3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item A proposition for how musical competencies could benefit 3D character animators when synchronising performances to pre-recorded music using Khumba as a case study(2017) Jacobs, Carelize JohaniEven though a significant amount of research has been conducted over the years on film music and animation, these two fields of academic study mostly developed independently from each other. Little attention has been given to these two fields in terms of how they are deployed together, particularly after the ‘Golden Age’ of Hollywood filmmaking. This study, from an animation perspective, contributes to this need for research with an investigation and eventual proposition that will elucidate and advance the integration and contemporary deployment practices and processes of music and character animation. The aim of the study was to identify and suggest the ideal musical competency set a character animator would benefit from and, to propose an approach for notation in which these competencies are used to digitally animate characters moving to the beat of pre-recorded music for a 3D animation feature-length film. A qualitative research approach was followed and the research methodology consisted of a historical analysis, studying current practices and the analysis of a case study. The South African 3D computer-animated feature film, Khumba (2013), produced by Triggerfish Animation Studios, was used as the case study. Reasons for its suitability were twofold: Firstly because the researcher could easily access the animators (which was essential) and secondly, because the film had the musical scenes required to conduct the research. The focus was on the musical scenes in the film. The integration of animation and music in a scene was analysed, allowing the researcher to show how Khumba animators could have benefited from the suggested musical competencies and from using the proposed method when animating musical scenes. A universally agreed approach for notation in animating-to-music doesn’t exist. However, a method known as the bar sheet was used by earlier animators, requiring them to have a basic knowledge and understanding of music. This study proposes the reintroduction of an adapted version of the original bar sheet, digitised for assimilation with contemporary technology. A plug-in for Autodesk Maya was also proposed as an output of the research. Ultimately, this research has the potential to lead to a heightened proficiency of character animators when animating musical scenes in 3D feature-length films. In addition, the research could prompt a universally agreed approach for notation which combines traditional and new methods and techniques. The adoption of this approach could also lead to changes in the working practices of film making teams and the work flow within production pipelines.Item The use of computers in music education in South West Africa(2014-08-18) Zolkov, Ashley MarkTHE USE OF COMPUTERS IN MUSIC EDUCATION IN SOUTH WEST AFRICA ZOHOVj Ashley Mark, M. Mus. University of the Witwatersrand, Johannesburg, 1986. This study compared CAT with conventional group-class Instruction to determine the degree of skill proficiency in interval and rhythm dictation obtained by students exposed to the alternate forms of instruction. Forty-three students attending the Windhoek Conservatoire, aged between eleven and fifteen years, volunteered to participate, A modified pre-test/post-test control group design was used. A researcher-built pre-test was administered and students were matched according to interval scores and grade level. Each pair was then randomly assigned to either the experimental (GAI) or the control (teacher) group: Intervals. An inverse assignment of these intact groups was made. The control group now became an experimental group (CAT: Rhythms), while the pre-defined experimental group was treated as its control (teacher: Rhythms), Each student received CAT and group-class instruction for two half-hour sessions per week for six months (14-18 hours of instruction), GAI was administered using the Micro GUIDO Ear Training System, specially adapted by the researcher to suit study at a grade level. Results of the non-parametric tests indicated no difference between E and G groups (p » ,05). Results favouring the E group in interval recognition were obtained (p = ,10). Further, the C group showed a greater proficiency in ability to notate rhythms correctly (p - , 10). No differences were observed in a comparison of sex, age and degree of theory knowledge among students receiving GAI (p " >05), A positive response by students to GAI was Indicated in an attitudinal questionnaire, It was concluded that CAI served as a feasible alternative to conventional instruction but that optimum benefits would be derived if used as an adjunct to conventional instruction.