Course Syllabus

Animation 9

Faculty: Mr. Brenton Wilke

Course Description

This course provides a basic introduction to the art of animation, focusing on the fundamental principles of squash and stretch, anticipation, timing, follow-through and overlapping action, slow-in and slow-out, secondary action, and arcs. These principles will be explored using a new animation software called “Harmony” by Toon Boom. Students will use Harmony and Adobe Premiere to edit and sequence frames, and to add such animated effects as fades, scrolling titles, and sound sync. The depiction and analysis of movement will also be explored through various forms of stop motion including Claymation. Basic film concepts such as composition, framing and storyboarding will be introduced and applied to a final film.  Beyond a student’s interest in developing drawing skills, no prior animation experience is required for this course.                                                     

Curriculum Overview

Animation 9 is based on the new BC Curriculum available at https://curriculum.gov.bc.ca/curriculum/arts-education/9/visual-arts

At St. George’s, our focus will build upon the BC Curriculum with the following focus:                                                  

Semester	Learning
1	Understand (Big Ideas)	Students will gain an insight into the science of Persistence of Vision and the historical origins of moving imagery and connect/compare it to their own era. Students will express their own personal creative interpretation of the basic principles of animation. Students will conceptualize and communicate the visual language of movement. Students will understand the historical relevance of the 9 Old Men of Disney and connect it to both modern day animation and their own personal explorations in the art form. Students will understand the benefits and necessity of working in a group, nurturing relationships and seeing the class as a working community mirroring the structure and functionality of an animation studio. Students will see film/animation as an art form and language that can communicate a narrative, idea, concept, message, culture, emotion etc. Students will understand the benefits of the multiple perspectives of each boy and how those perspectives can enhance the class/community and resulting film/creative experience as a whole. Students will understand the Surrealist concept of the Exquisite Corpse and how this historical drawing method and ideology can be applied to a group situation using the language of film animation. Students will gain a respect and understanding of the intense repetitive nature of film animation as an art form and use it as a means to express themselves and their creativity. Students will become aware that the fundamental principles of animation can be applied to all forms of animation from classical to Claymation to computer animation. Students will become aware that a computer is a tool like any other artistic tool that can be used to create a visual experience.
	Do (Competencies)	Critical Inquiry: Students will create animations both collaboratively and as an individuals using ideas inspired by imagination, inquiry, and purposeful play. Students will demonstrate an understanding of the basic principles of animation including squash and stretch, anticipation, timing, follow-through and overlapping action, slow-in and slow-out, secondary action, and arcs. These principles will be explored using the computer software known as Harmony as well as istopmotion. Students will explore the use of a Cintiq and computer as tools to sequence animation, create drawings, express themselves and the elements and principles of design. Students will demonstrate an appreciation and understanding of the historical context of animation as an art form and model a collaborative studio community within the classroom. Students will explore various mediums of animation and apply the learned principles, and processes creatively. Students will interpret and identify the animation principles employed by the 9 Old Men of Disney and use them as inspiration to create and communicate their own ideas. Students will actively keep a sketchbook of notes, ideas, reflections, examples, processes and technical instructions that will directly enhance their final pieces and confirm their understanding. Students will adapt and apply presented technologies and concepts to both their own personal work as well as group situations. Students will demonstrate improved technical skill and competency within their work and in the classroom, building upon both successes and challenges faced during the creative process. Students will create animations for different purposes and audiences and critique and reflect using appropriate and learned vocabulary associated with the art form. Students will explore and communicate concepts, imagery and ideas that reflect upon their own and other artists experiences, cultural backgrounds and understanding. Students will take creative risks and attempt to move beyond the technical criteria, through engagement and personal connections. Students will demonstrate respect for themselves, others, the audience and the medium of film as an art form. Students will collaboratively engage in group animations establishing working relationships with their classmates in order to produce an effective and productive process and final film.
	Know (Content)	Students will know the basic principles of animation and how to effectively apply them throughout multiple mediums of animation to create meaning and convey ideas. Students will know how to depict and analyze movement using the computer software Harmony and Adobe Premiere. Students will know the significance and contributions of the 9 Old Men of Disney to the animation industry and the working hierarchy and structure created within animation studios.  Students will know how to apply it to their own working environment within the collaborative classroom situation. Students will know their own personal responsibility associated with working within a collaborative environment as well as the respect required for others and the equipment within the classroom.  Students will know the history and origins of the art of animation and how that context effects the here and now. Students will know the role and responsibility of an animator as an artist and the context and role of the audience in turn. Students will know how to effectively use and record in a sketchbook as a vehicle of self-reflection, investigating identity, creative problem solving and linear concept development.

 

 Assessment and Evaluation 

Assessment Categories and weighting:

Students are assigned projects based on themes reflecting historical, cultural and contemporary animation.  The successful demonstration of the fundamental principles of animation will be weighted heavily throughout the semester.   A wide variety of techniques are introduced to facilitate exploration for individual student’s self-expression.  Collaboration is central to several major projects in the Media Arts Lab, and students are expected to work together in all aspect of studio life.

LEARNING OUTCOMES:

SKETCHBOOK USE/NOTES Extensive use of sketchbook through note taking when new material is presented and/or personal investigation, drawing, doodling, thoughts, ideas and reflection

AESTHETIC CARE Given the parameters of the assignment, the utmost care has been demonstrated in the final presentation and craft.Given the parameters of the assignment, the utmost care has been demonstrated in the final presentation and craft.

ANIMATION Overall animation is smooth and effective, showcasing students understanding of the depiction of movement and the principles involved.Overall animation is smooth and effective, showcasing students understanding of the depiction of movement and the principles involved.

CREATIVITY Student has gone above and beyond technical criteria, risk-taking with outstanding results. Expression is exceptional in the given medium.

HARMONY Technical Skills Student demonstrates a mastery of the software given the extent of the course completed. Student is able to use Harmony's tools to confidently and effectively achieve the desired outcomes of the assignment.

OVERLAPPING/SECONDARY ACTION Student has demonstrated effective use of the principle of overlapping and/or secondary action in visualizing and depicting movement in a wave or in the successive breaking of jointed limb.

SQUASH & STRETCH The animation principle of Squash & Stretch been used effectively given the action/ forces/ speed (timing)

TIMING The animation principle of timing has been demonstrated effectively. The subtlety of movement and depiction of speed from fast to slow and vise versa is understood.

VOLUME The size of the object/thing/character being animated remains consistent and/or is manipulated effectively in all mediums.

 

Zoetrope                                                                                                                                          

Digital Flipbook                                                                                                          

Bouncing Ball                                                                                                                

Pendulum                                                                                                                       

Arm Swing /Successive Breaking of Joints                                                                                                                                                           

Animated Stickman                                                                                                 

Sketchbook                                                                                                                     

Group Claymation                                                                                                      

 

Grades will be calculated based on the following categories:

Thinking:  35%

Sketchbook Planning, notes, ideas, reflections, examples, processes and technical instructions, testing of students comprehension, analysis and critique.

Communication:  35%

Finished animations, final resolution and refinement of pieces, documentation, final presentation and overall quality of work.  Effective demonstration of the principles of animation.

Personal/Social:  25%

Productivity, focus, and engagement. Studio community (maintenance of tools and facilities and social cohesion/collaboration)

 

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together. 

As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Literacy

An explanation of how this course is making efforts to make literacy visible. 

• Comprehension Tasks/Strategies:
  • Students will explore and communicate concepts, imagery and ideas that reflect upon their own and other artists experiences, cultural backgrounds and understanding.
  • Students will create animations both collaboratively and as an individuals using ideas inspired by imagination, inquiry, and purposeful play.
  • Students will conceptualize and communicate the visual language of movement.

Students will see film/animation as an art form and language that can communicate a narrative, idea, concept, message, culture, emotion etc.     

Resources

Textbooks: Richard Williams’ The Animators Survival Kit

Films (selected scenes)(DVD): The Sword in the Stone, Alice in Wonderland, Winnie the Pooh, The Rescuers

Handouts: Multiple handouts accompanying/supporting lectures and topics will be given out and are expected to be glued into sketchbook.

 

Course Expectations

Workload: There will be no homework assigned for this course. Students are expected to complete all work within the allotted class time.  However, students are encouraged to take assignments beyond the given criteria and to make use of the open studio at lunch times.

 

Submitting Assignments etc.

Students are to submit all finished assignments on paper as well as submitting the digital finished movie files in the class dropbox provided.

 

Contacting Me

bwilke@stgeorges.bc.ca