VALLEY ROP COURSE OUTLINE

COURSE TITLE:Art Animation

VALLRY ROP #:AME-5702-AAni

CDE #:1308

CBEDS TITLE:Animation

CBEDS #:5702

CTE SECTOR:Arts, Media & Entertainment

CTE PATHWAY:Media & Design Arts

JOB TITLES:Camera Operations, Television

Video and Motion Pictures27-4031.00

Video Game Designer15-1099.13

Graphic Designer27-1024.00

Multi-media Artists & Animators27-1014.00

COURSE DESCRIPTION:

Art Animation is a one-year course with a focus on the basic principles of art taught in the art one curriculum and an introduction to the art and history of animation. The student will develop drawing skills by drawing basic shapes and forms, still life objects, figures, facial and body expression and animal body gestures. Animation assignments will include character development, basic movement studies, traditional animation processes and an introduction to digital graphic applications.

DATE APPROVED:February 2001 (previously Digital Animation)

REVISED DATE(S):January 30, 2006 / December 2008 / March 2009

Nov 2009

HOURS:180

CREDITS:10

PREREQUISITES:None

GRADE LEVEL:11-12

ARTICULATION(S):Meets UC “f” requirement

TEXTBOOKS/RESOURCES:Animated video shorts and feature length films, Animation and computer periodicals, Scholastic Art Magazine, Internet websites

Blair, Preston, Cartoon Animation, Laguna Hills,

California, Foster Publishing

De La Croix, Tansey, Gardner’s Art through the Ages, New York, New York, Harcourt, Brace, Jovanovich

Edwards, Betty, Drawing on the Right Side of the Brain, Los Angeles, J.P. Tarcher, Inc.

Mittler, Gene A., Art in Focus, Woodland Hills,

California, Glencoe/McGraw-Hill

Muybridge, Eadweard, Animals in Motion, New York, New York, Dover Publications

Muybridge, Eadweard, The Human Figure in Motion, New York, New York, Dover Publications

Ragans, Rosalind, ArtTalk, New York, New York, Glencoe/McGraw-Hill

White, Tony, The Animator’s Workbook, New York, New York, Watson-Guptill Publications

INDUSTRY CERTIFICATIONS:Adobe Certified Associate (ACA). Flash, Photoshop and Illustrator

The Adobe Certified Associate (ACA) certification allows students to demonstrate proficiency in Adobe digital communications tools.

COURSE COMPETENCIES:

Upon completion of this course, the student will:

  • Develop Perceptual Skills and Visual Arts Vocabulary
  • Analyze Art Elements and Principles of Design
  • Impact of Media Choice
  • Skills, Processes, Materials, and Tools
  • Communication and Expression Through Original Works of Art
  • Role and Development of the Visual Arts
  • Diversity of the Visual Arts
  • Derive Meaning
  • Make Informed Judgments
  • Connections and Applications
  • Visual Literacy
  • Fulfill California State Visual & Performing Arts Standards

INSTRUCTIONAL METHODS:

  • In Class Demonstrations
  • In Class Drawing
  • In Class Lecture
  • Online Reference
  • Guest Lectures
  • Art and Animation Periodicals
  • Field trips to post-secondary schools
  • Field trips to art museums
  • Visits to industry
  • Student Projects based on core subject material

EVALUATION METHODS:

Assessment opportunities, which allow continuous evaluation of students’progress, will be embedded throughout the course and should be a learning experience. All students will be expected to achieve mastery of all topics; often, demonstrations of mastery will occur in a public forum. The following strategies, which include both formal and informal assessment techniques will include, but are not limited to:

  • Portfolio
  • Classroom participation
  • Completion of required assignments/portfolio
  • Individual and group projects
  • Industry-related tests
  • Punctuality and attendance

COURSE OUTLINE:

Course Outline-Detail View / Key Assignments / Capstone Projects / Anchor Standards / Pathway
Standards / Common Core Standards
What is Digital Art Animation, and Design:
●Students will continue review the Art principles learned in Art Animation, such as: Art history, the Elements of Art & Principles of Design,
●Students will be introduced to a more rigorous field of Digital animation, what it is, and how it is used. And how they can apply basic Art concepts to Digital Animation.
●Students will Review/ practice/ create their own handouts for: Line, Shape/Form, Scale/ Proportion, Perspective, and Color / What is Digital Art, Design, and Animation
●Discussion over the Purposes and uses of Art in Western Society, with an Introduction to Digital Animation.
●Art Elements & Principles notes pages / 1.0, 2.0, 2.1 3.1, 3.2, 3.3, 4.1, 4.2,
10.3 / AME:
A1.1-A1.6
A3.2-A3.3
MDP:
A1.1 / LS 11-12.1-6
RSIT 11-12.1-7
RHSS 11-12.1-9
RLST 11-12.1-3, 7
WS 11-12.1, 2, 4, 6, 7, 9, 10
WHSTT 11-12.4, 5-10
Traditional Animation: Sequential art /Motion studies, and Frame-by-frame: 15 hrs
●Students will continue to Analyze, Discuss Sequential Art /Motion studies and the rise of Digital Animation as an art form.
● Students will be exposed to Digital animation history and view early video to Digital animation examples. Students will learn to recognize distinctive animation styles and the work of innovative animators such as Eadweard Muybridge.
●Students will analyze, discuss, and critique various types and forms of traditional style of Digital animation. Including but not limited to Rotoscoping, Stop-motion, and Cell animation. Students will view examples and discuss the work of
●Students will continue to enhance their ability to develop digital animation and Storytelling skills such as: development of Concept/ story, connecting with audience, Character Design, and Storyboarding. / Traditional Animation: Sequential art /Motion studies, and Frame-by-frame:
●Students will continue to practice sequential art & frame-by-frame animation through the creation of a traditional Flip Book
●Students will write an original composition to use for an animation; about a character and event that communicates a universal theme.
●Create a Character sheet for main character/s
●Create a storyboard that takes into account Compositional elements, Camera angles, and character/ background placements to help tell their stories. / 1.0, 2.0, 2.2 2.3 3.2, 4.0, 5.0, 5.3 7.2, 7.3, 7.5, 8.1, 8.3, 8.4, 8.6,
10.1 / AME:
A3.1
A5.2, A5.5
MDP:
A12.3 / LS11-12.1-6
RSIT11-12.1-7
RSLT11-12.2, 3, 4, 7,
Digital workflows 5 hrs
Students will continue to study modern digital workflows using a PC/Mac , such as Importing, Opening, Editing, and Managing and Exporting, and Submitting Files and assignments. / Digital workflows:
●Demonstration and discussion on proper File saving and naming conventions.
●Scanning and importing character sheets and other images for use as a reference.
●Importing photos from digital cameras. / 1.0, 2.4, 2.5, 2.6, 3.3, 4.2,5.3, 7.6, 11.1, / AME:
A.5-A5.7,
A8.0
MDP:
A3.1 / LS11-12.1-6
RSIT11-12.1-7
RSLT11-12.2, 3, 4, 7,
Digital 2D Animation 1: 15 hrs
Students will use Pivot Stick figure Animator to create digital flipbook style animations. During this process they will learn advance technique of digital animation topics such as key poses, timing, and playback / Digital 2D Animation 1:
Students will apply the traditional Principles of Animation: Drawing, Timing, and Staging to a digital flip book style animation using Pivot Stick figure Animator. / 1.0, 2.0, 41, 4.2, 4.3,4.5, 4.6, 5.0, 6.2, 6.3, 6.6, 7.2, 7.3, 7.7, 8.3, 9.5, 9.6, 9.7,
10.1, 10.2, 10.3, 10.4, 11.1, 11.2, 11.5 / AME:
A2.1, A2.3, A2.9
A5.5
MDP:
A12.2, A12.3 / LS11-1.1
RSIT11-12.1-8
RSLST11-12.1, 2, 3, 4, 5, 7, 9,
W11-12.7,8,9
G-CO 1,
G-MG 1,
CC 1
ETS1.C
Digital 2D Animation 2: 45 hrs
●Students will use Adobe Flash to further develop their skills, and understanding of Animation Concepts and Principles. Through several assignments and projects, students will demonstrate better understanding of the Adobe flash workflow and tools such as:
● Drawing tools, layer tools, and Key framing, and bone tool.
●Symbols, Grouping and other effects
●Frame by Frame, Pose-to pose, Motion Tweens, shape tween Importing/using images and sounds to help tell a story, using more than one scene
●Students must also demonstrate their knowledge of the processes for : showing camera movement/ angles, , Character & Background Design in Flash, creating a finished movie in flash
●Students will be required to watch their work and participate in a class critique. / Digital 2D Animation 2:
● Frame to Frame animation
●Animation using shape tween and motion tween.
●Implying camera movement in a 2D environment
●Drawing/ creating a character
●Drawing/ creating a background
●Using Bone/IK tools, and shape tweens to animate character
● 20 sec animation with original Character and sounds.
●Critique Workflows
●Exam over the digital Animation: History, Principles, and / 1.0, 2.0,2.2 4.1, 4.2, 4.3,4.5 5.0,5.3, 6.2, 6.3, 6.6, 7.2, 7.3, 7.7, 8.3, 9.5, 9.6, 9.7,
10.1, 10.2, 10.3, 10.4, 11.1, 11.2, 11.5 / AME:
A2.1 - A2.9
A4.5
A5.5
MDP:
A12.2, A12.3 / LS11-1.1
RSIT11-12.1-8
RSLST11-12.1, 2, 3, 4, 5, 7, 9,
W11-12.7,8,9
G-CO 1,
G-MG 1,
CC 1
ETS1.C
3D Digital Animation and CGI/VFX 75 hrs
Students will continue developing 3D digital animation, its history, and provides workflows.
Topics include:
●Intro Mesh Objects, Materials, & Textures
●Setting up your scene : Basic Lights, camera and Render settings
●Creating complex Models/ Objects :
●Box & face modeling,
●Sculpting and re-topology workflows
●Animation: Intro keyframing
●Particles & Physics Simulations
●Create/ Design a Character and Basic Rigging
●Design An environment / 3D Animation and CGI/VFX
●Create a Still Life using mesh primitives
●Creating Complex Models: Modeling a soup can
●Sculpting a Human/ monster head
●Creating a scene with more than one complex 3D digital animation Model
●Create a landscape and adding particles to simulate grass
●Create a digital animation with Particles/ physics
●Create and rig a simple character for animation
●Creation of a finished 60 sec animation/CGI sequence to be viewed and critiqued by others. / 1.0, 2.0, 41, 4.2, 4.3,4.5 5.0, 6.2, 6.3, 6.6, 7.2, 7.3, 7.7, 8.3, 9.5, 9.6, 9.7,
10.1, 10.2, 10.3, 10.4, 11.1, 11.2, 11.5 / AME:
A2.1 -A A2.9
A4.5
A8.1, A8.4
MDP:
A12.0, / LS11-1.1
RSIT11-12.1-8
RSLST11-12.1, 2, 3, 4, 5, 7, 9,
W11-12.7,8,9
G-CO 1,
G-MG 1,
CC 1
ETS1.C
Industry Certification Test ACA / The Adobe Certified Associate (ACA)certification allows you to demonstrate proficiency in Adobe digital communications tools. Become a Certified Associate and stand apart from your peers, boost your confidence, and expand your career opportunities. / 1.0
3.4
10.0
11.0 / C4.1-5 / LS11-12.1, 12.3, 12.5, 12.6
RSL11-12.2, 12.4, 12.5
RSIT11-12.2, 12.4
RHSS11-12.6, 12.7
RLST11-12.5
WHSST11-12.8-12.10
Career Planning 10 hrs
Students will research possible careers within the Media Arts Pathways, as well as other career pathways
Students will research other topics and techniques not covered in class. They will then create a presentation about what they learned, wrote, and share it with the class.
Students will demonstrate an understanding of the process and workflows for creating a finished digital animation, from concept, through development, and postproduction
*Creation of a show reel / Career planning
●Student discussion and research possible career paths related to the Media Arts Pathway
●Animation /CGI Professional Career resources
●View and critique a current movie example of 3D/ CGI identifying examples of things learned in class
●Research Presentations: Research other animation GGI related topics not covered in class, test them out, do written analysis, and present project to the class.
●Discussion and demonstration of the Creation of show reel portraying your skills as your portfolio. Posting your show reel online. / 2.2
3.1 3.3
4.1 4.3
5.4
10.1
10.4
11.1 / AME:
A2.1-9
A 2.2 A2.6 A2.7 A2.9, A4.1 A 4.3 A4.5
A5.4, A5.7 , A7.0, A8.0
MDP:
A14.1 / WS 11-12.1-6
WHSST 11-12.6
G-GMD 11-12.A2.0
S-MD 11-12.2
SEP 11-12.1-8
LS11-12.A1-LS1.D

Key Assignments

  1. Design Students will produce a logo for the local Fire Department Safety Principles Unit. Students will find ten examples of logos. Students will discuss the use of symbols in logo and brainstorm what paraphenalia firemen use. Students will discuss the art elements,

the principles of design, and appropriate typography to communicatethe desired message. Students will complete the design digitally, discuss the effectiveness of their design, and evaluate their work.

1.1, 1.2, 2.1, 2.3 2.5, 2.6, 3.2, 3.4

  1. Basic Students will view examples and discuss the work of Eadweard Muybridge. Animal Students will view examples of animal paintings to discover movement discrepancies in animal movement prior to the use of a camera. Students will gesture draw and photograph animals in motion.

1.3, 1.5, 1.6, 2.3, 2.4, 3.2, 3.4, 4.1, 4.2, 4.3, 4.5

  1. Human Students will draw the human head from frontal, three-quarter view, movement and profile view. Students will produce an animation in 2D softwarethat depicts a head turn and blink.

2.3, 3.2

  1. Viewfinder Students will draw using a viewfinder and discuss what makes a Drawing & effective composition. Students will draw close-ups of hands and Digital Camera facial features. Students will learn to use the digital camera to createinteresting compositions. Students will produce an animation abouttheir favorite activity which includes the use of a close up view.

2.3, 3.2

5. Metamorphosis Students will view and discuss examples of metamorphosis in cultural

figures, literature, and art history. Students will draw a character thatis a combination of creatures. Students will produce an animation where one creature morphs into another using 2D software. Students will consider reworking their animation and defend their position.

2.3, 3.1, 3.2, 3.3, 4.4, 5.2

  1. Panning a Students will videotape a pan of a landscape vertically and horizontally. Landscape Students will draw a panned landscape. Students will produce a Scene animation in 2D software that uses a panned landscape to advocatethat students prevent trash on the campus.

2.3, 2.6, 3.2, 3.4

  1. MasterpieceStudents will select a masterpiece from art history and write a report on the artist and artwork. Students will simplify and redraw the artwork digitally. Students will modify the work to grayscale, primary colors,secondary colors, related colors, then animate the scene to make it come alive.

2.1, 2.3, 3.2 4.1, 4.2, 4.3, 4.5

  1. Goblet Design Students will draw still life objects to observe the effects of glass and Texture and water: transparency, translucency, and reflection. Students will Transparency design ten goblets in 3D software. Each goblet must be made of at least two different materials, like glass and metal. Students willplace the goblets on a constructed shelf and add lighting and camera. 2.3, 3.2, 3.4
  1. Art History Students will read about and view examples of Romanesque castles. Castle Students will discuss the function of architectural elements, like dentures,tower, arrow slits, and drawbridge. Students will design a castleusing geometric shapes. Students will create a castle in 3D software,add textures to surfaces, animate a drawbridge, add lighting and acamera. Students will discuss how the color and angle of the lightingeffect the mood of the scene. 2.1, 2.2,2.3, 3.1,4.1, 4.2, 5.2
  1. La Posada Students produce a poster to advertise the Posada Mexican Dance Poster performance on campus. Images in the design will represent characters in the dance performance. Students will compare how their poster differs from television and newspaper coverage of the dance event.

1.1, 1.2, 1.4, 1.6, 2.1, 2.2, 2.5, 3.3, 4.1, 4.2, 5.1, 5.3

Art Projects – Student projects are assessed through a self-evaluation which is reviewed by the instructor.

  • Self-evaluations are designed around a rubric that reflects the requirements of the assignment. Points earned are based on 10 points per day of student work. All self evaluations include judgment considerations, like “What is the best feature of your animation? Why? What would you do differently if you had the opportunity? Why?”.
  • Students select the best from their row of four to compare with others in the class. Projects that are judged as exemplary are submitted for competition.
  • Drawing Journals - Evaluated according to the assignment rubric
  • Group critique of artwork

Portfolio – Compact Disk containing digital examples as well as original student work that reflects refined craftsmanship and technical skills

CAREER PREPARATION STANDARDS:

  1. PERSONAL SKILLS - Students will understand how personal skill development affects their employability. This skill includes positive attitudes, self-confidence, honesty, responsibility, initiative, self-discipline, personal hygiene, time management, and the capacity for lifelong learning.
  1. Demonstrate an understanding of classroom policies and procedures.
  2. Discuss importance of the following personal skills in the business environment:
  1. positive attitude
  2. self-confidence
  3. honesty
  4. perseverance
  5. self-management/work ethic
  6. pride in product/work
  7. dependability
  1. Identify acceptable work attire.
  2. Establish goals for self-improvement and further education/training.
  3. Prioritize tasks and meet deadlines.
  4. Understand the importance of initiative and leadership.
  5. Understand the importance of lifelong learning in a world of constantly changing technology.
  1. INTERPERSONAL SKILLS - Students will understand key concepts on group dynamics, conflict resolution, and negotiation. This skill includes the ability to work cooperatively, accept supervision, assume leadership roles, and show respect for others. This standard includes an understanding of sexual harassment laws and an appreciation of cultural diversity in the workplace.
  1. Identify and discuss behaviors of an effective team.
  2. Explain the central importance of mutual respect in the workplace relations.
  3. Discuss and demonstrate strategies for conflict resolution and negotiation, and explain their importance within the business environment.
  4. Understand laws that apply to sexual harassment in the workplace, and identify tactics for handling harassment situations.
  5. Work cooperatively, share responsibilities, accept supervision and assume leadership roles.
  6. Demonstrate cooperative working relationships and proper etiquette across gender and cultural groups.
  1. THINKING AND PROBLEM-SOLVING SKILLS - Students will exhibit critical and creative thinking skills, logical reasoning, and problem-solving. These skills include applying basic skills in order to calculate, estimate, measure; identify, locate, and organize information/data; interpret and follow directions from manuals, labels, and other sources; analyze and evaluate information and solutions.
  1. Recognize the importance of good academic skills and implement a plan for self-improvement as needed.
  2. Read, write, and give directions.
  3. Exhibit critical and creative thinking skills and logical reasoning skills, and employ these skills for problem solving.
  1. Work as a team member in solving problems.
  2. Diagnose the problem, its urgency, and its causes.
  3. Identify alternatives and their consequences.
  4. Explore possible solutions.
  5. Compare/contrast the advantages and disadvantages of alternatives.
  6. Determine appropriate action(s).
  7. Implement action(s).
  8. Evaluate results of action(s) taken.
  1. COMMUNICATION SKILLS - Students will understand principles of effective communication. This standard includes effective oral and written communication, listening skills, following and giving directions, requesting and giving information, asking questions.
  1. Use communication concepts in application of skills, techniques, and operations.
  1. Prepare written material.
  2. Analyze written material.
  1. Understand and implement written instructions, from technical manuals, written communications, and reference books.
  2. Present a positive image through verbal and nonverbal communication, and understand the power of body language in communication.
  3. Demonstrate active listening through oral and written feedback.
  4. Give and receive feedback.
  5. Demonstrate assertive communications (both oral and written).
  6. Demonstrate proper etiquette in workplace communications, including an awareness of requisites for international communications (languages, customs, time zones, currency and exchange rates).
  7. Demonstrate writing/editing skills as follows:
  1. Write, proofread, and edit work.
  2. Use correct grammar, punctuation, capitalization, vocabulary, and spelling.
  3. Select and use appropriate forms of technology for communication.
  1. Exhibit a proficiency in the use of reference books.
  2. Research, compose, and orally present information for a variety of business situations utilizing appropriate technology.
  1. OCCUPATIONAL SAFETY - Students will understand occupational safety issues, including the avoidance of physical hazards in the work environment.