized from a model sheet.
2. Objects that are traced are saved in the file.
Conditions
2. Make sure that every computer stations has a mouse installed
Assessment Method:
1. Practical test

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REVIEW AND CORRECT VECTORIZED OBJECTS
Contents:
1. Modelling of objects
2. Components of objects
Assessment Criteria
1. Objects traced and vectorized are previewed and corrected.
2. Objects traced are saved and backed-up continually in accordance

with enterprise requirements.
Conditions
1. Make sure that all computer stations has a Wacom Tablet

installed and that every trainee is issued a Wacom Pen.
Assessment Method:
1. Practical test

INTEGRATE SOUND, ANIMATED OBJECTS AND
BACKGROUNDS
Contents:
1. Scene assembly
2. Posing the character
3. Sound editing techniques
Assessment Criteria

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1. Scene are built using object according to the work instruction.
2. Characters are posed based on creative requirements.
3. Objects are combined into a single animated steam according to

creative requirements and technical specifications
4. Static or moving backgrounds are created as required and

animated objects are integrated into static or moving backgrounds.
5. Sound is incorporated where necessary.
Conditions
1. Make sure that every computer stations have a Wacom Tablet

installed and that every trainee is issued a Pen.
Assessment Method:
1. Practical test

APPLY ANIMATION TECHNIQUES
Contents:
1. Frame by frame animation
2. Tweened animation
Assessment Criteria

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1. Principles of animation are applied.
2. Animation techniques are used as required and as appropriate

according to the software.
Conditions
1. Computer with Adobe Flash CS6
Assessment Method:
1. Practical test

REVIEW AND FINALIZED 2D ANIMATION SEQUENCE
Contents:
1. Test movie
2. Revisions of animation sequence
Assessment Criteria
1. Required design changes that may be needed are discussed and

identified.
2. Design changes are incorporated to complete the 2D animations

and meet the recommendations.
3. Final agreement is obtained from relevant personnel for finished

2D animation sequences in accordance with management
procedures and documentations.
Conditions

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1. Computer with Adobe Flash CS6
Assessment Method:
4. Practical test
Learning Experiences
Learning Outcome 1
RELATE TRADITIONAL ANIMATION TO 2D DIGITAL
ANIMATION
Learning Activities Special Instructions
1. Watch the Film on – “Hand After watching the Film proceed to
Drawn Animation vs CGI - A learning activities no. 2.
Documentary”
It is important to take note before
proceeding to the next activity given.
2. Read Information Sheet 3.1 Read and Understand Information
– 1 on Animation Process Sheet 3.1 – 1 and check yourself by
answering the Self-Check 3.1 – 1. It
is important to answer all the
questions correctly before proceeding
to the next activity given.
Answer Self-Check 3.1 – 1 Check your answers by comparing to
the answer key provided.
– 2 on Introduction to Adobe Sheet 3.1 – 2 and check yourself by
Flash Professional CS6 answering the Self-Check 3.1 – 2. It

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– 3 on Introduction to Adobe Sheet 3.1 – 3 and check yourself by
Flash Professional CS6 answering the Self-Check 3.1 – 3. It

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Information Sheet 3.1 - 1
2D ANIMATION PROCESS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define the Traditional and 2D digital Animation
2. Explain the relation of Traditional and 2D digital Animation.
3. Explain the 2D Animation Process.
In this information sheet, you will learn the relation of traditional

animation to digital animation and its types.
In this Module you will learn further about 2D Animation Process.
2D ANIMATION PROCESS
ANIMATION – is rapid display of a sequence of images to create an illusion

of movement.
- It also refers to a series of still drawings that, when viewed in rapid
succession, gives the impression of a moving pictures. The word
animation derives from Latin words anima meaning life, and animare
meaning to breathing life into.
- The most common method of presenting animation is as a motion

picture or video program, although there are other methods. This type
of presenting is usually accomplished with a camera and a projector
or a computer viewing screen which can rapidly cycle through images
in a sequence. Animation can be made with either hand rendered art,
computer generated imagery, or three-dimensional objects, e.g.
Puppets or clay figures or a combination of techniques. The position of
each object in any particular image relates to the position of that
object in the previous and following images so that the objects each
appear to fluidly move independently of one another. The viewing
device displays these images in rapid succession, usually 24, 25 or 30
frames per second.

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Traditional Animation
 Also called cel animation or hand-drawn animation, was the

process used for most animated films of the 20 th century. The
individual frames traditionally animated films are photographs of
drawings, which are first drawn on paper. To create the illusion of
movement, each drawing differs slightly from the one before it. The
animators’ drawing are traced or photocopied onto transparent
acetate sheets called cels, which are filled in with paints in assigned
color or tones on the side opposite the drawing. The completed
character cels are photographed one-by-one onto motion pictures film
against a painted background by a rostum camera.
 Examples of traditional animated feature films include:
> Pinocchio (United States, 1940) > Akira (Japan, 1998)

> The Lion King (US, 1994) > Spirited Away (Japan, 2001)
Types of Animation
1. Full Animation
 Refers to the process of producing high-quality traditionally animated

films, which regularly use detailed drawings and plausible
movements. Fully animated films can be done in variety of styles, from
more realistically animated works such as
o Walt Disney studio (Beauty and the Beast, Aladdin, Lion King,
and many more).

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2. Limited Animation
 Involves the use of less detailed and/or more stylized drawings and
methods of movement.
3. Live-action Animation
 Is a technique, when combining hand-drawn characters into live

action shots. Examples would include:
o Who Framed Roger Rabbit (USA, 1988)

o Space Jam (USA, 1996)
4. Stop - Motion Animation
 Is used to described animation created by physically manipulating

real-world objects and photographing them on frame of film at a time
to create an illusion of movement
5. Model Animation
 Refers to Stop-motion animation created to interact with and exist as

a part of a live-action world.
6. Puppet Animation
 Typically involves a stop-motion puppet figures interacting with each

other in a constructed environment, in contrast to the real-world
interaction in model animation. Example:
o “Nightmare Before Christmas”

o “Caroline”
7. Cutout Animation
 Is a type of stop-motion animation produced by moving 2-dimensional

pieces of material such as paper or cloth.

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8. Silhouette Animation
 Is a variant of cutout animation in which the characters are backlit

and only visible as silhouettes.
2D Digital animation
2D animation figures are created or edited on the computer using 2D

bitmap graphics and 2D vector graphics. This includes automated
computerized versions of traditional animation techniques, interpolated
morphing, onion skinning and interpolated rotoscoping.
2D animation has many applications, including analog computer

animation, Flash animation, and PowerPoint animation. Cinemagraphs are
still photographs in the form of an animated GIF file of which part is
animated.
Final line advection animation is a technique used in 2D animation, to

give artists and animators more influence and control over the final product
as everything is done within the same department. Speaking about using
this approach in Paperman, John Kahrs said that "Our animators can
change things, actually erase away the CG underlayer if they want, and
change the profile of the arm."

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Self- Check 3.1 - 1
I. Multiple Choice: Choose the best answer. Encircle only the LETTER
of your choice.
1.) Which of the following refers to the type of animation techniques where it
combines hand-drawn characters into a live-action shot?
A. Cutout Animation C. Puppet Animation
B. Live- action Animation D. Cel Animation
2.) Which stop-motion animation typically involves puppet figures interacting which
other in a constructed environment?
A. Clay Animation C. Puppet Animation
B. Cel Animation D. Cutout Animation
3.) Which animation technique is created by physically manipulating real-world

objects and photographing them one frame of film at a time to create the illusion
of movement?
A. Stop- Motion C. 2D Animation
B. Cel Animation D. Silhouette Animation
4.) Animation is a Latin word “anima” which means .

A. Manga C. Japanese
B. Encouragement D. Life
5.) Gumby and Friends is an example of what type animation?

A. Clay Animation C. Cutout Animation
B. Puppet Animation D. 2D Animation
6.) These are the example of Puppet Animations.

A. The Lion King and Pinocchio C. Nightmare Before Christmas and
B. Chicken Run and Toy Story Caroline
D. Space Jam and Who Framed Roger
Rabbit
7.) Which of the following refers to a variant of cutout animation in which character
are backlit and only visible as silhouettes?
A. Silhouette Animation C. 2D Animation
B. Puppet Animation D. Limited Animation
8.) These are examples of Live- Action Animation?

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A. The Lion King and Aladdin C. Nightmare Before Christmas and
Rabbit
9.) These are the example of Full Animation?

Rabbit
10.) These are the example of 2D Animation?

B. Cars and Toy Story Caroline
Rabbit
II. Essay: (10 points)
Differentiate Traditional Animation from the Computer

Animation such as 2D and 3D animation.
Answer Key 3.1 - 1

Haidhar S. Husin
I. Multiple Choice: Choose the best answer. Encircle only the
LETTER of your choice.
1. B
2. C
3. A
4. D
5. A
6. C
7. A
8. D
9. A
10. B
II. Essay: Differentiate Traditional Animation from Computer

Animation.
In truth it’s easy to distinguish between the two: traditional

animation uses methods that don’t involve any kind of digital tools, while
computer animation method use- you guessed it- computer. Another way
uses physical materials and activities, while computer animation uses
virtual materials in a digital space.
2D cel animation and stop-motion animation both falls under the

category of traditional animation, even both may use digital methods of
filming in the end. What matters is the method of producing the
animation itself; cel animation generally involves hand-inking and a
hand-painting each frame on physical paper and cels, while stop-motion
involves working with physical models and objects captured on camera
one frame at a time.
Computer animation can be either 2D or 3D. 2D computer

animation often involves virtualization of the traditional 2D animation
workspace, bringing pen and paper into the digital environment to
recreate cartoon animation workflows and styles. Either way, if you’re
animating on-screen you’re working with computer animation.In many
cases, it’s hard to classify an animation as strictly one or the other, as
many animators take a hybrid path in which some parts of an animation
are produced using traditional styles, then completed or enhanced using
digital methods.
INTRODUCTION TO FLASH PROFESSIONAL CS6

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1. Explain the appropriate software in creating 2D animation.
2. Explain the use of Adobe Flash Professional CS6
In this information you will learn the appropriate software use in 2D

Digital animation and capable of Adobe Flash Professional CS6.
Introduction to Adobe Flash Professional CS6
Flash’s evolution is unique, even for the fast-changing computer

software world. First released in 1996 under the name FutureSplash, it was
a tool for creating web-based animations. It’s still the go-to application for
that job; however, along the way it’s acquired new capabilities. Today, Flash
powers video websites like YouTube and Hulu. It’s used to develop desktop
applications like eBay Desktop. As you read this, Flash/ActionScript pros
are developing the next generation of apps for handheld devices like the
Droid RAZR and the iPhone. Flash has grown up with the World Wide Web
and managed to carve out an important niche. In fact, there are a whole
slew of programs that make use of Flash technology. They include Flex,
Flash Builder, and Flash Catalyst. Still, if you want to learn Flash’s design
and animation features as well as its programming and development
features, then Flash Professional CS6 is the place to start.
Here are just some of the things you can do with Flash:
 Animate. You can create original artwork using Flash’s tools, or you
can add images from your other favorite programs. Flash recognizes
the most common image, video, and sound file formats. Once your
artwork is in Flash, you can add motion, sound, and dazzling effects.
Surely you’ve spent some quality time watching JibJab cartoons.
 Multimedia websites. Today’s websites include motion, video,

background music, and above all, interactive objects. Flash’s built-in
programming language, ActionScript, was designed to create
interactive objects. You can create eye-catching, attention-grabbing
websites with Flash. It’s your choice whether you sprinkle Flash bits

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on various pages or go whole-hog and develop a 100 percent Flash
site.
 Tutorials. Web-based training courses, which often include a

combination of text, drawings, animations, video clips, and voice-
overs, are a natural fit for Flash. By hooking Flash up to a server on
the back end, you can even present your audience with graded tests
and up-to-the-minute product information. You don’t have to deliver
your tutorials over the web, though; you can publish them as
standalone projector files (Chapter 20) or AIR applications (Chapter
21) and deliver them to your students via CDs, DVDs, or mobile apps.
 Presentations. PowerPoint presentations are fine…up to a point. With

Flash, you can create self-running presentations that are more
creative and have a higher degree of interactivity.
 Customer service kiosks. Many of the kiosks you see in stores and
building lobbies use Flash to help customers find what they need. For
example, photo kiosks walk customers through the process of
transferring images from their digital cameras and ordering prints;
kiosks in banks let customers withdraw funds, check interest rates,
and make deposits.
 Television and film effects. The Hollywood set has been known to
use Flash to create visual effects for TV shows and even small feature
films. But where the TV and film industry is seriously adopting Flash
is on promotional websites, where designers can wed Flash graphics
to scenes taken from their movies and shows to present powerful
trailers, interactive tours of movie and show sets, and teasers.
 Games and other programs. With support for runtime scripting,

back-end data transfers, and interactive controls like buttons and text
boxes, Flash has everything a programmer needs to create
entertaining, professional-looking games.
 Mobile apps. With Flash CS6, the biggest change is the ease with
which you can develop apps for mobile devices, from iPads to
Androids.
Self- Check 3.1 - 2
of your choice.

Haidhar S. Husin
1.) What software application that can be use in creating 2D Digital Animation?
A. Autodesk 3ds Max C. Adobe Flash Professional CS6

B. Autodesk Maya D. Adobe After Effects
2.) In what year that Flash was released first ?
A. 1995 C. 1997
B. 1996 D. 1998
3.) Flash’s was released under the name __________, it was a tool for creating web-
based animations.?
A. FutureSplash C. Clay Animation
4.) Flash powers video websites like ______ ?

A. Youtube C. A & B
B. Hulu D. None of the above.
5.) Flash has grown up with the ________ and managed to carve out an important
niche.?
A. PHP C. HTTP
B. HTML D. WWW
II. Enumeration: Give the 8 things you can do with Flash.
1.
2.
3.
4.
5.
6.
7.
8.
Answer Key 3.1 - 2
I. Multiple Choice: Choose the best answer. Encircle only the

LETTER of your choice.

Haidhar S. Husin
1. C
2. B
3. A
4. C
5. D
II. Enumeration: Give the 8 things you can do with Flash.
1. Animate
2. Multimedia websites
3. Tutorials
4. Presentations
5. Customer service kiosks
6. Television and film effects
7. Games and other programs
8. Mobile apps

Exploring The Adobe Flash Professional CS6 Interface

Haidhar S. Husin
1. Explain interface and workplace of Adobe Flash Professional CS6
In this information sheet you will be familiarize with the interface and its
tool of Adobe Flash Professional CS6.
Adobe Flash Professional CS6 Interface
The interface of Flash CS6 consists of a Stage, Tools panel, Timeline

panel, Properties panel, menubar, and application bar. Using the tools in
this interface, you can create interactive websites and digital animations as
well as edit and add elements to your movie. You can also import files from
Adobe Illustrator, Adobe Photoshop, and Adobe After Effects in Flash CS6.
Workspace
In Flash CS6, the main screen is called the Application screen. In

Flash CS6, there are several workspace profile presets, which allow you to
change the layout and arrangement of the panels based on your primary
usage. You can also arrange panels based on your requirement and save the
current interface as your workspace. To save the current arrangement of

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panels as your workspace, choose the Workspace switcher button from the
application bar; a flyout will be displayed. In this flyout, choose the New
Workspace option. The New Workspace dialog box will be displayed. Next,
type the name of the workspace in the Name text box and then choose the
OK button; the current arrangement of panels will be saved with the name
that you specified in the dialog box and it becomes the active workspace.
You can also choose the preset workspace from the workspace flyout.
Various components of the Flash CS6 interface are discussed next.
Stage
Stage is an area where all activities are performed that the viewers see
when a movie is being played. The gray area surrounding the Stage is called
Pasteboard. Anything in the Pasteboard is not visible in the final output.
You can change the color and size of the Stage by using the options in the
New Document dialog box and the Properties panel.

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Tools Panel
The Tools panel is divided into six sections. The Selection section
consists of the tools that are used for selecting an object or part of an object.
The Drawing section consists of tools that are used to create objects, text,
shapes, and decorative patterns. The Editing section consists of tools that
are used to edit the existing object. The View section consists of tools that
are used to pan and zoom in/out in the Stage. The Color section consists of
tools that are used to specify or modify the color of the border and fill of an
object. The Options section of the Tools panel displays the options and
modes of the selected tool.

Haidhar S. Husin
Tool in Selection Section
The Selection Tool is used to select an object, group of
objects, strokes, and fills. To select an object, choose
Selection Tool and then click on the object. Alternatively, invoke the
tool and marquee select the object
The Subselection Tool is used to change the shape of an object.
The Free Transform Tool is used to rotate, move, skew, and

distort an object.
The 3D Rotation Tool is used to create an impression of

3D in Flash CS6. With the help of this tool, you can
position the object at an angle and rotate it about any axis
The Lasso Tool is used to select an object or a part of it by

creating outlines.
Tool in Drawing Section

The Pen Tool is used to draw shapes and paths. All the
path and shape objects are built from a series of anchor
points. You can modify the path by clicking on the path and then
manipulating the anchor points.
The Text Tool is used to write text as a vector object. To

create a text object, choose Text Tool and then drag the

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cursor in the Stage; a text box will be displayed in the Stage. Now, you
can write the text in the text box.
The Line Tool is used to draw a straight line segment. To

create a line, choose Line Tool, press and hold the left
mouse button, and drag the cursor in the Stage; a straight line
segment will be created in the Stage.
The Rectangle Tool is used to draw a rectangular shape.

To draw a rectangular shape, choose Rectangle Tool,
press and hold the left mouse button, and then drag the cursor in the
Stage; a rectangle will be created in the Stage.
The Oval Tool is used to draw an oval shape. To draw an

oval shape, choose Oval Tool, press and hold the left
mouse button, and then drag the cursor in the Stage; an oval shape
will be created in the Stage.
The PolyStar Tool is used to draw the polygon and star.

The Tool Settings dialog box
shaped objects. On invoking this tool, the
Options button is displayed in the
Properties panel. On choosing the Options
button, the Tool Settings dialog box will be
displayed. Using the options in this dialog
box, you can change the style, number of
sides, and star point size of the polygon
and star shaped objects.
The Pencil Tool is used to draw lines and shapes.
The Brush Tool is used to draw. The Brush Tool options

brush-like strokes. The options displayed on invoking
Brush Tool are Brush Mode, Brush Size, and Brush Shape. You can
change the mode, size, and shape of the brush by using these options.

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The Deco Tool is used to create complex patterns and decorations
easily and quickly.
Tool in Editing Section
The Bone Tool is used to create bones for objects so that

the complex movements of the objects look natural when
they are animated. You can easily make smooth character animations
with the help of this tool.
The Paint Bucket Tool is used to apply the fill (solid, gradient, or
bitmap) to a closed path or area.
The Eyedropper Tool is used to pick the fill and stroke

hexadecimal values.
The Eraser Tool is used to erase a section of the Figure 1-

14 The Eraser Tool options artwork in the Stage
Tool in View Section
The Hand Tool is used to move the Stage in all the

directions without changing the magnification. This tool
allows you to pan the Stage along the X and Y axes.
The Zoom Tool is used to magnify (zoom in) and demagnify

(zoom out) the Stage.

Haidhar S. Husin
TIMELINE AND LIBRARY
Timeline Panel
The animations and drawings in the Stage or Pasteboard are reflected

automatically in the Timeline. The Timeline panel consists of layers, frames,
Playhead, and few other components.
The Timeline Header in the Timeline panel displays the frame numbers and
the Playhead indicates the current frame displayed in the Stage.
Various options in the Timeline panel are:
 The New Layer button is used to create a new layer.
 The New Folder button is used to create a new folder that can be
used to organize layers.
 The Delete button is used to delete the selected layer.
 The Go to first frame button is used to place the Playhead on

frame 1 in the Timeline panel.

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 The Step back one frame button is used to move the Playhead
backward by one frame from the current frame.
 The Play button is used to play the animation in the Stage.
 The Step forward one frame button is used to move the Playhead
forward by one frame from the current frame.
 The Go to last frame button is used to place the Playhead on last

frame of the animation in the Timeline panel.
 The Center Frame option is used to center the Timeline on the

current frame.
 The Loop button is used to specify a range of frames to play

repeatedly during animation.
 In traditional animation method, light desks or light tables were

used that let you see through multiple layers of paper due to
transparencies and the ink lines standing out clearly laid atop one
another. Flash has an equivalent option of the light table known as
onion-skinning. The Onion Skin button allows you to view a range
of frames both before and after the current frame, progressively
fading them out as if they are layered on translucent paper on top
of each other. By dragging the edges of the greyed block in the
Timeline (Start Onion Skin and End Onion Skin markers) you can
expand or reduce the number of frames displayed in the onion-skin
mode.

Haidhar S. Husin
 The Onion Skin Outlines button is used to display the objects on
the frames between Start Onion Skin and End Onion Skin markers
as outlines. The onion skin outlines mode is used for long and
detailed animations.
 The Edit Multiple Frames button is used to enable editing of all

frames between Onion Skin markers.
 The Modify Markers button is a part of the Onion Skin. It is used

to control the number of frames before and after the current frame
that will be displayed in Onion Skin overlay.
 The Current Frame option displays the frame on which the

Playhead is placed. You can also scrub the Current Frame value to
place the Playhead on the required frame.
 The Frame Rate option is used to specify the speed at which the
movie will be played. By default, the frame rate is set to 24 frames
per second. You can change the frame rate from the Properties
panel, the Timeline panel or the New Document dialog box.

Haidhar S. Husin
 The Elapsed Time option is used to display the time that has
elapsed in your animation at the frame that you have selected.
 The Show or Hide All Layers button is used to display or hide the
contents of the layers.
 The Lock or Unlock All Layers button is used to freeze or defreeze

the layers.
 The Show All Layers as Outlines button is used to display only

the outline of the contents of the layers. You can also change the
layer properties using the Layer Properties dialog box.
Working with Library
The library in Flash stores all the media files such as bitmaps,
graphics, sound files, and video clips that you import and symbols that you
create in a Flash document. You can organize items in the library in folders
and sort them by their type. You can also open the library of the other Flash
documents in the current document to make the library items available from
that file.
Library Panel
By default, the Library panel is located next to the Properties panel in the
Essentials workspace.

Haidhar S. Husin
To display the Library panel, choose Window > Library from the menubar.
The various parts of the Library panel.
Item Preview window
 The Item Preview window displays the selected item in the Library
panel.
Pin current library
 The Pin current library button is used to pin the Library panel to
make it stay active across multiple Flash documents.
New library panel

Haidhar S. Husin
 The New library panel button is used to create a new Library panel
that will stay across multiple Flash documents but is active only in
the document in which it is created.
New Symbol
 The New Symbol button displays the Create New Symbol dialog box
that is used to create a new symbol.
New Folder
 The New Folder button is used to create a new folder in the Library
panel.
Properties
 The Properties button displays the Symbol Properties dialog box of

the selected symbol.
Delete
 The Delete button is used to delete the selected symbol or folder

Self- Check 3.1 - 3
I. Identification: Read and identify the correct answer of each question.

_____________1. In Flash CS6, the main screen is called the ___________ .
_____________2. It is an area where all activities are performed that the
viewers see when a movie is being played.
_____________3. The gray area surrounding the Stage is called ___________.
_____________4. The Tools panel is divided into how many section?
_____________5. A tool that is used to select an object, group of objects,
strokes, and fills.
_____________6. A tool that is used to rotate, move, skew, and distort an
object.
_____________7. A tool is used to draw shapes and paths.
_____________8. A tool that is used to draw lines and shapes.

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_____________9. The panel consists of layers, frames, Playhead, and few
other components.
____________10. A tool that is used to move the Stage in all the directions
without changing the magnification.
II. Enumeration: Give the correct answer of each question.
A. Give the divided section of tools panel.
Answer Key 3.1 - 3
I. Identification: Read and identify the correct answer of each question.
1. Application screen
2. Stage
3. Pasteboard
4. six
5. selection tool
6. Free Transform Tool
7. Pen Tool
8. Pencil Tool
9. Timeline

Haidhar S. Husin
10. Hand Tool
II. Enumeration: Give the correct answer of each question.
 Selection section
 Drawing section
 Editing section
 View section
 Color section
 Options section

Haidhar S. Husin
JOB SHEET 3.1 - 1
Title: Exploration on Adobe Flash Professional CS6
Performance Objective: Given one competency of qualification

assign to you, you should be able to familiarize
the Adobe Flash Professional CS6 GUI,
workplace and its tools.
Supplies/Materials : Adobe Flash Professional CS6 Application
Equipment : PC System
Steps/Procedure:
1. Check if the computer installed with the Flash software.
2. Open Adobe Flash Professional CS6.
3. Explore and identify the workplace that can be found in the
interface of Adobe Flash Professional CS6.
4. Use all the tools in tools panel.
5. Use all options in the timeline panel.
Assessment Method:
 Oral Questioning
 Observation
 Demonstration of Practical Skills

Haidhar S. Husin
Performance Criteria Checklist 3.1 - 1
CRITERIA
YES NO
Did you….
1. Check if the computer installed with the Flash
software?
2. Open Adobe Flash Professional CS6?
3. Explore and identify the workplace that can be
found in the interface of Adobe Flash Professional
CS6?
4. Use all the tools in tools panel?
5. Use all options in the timeline panel?

Haidhar S. Husin
WRITTEN TEST
of your choice.
1.) Which of the following refers to the type of animation techniques where it
combines hand-drawn characters into a live-action shot?
A. Cutout Animation C. Puppet Animation
B. Live- action Animation D. Cel Animation
2.) Which stop-motion animation typically involves puppet figures interacting which
other in a constructed environment?
A. Clay Animation C. Puppet Animation
B. Cel Animation D. Cutout Animation
3.) Which animation technique is created by physically manipulating real-world

objects and photographing them one frame of film at a time to create the illusion
of movement?
A. Stop- Motion C. 2D Animation
4.) Animation is a Latin word “anima” which means .

A. Manga C. Japanese
B. Encouragement D. Life
5.) Gumby and Friends is an example of what type animation?

A. Clay Animation C. Cutout Animation
B. Puppet Animation D. 2D Animation
6.) These are the example of Puppet Animations.

A. The Lion King and Pinocchio C. Nightmare Before Christmas and
Rabbit
7.) Which of the following refers to a variant of cutout animation in which character
are backlit and only visible as silhouettes?
A. Silhouette Animation C. 2D Animation
B. Puppet Animation D. Limited Animation

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8.) These are examples of Live- Action Animation?
Rabbit
9.) These are the example of Full Animation?

Rabbit
10.) These are the example of 2D Animation?

B. Cars and Toy Story Caroline
Rabbit
11.) What software application that can be use in creating 2D Digital Animation?
A. Autodesk 3ds Max C. Adobe Flash Professional CS6

B. Autodesk Maya D. Adobe After Effects
12.) In what year that Flash was released first ?
A. 1995 C. 1997
B. 1996 D. 1998
13.) Flash’s was released under the name __________, it was a tool for creating
web-based animations.?
A. FutureSplash C. Clay Animation
14.) Flash powers video websites like ______ ?

A. Youtube C. A & B
B. Hulu D. None of the above.
15.) Flash has grown up with the ________ and managed to carve out an important
niche.?
A. PHP C. HTTP
B. HTML D. WWW

Haidhar S. Husin
II. Identification: Read and identify the correct answer of each question.
_____________1. In Flash CS6, the main screen is called the ___________ .
_____________2. It is an area where all activities are performed that the
viewers see when a movie is being played.
_____________3. The gray area surrounding the Stage is called ___________.
_____________4. The Tools panel is divided into how many section?
_____________5. A tool that is used to select an object, group of objects,
strokes, and fills.
_____________6. A tool that is used to rotate, move, skew, and distort an
object.
_____________7. A tool is used to draw shapes and paths.
_____________8. A tool that is used to draw lines and shapes.
_____________9. The panel consists of layers, frames, Playhead, and few
other components.
____________10. A tool that is used to move the Stage in all the directions
without changing the magnification.
III. Enumeration: Give the correct answer of each question.
A. Give the divided section of tools panel.
B. Give the 8 things you can do with Flash.
IV. Essay: (10 points)
Differentiate Traditional Animation from the Computer

Animation such as 2D and 3D animation.

Haidhar S. Husin
Answer Key Written Test
I. Multiple Choice
1. B
2. C
3. A
4. D
5. A
6. C
7. A
8. D
9. A
10. B
11. C
12. B
13. A
14. C
15. D
II. Identification
1. Application screen
2. Stage
3. Pasteboard
4. six
5. selection tool
6. Free Transform Tool
7. Pen Tool
8. Pencil Tool
9. Timeline
10. Hand Tool

Haidhar S. Husin
III. Enumeration
A.
 Selection section
 Drawing section
 Editing section
 View section
 Color section
 Options section
B.
 Animate
 Multimedia websites
 Tutorials
 Presentations
 Customer service kiosks
 Television and film effects
 Games and other programs
 Mobile apps

Haidhar S. Husin
IV. Essay
In truth it’s easy to distinguish between the two: traditional

animation uses methods that don’t involve any kind of digital tools, while
computer animation method use- you guessed it- computer. Another way
uses physical materials and activities, while computer animation uses
virtual materials in a digital space.
2D cel animation and stop-motion animation both falls under the

category of traditional animation, even both may use digital methods of
filming in the end. What matters is the method of producing the
animation itself; cel animation generally involves hand-inking and a
hand-painting each frame on physical paper and cels, while stop-motion
involves working with physical models and objects captured on camera
one frame at a time.
Computer animation can be either 2D or 3D. 2D computer

animation often involves virtualization of the traditional 2D animation
workspace, bringing pen and paper into the digital environment to
recreate cartoon animation workflows and styles. Either way, if you’re
animating on-screen you’re working with computer animation.In many
cases, it’s hard to classify an animation as strictly one or the other, as
many animators take a hybrid path in which some parts of an animation
are produced using traditional styles, then completed or enhanced using
digital methods.

Haidhar S. Husin
Evidence Plan
Competency 2D Digital Animation NC III

standard:
Unit of CREATE 2D DIGITAL ANIMATION
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…
 The software used in 2D digital animation is
in accordance with the specified delivery / / / /
platform.
 Components of personal interface are / / / /
identified and discussed.
 Set-up personal interface for work / / / /
convenience.
NOTE: *Critical aspects of competency

Haidhar S. Husin
TABLE OF SPECIFICATION
Objectives/ Content
Comprehen Applica # of items/
area/Topics Knowledge
sion tion % of test
 Relate Traditional
animation to 2D 10 10 20/20%
digital animation
 Knowledge in 2D
software application
10 10 10 30/30%
 Interface
familiarization of 2D 15 20 50/50%
software application
TOTAL 35 35 30 100/100%

Haidhar S. Husin
Performance Test
Specific Instruction for the Candidate
Qualification 2D Digital Animation NC III
Unit of Competency CREATE 2D DIGITAL ANIMATION
General Instruction:
Given the necessary tools, materials and equipment, you must be

familiarized the interface, workstation, and tools of the Adobe Flash
Professional CS6 in accordance with accepted institutional standards.
Specific Instruction:
1. Check if there is installed Adobe Flash Professional CS6 software

in computer.
2. Open Adobe Flash Professional CS6 software.
3. Create new document for animation and select ActionScript 3.0
4. Identify the location of Timeline panel, Tools panel and Library

panel.
5. Use and identify the function of all the tools under tools panel.

Haidhar S. Husin
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. How many section under Tools panel?  
2. How many frames are there in one second?  
3. Adobe Flash Professional CS6 consist of what?  
4. Name at least 10 tools under tools panel?  
Safety Questions
5. What are the possible hazards or risk that we may  
encounter? Give example for each hazard?
6. How can you maintain occupational health and safety  
awareness?
Contingency Questions
7. In case that the checker found some missing details and  
jerky movements in your work, what do you think is the right
thing to do?
8. You are having problems regarding establishing good  
working relationship with your co-workers, how were you
able to handle this, since you knew that in some ways it can
also affect your work?
Job Role/Environment Questions  
9. Is it necessary to observe standard procedure in the  
preparation of creating animation?
10. Is it necessary to follow procedure according to institution  
standard?
Rules and Regulations  
11. Do you inspect the computer before using it?  
12. How can you make sure that you assess carefully the  
quality of the materials receive?
13. How can you assess your own performance effectively?  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

Haidhar S. Husin
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per As per Remarks
TR Inventory
Competency Based Learning Materials Reproduction
(CBLM)
2D Animation NC III Training Regulation Reproduction
Information Sheet Reproduction
Task Sheet Reproduction
Performance Criteria Checklist Reproduction
 Non Print Resources As per As per Remarks

TR Inventory
Video Clips Reproduction
Powerpoint Presentations Reproduction
Laptop/Computer Maintenance
LCD Projector Maintenance
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per As per Remarks
TR Inventory
Learning Materials/Guide Reproduction
Learning Elements Reproduction
Hand-outs Reproduction
 Tools As per As per Remarks

TR Inventory
Adobe Flash Professional Software Maintenance
 Equipment As per As per Remarks

TR Inventory
Desktop Computer (Monitor, System Unit, Maintenance
Mouse & Keyboard)
Tables Maintenance
Chairs Maintenance
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

Haidhar S. Husin
Supervise
Work-Based
Learning
FORM 1.1 SELF-ASSESSMENT CHECK

Haidhar S. Husin
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YES NO
Produce key drawings for animation
LO1 - Identify animation requirements /
LO2 - Produce key drawings /
LO3 - Edit, revise and complete key drawings /
Produce cleaned-up and in-betweened drawings
LO1 - Identify requirements for cleaned up-drawings /
in actual scene folder (cartoon simple)
LO2 - Produce cleaned-up drawings in actual scene /
folder (cartoon simple)
LO3 - Identify requirements for in-between drawings /
in actual scene folder (cartoon regular)
LO4 - Produce in-between drawings in actual scene /
folder (cartoon regular)
LO5 - Identify requirements for in-between drawings /
in actual scene folder (realistic)
LO6 - Produce in-between drawings in actual scene /
folder (realistic)
Create 2D digital animation
LO1 - Relate traditional animation to 2D digital /
animation
LO2 - Use drawing tools /
LO3 - Work with symbols, timeline and library /
LO4 - Analyze model sheet /
LO5 - Construct objects /
LO6 - Review and correct vectorirzed objects /
LO7 - Integrate sound animated objects and /
backgrounds
LO8 - Apply animation techniques /
LO9 - Review and finalized 2D animation sequence /

Haidhar S. Husin
CORE COMPETENCIES
CAN I…? YES NO
Use an authoring tool to create an interactive sequence

LO1 - Plan use of authoring tool /
LO2 - Use authoring tool /
LO3 - Check functionality of multimedia sequence /
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Haidhar S. Husin
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Produce key Video, Oral Presentation, Observation and Viewing
drawings for Actual performance
animation
Produce cleaned- Actual performance, Oral Observation and Viewing,
up and in- Presentation Personal interview
betweened
drawings
Create 2D digital Video, Actual Observation and Viewing,
animation performance, Oral Personal interview
Presentation
Use an authoring Actual performance, Oral Observation and Viewing,
tool to create an Presentation Personal interview
interactive
sequence

Haidhar S. Husin
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies (Sample)
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirement
Outcomes based on CBC s
1. Produce key drawings for animation
 Identify animation  Identify
requirements animation
requirements
 Produce key  Produce key
drawings drawings
 Edit, revise and  Edit, revise and
complete key complete key
drawings drawings
2. Produce cleaned-up and in-betweened drawings
 Identify  Identify
requirements for requirements for
cleaned up-drawings cleaned up-
in actual scene drawings in
folder (cartoon actual scene
simple) folder (cartoon
simple)
 Produce cleaned-up  Produce cleaned-
drawings in actual up drawings in
scene folder (cartoon actual scene
simple) folder (cartoon
simple)
requirements for in- requirements for
between drawings in in-between
actual scene folder drawings in
(cartoon regular) actual scene
folder (cartoon
regular)

Haidhar S. Husin
 Produce in-between  Produce in-
drawings in actual between
scene folder (cartoon drawings in
regular) actual scene
folder (cartoon
regular)
requirements for in- requirements for
between drawings in in-between
actual scene folder drawings in
(realistic) actual scene
folder (realistic)
 Produce in-between  Produce in-
drawings in actual between
scene folder drawings in
(realistic) actual scene
folder (realistic)
3. Create 2D digital animation
 Relate traditional  Relate traditional
animation to 2D animation to 2D
digital animation digital
animation
 Use drawing tools  Use drawing tools
 Work with symbols,  Work with
timeline and library symbols,
timeline and
library
 Analyze model sheet  Analyze model
sheet
 Construct objects  Construct objects
 Review and correct  Review and
vectorirzed objects correct
vectorirzed
objects
 Integrate sound  Integrate sound
animated objects animated objects
and backgrounds and
backgrounds
 Apply animation  Apply animation
techniques techniques

Haidhar S. Husin
 Review and finalized  Review and
2D animation finalized 2D
sequence animation
sequence
4. Use an authoring tool to create an interactive sequence
 Plan use of  Plan use of
authoring tool authoring tool
 Use authoring tool  Use authoring
tool
 Check functionality  Check
of multimedia functionality of
sequence multimedia
sequence

Haidhar S. Husin
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Module Title/Module of
Gaps Duration (hours)
Instruction
LO1 - Relate RELATE TRADITIONAL 200 Hours
traditional ANIMATION TO 2D
animation to 2D DIGITAL ANIMATION
digital animation
LO2 - Use drawing
tools
LO3 - Work with
symbols, timeline
and library
LO4 - Analyze model
sheet
LO5 - Construct
objects
LO6 - Review and
correct vectorirzed
objects
LO7 - Integrate
sound animated
objects and
backgrounds
LO8 - Apply
animation techniques
LO9 - Review and
finalized 2D
animation sequence

Haidhar S. Husin
TRAINING PLAN
Qualification: 2D Digital Animation NC III
Trainees’ Facilities/
Training Mode of Assessment Date and
Training Staff Tools and Venue
Activity/Task Training Method Time
Requirements Equipment
Allow trainees to read
Information Sheet
provided in the CBLM.
Modular
Provide short video Assisted by Learning
clips showing the Trainer Information Resource
different requirements Sheet Area Written Exam
for animation process.
Viewing of March 25,
Slides Mr. Video Clips Practical Oral 2019
Create 2D Digital Let the trainees answer
Haidhar Work questioning
Animation 8:00 AM –
the Self-assessment S. Husin Area
and check it using Demonstratio Laptop 4:00 PM
answer key n by Trainer Actual
Quality Demonstration
Projector Control
Have the trainees Performance Area
perform the Job Sheet Test
provided and use the
Performance Criteria
Checklist to check their
own work

April 2019
Page 71 of 101
Haidhar S. Husin
Revision # 01
Technical Education and Skills Development Authority Instructions:
Winzelle International College This Trainees’ Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
TRAINEE’S RECORD BOOK that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
I.D. The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column “Task Required” and “Date
Accomplished” with all the activities in accordance with the
Trainee’s No. 029 _ training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the “Instructors Remarks”
column regarding the outcome of the task accomplished by
NAME: NURSHELA B. OMAR the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
QUALIFICATION: 2D Digital Animation It is of great importance that the content should be

written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
TRAINING DURATION : 760 Hours This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainee’s document on file.
TRAINER: HAIDHAR S. HUSIN
THANK YOU.

April 2019
Page 72 of 101
Haidhar S. Husin
Revision # 01
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

April 2019
Page 73 of 101
Haidhar S. Husin
Revision # 01
Unit of Competency: 1 PRODUCE KEY DRAWINGS FOR Unit of Competency: 2 PRODUCE CLEANED-UP AND IN-
ANIMATION BETWEEN DRAWINGS
NC Level III NC Level III

Learning Task/Activity Date Instructors Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks Outcome Required Accomplished Remarks
animation requirements
requirements for cleaned
 Produce key up-drawings
drawings in actual
 Edit, revise scene folder
and complete (cartoon
key drawings simple)
 Produce
__________________ ___________________ cleaned-up
drawings in
Trainee’s Signature Trainer’s Signature
actual scene
folder (cartoon
simple)
 Identify
requirements
for in-between
drawings in
actual scene
folder (cartoon
regular)
 Produce in-

April 2019
Page 74 of 101
Haidhar S. Husin
Revision # 01
between NC Level III
drawings in Learning Task/Activity Date Instructors
actual scene Outcome Required Accomplished Remarks
folder (cartoon
regular)  Relate
 Identify traditional
requirements animation to
for in-between 2D digital
drawings in animation
actual scene  Use drawing
folder tools
(realistic)  Work with
 Produce in- symbols,
between timeline and
drawings in library
actual scene  Analyze model
folder sheet
(realistic)  Construct
objects
____________________ ______________________  Review and
correct
Trainee’s Signature Trainer’s vectorirzed
Signature objects
 Integrate sound
animated
objects and
backgrounds
 Apply
Unit of Competency: 3 CREATE 2D DIGITAL ANIMATION animation

April 2019
Page 75 of 101
Haidhar S. Husin
Revision # 01
techniques NC Level III
 Review and Learning Task/Activity Date Instructors
finalized 2D Outcome Required Accomplished Remarks
animation
sequence  Plan use of
_____________________ ______________________ authoring tool
 Use authoring
tool
 Check
functionality
of multimedia
sequence
_____________________ ____________________
Unit of Competency: 4 USE AN AUTHORING TOOL TO

CREATE AN INTERACTIVE SEQUENCE

April 2019
Page 76 of 101
Haidhar S. Husin
Revision # 01
TRAINEE’S PROGRESS SHEET
Name : NURSHELA B. OMAR Trainer : HAIDHAR S. HUSIN

Nominal
Qualification : 2D Digital Animation : 760 Hours
NC III Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Produce key drawings for Producing key 320 hours March May 9,
animation drawings for 25, 2019
animation 2019
Produce cleaned-up and Producing 160 hours May 10, June 1,
in-between drawings cleaned-up and 2019 2019
in-between
drawings
Create 2D Digital Creating 2D 200 hours June 3, July 1,
Animation Digital 2019 2019
Animation
Use an authoring tool to Use an 80 hours July 2, July 12,
create an interactive authoring tool 2019 2019
sequence to create an
interactive
sequence
760
Total
Hours
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings
AVERAGE RATINGS
PREPARATION Avera
ge
1. Workshop
layout
conforms with
the
components of
a CBT
workshop
2. Number of
CBLM is
sufficient
3. Objectives of
every training
session is well
explained
4. Expected
activities/outp
uts are
clarified
General
Average
TRAINING EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of
the Supervised Industry Training (SIT) or On the Job Training (OJT) you
had with the Industry Partners of Winzelle International College. Please
check ( √ ) the appropriate box corresponding to your rating for each
question asked. The results of this evaluation shall serve as a basis for
improving the design and management of the SIT in SICAT to maximize
the benefits of the said Program. Thank you for your cooperation.
Legend:
5 – Outstanding
4 – Very Good/Very Satisfactory
3 – Good/Adequate
2 – Fair/ Satisfactory
1 – Poor/ Satisfactory
NA – Not Applicable
Item
Question Ratings
No.
INSTITUTIONAL EVALUATION 1 2 3 4 5 NA
Has Winzelle International College conducted an
orientation about the SIT/OJT program, the
1 requirements and preparations needed and its
expectations?
Has Winzelle International College provided the

necessary assistance such as referals or
2 recommendations in finding the company for your
OJT?
Has Winzelle International College showed

coordination with the industry partner in the design
3
and supervision of your SIT/OJT?
Has your in-school training adequate to undertake

4
Industry Partner assignment and its challenges?
Has Winzelle International College monitored your
5
progress in the industry?
Has the supervision been effective in achieving
6 your OJT objectives and providing feedbacks
when necessary?
Did Winzelle International College conduct
7 assessment of your SIT/OJT programs upon
completion?
Were you provided with the results of the
8 Industry and Has Winzelle International College
assessment of your OJT.
Comments/Suggestion:
Item
Question Ratings
No.
INDUSTRY PARTNER 1 2 3 4 5 NA
Was the Industry Partner appropriate for your type of
1
training required and/or desired?
Has the Industry Partner designed the training to
2
meet your objectives and expectations?
Has the Industry Partner showed coordination with
3 Winzelle International College in the design and
supervision of the SIT/OJT?
Has the Industry Partner and its staff welcomed you
4
and treated you with respect and understanding?
Has the Industry Partner facilitated the training,
including the provision of the necessary resources
5
such as facilities and equipment needed to achieve
your OJT objectives?
Has the Industry Partner assigned a supervisor to
6
oversee your work or training?
Was the supervisor effective in supervising you
7 through regular meeting, consultations and
advise?
Has the training provided you with the necessary
8 technical and administrative exposure of real
world problems and practices?
Has the training program allowed you to develop
9 self-confidence, self-motivation and positive
attitude towards work?
Has the experience improved your skills and
10
human relation?
Are you satisfied with your training in the
11
industry?
Comments/Suggestion:
Facilitate
Learning
Session
Training Activity Matrix
First Rotation
Venue
Facilities/
Date &
Training Activity Trainee Tools and (Workstation/ Remarks
Time
Equipment Area)
Prayer
Recap of activities:
Review of Common
Competencies covered 8:00 – 9:00
CBC Module,
Unfreezing Activities: All Learning AM All trainees
Training
Morning exercise trainees Resource Area are present
Matrix
Feedback on the
Animation
Fundamentals
Viewing
Multimedia,
Presentation of the All 10
Information Contextual 9:00 – 10:30
animaton Group A trainees are
Sheet, Self- Learning Area AM
fundamentals present
check, Writing
Materials
Viewing
Multimedia,
All 10
Drawing and Information Contextual 10:30 –
Group B trainees are
Animation Styles Sheet, Self- Learning Area 12:00 PM
present
check, Writing
Materials
Computer
Demonstration on the Desktop, Job
Practical Area/
use of different Sheet, 1:00 – 2:30 9 trainees
Group C Computer
equipment needed for Performance PM are present
Laboratory
animation Criteria
Checklist
Computer
Exploring and Desktop, Job
Practical Area/
Familiarizing oftware Sheet, 2:30 – 5:00 8 trainees
Group D Computer
(Interface, Tools, Performance PM are present
Laboratory
Option) Criteria
Checklist
Second Rotation
Venue
Facilities/
Date &
Time
Equipment Area)
Prayer
Review of Common
CBC Module,
Training
Matrix
Feedback on the
Animation
Fundamentals
Viewing
Multimedia,
animaton Group D trainees are
check, Writing
Materials
Viewing
Multimedia,
Drawing and Information Contextual 10:30 – 9 trainees
Group A
Animation Styles Sheet, Self- Learning Area 12:00 PM are present
check, Writing
Materials
Computer
Practical Area/ All 10
use of different Sheet, 1:00 – 2:30
Group B Computer trainees are
equipment needed for Performance PM
Laboratory present
animation Criteria
Checklist
Computer
Practical Area/
Familiarizing oftware Sheet, 2:30 – 5:00 8 trainees
Group C Computer
(Interface, Tools, Performance PM are present
Laboratory
Option) Criteria
Checklist
Third Rotation
Facilities/ Venue
Date &
Training Activity Trainee Tools and Remarks
Time
Equipment (Workstation/
Area)
Prayer
Review of Common
CBC Module,
Training
Matrix
Feedback on the
Animation
Fundamentals
Viewing
Multimedia,
animaton Group C trainees are
check, Writing
Materials
Viewing
Multimedia,
Group D
check, Writing
Materials
Demonstration on the Computer
use of different Desktop, Job
Practical Area/
equipment needed for Sheet, 1:00 – 2:30 8 trainees
Group A Computer
animation Performance PM are present
Laboratory
Criteria
Checklist
Exploring and Computer
Familiarizing oftware Desktop, Job
Practical Area/
(Interface, Tools, Sheet, 2:30 – 5:00 8 trainees
Group B Computer
Option) Performance PM are present
Laboratory
Criteria
Checklist
Fourth Rotation
Venue
Facilities/
Date &
Time
Equipment Area)
Prayer 8:00 – 9:00

Review of Common
Competencies covered
CBC Module,
Unfreezing Activities: All Learning All trainees
Training AM
Matrix
Feedback on the
Animation
Fundamentals
Viewing
Multimedia,
Presentation of the
Information Contextual 9:00 – 10:30 9 trainees
animaton Group B
Sheet, Self- Learning Area AM are present
fundamentals
check, Writing
Materials
Viewing
Multimedia,
Group C
check, Writing
Materials
Computer
Practical Area/
use of different Sheet, 1:00 – 2:30 8 trainees
Group D Computer
equipment needed for Performance PM are present
Laboratory
animation Criteria
Checklist
Computer
Practical Area/ All 10
Familiarizing oftware Sheet, 2:30 – 5:00
Group A Computer trainees are
(Interface, Tools, Performance PM
Laboratory present
Option) Criteria
Checklist
Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL
6. Teaching methods and

technique
7. Monitoring of
learning activities
a. Achievement chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other concerns
Training Evaluation Report
1. Title of the Report
2. Executive summary
3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation
Maintain
Training
Facilities
OPERATIONAL PROCEDURE
Equipment Type Scanner
Equipment Code Scanner101
Location Quality Control Area
Operation Procedure:
1. Check the computer if complete with the peripherals.
2. Turn on the computer.
3. Open the Application menu and locate Adobe Flash Professional CS6.
4. Start Adobe Flash Professional CS6.
5. In welcome pop-up message click new document and select ActionScript3.0.
6. Check the Adobe Flash Professional CS6 interface if with complete panel:
 Tools Panel
 Timeline Panel
 Library Panel
*Note: if the panels stated above are not present in your interface. Locate
in the menubar and click window then select each panels.
7. Explore and use all the tools under tools panel and option under Timeline
panel and Library panel
HOUSEKEEPING SCHEDULE
Qualification 2D Digital Animation NC III Station/Bldg ANIMATION/BLDG1
Area/Section Practical Work Area
In-Charge HAIDHAR S. HUSIN
Schedule for the 2nd Semester, 2011

Responsible Daily Ever Weekly Every Month Remarks
ACTIVITIES y 15th ly
Person
other Day
Day
1. Clean an check the light
box from dust Utility /
Personnel
2. Clean and arrange working
tables according to floor Utility /
plan/lay-out; check Personnel
stability
3. Clean and check floor,
walls, windows, ceilings
 Graffiti/dust/rust
 Cobwebs and
outdated/unnecessar
y object/items Utility /
Personnel
 Obstructions
 Any used materials/
scrap (slug, stubs)
spilled liquid
 Open cracks (floor)

4. Clean and check workshop
ventilation and
illumination by dusting
lanps/ bulbs, replacing Utility /
non-functional lamps Personnel
and keeping exhaust
clean.
5. Clean and check computer
set -monitor, CPU,
keyboards, mouse – free,
unnecessary markings, Utility /
dust; cables and plugs Personnel
are in order; well-
arranged; all items
functional
6. Clean, inspect air
conditioning equipment:
• keep screen and filter
free from dust/rust
Utility /
• Check selector knobs
Personnel
if in normal positions
and are functional
• Check if drainage is
OK
7. Clean, check and maintain
Tool Room
• Free of dust, not damp
• Tools in appropriate
positions/locations
• With visible Utility /
labels/signage Personnel
• Logbook and forms are
complete, in order and
updated
• Lights, ventilation –
OK
8. Clean and check Rest
Room
• Urinals, bowls, wash
basins, walls and
partitions are free
from stains, dirt, oils,
graffiti and
unnecessary objects;
• Ceilings free from
cobwebs and dangling
items
• Floor is kept dry; no
broken tiles or
protruding objects
Utility /
• Equipped with dipper Personnel
and pails; properly
located after use
• Water systems is
functional: no
dripping/damaged
faucets or pipes
• Drainage system is
working, no water-
clogged areas
• No offensive odor
• Lights /Ventilation –
OK
9. Clean and maintain work
shop surroundings by
sweeping/ removing
fallen leaves, branches, Utility /
debris and other refuse, Personnel
impounded water,
clearing pathways of
obstructions
10. Disposal of waste
materials
Utility /
(Follow waste segregation Personnel
system)
ANIMATION WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
Dispose segregated waste; clean garbage cans /
Sweep floors; if wet, wipe dry /
Wipe and clean whiteboards /
Clean and arrange working tables /
Clean and check mounting of machines/equipment /
Before leaving, collect stubs and other welding wastes. /
WEEKLY TASK YES NO
Clean posters, visual aids and update accomplishment/Progress Charts /
Clean bulbs/lamps/ceilings/walls /
Clean/Wash of windows/glasses/mirrors /
Clean and check tools, machines, supplies, materials /
Sanitize garbage receptacles /
Empty water collector; clean body of Water Dispenser /
MONTHLY TASK YES NO
Conduct inventory /
Clean and arrange tool room /
Inspect electrical system; clean cables, wires /
Clean instructional materials & modules; arrange and put in order /
Inspect and clean air-conditioning equipment filter; clean body /
ANIMATION EQUIPMENT MAINTENANCE SCHEDULE*

8 HOURS 50 Hours 100 HOURS
• Light Bulb • Air Condition

• Computer Desktop
• Electrical Cable/Switch
• Ligthbox
• Printer/Scanner
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANPOWER Daily Every Weekly Every Monthly Remarks
ACTIVITIES Other 15th
Day Day
1. Check panel board,

and circuit breakers’
Activity is
electrical connections,
done before
cables and outlets
Electrician / and after
 Clean and kept dry using the
 Parts are well- equipment
secured/attached
 Properly labeled
2. Check the light box
and computer for any
damage and
malfunction: Activity is
done before
 Clean and kept dry Trainer/
/ and after
 Parts are well- Trainees
using the
secured/ attached equipment
 Inspect for
damages and
replace parts if
necessary
3. Check the bulb if Activity is
functioning well. done before
Trainer/
/ and after
Trainees
using the
equipment
4. Clean computer
system unit, monitor, Activity is
key board, mouse well. done before
Trainer/
/ and after
Trainees
using the
equipment
WORKSHOP INSPECTION CHECKLIST

Qualification 2D Digital Animation
Area/Sectio
Practical Work Area In-Charge HAIDHAR S. HUSIN
n
YES NO INSPECTION ITEMS
/ 1. Are the animation tools and materials are properly clean from dust? Secured
and working properly?
2. Are the working tables clean and dry? Arranged according to the floor
/ plan/layout?
3. Are floors, ceilings, windows and doors are clean, neat and without
/ obstruction or unnecessary odor? All hinges are functional and with exit
plan?
4. Is the workshop well-ventilated and with enough illumination?
/
/ 5. Is the computer set clean and dry? Cables, plugs, mouse properly laid out
and functional? No damages or splices in flexible wire?
/ 6. Is the air conditioning functional?
/ 7. Is the workshop surroundings clean and cleared of obstruction, no

impounded water and with adequate light?
8. Are there available receptacles for waste? Are the waste materials properly
/ segregated and disposed?
9. Are the bulbs of each light box working properly?
/
/ 10. Is the room conductive to learning?
Remarks:
Inspected by: SAWIYA A. BELLEN Date: January 12, 2019
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type : Desktop Computer
Property Code/Number : Computer 1
Location : Computer Laboratory
YES NO INSPECTION ITEMS
/ 1. Does the computers are turned-off when not in use?
/ 2. Does the computer in good working condition?
/ 3. Does the wirings of the computer properly arranged?
/ 4. Does the Uninterruptible Power Supply (UPS) turned off when not in use?
/ 5. Does the computer is free from any virus?
/ 6. Does the mouse works properly?

/ 7. Does the keyboard keys are all working?
Remarks:
Inspected by: HAIDHAR S. HUSIN Date: Date: January 12, 2019
WASTE SEGREGATION LIST
Qualification 2D Digital Animation NC III
Area/Section Practical Work Area
In-charge HAIDHAR S. HUSIN
GENERAL/ACCUMULATED WASTE SEGREGATION METHOD

WASTES
Recycle Compose Dispose
Not functioning light bulb 
Broken chairs 
Damaged electrical wires 
Used wire/Cables 
Used rag/ cleaning materials 

Damaged Monitor, Keyboard, 
Mouse
EQUIPMENT PURCHASE REQUEST
From: Winzelle International College Date: February 11, 2019
Please order the Following items
Qty Unit Model Description Unit Cost Amount

3 Monitor Acer P166HQL 15.6-inch LED Monitor P 3,190.00 P 9,570.00
5 RAM DDR4 HyperX Fury 8GB 8GB 2400MHz DDR4 P 2,555.00 P 12,775.00
2400MHz CL15
Desktop Memory
2 Display Digital Huion GT-1905 1 x 19 inch pen tablet monitor P 20,850.00 P 41,700.00
Drawing Monitor Inch Pen 1 x Black glove for Huion Tablet (gift)
1 x VGA cable
1 x Power Adapter
1 x USB cable
1 x Graphic stylus
1 x Charging cable for the stylus
1 x Pen holder
Date Required: March 25, 2019 Total Cost: P 64,045.00
Request by: Reviewed by: Approve by:
HAIDHAR S. HUSIN SAWIYA A. BELLEN HAZEL H. GO

WORKSHOP AREA FOR 2D ANIMATION NC III

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Sector :

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT SECTOR)

Qualification Title: 2D DIGITAL ANIMATION NC III

Unit of Competency: CREATE 2D DIGITAL ANIMATION

Module Title: CREATE 2D DIGITAL ANIMATION

WINZELLE INTERNATIONAL COLLEGE

Date Developed: Document No.

Language, Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Date Developed: Document No.

Previous List down trainings related to TM

Special courses Other courses related to TM

Learning styles a. Visual - The visual learner takes mental

Date Developed: Document No.

Date Developed: Document No.

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

LO 1. Identify animation requirements.

LO 2. Produce key drawings.

LO 3. Edit/revise and complete key drawings.

LO 1. Identify requirements for cleaned -up drawings

LO 2. Produce cleaned-up drawings

LO 3. Identify requirements for in-betweened drawings

LO 4. Produce in-betweened drawings

LO 1. Identify requirements for 2D animation and select 2D

LO 2. Build character and environment

LO 3. Produce 2D digital animation

Date Developed: Document No.

From the accomplished Self-Assessment Check (Form 1.1) and the

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

LO 1. Identify animation Identify animation

LO 2. Produce key Produce key

LO 3. Edit/revise and Edit/revise and

2. PRODUCE CLEANED-UP & IN-BETWEENED DRAWINGS

LO 1. Identify Identify requirements

LO 2. Produce cleaned-up Produce cleaned-up

LO 3. Identify Identify requirements

LO 4. Produce in- Produce in-betweened

Date Developed: Document No.

LO 1. Identify Identify requirements

LO 2. Build character and Build character and

LO 3. Produce 2D digital Produce 2D digital

Date Developed: Document No.

Form No. 1.4: Training Needs

Training Needs Module Title/Module of

Integrate sound animated objects and

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

D. TEACHER’S SELF-REFLECTION OF THE SESSION

Date Developed: Document No.

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Date Developed: Document No.

No. Unit of Competency Module Title Code

Produce Key Drawings Producing Key Drawings

Date Developed: Document No.

UNIT OF COMPETENCY: CREATE 2D DIGITAL ANIMATION

MODULE TITLE : CREATING 2D DIGITAL ANIMATION

MODULE DESCRIPTOR: This module covers the knowledge, skills and

NOMINAL DURATION: 200 hours

1. Relate traditional animation to 2D digital animation