Course Syllabus

Term

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 engage their own mind and body by acting out and analyzing a walk cycle kinesthetically.
• 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 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 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.
• 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.

Term

Learning

2

Understand
(Big Ideas)

• Students will gain an insight into the art of filmmaking.
• Students will see film as an art form and language that can communicate a narrative, idea, concept, message, culture, emotion etc.
• Students will see the camera lens as a framing device used to compose the subject matter and intentionally convey visual language and storytelling.
• Students will understand the importance of an establishing shot and recognize when/how/why it is used to manipulate the viewer and create mood, proximity and surroundings.
• Students will understand the integral relationship between the artist /director and the audience, and the role and responsibility of each.
• Students will understand how the elements and principles of design and image development strategies can be employed in film as in any other art form to enhance/manipulate context/ideas/emotion/message and or story.
• Students will understand, conceptualize and communicate the visual language of film through storyboarding.
• Students will understand the importance of blocking in and how it is an essential tool to assist in conceptualizing each shot on the storyboard.
• Students will understand that film structure and shot choice is a unique way to express their own personal creative identity and/or culture through risk taking and experimentation.
• Students will engage their own mind and body by acting out and analyzing a storyboard.
• 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 a film shoot.
• 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 gain a respect and understanding of the challenges actors and directors face in front and behind a camera.
• Students will understand the challenges/benefits of the multiple jobs, technologies and variables that come together on a film shoot.
• Students will understand how to use and manipulate various film technologies, equipment and cameras effectively.
• Students will understand how editing is crucial to filmmaking and is an art form in and of itself.
• Students will gain an insight into the entire post production process.

Do

(Competencies)

Critical Inquiry:

• Students will analyze the establishing shots of both animated and live action films comparing and contrasting their purposes and effectiveness in drawing the viewer into the film.
• Referring to multiple handouts, students will make notes, analyze and asses the “rules” of film and blocking in, particularly in regards to the 180 Degree rule and camera placement.
• Students will analyze and dissect how and why directors have employed the 180 Degree rule in several film scenes and block in the characters and cameras used in the scenes.
• Students will demonstrate their understanding of film structure, breaking the stage line and the 180 Degree rule through blocking in and creating a storyboard.
• Students will work in a group situation for a film shoot, coordinate and delegate specific job roles and understand and respect the necessity of each member.
• Students will engage the body and mind by actively working as a group in a film shoot, using multiple media arts materials, technologies and processes.
• As a group, students will demonstrate active, disciplined engagement in creating a film. 
• Students will resolve any creative challenges and apply problem-solving skills.
• Students will demonstrate video editing skills by using ideas inspired by exploratory play with a series of famous film clips.
• Students will actively engage in the post-production process with their own group film including sound and visual effects.

Know

(Content)

• Students will know the different framing heights, terminology and acronyms, and how to create meaning, context, convey ideas and propel the story through their appropriate use.
• Students will know how to use various media arts technologies including film equipment, lighting, microphones, cameras, tripods, and video editing software.
• 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 how to effectively use and record in a sketchbook as a vehicle of self-reflection, investigating identity, creative problem solving and linear concept development.
• Students will know how to create a storyboard and block in characters within a narrative.
• Students will know the various jobs within the production and post-production processes and recognize their own strengths and weaknesses.
• 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 a film-maker as an artist and the context and role of the audience in turn.
• Students will know the power and influence that film as an art form can have on an audience and/or culture.
• 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.
• Students will know how to use the elements & principles of design and the image development strategies to enhance, manipulate, change and or distort perspectives, feelings and emotions and/or propel a narrative in the medium of film.

Term

Learning

3

Understand
(Big Ideas)

• Students will develop their own personal visual literacy through exploring the elements and principles of design.
• Students will understand the relationship between old and new technologies in the visual world and graphic design.
• Students will begin to find their own identity through developing a personal creative process.  This experience will give new meaning to the way their art work is approached, perceived by themselves and others, valued, and understood.
• Students will become aware that a computer is a tool like any other artistic tool that can be used to create a visual experience. 
• Students will see the studio as a live and interactive space and community that allows for relationships to be built and creative energies to be shared and symbiotically encouraged through both critique and inspiration.
• Students will see the benefits of studying historical art movements, times, places and cultures and how different perspectives can profoundly effect their own artistic journey.
• Students will develop the ability to question, critically inquire and creatively problem solve both visually and conceptually.
• Students will understand the benefits of reflection and refinement in their own art making process and develop the confidence to use their own visual voice.
• Students will understand the benefits of using a sketchbook as a visual diary, allowing their creative ideas to come to fruition through linear development, play and exploration.
• Students will understand and respect the power of Photoshop as a manipulation and art-making tool.

Do

(Competencies)

Critical Inquiry:

• Students will demonstrate fluency in both traditional and digital processes to produce artwork and designs.
• Students will explore the use of a Cintiq and computer as tools to create drawings, express themselves and the elements and principles of design.
• Students will actively keep a sketchbook of notes, ideas, reflections, examples, historical references, 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 the overall learning community.
• 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 designs for different purposes and audiences and critique and reflect using appropriate and learned vocabulary associated with design.
• 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, the studio and equipment, and the medium of design as an art form.

Know

(Content)

• Students will know how to effectively use and record in a sketchbook as a vehicle of self-reflection, investigating identity, historical reference/research, creative problem solving and linear concept development.
• Students will know how to effectively use the materials, technologies and processes presented to create meaning and convey ideas.
• Students will know their own personal responsibility associated with working within a studio environment as well as the respect required for others and the equipment within the classroom. 
• Students will know and understand the elements and principles of design and the image development strategy.
• Students will know and understand composition, the rule of thirds, and the basics of perspective.
• Students will know how to effectively use and operate a Cintiq and Photoshop to create and manipulate designs and imagery.
• Students will know the significance and purpose of design for advertising and its relevance and manipulative potential on culture and themselves.
• Students will know their own responsibility in borrowing/manipulating ideas, imagery and concepts from the past and present that other artists have created.
• Students will know that image development strategies can be used to create visual irony, cultural and political statements, manipulate perspectives and/or distort reality.