Faculty of Media and Communication National Centre for Computer Animation

Transcription

1 Faculty of Media and Communication National Centre for Computer Animation BA (Hons) Computer Visualisation and Animation BA (Hons) Computer Animation Arts BSc (Hons) Software Development for Animation Games and Effects Undergraduate Computer Animation, Games and Effects Framework Specification Version number: Document date: January 2017

2 2016 Bournemouth University Document date: March 2016 Circulation: General Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university. Faculty of Media and Communication Bournemouth University Poole Dorset BH12 5BB

3 CONTENTS 1.0 BASIC FRAMEWORK / PROGRAMME DATA AIMS OF THE DOCUMENT ACADEMIC AND PROFESSIONAL CONTEXTS Rationale for the Academic Context AIMS OF THE FRAMEWORK / PROGRAMME(S) BA (Hons) Computer Visualisation and Animation (BACVA) Aims of the programme Programme Intended Learning Outcomes BACVA A Subject Knowledge and Understanding B Intellectual Skills C Subject-Specific / Practical Skills D Transferable Skills LEARNING AND TEACHING STRATEGIES AND METHODS ASSESSMENT STRATEGIES BA (Hons) Computer Visualisation and Animation - CVA PROGRAMME DIAGRAM BA (Hons) Computer Visualisation and Animation - CVA PROGRAMME DIAGRAM (with placement) BA (Hons) COMPUTER ANIMATION ARTS (BACAA) Aims of the programme Programme Intended Learning Outcomes BACAA A Subject Knowledge and Understanding B Intellectual Skills C Subject-Specific / Practical Skills D Transferable Skills LEARNING AND TEACHING STRATEGIES AND METHODS ASSESSMENT STRATEGIES BA (Hons) Computer Animation Arts - CAA PROGRAMME DIAGRAM BA (Hons) Computer Animation Arts - CAA PROGRAMME DIAGRAM (with placement) BSc (Hons) SOFTWARE DEVELOPMENT FOR ANIMATION, GAMES AND EFFECTS (BSc SDAGE) Aims of the programme Programme Intended Learning Outcomes A Subject Knowledge and Understanding B Intellectual Skills Framework Specification: Version Page 3 of 47

4 10.5. C Subject-Specific / Practical Skills D Transferable Skills LEARNING AND TEACHING STRATEGIES AND METHODS ASSESSMENT STRATEGIES BSc (Hons) Software Development for Animation Games and Effects - SDAGE PROGRAMME DIAGRAM BSc (Hons) Software Development for Animation Games and Effects - SDAGE PROGRAMME DIAGRAM (with placement) PLACEMENT AND WORK-BASED LEARNING ELEMENTS ASSESSMENT REGULATIONS ADMISSIONS REGULATIONS POINTS OF REFERENCE FOR FRAMEWORK DESIGN QAA Benchmarks SKILLSET Occupational Standards The Skillset VFX handbook Employer Communities PROGRAMME SKILLS MATRIX PROGRAMME PROFILES Framework Specification: Version Page 4 of 47

5 1.0 BASIC FRAMEWORK / PROGRAMME DATA Originating institution(s) Award(s) and title(s) UCAS Programme Code(s) (where applicable and if known) HESA JACS (Joint Academic Coding System) Code(s) per programme/pathway External reference points(s) Professional, Statutory and Regulatory Body (PSRB) links Place(s) of delivery Mode(s) of delivery Bournemouth University Cert HE Computer Visualisation and Animation Cert HE Computer Animation Arts Cert HE Software Development for Animation Games and Effects Dip HE Computer Visualisation and Animation Dip HE Computer Animation Arts Dip HE Software Development for Animation Games and Effects BA (Hons) Computer Visualisation and Animation BA (Hons) Computer Animation Arts BSc (Hons) Software Development for Animation Games and Effects UCAS Programme Code(s) Select all appropriate JACS Codes from list available at HESA - Higher Education Statistics Agency - Full JACS3 Listing Framework for Higher Education Qualifications SkillSet Computer Animation Framework for Higher Education Qualifications SkillSet Computer Animation Accreditation Bournemouth University Full-time / Full-time sandwich Credit structure 120 Level 4 (ECTS 60) 120 Level 5 (ECTS 60) 120 Level 6 (ECTS 60) Duration 3 years or 4 years with a placement year Date of original approval(s) BA Computer Visualisation and Animation 1992 BA Computer Animation Arts 2009 BSc Software Development for Animation Games and Effects 2011 Date of first intake September 2009 Student numbers First intake of BSc (Hons) Software Development for Animation, Games and Effects: Min (15) Opt (20) Max (25) First intake of BA (Hons) Computer Animation Arts: Min (40) Opt (50) Max (60) First intake of BA (Hons) Computer Visualisation and Animation: Min (40) Opt (50) Max (60) Framework Specification: Version Page 5 of 47

6 Placements Partner(s) and model(s) Date and version number of this Framework/Programme Specification Student intake(s)/cohort(s) Minimum 30 weeks (one year) optional placement Not applicable January 2017, v September 2017 FMC , approved 13 March 2016, previously version 2. It takes effect from September 2016 and applies to all new enrolments. BU , approved 24/01/2016. Previously version 2.1 Framework Specification: Version Page 6 of 47

7 2. AIMS OF THE DOCUMENT This document explains the rationale of the Undergraduate Programme Framework for Computer Animation, Games and Effects. The framework programmes of the following the (Hons) degrees: 1. BA (Hons) Computer Visualisation and Animation (CVA) 2. BA (Hons) Computer Animation Arts (CAA) 3. BSc (Hons) Software Development for Animation Games and Effects (SDAGE) Having three programmes in the framework reflects the cross-disciplinary nature of the Animation, Games, and visual Effects industries, where it is usual practice to have artists, animators, film directors, work together with a technical team of technical directors, engineers, and computer scientists in order to realise complex visual effects productions such as Gravity, Avatar, and Inception, games like Grant Theft Auto, and Little Big Planet, and animated films like Tangled and Monsters University. In such productions the casts include a people with a great variety of art and science backgrounds, as well as people with interdisciplinary skills in order to allow for the complex and high quality visuals required to realise the directors vision, and in order to support the actors or animated characters performances. Animations directors and artists will typically have film school or animation background, and engineers and computer scientists will have also the corresponding science background; technical directors and technical artists are people that bridge the gap between the art and science disciplines and will have strong interdisciplinary skills (creative and technical) in order to allow creative and technical teams of a complex production to work together. The cross disciplinary nature of the industry is often referred to as the skills spectrum, the three programs in the framework are designed to fit within this spectrum; Computer Animation Arts is placed at the creative or art end of the spectrum, and Software Development for Animation Games, and Effects programme at the technical or science end, with Computer Visualisation and Animation programme forming the generalist or interdisciplinary link between the two, see Illustration 1. Computer Animation Arts Art/Creative Computer Visualisation & Animation Software Development for Animation, Games & Effects Science/Technical Illustration 1: The Skills Spectrum The framework relies on the common practice and shared production principles across the disciplines (and industries) of computer animation, computer games, and film digital effects. This commonality and shared practice is captured by a set of common units taught to all undergraduate students that join this framework at Level 4 (year 1) Level 5 (year 2) and Level 6 (year 3) of their study, and which form a backbone of common units that run throughout the framework. The Level 6 (year 3) of the framework is production lead and culminates in the Major Project and Report unit which combines and integrates all previous units. In Level 5 (year 2) the main commonality is a focus on group work which is implemented through the Group Project unit. At Level 4 (year 1) the main emphasis is common production practice which is implemented as the Production Tolls unit, see illustration 2. Framework Specification: Version Page 7 of 47

8 Level 4 Emphasis: Common Production Principles Level 5 Emphasis: Production Practice and Group Work Optional Placement Year Level 6 Emphasis on Collaborative Major Projects Illustration 2: Commonality which is built into the framework. In Level 4 the desired learning outcomes focus on the common production principles and practice amongst the three principal industries the framework serves: computer animation, computer games, and digital effects. The commonality is understood as a set of units that introduce the students to the underlying technology and interdisciplinary practice that is used for the generation of computer animation sequences, and interactive computer graphics. Nevertheless each programme has each own unique identity and CVA students follow a set of units that reflects their interdisciplinary and generalist approach combining technical, production and art units in equal amounts. The CAA student s curriculum is focused towards the visual effects, animation, art direction, content generation and the creative aspects of the discipline from Level 4. Students that follow the BSc Software Development for Animation Games and Effects programme share a common production focused unit with CAA and CVA students and the introductory maths unit with the BCVA students; however they cover computing for graphics as well as an applied maths curriculum that has greater breadth and depth (when compared to BA students), and which is appropriate for a software engineer that would like to enter the visual effects, animation, and games industries. In Level 5 students move into their respective specialised production fields and their focus shifts from the common principles to the specialised idioms and good practice of each field of study. The Computer Animation Arts students focus on animation and design-principles and the aesthetics of the art and craft of compositing and manipulating moving image using computers. Computer Visualisation and Animation students focus on the craft of combining creative content with programming and mathematical techniques to allow for the production and technical direction of complex scenes using a combination of computer animation-craft, digital effects tools and algorithms. Software Development for Animation Games and Effects students, focus on the mathematical and computing aspects of computer graphics, animation, and games. Students after Level 5 can opt for a placement year; a placement year can provide added focus to their chosen discipline as well as valuable work experience before they return to complete their honours degree. The final year, which is production led, sees the students focusing further on advanced techniques. The final year culminates in the Major Project and Report unit which acts to combine and integrate all other units taught. Level 6 students are encouraged to exploit common practice and common production principles on final year collaborative animation (major) projects. The three programmes recruit candidates with the appropriate focus on qualifications relevant to their corresponding fields. However, after successfully completing Level 4 students will have some limited flexibility to move across to a related specialisation/discipline. This could be done if and only if the interested students show the appropriate aptitude and enthusiasm and there are spaces available in the programme to accommodate them. Framework Specification: Version Page 8 of 47

9 Provided a student achieves a score of 120-credit points after the first year of study they are eligible to leave with a Cert HE Computer Animation. After the second year of study, and given they successfully complete units that amount to 120 credit points, students are eligible to leave with a Dip HE Computer Visualisation & Animation, Dip HE Computer Animation Arts, or Dip HE Software Development for Animation Games and Effects depending on the destination of choice. Finally students that complete successfully 120 credit points at Level 6 are eligible to one of the corresponding BA (Hons) degrees, Computer Visualisation & Animation, Computer Animation Arts, or Software Development for Animation Games and Effects ACADEMIC AND PROFESSIONAL CONTEXTS The National Centre for Computer Animation (NCCA) The National Centre for Computer Animation is the outward facing brand of the Computer Animation Academic Group. The Computer Animation Academic Group hosts the National Centre for Computer Animation (NCCA) within the Bournemouth Media School. The NCCA was established in 1989 reflecting the importance of the research and industrial consultancy being undertaken by computer animation staff. The Centre has the following terms of reference: The purpose of the NCCA is and shall be to encourage, foster, contribute to and promote the advancement of computer animation in the U.K. by all suitable means and in particular. by acting as a centre of excellence and a centre of research in the computer animation field, by encouraging and establishing collaborative research between various educational institutions and the computer animation industry by acting as a focal point for computer animation activities, such as, seminars and conferences; thus acting as a centre for the dissemination of knowledge in the field by providing a forum for discussion of the subject; by encouraging the exchange of information, cultivation of personal contacts and co-operation between individuals from both academia and industry by establishing relations with other similar centres on an international level and establishing inter-european collaboration in research The NCCA has an excellent reputation in research and achieved a grade of 5 in the 2002 Research Assessment Exercise, and the highest average score in the UK in computer animation in the 2008 RAE. This research focuses around the development of computer animation, geometric modelling and other related software. The NCCA has an Industrial Advisory Board, which meets annually. Its members are drawn from the computer animation, digital effects and computer game sectors. All teaching at the NCCA is an interdisciplinary mix of computer science and animation, games, and effects techniques. The Queen's Anniversary Prize is the UK's most prestigious form of national recognition available to a UK academic or vocational institution and has been awarded for the talent, commitment and knowledge of our National Centre for Computer Animation (NCCA) in BU's Media School in For the past 23 years, the NCCA has been at the forefront of computer animation education and research in the UK and graduates have made a global impact upon the film industry. Seventy alumni alone worked on 4 of the 5 films nominated in the category of Best Visual Effects at the 2012 Oscars, see: (Last accessed March 2014). Framework Specification: Version Page 9 of 47

10 Most recently 60 NCCA alumni have worked for the 2014 Oscar winning film Gravity, see: (Last accessed March 2014) Rationale for the Academic Context Computer animation and digital effects are one of the most rapidly expanding areas of creative endeavour and technical development. Computer-generated sequences in feature films and television, digital effects in feature films, and computer games are some of the more visible applications of computer animation. The expansion of the market and the application areas of computer animation and effects are still rapidly growing especially in the U.K. This is an exciting, fast-changing and rewarding area to be involved with; well-qualified technical professionals in this area are, and will, in the foreseeable future, continue to be in great demand internationally and command substantial rewards. Over the past decade both the technology and the creative application of this technology have reached such a level of maturity and sophistication that we begin to see a number of quite distinct and specialised application areas emerging. Such areas are computer animation, digital effects and computer games. The programmes in the undergraduate framework address a number of areas in the above fields providing both specialist and generalist graduates who are in great demand in the Animation, Effects and Games industry. The programmes within the undergraduate framework are closely integrated. Each programme runs concurrently and all have a significant degree of commonality. Although each programme identifies a specialised area, the degree of overlap between the programmes enables graduates to pursue a wide range of career aspirations. The Framework strengths are: A unique blend of art and science, Encouraging cross discipline collaboration Strong interdisciplinary and cross disciplinary focus Industry-standard hardware and software A qualified, experienced, academic team. Feedback from ex-students and discussions with industrial partners confirm our belief that there is a demand for graduates who have strong technical skills complemented by relevant artistic skills. This is a significant strength and differentiates us from the competition. Working with industry-standard hardware and software ensures that our graduates are desirable employees. The Computer Animation Academic Group s academic and technical support staff possesses a wide range of skills that enables them to deliver the programme to a high academic and professional level; this is reinforced with regular industry input at many levels of the Framework. The Framework Team works closely with industry and tries, where possible, to incorporate their recommendations into programme content, resourcing and delivery AIMS OF THE FRAMEWORK / PROGRAMME(S) The aim of the framework is to produce rounded professionals with strong technical, creative, and intellectual skills that will serve the computer animation, film digital effects, and computer games industries. Framework Specification: Version Page 10 of 47

11 The NCCA philosophy is to promote creative use of technology, encourage interdisciplinary study and cross disciplinary collaboration, and provide a common platform for the synthesis and a synergy of art and science subjects. This is reflected in all three framework programmes by the introduction of interdisciplinary units, as well as by promoting cross disciplinary collaborative projects. At Level 4 of the framework we deliver subjects that are traditionally taught under the umbrella of engineering and computing as well as subjects that are regularly taught in a film school or an art school. For example, units covering computing for graphics and mathematics for computer graphics have a strong computing flavour and at the same time units such as Production Tools have the equivalent artistic and production flavour. At Level 5 each programme focuses at good production practice. At Level 6 we encourage interdisciplinary group projects that could combine technical and creative aspects of computer animation. This is the case, for example, in the Level 6 Major Project and Report as well as the Innovation units. As this is a cross-disciplinary framework of programmes the students are taught using a combination of lectures, workshops and seminars. The type of units taught can be classified in three broad categories: (a) technical theory and principles, (b) production principles, and (c) art theory and practice (see illustration 3). The technical units convey the computing and mathematical principles and techniques required to master, understand, and subvert the technology used in computer animation. The production units deal with the craft skills, the production pipeline, and required tools and systems that are needed to generate computer animated sequences. Art theory and practice provide the required art-skills such as life drawing and art-theory that will allow students to aesthetically refine their work and/or place it a historical and aesthetic context. From Level 4 the framework contains three pathways or programmes, the CVA, CAA, and SDAGE. The SDAGE aims to produce software developers for the animation and games industries, whilst the CVA programme aims to educate technical directors and generalists, the CAA programme focuses mainly on creative visual effects and design, as well as art direction and craft of animation and games production. Each level of study focuses on different aspects of computer animation production and/or practice (see illustration 1): Level 4 focuses on production principles, Level 5 focuses on good production practice and group work. Level 6 focuses on specialist theory and practice, with emphasis in cross-discipline production. The Innovations/Collaborative Research and Master Class units emphasize practice-based research and good industry practice, while the Major Project acts as the catalyst for crossdiscipline productions. Technical Principles & Theory Art Theory & Practice Production Principles Illustration 3: The type of units taught can be classified in three broad categories 4.1. BA (Hons) Computer Visualisation and Animation (BACVA) Framework Specification: Version Page 11 of 47

12 4.2. Aims of the programme The Computer Visualisation and Animation programme aims to produce graduates who are able to serve predominately the digital effects, games, and computer animation industries. The graduates from this programme will have a well rounded knowledge of all aspects of the computer graphics and animation pipe-line and digital effects pipe-line in film and animation. They will have the skills that make them fulfil the role of computer graphics and animation Technical Director (TD) or technical artist in the computer animation, games, and digital effects industries Programme Intended Learning Outcomes BACVA The BA (Hons) Computer Visualisation and Animation provides opportunities for students to develop and demonstrate knowledge, understanding and skills described in this section. Students after their graduation will be expected to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at professional level. After completion of Level 4 of the programme CVA students should have knowledge and understanding of the underlying production principles and practice in computer visualisation, animation and computer games as well as elements and fundamental principles of computing and applied maths required in visual effects and animation practice. Students at this level will be expected to be able to evaluate and interpret different approaches to visualising, modelling and animating ideas or concepts presented to them in the form of scripts, storyboards, or scenes. Students should also be able to place computer animation and film visual effects work in historical and aesthetic context. After successful completion of Level 5 of the programme students should be able to demonstrate knowledge and critical understanding of well-established principles in computer visualisation and animation. The students will be able to apply underlying principles in the context of given visualisation or animation tasks, and outside the margin within which these principles were initially taught or introduced to them. Students will be expected to understand the importance of practical limitations, in terms of time and the resources required, to successfully complete a given project. They should also be able to demonstrate understanding of the appropriateness of a technique as applied to a given production task and research such techniques using publications in magazines, journals, conferences, festivals or other bibliographic sources. At Level H students are expected to demonstrate practice based research skills as part of the Innovations unit. Students at this level will focus on specialist theory and practice in the Advanced VFX Tools & Techniques and Animation System Techniques units. The Major Project & Report unit will act as a platform for cross disciplinary productions and encourage collaboration across programmes A - Subject Knowledge and Understanding The programme provides students with knowledge and understanding: A1 A2 A3 Of the languages used to discuss the moving image and art, science and technology Of the principles and practice of computer animation and computer graphics algorithms and techniques Of the principles and practice of computer animation and computer graphics production Framework Specification: Version Page 12 of 47

13 A4 A5 In the research, design and implementation of computer generated assets and tools with a production pipeline. Of technical direction and computer graphics and animation pipeline development 4.5. B - Intellectual Skills This programme provides students with intellectual skills: B1 B2 B3 B4 B5 For developing critical analysis of the work in the field of the computer graphics and animation For placing their personal work in the correct technical and historical context For the production of creative work that demonstrates an appropriate level of originality and professional quality In sound understanding of the theory that underpins computer graphics and animation In production planning and illustrating the capacity for critical and effective research 4.6. C - Subject-Specific / Practical Skills This programme provides students with subject-specific skills: C1 C2 C3 C4 C5 In expert use of software and tools appropriate to their discipline In proficiency in the application of animation production techniques To identify and apply the correct techniques for computer graphics and animation production pipe-line that satisfy given aesthetic style and production constrains In software design and implementation of computer graphics systems In the acquisition and compositing of CG animation and images 4.7. D - Transferable Skills This programme provides students with transferable skills: D1 D2 D3 D4 D5 In planning and organisation to produce a project to a given time-scale To work effectively as a member of a team In personally motivated research, independent learning and problem solving ability required for continuing professional development In the ability to communicate with peers about creative and technical aspects of computer animation and graphics production In the planning and production of critical written reports 5.0 Learning and Teaching Strategies and Methods Framework Specification: Version Page 13 of 47

14 As this is an interdisciplinary programme the students are taught using a mixture of lectures, workshops and seminars. The type of units taught can be classified in three broad categories, (a) technical principles and theory, (b) production, and (c) art theory and practice. The technical units convey the principles and techniques required to master, understand, and subvert the technology used in computer animation. The production units deal with the craft skills, the production pipeline, and required tools and systems that are needed to actually generate computer animated sequences. Art theory and practice provide the required artskills such as life drawing and art theory that will allow students to aesthetically refine their work and place it in historical and aesthetic context. The technical units are taught with a combination of lectures (which are delivered to whole of the student cohort in each level), followed by workshops or tutorials delivered to groups of students. The workshops or seminars are designed to follow and supplement the theory or techniques taught in the lecture theatre. Workshops will usually involve practical exercises of the theory taught. The production based units such as Introduction to Production Tools, and Computer Animation Production and Practice are delivered mainly as workshops, and seminars with the support of online delivery and learning. Workshops are tailored to teach production, principles, techniques and animation related software tools. Production workshops are followed by seminars and presentations which are designed to provide feedback to students throughout the life-time of animation projects. Seminars are designed to allow students to interact and allow for peer feedback. The production is assessed through projects which are predominantly group or team based and allow students to collaborate further. Group projects demonstrate the dynamic and collaborative nature of computer animation production. At Level 4 animation principles and pre-production techniques are taught as part of the Computer Animation Production and Practice unit with a combination of lectures and seminars. Animation principles, however, require practical exercises in the form of workshops, to allow students to get their hands dirty with the rudiments of animation. Theoretical components as cinematography and contextual studies are taught as a series of lectures in Moving Image Theory 1 and Cinematography and Acquisition units. Technical units such as Computing for Graphics and Mathematical Methods introduce students to applied maths and programming and computing principles required by technical director or technical artist. At Level 4 students are allowed the freedom to select one technical unit Principles of Rendering or one art theory and practice option such as the Cinematography and Acquisition or Moving Image Theory 2 units. The Visual Effects and Compositing Techniques, and the Computer Animation Specialist Production units at Level 5 are taught with a mixture of lectures and workshops. In Level 5 visual and observational studies are part of the Computer Animation Specialist Production unit which combines study of observational skills and specialist tools, such as motion-capture, texturing, matte-painting, and lighting and requires life-drawing and/or wet-room study based on the life-drawing studio(s). Lectures may be complemented with field trips and art-studio visits. The final year is production based and has reduced lecture and workshop contact time when compared to Level 4 and Level 5. One of the main goals is the production of a high quality computer animation project (technical and creative). The Major Project & Report, as well as the Innovations units, are taught via seminars and tutorials. The students may also be invited to present their work to staff and peers at reasonable time intervals, between the project's starting date and its deadline. Both the Innovations and Major Project & Report are student led. However, project ideas may be moderated or rejected by the supervisors or supervisory team if not appropriate, have no focus, or appear overambitious. Cross discipline collaborative work is encouraged by allowing students to pitch initial ideas across programmes (see Major Project & Report unit descriptor). Framework Specification: Version Page 14 of 47

15 6.0 Assessment Strategies As the teaching is organised in (a) technical theory and principles, (b) production, and (c) art theory and practice, so is assessment. Technical/theoretical principles are assessed via projects and exams across all levels. Mathematics and systems are assessed primarily via examinations, whereas computing units are assessed via projects and exams. In the final year, computing is assessed with a project, as the focus of students at that level is to acquire key skills in computing practice. Production is assessed via project work. This is done across all levels, with the complexity and versatility of projects increasing from Level 4 to Level 6. In Level 4 assessment is based on a series of small set projects, drawn from given script(s)/stories or scenes, where strict production constrains are set. This is done to discipline students and introduce them to the correct principles and rudiments of animation production. In Level 5 students are set to work on a student-led group-project where they are let free to apply more complex production techniques and explore various animation styles. The quality of individual work, contribution to the group and presentation skills is assessed separately at this levels group project. In the final year, production is assessed via the major project and report. Art practice and theory units are assessed using a mixture of project work and essays. This reflects the variety of teaching methods used in delivery, which include life-drawing and animation practice, as well as contextual and theoretical aspects of computer animation art, and animation in general. Framework Specification: Version Page 15 of 47

16 3 year full-time (FT) undergraduate programme 6.1. BA (Hons) Computer Visualisation and Animation - CVA PROGRAMME DIAGRAM Year 3 / Level 6 Core units (Compulsory) Major Project and Report: CVA (40) Innovations* (20) Master Classes* (20) Animation Systems Techniques (20) Option units Choose 1 of the Following: Advanced VFX Techniques (20) Simulation Techniques for Animation* (20) Exit Qualification: BA (Hons) Computer Visualisation and Animation Requires 120 Level 6 credits, 120 Level 5 credits and 120 Level 4 credits Year 2 / Level 5 Core Units (Compulsory) Group Project* (20) Computer Animation Specialist Production (20) Visual Effects & Compositing Techniques (20) Computing for Animation (20) Mathematics for Computer Graphics (20) Option units Choose 1 of the Following: Cinematography and Acquisition 2* (20) Principles of Rendering* (20) Moving Image Theory 2* (20) Progression requirements Requires 120 credits at Level 5 Exit qualification: Dip HE Computer Visualisation and Animation Requires 120 Level 5 credits and 120 Level 4 credits Year 1 / Level 4 Core units (Compulsory) Computer Animation Production & Practice (20) Introduction to Production Tools* (20) Cinematography and Acquisition 1* (20) Moving Image Theory 1* (20) Computing for Graphics (20) Mathematical Methods* (20) Progression requirements Requires 120 credits at Level 4 Exit qualification: Cert HE Computer Visualisation and Animation Requires 120 Level 4 credits * Units common to other programme(s) Framework Specification: Version Page 16 of 47

17 4 year full-time undergraduate programme with a sandwich placement (FTSW) 6.2. BA (Hons) Computer Visualisation and Animation CVA PROGRAMME DIAGRAM (with placement) Year 4 / Level 6 Core units (Compulsory) Major Project and Report: CVA (40) Innovations* (20) Master Classes* (20) Animation Systems Techniques (20) Option units Choose 1 of the Following: Advanced VFX Techniques (20) Simulation Techniques for Animation* (20) Exit Qualification: BA (Hons) Computer Visualisation and Animation Requires 120 Level 6 credits, 120 Level 5 credits and 120 Level 4 credits and successful completion of a placement year Year 3 / Level P Compulsory placement year in industry/business Exemption is possible for those who have worked in business at a relevant level Progression requirements Satisfactory completion of at least minimum 30 weeks of work in industry/business Year 2 / Level 5 Core Units (Compulsory) Group Project* (20) Computer Animation Specialist Production (20) Visual Effects & Compositing Techniques (20) Computing for Animation (20) Mathematics for Computer Graphics (20) Option units Choose 1 of the Following: Cinematography and Acquisition 2* (20) Principles of Rendering* (20) Moving Image Theory 2* (20) Progression requirements Requires 120 credits at Level 5 Exit qualification: Dip HE Computer Visualisation and Animation Requires 120 Level 5 credits and 120 Level 4 credits Year 1 / Level 4 Core units (Compulsory) Computer Animation Production & Practice (20) Introduction to Production Tools* (20) Cinematography and Acquisition 1* (20) Moving Image Theory 1* (20) Computing for Graphics (20) Mathematical Methods* (20) Progression requirements Requires 120 credits at Level 4 Exit qualification: Cert HE Computer Visualisation and Animation Requires 120 Level 4 credits * Units common to other programme(s) Framework Specification: Version Page 17 of 47

18 7.0. BA (Hons) Computer Animation Arts (BACAA) 7.1. Aims of the programme The Computer Animation Arts programme aims to produce graduates who are going to serve predominately the digital effects, computer animation, and computer games industries. The graduates from this programme will have a well-rounded knowledge of the design and aesthetic principles required in Computer Animation production. They will have the skills that will make them fulfil the role of computer graphics and animation artistic directors (AD) and animators, VFX artists, and VFX supervisors in the fields of computer animation, computer games, and digital effects industries Programme Intended Learning Outcomes BACAA The BA (Hons) Computer Animation Arts provides opportunities for students to develop and demonstrate knowledge, understanding and skills described in this section. Students after their graduation will be expected to demonstrate self-direction, creativity and originality in tackling and solving problems associated with animation and design, and act autonomously in planning and implementing creative solutions at professional level. After completion of Level 4 of the programme CAA students should have knowledge and understanding of the underlying production principles and practice in computer animation and visual effects, as well as concepts and principles of creative and aesthetic design and practice. Students at this level will be expected to be able to evaluate and interpret different approaches to visualising, modelling and animating ideas or concepts presented to them in the form of scripts, storyboards, or scenes. Students should also be able to place computer animation and film visual effects work in historical and aesthetic context. After successful completion of Level 5 of the programme a student should be able to demonstrate knowledge and critical understanding of well-established principles and visual craft skills and animation for production. This knowledge should be then extended into practical implementation in the form of production-led projects, and or personal artistic briefs. Students will be expected to understand the importance of practical limitations, in terms of time and the resources required, to successfully complete a given project. They should also be able to demonstrate ability to choose the appropriate tools for specific aesthetic outcomes and research in computer animation. After successful completion of Level 6 of the programme students are expected to demonstrate practice based research skill as part of the Innovations unit. Students at this level will focus on specialist theory and practice in the Production Practice 2 unit. The Major Project & Report unit will act as a platform for cross disciplinary productions and encourage collaboration across programmes. This programme provides opportunities for students to develop and demonstrate knowledge and understanding, and skills, as follows: 7.3. A - Subject Knowledge and Understanding A1 A2 A3 A4 A5 A6 In the Visual Aesthetic Principles and Practices for Computer Generated Images In the Animation Principles and Practices for Computer Generated Animation Of the Design Concepts and Practices for Digital Productions Of the Contemporary Theoretical Discourses of the Aesthetic and the Visual Medium In the Fundamentals of the tools for CGI Of Traditional Media such as Drawing, Photography, Sculptural Practice Framework Specification: Version Page 18 of 47

19 7.4. B - Intellectual Skills B1 B2 B3 B4 For developing a vocabulary of, and critical analytical approaches to, the Visual Form For contextualising and relating the visual form to associated technology and practices Research methodologies in the Visual Form In creative and innovative approaches to animation and design in CGI 7.5. C - Subject-Specific / Practical Skills C1 C2 C3 C4 C5 In the use of traditional media to support project planning in CGI productions In best-practice techniques within the field of animation In the ability to choose the appropriate tools for specific aesthetic outcomes In the ability to communicate effectively personal artistic style and intent In an advanced use of related technologies in the field of Digital Imagery 7.6. D - Transferable Skills D1 D2 D3 D4 To work effectively as a member of a team In planning and execution of visual productions to a given time-scale To communicate artistic and aesthetic intent to technical directors To work effectively within a production pipeline 8.0. Learning and Teaching Strategies and Methods As this is an interdisciplinary programme the students are taught through a mixture of lectures, workshops and seminars. The type of units taught can be classified in two broad categories, (a) production principles and practice, and (b) art theory and practice. The production and practice units deal with the craft skills, as well as transferable skills required in the production pipeline, and learning the required tools and systems that are needed to actually generate computer animated sequences and visual effect scenes. Art-based subjects provide the required observational, and design skills in traditional media such as life-drawing, photography, sculptural practice, and knowledge of the visual aesthetic principles and practices for Computer Generated Images placing these within a historical and aesthetic context. The production based units such as Introduction to production Tools and Production Practice 1, 2, and 3 are delivered mainly as workshops, and seminars, with the support of on-line delivery. Workshops are tailored to teach production, principles, techniques, for visual effects and animation related software tools. Production workshops are followed by seminars and presentations which are designed to provide feedback to students throughout the lifetime of a production project. Seminars are designed to allow students to interact and allow for peer feedback. The production is assessed through projects which are predominantly group or team based and allow students to collaborate further. This is done to demonstrate the dynamic and collaborative nature of computer animation production. The predominately art theoretical units Moving Image Theory 1 and 2 cover critical and contextual studies and will be delivered through a series of lectures and screenings. The Design for Production 1, and 2 at Level 4 and Level 5 focus on observational and design skills and practice for animation and visual effects; they are taught through a combination of Framework Specification: Version Page 19 of 47

20 lectures, workshops and field-trips. Visual studies (which forms part of the Design for Production 1, 2 units) is delivered in a dedicated wet-room life-drawing space where students can expect to study sculptural principles and practice, as well as 2D principles and practice including life-drawing and observational drawing techniques. The Design for Production 1 and 2 units include principles and practice of animation and are taught as a mixture of lectures and seminars and require practical exercises in the form of, for example, performance for animation, puppetry, and motion-capture workshops. Film theory for visual effects and acquisition practice are taught as part of the Cinematography and Acquisition 1, and 2 units at Level 4 and Level 5, and combine art theory and practice for visual effects and film. The final year has a practice-based focus, with reduced lecture and workshop contact time. One of the main goals is the production of a high quality computer animation arts project. The Major Project and Report and Innovation units are taught via seminars and tutorials. The students may also be invited to present their work to staff and peers at reasonable intervals of time between the start and end of a project s lifetime. Both of these projects are student led and may be moderated or rejected by the supervisors or supervisory team if not appropriate, have no focus, or appear overambitious. Cross discipline collaborative work is encouraged by allowing students to pitch initial ideas across programmes (see Major Project & Report unit descriptor) Assessment Strategies As the teaching is organised in (a) production and practice and (b) art theory and practice, so is assessment. Artistic practice and theoretical principles are accessed via projects. These include a variety of assignments appropriate to the unit being assessed. The assessment can be practical exercises or in the form of essays or a combination of both as appropriate to each unit. For example, predominantly art theoretical units such as Moving Image Theory 1 and 2 will be assessed mainly via essays, where are as production, design and observational focused units such as Design for Production 1 and 2 will be assess mainly via practical projects or assignments. Production and practice units are assessed also via project work. This is done across all levels, with the complexity and versatility of projects increasing from Level 4 to Level 6. In Level 4 the assessment is based on a series of small goal-oriented set projects, where strict production constraints are set. This is done to ensure that students can work within controlled parameters, whilst introducing them to the principles and rudiments of animation production. In Level 5 students are set to work on a student-led Group Project which requires them to undertake creative roles in the field of computer-animation, games, or visual effects production, where they are encouraged to apply more complex techniques. The quality of individual work, contribution to the group and presentation skills is assessed separately. In the final year, animation and aesthetic practices are assessed through projects such as the Major Project and Report and Innovations units, as the focus of students at this level is to acquire key skills in animation and aesthetic principles and practices. This focus of assessment in Level 6 focuses in practice based research skills and professional practice via the Major Project and Report as well as Innovations and Master Class units. Framework Specification: Version Page 20 of 47

21 3 year full-time (FT) undergraduate programme 9.1. BA (Hons) Computer Animation Arts CAA PROGRAMME DIAGRAM Year 3 / Level 6 Core units (Compulsory) Major Project and Report: CAA (60) Innovations* (20) Master Classes* (20) Production Practice 3 (20) Exit Qualification: BA (Hons) Computer Animation Arts Requires 120 Level 6 credits, 120 Level 5 credits and 120 Level 4 credits Year 2 / Level 5 Core Units (Compulsory) Group Project* (20) Cinematography and Acquisition 2* (20) Moving Image Theory 2* (20) Personal Inquiry (20) Design for Production 2 (20) Production Practice 2 (20) Progression requirements Requires 120 credits at Level 5 Exit qualification: Dip HE Computer Animation Arts Requires 120 Level 5credits and 120 Level 4 credits Year 1 / Level 4 Core units (Compulsory) Introduction to Production Tools* (20) Cinematography and Acquisition 1* (20) Moving Image Theory 1* (20) Creative and Aesthetic Design (20) Design for Production 1 (20) Production Practice 1 (20) Progression requirements Requires 120 credits at Level 4 Exit qualification: Cert HE Computer Animation Arts Requires 120 Level 4 credits * Units common to other programme(s) Framework Specification: Version Page 21 of 47

22 4 year full-time undergraduate programme with a sandwich placement (FTSW) 9.2. BA (Hons) Computer Animation Arts CAA PROGRAMME DIAGRAM (with placement) Year 4 / Level 6 Core units (Compulsory) Major Project and Report: CAA (60) Innovations* (20) Master Classes* (20) Production Practice 3 (20) Exit Qualification: BA (Hons) Computer Animation Arts Requires 120 Level 6 credits, 120 Level 5 credits and 120 Level 4 credits and a successful completion of a placement year Year 3 / Level P Compulsory placement year in industry/business Exemption is possible for those who have worked in business at a relevant level Progression requirements Satisfactory completion of at least a minimum 30 weeks of work in industry/business Year 2 / Level 5 Core units (Compulsory) Group Project* (20) Cinematography and Acquisition 2* (20) Moving Image Theory 2* (20) Personal Inquiry (20) Design for Production 2 (20) Production Practice 2 (20) Progression requirements Requires 120 credits at Level 5 Exit qualification: Dip HE Computer Animation Arts Requires 120 Level 5 credits and 120 Level 4 credits Year 1 / Level 4 Core units (Compulsory) Introduction to Production Tools* (20) Cinematography and Acquisition 1* (20) Moving Image Theory 1* (20) Creative and Aesthetic Design (20) Design for Production 1 (20) Production Practice 1 (20) Progression requirements Requires 120 credits at Level 4 Exit qualification: Cert HE Computer Animation Arts Requires 120 Level 4 credits * Units common to other programme(s) Framework Specification: Version Page 22 of 47

23 10.0. BSc (Hons) Software Development for Animation Games and Effects (BSc SDAGE) Software Development for Animation, Games and Effects SDAGE forms part of a wider framework within the NCCA which consists of three strands ranging from artistic to technical. SDAGE represents the technical strand, and has a recruitment target of about 20 students each year. Some overlaps exist between programs, and these should be exploited to maximise the value of these units to the University. The SDAGE program was originally developed in response to the demands of the Game and Film industry for students to be equipped with Maths and Computer Science skills, as well as concepts from Computer Graphics and Animation. These practitioners remain our most important stakeholder. While the popularity of mathematics in school education has been steadily increasing, the Royal Society in 2012 described school curricula for Computing as highly unsatisfactory. Their call was answered in the form of imminent UK government reforms in school education to include Computer Science content. Coupled with a natural steady rise in the numbers of students taking Physical Sciences and Art and Design A level subjects we can predict a steady increase in the numbers of eligible candidates for our undergraduate program. A fundamental aspect of our undergraduate framework is fostering the development of student specialisms, either technical, production or artistic. This starts within their first year, as specialist topics are briefly introduced. In the second year, several specialist areas are presented in more detail, and students explore a particular area as part of individual and group projects. In the final year, students are expected to further develop these specialisms as part of their major group project and during their individual research projects. By the end of their degree, students can expect to have a show-reel which demonstrates several aspects of their specialisation. This program consists of four key study themes: Software Engineering and Development where students will master the principles and practice of developing software to a very high standard, with a particular focus on the production of animation and games software. Mathematics and Computer Science Theory in which students will learn the essential theory underpinning not only software development but also the mathematics of computer animation, modelling and rendering. Specialist Animation Technologies in which students will be introduced to techniques utilised in the computer games and film industry, including physics, artificial intelligence, natural phenomena simulation and modelling. Computer Animation Production which will familiarise students with the most important aspects of the production and preproduction pipeline, industry standard software and techniques. Consistent throughout the program is an emphasis on assessment through practical and often collaborative projects, culminating in the cross-programme major project in the final year Aims of the programme The Software Development for Animation Games and Effects programme aims to produce graduates who are able to serve predominately the digital effects, games and computer animation industries. Graduates from this course will have a well-rounded knowledge of the theoretical, mathematical and software development techniques utilised in the games industry and digital effects pipe-line in film and animation, fulfilling the role of software developer or software engineer. These skills will empower students to excel not only in these rapidly expanding sectors, but will also empower them with the prerequisite skill set to undertake Framework Specification: Version Page 23 of 47