Saturday, 19 May 2012

Persuasive Games

For the final part of our project we have been asked the question can games change the world? This is a very wide and open topic, as it can be explored in many different areas. To begin with I was interested in how modern games now (especially the first person shooter genres) have to contain multiplayer. This seems (to be mostly Call of Duty) unique selling point. Along with that factor I was also going to debate about how when it comes to multiplayer social playing is more important than being a full on rival competitor.

However as I have taken such a massive interest in War with my first project I have decided to write and debate about how could gaming advance to produce sufficiently engrossing, valid experiences.
I want to explore what possiblities games have, as a media, to create a documentry. History documentaries are used in every other form of media yet it has only barely touched the gaming industry with the original Call of Duty series and Medal of Honor. Games may have had help create a realistic feel with level designs from ex military forces but it is always from the point of the Allies in WWII. Why can we not have level designs from the Axis point of veiw?

Learning with video games

There are lofty expectations for the potential of video games to disrupt schooling in the near future. Video games are based on good learning principles and they can create deep learning experiences that significantly develop student understanding. They also teach vital skills that counteract the short-sightedness of high-stakes tests. As a subject, History stands much to gain from the use of video games as they encourage strategic thinking through decision-making, weighing evidence, and assessing consequences. However, the hype around the educational potential of video games does not match the reality of the classroom experiences. The complexity and depth of many video games results in them being difficult to institute in a traditional factory-model school setting. Video games are not the answer that they are often made out to be in the popular press, and disciples of games are likely to be disappointed. Momentous reform would be needed to the use of time and physical space in schools, and to the conventional roles of teachers and students.
http://learningshore.edublogs.org/2010/12/16/learning-history-with-videogames/

Educational appeal of video games

Video games teach vital skills like teamwork, decision-making and digital literacy, which are often overlooked in the age of high-stakes tests. Research (Van Eck, 2006) has consistently found that games promote learning and reduce teaching time across multiple disciplines and ages. Van Eck comments that, “a cursory review of the experimental research in the last five years shows well-documented positive effects of DGBL across multiple disciplines and learners”. Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some students do playing videogames. Research is also showing how gamers are different as employees and leaders in their attitudes towards the value of experience, their own capabilities, decision-making, risk, and achievement (Beck & Wade, 2004).
http://learningshore.edublogs.org/2010/12/16/learning-history-with-videogames/

Limits to the educational use of video games

Games are usually advocated as part of a blended learning process and therefore the role of the teacher is essential. According to Cuban (2001), introducing technology into the classroom without appropriate teacher training is a waste of money. Teachers need evidence of the effectiveness of video games, how to use them, and how to successfully integrate them into teaching practice. Teachers need sufficient sandpit time to develop their own confidence in using games and understand how games relate to curriculum goals. The most important consideration from a teacher’s perspective is how much the game will make their life easier (Egenfeldt-Nielsen, 2007). The game must easily enhance their teaching. This involves more than just assuming games will motivate and engage learners. Some work has commenced on designating the best pedagogical roles for teachers when they use games within their classroom: instructor, guide, explorer or playmaker (Hanghøj & Magnussen, 2010).
http://learningshore.edublogs.org/2010/12/16/learning-history-with-videogames/

Hitler: The Rise of Evil

File:Hitler - The Rise of Evil.jpgThe Rise of Evil is a Canadian TV mini-series in two parts, directed by Christian Duguay and produced by Alliance Atlantis. It explores Adolf Hitler's rise and his early consolidation of power during the years after World War I and focuses on how the embittered, politically fragmented and economically buffeted state of German society following the war made that ascent possible. The film also focuses on Ernst Hanfstaengl's influence on Hitler's rise to power. The miniseries, which premiered simultaneously in May 2003 on CBC in Canada and CBS in the United States, received two Emmy awards, for Art Direction and Sound Editing.
The film's subplot follows the struggles of Fritz Gerlich, a German journalist who opposes the rising National Socialist German Workers Party. He is portrayed as to fulfill the essence of the quotation disputably attributed to Edmund Burke, which is displayed at the beginning and at the end of the film:

"The only thing necessary for the triumph of evil is for good men to do nothing."
http://en.wikipedia.org/wiki/File:Hitler_-_The_Rise_of_Evil.jpg

JFK shooting game provokes anger


A Scottish firm has been criticised by the family of John F Kennedy for producing a game which recreates the president's assassination in Dallas.
"JFK Reloaded" was released on Monday to coincide with the 41st anniversary of the president's assassination.
David Smith, a spokesman for Senator Ted Kennedy, the brother of JFK, said the PC-based game was "despicable".
A spokesman for Traffic Games said it was encouraging youngsters to take an interest in history.
The Stirling-based company argued that the game was aimed at disproving theories that a conspiracy, rather than lone gunman Lee Harvey Oswald, was responsible for the assassination.
http://news.bbc.co.uk/1/hi/scotland/4031571.stm

Movie Review: Saving Private Ryan 68

When you watch the first 25 minutes of Saving Private Ryan, I'm reminded of a story that I heard from an old lady who was tired of playing her umpteenth round of "Housie" at the Catholic Club (in Bangalore, India) a few years ago.
speak... and to see a countless number of them waste away, thanks to this demon that is known as war through the ages.

And in watching the first 25 minutes of Saving Private Ryan, I saw for a brief period what the old lady saw, for it throws you right into the thick of it all. Normandy, that is.

And


She was a nurse for the Red Cross in Africa during WorldWar II, and spent many a sleepless night nursing the wounded and near-dead soldiers. It's a life-changing experience as she mentioned briefly, while hearing the groans of the living dead, so to  you can't help but identify with atleast one of the soldiers regardless of whether they breathed their last or lived to tell the tale. This is the magic of and genius of Steven Spielberg with whom I share a fascination for all things World War II.


But whatever happens during that 25 minutes, the movie will leave even the most trigger happy individual shaken (if not stirred). And I mean, right from the word go till the end...
http://danielchakraborty.hubpages.com/hub/Movie-Review-Saving-Private-Ryan

Environment Designs

After looking through some interesting archives I found some interesting photos of soliders in Normandy and through watching the films , Saving Private Ryan and Enemy of the gates I felt that I could imgine far more of what an environment would have been like to have lived in or have possibly experienced given the circumstances.
This first Image randomly came to me when watching 'Black Hawk Down' with the aftermath when the American rangers arrive at the second downed hawk. So I decided to base this first environment on a downed plane in Stalingrad.
I then did some quick designs of environments that I imagined as well as factual areas that happened in WWII. I stuck with keeping as little amount of people in them as possible to not make people feel un nervy.






Final Designing

With the inital thumbnail sketches done I began asking what where the favourites that they would like to see finalised. I got very similar requests from a variety of people, so taking them forward with what I had learnt from the research, I looked at one or two references and designed with photshop detailed designs, which I feel look relatively pleasing. I also learnt what does work in Photoshop and that I had to spend more time on the tank designs than I intended to compared to some of the pistols or rifles.Again for the time being I am sticking with a back and white feel to the designs since my designs are based from exisitng weapons and vehicles in WWII. If I feel that I have enough time I shall add an overlay colour to give alittle more depth but with a simple black and white it wouldn't effect anyone who disaproves of colour.





 



Initial thumbnails

After learning about the past war, all the; weapons, vehicles and from watching how modern documentry films have been visualized. I can now take this knowledge into my artwork and begin the desgining stage for the weapons and props.
I have started with some very quick and basic ideal thumbnails for the pistol, rifle, sub-machine gun, aircraft and finally tank.
Through all my inital designs I used black and white to show what I saw in my mind aswell as looking at some reference images. It also gives a slight more detail in the images making them not just plain silhouettes.











Inspiration

Saving Private Ryan

Saving Private Ryan is a 1998 American epic war film set during the invasion of Normandy in World War II. It was directed by Steven Spielberg and written by Robert Rodat. Noted for its graphic and realistic portrayal of war, the film is especially notable for the intensity of its opening 27 minutes, which depicts the Omaha Beach assault of June 6, 1944. Afterwards, it follows Tom Hanks as U.S. Army Captain John H. Miller and seven other men (Tom Sizemore, Edward Burns, Barry Pepper, Vin Diesel, Giovanni Ribisi, Adam Goldberg, and Jeremy Davies) as they search for a paratrooper, Private First Class James Francis Ryan (Matt Damon), who is the last-surviving brother of four servicemen.
http://en.wikipedia.org/wiki/Saving_Private_Ryan



File:Enemy at the gates ver2.jpg


Enemy at the Gates

Enemy at the Gates is a 2001 war film directed by Jean-Jacques Annaud, starring Joseph Fiennes, Jude Law, Rachel Weisz, Bob Hoskins and Ed Harris set during the Battle of Stalingrad in World War II.
The film's title is taken from William Craig's 1973 nonfiction book Enemy at the Gates: The Battle for Stalingrad, which describes the events surrounding the Battle of Stalingrad from 1942–1943. It is based on a duel mentioned in the book that developed between Soviet sniper Vasily Zaitsev and German Major Erwin König.
http://en.wikipedia.org/wiki/Enemy_at_the_Gates

Armoured Vehicle Research

An armoured fighting vehicle is a combat vehicle, protected by strong armour and armed with weapons. AFVs can be wheeled or tracked.
Armoured fighting vehicles are classified according to their intended role on the battlefield and characteristics. This classification is not absolute; at different times different countries will classify the same vehicle in different roles. For example, armoured personnel carriers were generally replaced by infantry fighting vehicles in a very similar role, but the latter has some capabilities lacking in the former.

History

The first AFVs were armoured cars, dating back virtually to the invention of the motor car. Such vehicles were largely used as scouting vehicles, and were armoured to protect the crew. The development of the AFV continued into World War I, when the tracked tank was introduced on the Western Front a machine that was armoured because it was specifically designed to be fired upon.

File:Challenger 1 suspension.jpgThe tank proved highly successful, and as technology improved the tank became a weapon that could cross large distances at much higher speeds than supporting infantry and artillery. The need to provide the units that would fight alongside the tank led to the development of the wide range of AFVs that exist today, with most armies having vehicles to carry infantry, artillery and anti-aircraft weaponry by the end of World War II. Most modern AFVs are superficially similar in design to their World War II counterparts, with significantly better armour, weapons, engines and suspension - however with an increase in the capacity of transport aircraft allowing AFVs to be practically transported by air, many armies are replacing some or all of their traditional heavy vehicles with lighter airmobile versions, often with wheels instead of tracks.
http://en.wikipedia.org/wiki/Armoured_fighting_vehicle

Tank
The tank is an all terrain AFV designed primarily to engage enemy forces by the use of direct fire in the frontal assault role. Though several configurations have been tried, particularly in the early experimental days of tank development, a standard, mature design configuration has since emerged to a generally accepted pattern. This features a main artillery gun, mounted in a fully rotating turret atop a tracked automotive hull, with various additional machine guns throughout.
File:Marcia nel fango.jpgPhilosophically, the tank is, by its very nature, an offensive weapon. Being a protective encasement with at least one gun position, it is essentially a pillbox or small fortress that can move toward the enemy hence its offensive utility.

Historically, tanks are divided into 3 categories: Light Tanks, small, thinly armoured, weakly gunned, but highly mobile tanks intended for the armoured reconnaissance role, Medium Tanks, mid-sized, adequately armoured, respectably gunned, fairly mobile tanks intended to provide an optimum balance of characteristics for manoeuvre combat, primarily against other tanks and Heavy Tanks large, thickly armoured, powerfully gunned, but barely mobile tanks intended for the breakthrough role against fortified lines, particularly in support of infantry formations.
http://en.wikipedia.org/wiki/Armoured_fighting_vehicle

Armoured personnel carrier
File:M113.jpgArmoured personnel carriers are intended to carry infantry quickly and relatively safely to point where they are deployed. In 1918, the British Mk V tank was capable of carrying a small number of troops and in 1944, the Canadian general Guy Simonds ordered the conversion of redundant armoured vehicles to carry troops. This proved highly successful, even without training, and the concept was widely used in the 21st Army Group. Post-war, specialised designs were built, culminating in the Soviet BTR-60 and US M113
http://en.wikipedia.org/wiki/Armoured_fighting_vehicle

Infantry fighting vehicle
An infantry fighting vehicle is an armoured personnel carrier which can provide significant fire support. The first IFV was the Soviet BMP-1, which surprised western intelligence analysts when it appeared in a military parade in 1967.

File:Bundesarchiv Bild 183-1988-1007-009, Berlin, 39. Jahrestag DDR-Gründung, Parade crop.jpgModern IFVs are well-armed infantry carriers, differencing from earlier APCs by their heavier armament allowing them to give direct-fire support during an assault. Many also have firing ports allowing the infantry to fire personal weapons while mounted and improved armour. They are typically armed with a twenty millimetre or larger autocannon, and possibly with ATGMs. IFVs are usually tracked, but some wheeled vehicles fall into this category, too.
Specially-equipped IFVs have taken on some of the roles of light tanks; they are used by reconnaissance organizations, and light IFVs are used by airborne units which must be able to fight without the heavy firepower of tanks.
http://en.wikipedia.org/wiki/Armoured_fighting_vehicle

Aircraft Research

Military aircrafts

Fighters
The main role of fighters is destroying enemy aircraft in air-to-air combat, offensive or defensive. Many are fast and highly maneuverable. Escorting bombers or other aircraft is also a common task. They are capable of carrying a variety of weapons, including machine guns, cannons, rockets and guided missiles.
File:Me109 G-6 D-FMBB 1.jpgWWII fighters include the Spitfire, the P-51 Mustang and Bf 109. An example of an interceptor would be the MiG-25. An example of a heavy fighter is the Messerschmitt Bf 110. The term "fighter" is also sometimes applied to aircraft that have virtually no air-air capability – for example the A-10 ground-attack aircraft is operated by USAF "Fighter" squadrons.
http://en.wikipedia.org/wiki/Military_aircraft

Bombers
File:Color Photographed B-17E in Flight.jpgBombers are normally larger, heavier, and less maneuverable than fighter aircraft. They are capable of carrying large payloads of bombs. Bombers are used almost exclusively for ground attacks and not fast or agile enough to take on enemy fighters head-to-head. A few have a single engine and require one pilot to operate and others have two or more engines and require crews of two or more. A limited number of bombers, such as the B-2 Spirit, have stealth capabilities that keep them from being detected by enemy radar. A WWII bomber would be a B-17 Flying Fortress. Bombers include light bombers, medium bombers, heavy bombers, dive bombers, and torpedo bombers.
http://en.wikipedia.org/wiki/Military_aircraft

Military transport aircraft
File:020903-o-9999b-048.jpgMilitary transport aircraft are primarily used to transport troops and war supplies. Cargo can be attached to pallets, which are easily loaded, secured for flight, and quickly unloaded for delivery. Cargo also may be discharged from flying aircraft on parachutes, eliminating the need for landing. Also included in this category are aerial tankers; these planes can refuel other aircraft while in flight. An example of a transport aircraft is the C-17 Globemaster III. A WWII example would be the C-47. An example of a tanker craft would be the KC-135 Stratotanker.
http://en.wikipedia.org/wiki/Military_aircraft

Weapon Research

Weapons

Now that with this information I can add this knowledge to my artwork. I shall now begin to take my research into weaponary and see how through the ages the human race has continued to create weapons designed entirely to kill.

A weapon is a tool or instrument used in order to inflict damage or bring harm to living beings, artificial structures, or systems. In human society, weapons are used to increase efficiency of activities such as hunting, crime, law enforcement, and warfare.
Weapons are employed individually or collectively. A weapon can be either expressly designed as such or be an item re-purposed through use (example, hitting someone with a hammer). Their form can range from simple implements such as clubs to modern implementations such as intercontinental ballistic missiles and biological weapons. Weapon development has progressed from early wood or stone clubs through revolutions in metalworking (swords, maces, etc.) and gunpowder (guns, cannon), electronics and nuclear technology.
In a broader context, weapons may be anything used to gain a strategic or mental advantage over an adversary on land, sea, air, or even outer space or virtual space.
http://en.wikipedia.org/wiki/Weapons

Prehistoric

Very simple weapon use has been observed among chimpanzees, leading to speculation that early hominids began their first use of weapons as early as five million years ago. These would have been wooden clubs, spears, and unshaped stones—none of which would leave an unambiguous record.
Some of the earliest unambiguous weapons were throwing sticks and spears dated to more than 300,000 years ago. The Schöninger Speere, eight wooden throwing spears from the Lower Paleolithic era, are thought to be the earliest known example of weapons.
http://en.wikipedia.org/wiki/Weapons



Ancient and classical

Ancient weapons were evolutionary improvements of late neolithic implements, but significant improvements in materials and crafting techniques created a series of revolutions in military technology:
The development of metal tools, beginning with copper during the Copper Age (about 3,300 BC) and followed shortly by bronze led to the Bronze Age sword and similar weapons.
The first defensive structures and fortifications appeared in the Bronze Age, indicating an increased need for security. Weapons designed to breach fortifications followed soon after, for example the battering ram was in use by 2500 BC.

Although early Iron Age swords were not superior to their bronze predecessors, once iron-working developed - around 1200 BC in Sub-Saharan Africa, iron began to be used widely in weapon production because iron ore was much more readily available than the copper and tin required to create bronze.
Domestication of the horse and widespread use of spoked wheels by ca. 2000 BC, led to the light, horse-drawn chariot. The mobility provided by chariots were important during this era. Spoke-wheeled chariot usage peaked around 1300 BC and then declined, ceasing to be militarily relevant by the 4th century BC.

Ships built as weapons or warships such as the Triremes were in use by the 7th century BC. These ships were eventually replaced by larger ships by the 4th century BC.
http://en.wikipedia.org/wiki/Weapons

Middle Ages

Warfare during the middle ages was dominated by elite groups of knights supported by massed infantry. They were involved in mobile combat and sieges which involved various siege weapons and tactics. Knights on horseback developed tactics for charging with lances providing an impact on the enemy formations and then drawing more practical weapons (such as swords) once they entered into the melee. Whereas infantry, in the age before structured formations, relied on cheap, sturdy weapons such as spears and billhooks in close combat and bows from a distance. As armies became more professional their equipment was standardized and infantry transitioned to pikes in conjunction with smaller side-arms (short sword).
In Eastern and Middle Eastern warfare similar tactics were developed independent of European influences.
The introduction of gunpowder from the Far East at the end of this period revolutionized warfare. Formations of musketeers, protected by pikemen came to dominate open battles, and the cannon replaced the trebuchet as the dominant siege weapon.
http://en.wikipedia.org/wiki/Weapons

Early Modern

The European Renaissance marked the beginning of the implementation of firearms in western warfare. Guns and rockets were introduced to the battlefield.
Firearms are qualitatively different from earlier weapons because they release energy from combustible propellants such as gunpowder, rather than from a counter-weight or spring. This energy is released very rapidly and can be replicated without much effort by the user. Therefore even early firearms such as the arquebus were much more powerful than human-powered weapons. Firearms became increasingly important and effective during the 16th century to 19th century, with progressive improvements in ignition mechanisms followed by revolutionary changes in ammunition handling and propellant. During the U.S. Civil War various technologies including the machine gun and ironclad warship emerged that would be recognizable and useful military weapons today, particularly in limited conflicts. In the 19th century warship propulsion changed from sail power to fossil fuel-powered steam engines.
File:Vickers IWW.jpgThe age of edged weapons ended abruptly just before World War I with rifled artillery. This single invention caused a Revolution in Military Affairs and established tactics and doctrine that are still in use today.
An important feature of industrial age warfare was technological escalation. The technological escalation during World War I was profound, producing armed aircraft and tanks.
This continued in the inter-war period (between WW I and WW II) with continuous evolution of all weapon systems by all major industrial powers. Many modern military weapons, particularly ground-based ones, are relatively minor improvements of weapon systems developed during World War II.
http://en.wikipedia.org/wiki/Weapons

Modern

Since the mid-18th century North American French-Indian war through the beginning of the 20th century, human-powered weapons were reduced from the primary weaponry of the battlefield yielding to gunpowder-based weaponry. Sometimes referred to as the "Age of Rifles", this period was characterized by the development of firearms for infantry and cannons for support, as well as the beginnings of mechanized weapons such as the machine gun, the tank and the wide introduction of aircraft into warfare, including naval warfare with the introduction of the aircraft carriers.
File:Trident II missile image.jpgWorld War I marked the entry of fully industrialized warfare as well as weapons of mass destruction (e.g. chemical and biological), and weapons were developed quickly to meet wartime needs. Above all it promised to the military commanders the independence from the horse and the resurgence in maneuver warfare through extensive use of motor vehicles. The changes that these military technologies underwent before and during the Second World War were evolutionary, but defined the development for the rest of the century.
World War II however, perhaps marked the most frantic period of weapons development in the history of humanity. Massive numbers of new designs and concepts were fielded, and all existing technologies were improved between 1939 and 1945. The most powerful weapon invented during this period was the atomic bomb, however many more weapons influenced the world in different ways.
http://en.wikipedia.org/wiki/Weapons

Nuclear age and beyond

Since the realization of Mutually Assured Destruction (MAD), the nuclear option of all-out war is no longer considered a survivable scenario. During the Cold War in the years following World War II, both the United States and the former Soviet Union engaged in a nuclear arms race. Each country and their allied blocks continually attempted to out-develop each other in the field of nuclear armaments. Once the joint technological capabilities reached the point of being able to ensure the destruction of the entire planet (see Mutually Assured Destruction) then a new tactic had to be developed. With this realization, armaments development funding shifted back to primarily sponsoring the development of conventional arms technologies for support of limited wars rather than nuclear war.
http://en.wikipedia.org/wiki/Weapons

Firearms

A firearm is a weapon that launches one or more projectiles at high velocity through confined burning of a propellant. This subsonic burning process is technically known as deflagration, as opposed to supersonic combustion known as a detonation. In older firearms, the propellant was typically black powder, but modern firearms use smokeless powder or other propellants. Most modern firearms have rifled barrels to impart spin to the projectile for improved flight stability.

History of the firearm

The earliest depiction of a firearm is a sculpture from a cave in Sichuan, China. The sculpture dates to the 12th century and is of a figure carrying a vase-shaped bombard, with flames and a cannonball coming out of it. The oldest surviving gun, made of bronze, has been dated to 1288 because it was discovered at a site in modern-day Acheng District, Heilongjiang, China, where the Yuan Shi records that battles were fought at that time.
The firearm had a 6.9 inch barrel of a 1 inch diameter, a 2.6 inch chamber for the gunpowder and a socket for the firearm's handle. It is 13.4 inches long and 7.8 pounds without the handle, which would have been made of wood.

The Europeans, Arabs, and Koreans all obtained firearms in the 14th century. The Turks, Iranians, and Indians all had firearms no later than the 15th century, in each case directly or indirectly from the Europeans.The Japanese did not acquire firearms until the 16th century, and then from the Portuguese rather than the Chinese.
The development behind firearms accelerated during the 1800s and 1900s. Breech-loading became more or less a universal standard for the reloading of most hand-held firearms and continues to be so with some notable exceptions, such as mortars. Instead of loading individual rounds into weapons, magazines holding multiple munitions were adopted.

File:M&Prevolver.jpgAutomatic and semi-automatic firing mechanisms meant that a single soldier could fire many more rounds in a minute than a vintage weapon could fire over the course of a battle. Polymers and alloys in firearm construction made weaponry progressively lighter and thus easier to deploy. Ammunition changed over the centuries from simple metallic ball-shaped projectiles that rattled down the barrel to bullets and cartridges manufactured to high tolerances. Especially in the past century has particular attention been devoted to accuracy and sighting to make firearms altogether far more accurate than ever before. More than any single factor though, firearms have proliferated due to the advent of mass production - enabling arms manufacturers to produce large quantities of weaponry to a consistent standard.
That said, the basic principle behind firearm operation remains unchanged to this day. A musket of several centuries ago is still similar in principle to a modern-day assault rifle.
http://en.wikipedia.org/wiki/Firearm

Handguns

The smallest of all small arms is the handgun. There are three common types of handguns: single-shot pistols, revolvers, and semi-automatic pistols.
Revolvers have a number of firing chambers in a revolving cylinder; each chamber in the cylinder is loaded with a single cartridge. Semi-automatic pistols have a single fixed firing chamber machined into the rear of the barrel, and a magazine, usually removable, so they can be used to fire more than one round. This is opposed to "double-action" revolvers which accomplish the same end using a mechanical action linked to the trigger pull. The British firearms firm Webley & Scott also made an "automatic revolver" around the turn of the 20th century.

Handguns differ from rifles and shotguns in that they are smaller, lack a shoulder stock are usually chambered for less-powerful cartridges, and are designed to be fired with one or two hands. While the term "pistol" can be properly used to describe any handgun.
The term "automatic pistol" is sometimes used and is somewhat misleading in that the term 'automatic' does not refer to the firing mechanism, but rather the reloading mechanism. When fired, an automatic pistol uses recoil and/or propellant gases to automatically extract the spent cartridge and insert a fresh one from a magazine. Usually the firing mechanism is automatically cocked as well. An automatic pistol fires one shot per trigger pull, unlike an automatic firearm such as a machine gun, which fires as long as the trigger is held down and there are unspent cartridges in the chamber or magazine.

Rifles

Rifles are the successors of the smoothbore firearms known as muskets. A rifle has a rifled barrel that fires single bullets. Rifles have a very small impact area but a long range and high accuracy.
They are commonly used for hunting and often to defend a home or place of business. Usually, large game are hunted with rifles.

There are a variety of types of rifles based on the method they are reloaded. Bolt-action and lever-action rifles are manually operated. Manipulation of the bolt or the lever causes the spent cartridge to be removed, the firing mechanism recocked, and a fresh cartridge inserted. These two types of action are almost exclusively used by rifles. Slide-action rifles and shotguns are manually cycled by shuttling the foregrip of the firearm back and forth.

Rifles also come in break-action varieties that do not have any kind of reloading mechanism at all but must be hand-loaded after each shot. Rifles come in single- and double-barreled varieties; however due to the expense and difficulty of manufacturing, double-barreled rifles are rare. Double-barreled rifles are typically intended for African big-game hunts where the animals are dangerous, ranges are short, and speed is of the essence. Very large and powerful calibers are normal for these firearms.

In military use, bolt-action rifles with high-power scopes are common as sniper rifles, however by the Korean War the traditional bolt-action and semi-automatic rifles used by infantrymen had been supplemented by select-fire designs known as "automatic rifles".
http://en.wikipedia.org/wiki/Firearm

Carbines
A carbine is a firearm similar to a rifle in form and intended usage, but generally shorter or smaller than the typical "full-size" hunting or battle rifle of similar time period, and sometimes using a smaller or less-powerful cartridge. Carbines were and are typically used by members of the military in roles that are expected to engage in combat, but where a full-size rifle would be an impediment to the primary duties of that soldier.

Carbines are also common among civilian and law enforcement where similar size, space and/or power concerns may exist. Carbines, like rifles, can be single-shot, repeating-action, semi-automatic or select-fire/fully automatic, generally depending on the time period and intended market. Common historical examples include the Winchester Model 1892, Lee-Enfield "Jungle Carbine", Mauser K98 Kurz, SKS, M1 Carbine and M4 Carbine. Modern U.S. civilian carbines include compact customizations of the AR-15, the Ruger Mini-14, Beretta Cx4, Kel-Tec SUB-2000, bolt-action rifles generally falling under the specifications of a scout rifle, and aftermarket conversion kits for popular pistols including the M1911 and Glock models
http://en.wikipedia.org/wiki/Firearm

Submachine Guns
A submachine gun is a magazine-fed firearm, usually smaller than other automatic firearms, that fires pistol-caliber ammunition; for this reason submachine guns are also commonly called machine pistols, especially when referring to handgun-sized designs such as the Škorpion vz. 61 and Glock 18C. Well-known examples are the Israeli Uzi and Heckler & Koch MP5 which use the 9×19mm Parabellum cartridge, and the American Thompson submachine gun which fires .45 ACP. Because of their small size and limited projectile penetration compared to high-power rifle rounds, submachine guns are commonly favored by military, paramilitary and police forces for close-quarters engagements such as inside buildings, in urban areas or in trench complexes.
File:Submachine gun M1928 Thompson.jpg

Submachine guns were originally about the size of carbines. Because they fire pistol ammunition, they have limited long-range use, but in close combat can be used in fully automatic in a controllable manner due to the lighter recoil of the pistol ammunition. They are also extremely inexpensive and simple to build in time of war, enabling a nation to quickly arm its military. In the latter half of the 20th century, submachine guns were being miniaturized to the point of being only slightly larger than some large handguns.
http://en.wikipedia.org/wiki/Firearm

WW II

Begginning

As I have already expressed my fascination towards the World Wars this obviously will be my first point of research. How did the wars begin and why? What was the outcome and how long did it last?


The Second World War was a global war that began in 1939 and ended in 1945. It involved a large number of the world's nations, which eventually formed two opposing alliances: the Allies and the Axis. It was the most widespread war in history, with more than 100 million people serving in military units. Marked by significant events involving the mass death of civilians, including the Holocaust and the only use of nuclear weapons in warfare, it resulted in 50 million to over 70 million fatalities. These deaths make the war the deadliest conflict in human history.


File:Second world war europe 1941-1942 map en.svg
The world war is generally said to have begun on 1 September 1939, with the invasion of Poland by Germany, and subsequent declarations of war on Germany and Italy by France and most of the countries of the British Empire and Commonwealth. Germany set out to establish a large empire in Europe. From late 1939 to early 1941, Germany conquered much of Europe. Britain and the Commonwealth remained the only major force continuing the fight against the Axis, with battles taking place in North Africa as well as the long-running Battle of the Atlantic.


In June 1941, the European Axis launched an invasion of the Soviet Union, giving a start to the largest land theatre of war in history, which tied down the major part of the Axis' military forces.
In December 1941, Japan, who aimed to dominate Asia and joined the Axis, attacked the United States in the Pacific Ocean, quickly conquering much of the West Pacific.
The Axis advance was stopped in 1942, after Japan lost a series of naval battles and European Axis troops were defeated in North Africa and at Stalingrad.



File:Nagasakibomb.jpgIn 1943, with a series of German defeats in Eastern Europe, the Allied invasion of Fascist Italy, and American victories in the Pacific, the Axis lost the initiative and undertook strategic retreat on all fronts. In 1944, the Western Allies invaded France, while the Soviet Union regained all of its territorial losses and invaded Germany and its allies. The war in Europe ended with the capture of Berlin by Soviet and Polish troops and the subsequent German unconditional surrender on the 8th May 1945. During 1944 and 1945 the United States defeated the Japanese Navy and captured key West Pacific islands, dropping atomic bombs on the country as the invasion of the Japanese Archipelago became imminent. The war in Asia ended on 15 August 1945 when Japan agreed to surrender.


The total victory of the Allies over the Axis in 1945 ended the conflict. World War II altered the political alignment and social structure of the world. The United Nations (UN) was established to foster international cooperation and prevent future conflicts. The great powers that were the victors of the war—the United States, Soviet Union, China, Britain, and France—became the permanent members of the UN's Security Council. The Soviet Union and the United States emerged as rival superpowers, setting the stage for the Cold War, which lasted for the next 46 years. Meanwhile, the influence of European great powers started to decline, while the decolonisation of Asia and Africa began. Most countries whose industries had been damaged moved towards economic recovery. Political integration, especially in Europe, emerged as an effort to stabilise postwar relations.
http://en.wikipedia.org/wiki/World_War_II

Specialism

Proposal

For as long as I can remember I have always wanted to be a 2D concept artist and learn about how to become a successful artist. I would like to enhance my skills by drawing vehicles, weapons and environments, as these are my main interests.
During this project I aim to achieve successful final detailed work. I would like to be able to produce a respectable amount of work and vastly improve my digital drawing skills on Photoshop. In the past projects most of my work has been more of a cartoon art style, with this project I want to try something different and go down a more realism feel with my art work.

I have a huge fascination with our worlds past history, especially the wars. I would like to learn more about how weapons and vehicles where designed for the sole purpose to end another human beings life. I will look at how they were designed and what different makes of weapons where invented during the World Wars. I want my work to reflect that although weapons and tanks look cool they are weapons designed to kill. I also would like to draw environments but I have to be careful not to just show how horrific wars are so I will avoid just having blood, death and limps flying on a battlefield. Most of my work will be designed on exisitng things as I want to keep the realistic feel and this will help me get an eye on perspective.

Assessment work

My work plan is to be able to produce the following;

·         Thumbnail designs for weapons and vehicles (minimum of 12)

·         Final designs for vehicles (minimum of 3)

·         Final designs for each weapon type ( example 2 pistol, 2 rifle and 2 sub machine gun)

·         Environment designs (minimum of 4)


Because I know I have been chosen for the Archant project for the first few weeks most of my time will be aimed towards that, due to the fact I had no clue on my idea or that it would have been chosen. Therefore I believe this is an achievable goal in the time I will have left.