Course outline Code: DES231 Title: Animation and Visualisation Design Faculty of Arts, Business and Law School of: Communication and Creative Industries Teaching Session: Semester 1 Year: 2018 Course Coordinator: Dr Uwe Terton Email: uterton@usc.edu.au 1. What is this course about? 1.1 Course description In this course, you will learn the basics of 2D animation and visualisation design both in theory and practice. A focus is on visualisation and instructional design, as well as storytelling techniques practised through scriptwriting and storyboarding. The course is broken down into two major parts: Moving Image Theory: The history of animation and moving images, from the invention of the camera to early computer and digital technologies and secondly Introduction to Production Tools: An introduction to the software tools used for producing 2D computer animation. 1.2 Course content Key content includes: Have an understanding and knowledge of the history and context of contemporary 2D animation. Demonstrate an advanced level capability in using 2D animation software. Demonstrate an ability to work with associated aspects such as 2d artwork creation, colouring & bitmap texturing, lighting and shadows. Use typography, symbols and icons to your advantage for instructional animation Be able to plan your project with regards to instructional processes and proposed learning outcomes. Provide an instructional based product accompanied by reflectional documentation. Understand and implement the creation of an animation plan. Apply animation principles to create a convincing animation. 2. Unit value 12 units
Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Create animation scripts, storyboard to be able to produce animations. Apply modelling techniques to model polygonal and surface objects. Create animation scripts, storyboard to be able to produce animations. Investigate and learn about animation theory and apply gained knowledge to the design and development of animations Create fluent and accurate animations in regards of timing and spacing Apply major animation principles. Apply major animation principles. Solve instructional problems and plan your animation, document your ideas, thoughts and development processes in a reflectional documentation. Create an instructional animation that improves proposed learning outcomes to better society. Create an animation containing characters that move in convincing way to communicate personality, mood and meaning to a prescribed audience 2 & 3 Empowered. Creative and critical thinkers. Creative and critical thinkers. 1, 2 & 3 Empowered. Knowledgeable. 1, 2 & 3 Creative and critical thinkers. Empowered. 2 & 3 Engaged. Empowered. 2 & 3 Knowledgeable. Ethical. Sustainability-focussed. Engaged. Empowered. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions Quota of 18 students per tutorial/workshop (due to number of computers per lab) 4.2 Pre-requisites Any four courses including DES105 or ADN100
4.3 Co-requisites Nil 4.4 Anti-requisites Nil Page 3 4.5 Specific assumed prior knowledge and skills Basic computer skills 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks Task Assessment Tasks No. 1 In Class Animation Exercises 2 Animation Principles Flipbook Animation Individual or Group Weighting % What is the duration / length? When should I submit? Individual 20% Documentation Week 14 Friday morning Individual 40% Project + Week 4 documentation Where should I submit it? Blackboard In class & Blackboard 3 Instructional 2D Animation Individual 40% Project + documentation Week 13 In class & Blackboard 100% Assessment Task 1: In-Class Animation Exercises Goal: Product: Format: The goal is to create 10 animation exercises to assist in the development of animation skills 10 x In-Class Animation Exercises Every week you will create an animation exercise to help you develop your animation skills. You will create one animation exercise per week for ten weeks. All ten exercises will be documented in your documentation, either by embedded animation or a link to a movie sharing website. You also need to research animations that are exemplars for animation principals executed in an excellent or innovative manner. Those animations researched should be documented in documentation. The full project brief, along with relevant readings, links and examples is available on Blackboard in the Assessment 1 Folder. Criteria Have all ten class exercises be completed. How fluent are the animations in regards of timing and spacing. Generic skill assessed Skill assessment level Applying technologies Problem solving
Page 4 Assessment Task 2 Animated Flipbook: 12 Animation Principles Goal: Product: Format: To create a 120 pages flipbook that visualises the 12 basic design principles introduced by the Disney animators Ollie Johnston and Frank Thomas. Animated Flipbook, documentation and eportfolio entry. For your first assignment, you will make an animated flipbook. Flipbook animation is an extremely low-tech animation that is designed to illustrate basic principles of image, sequential movement and perception. In your animation, you must apply all 12 animation principles (squash and stretch, anticipation, staging, straight ahead action and pose to pose, follow through and overlapping action, slow in and slow out, arc, secondary action, timing, exaggeration, solid drawing and appeal) to at least two objects or two characters or a mix of characters and objects. The two objects and/or characters must be of significant difference in weight which you need to display in your flipbook animation. In your flipbook animation, you will create your own hand made drawings. You will rehearse play back for correct timing and the playback needs to be filmed with your mobile phone camera or with another video camera for electronic submission. Your flipbook should consist of 100-120 individual images, which translates to a "running time" of about 5 to 10 seconds depending of your applied frame rate. In devising your animation, you should consider that the standard projection rate for film is 24 frames (images) per second. The number of images per second in animation varies, from about 12fps (or more) in "full" animation to 6ips (or fewer) in "limited" animation. In this assignment, you should attempt to simulate a fluid, continuous movement, that is, full animation. The subject matter of your animation is up to you. People, animals, plants, objects, or abstract shapes are okay. In your documentation, you need to summarise the 12 animation principles specified by Disney animators Ollie Johnston and Frank Thomas in your own words. Criteria All steps including research, sources of inspiration, ideas development, sketching, storyboard and production should be documented in your documentation. The full project brief, along with relevant readings, links and examples is available on Blackboard in the Assessment 2 Folder. Flipbook Animation: The animation should be fluid and continuous. Your objects/characters movements are recognisable and believable. The objects/characters are displaying different weights. The application of the 12 animation principles You have used the 100 to 120 pages to the full advantage to your animation. Documentation: Development and production stages of the flipbook animation documented. Discussed written description and application of all 12 animation principles.
Page 5 The storyboard is detailed and supports the development of the flipbook animation. Inspirational sources included in your documentation. Generic skill assessed Skill assessment level Problem solving Applying technologies Communication Assessment Task 3: Instructional 2D-Animation Goal: Product: Format: The goal is to create an instructional 2D animation that raises awareness on a specific topic for the purpose of learning Instructional 2D Animation and documentation In this major project, you are to create a 2-3-minute 2D instructional animation. Instructional animations are used either to provide instructions for immediate performance of a task(s) or to support more permanent learning of a subject matter. Your task is to support learning through awareness. You need to identify a topic of interest, conduct research on the topic and where possible contact an expert to help with your investigation. Before you commence your practical task, discuss your topic with your tutor. The next step is to write an animation script. Your script should be divided into three parts. Part 1: What : Your script must explain what problem the animation solves. This will immediately engage your audience and make them want to watch the animation. Part 2: How : O Your script must then explain how your animation solves that problem. Part 3: Why : Your script must finally explain why it is important to learn about the problem. Why does your animation work as a teaching or awareness creation tool? Storyboard Keep your script short and to the point, once finished translating it into a storyboard. Storyboards are graphic organisers that show the scenes in the animation in a rough sketch. A storyboard will help you visualise the complete animation and keep you on track. You will be given a storyboard template to print out and use. You will submit all storyboards as part of journal (documentation) for this project. Animation: You will create and design all artwork yourself producing initial sketches on paper or using a drawing software in vector and bitmap format where necessary. All character need to be rigged. Your animation also needs to be accommodated by sound and/or voice over that adds to and not detract from your animation. A strong focus should be given to a typographical approach to your instructional text content. Your animation needs to express a strong visual style that is consistent and coherent. Your completed final rendered animation must not be shorter than 2minutes and/or longer than 3minutes. Your animation must have a title screen, ending credits and scene transitions. Testing of the Instructional Animation: You will need to upload your animation on a video sharing website and set-up a short online-survey to test the learning and/or awareness creation outcomes with your target audience. The findings will be documented in your documentation for this assignment.
Page 6 Documentation guidelines: In your documentation, you should record all development stages, including a script and a detailed storyboard developed for your animation. Your documentation should further include a detailed description of character development. The entry should include all character sketches created for this assignment. In your journal, you should write about your editing process, montage techniques and reflect on animation and learning strategies applied to the animation. Your storyboard must include information about camera shots, settings, and movement and sound descriptions. You should discuss difficulties that arose during the modelling process and how you overcame those problems. Finally, you need to include the survey tool used for testing the learning outcomes of your animation plus a summary of the final conclusions. The full project brief, along with relevant readings, links and examples is available on Blackboard in the Assessment 3 Folder. Criteria Instructional Animation: The animation reflects the use of creative tools and creative concepts. Your objects/characters movements are fluid and natural. You have applied the appropriate motion for the idea and the actions are well motivated. You have designed a coherent and consistent style with a strong aesthetic. The audio works and is appropriate for your idea. The animation is coherent with your script and storyboard. Camera shots and montage support the narration. eportfolio: Development and production stages of the animation documented. The storyboard is detailed and supports the development of the flipbook animation. Full survey tool and final survey summary of the animation testing included. Inspirational sources included in your documentation. Generic skill assessed Skill assessment level Problem solving Applying technologies 5.3 Additional assessment requirements Plagiarism In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks, when submitted to Blackboard, are electronically checked through SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate:
Page 7 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus computer workshop: 3 hour per week Self-study online delivery 6.2 Teaching semester/session(s) offered Semester 1Semester 1 6.3 Course activities Teaching What key concepts/content Week / will I learn? Module What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities 1 What is 2D Animation? History of Animation 1 Tools of the Trade 2 The 12 principles of Animation History of Animation 2 Experimentation Exercises: Colour and Sound Colour Shapes and Sound Colour, Shapes, Patterns and Sound.. Understanding Design. Exercise 1: Sketch 5 Characters applying five generic body types. Excercise2: Create two gesture drawings (happy vs depressed). Exercise 3: Typing down one drawing in Part1. The Ultimate guide to Adobe CC on Youtube by Jazza Part1 Understanding Maya - an introduction. Introduction to Project One: You will select and examine your favourite object. Part 2. Ultimate guide to Jazza Part 2
Page 8 3 The 2D Animation Process: Script and Storyboard Brief discussion around the history of animation, the tools of the trade, recap the 12 animation principles and the importance of the script and storyboard for animation. Early formative feedback will be provided in class. 4 The 2D Animation Process: Audio Production & Animated Storyboard 5 Friday 30th March Good Friday Public Holiday The 2D Animation Process: Visual Development 6 The 2D Animation Process: Production- Blocking the Animation 7 The 2D Animation Process: Character Development and Rigging 8 Wednesday 25th April ANZAC Day Public Holiday The 2D Animation Process: Production Methods photoshop & illustrator. Ball bouncing, brick falling. Scripting, Staging, Storyboard and Layout Simple Head animations. Technical Issues Flour Sack animation. Animated Physics Change in Character animation. Mid Semester Break Anticipation, Overshoot and Settle Character jumping, standing up, walk cycle Drag, Overlap and Follow Through Laughing, Sneezing. Walks and Runs Reaching for an object Part 3. Ultimate guide to Jazza Part 3 Part4. Ultimate guide to Jazza Part4. Finish assignment tasks and eportfolio Part5. Ultimate guide to Jazza Part5 Part6. Ultimate guide to Jazza Part6 Part7. Ultimate guide to Jazza Part7 Part8. Ultimate guide to
Page 9 9 The 2D Animation Process: Post-Production 10 Monday 7th May May Day Public Holiday Experimental Animation overhead. Quick motion blur smear. Dialogue Taking a deep breath. Tree falling. Lip Synch. Thumbnails, Acting and Animating Character being hit by object. Jazza Part8 Part9. Part10. 11 Contemporary Traditional Animation Run cycle with a bend. Part11. 12 Business of 2D Animation Full workshop Work on your final assignment. 13 Full workshop Full workshop, prepare assignment for submission Finish assignment tasks and eportfolio Please note that the course activities may be subject to variation. 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Nil 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Nil 7.4 Risk management Health and safety risks have been assessed as low. It is your responsibility to research and understand risks of specific courses and to review the USC s health and safety principles by viewing the online induction training for students.health and safety risks have been assessed as low. It is your responsibility to research and understand risks of specific courses and to review the USC s health and safety principles by viewing the online induction training for students.
Page 10 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance is provided to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 2890 or Email: student central@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academiclearning-and-teaching 10. General enquiries In person: Sippy Downs - Student Central, Ground Floor, Building C USC SouthBank - Student Central, Building B, Ground floor (level 1) USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Building A Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au