City University of Hong Kong. Information on a Course offered by School of Creative Media with effect from Semester A in 2012 / 2013

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1 City University of Hong Kong Information on a Course offered by School of Creative Media with effect from Semester A in 2012 / 2013 Part I Course Title: Animation II Course Code: SM3605 Course Duration: One Semester (13 weeks) No. of Credit Units: 3 units Level: B3 Medium of Instruction: English Prerequisites: SM3602 Animation I / SM3145 2D Animation I - Basic or Equivalents Precursors: (Course Code and Title) N.A. Equivalent Courses: (Course Code and Title) N.A. Exclusive Courses: (Course Code and Title) N.A. Part II 1. Course Aims: 3D computer animation is one of the stimulating and important aspects of the digital content creation industry especially for the production of animated feature film, TV, video games, and digital visual effects. This subject teaches both the know-why and the know-how of designing and choreographing animation using Maya 3D computer animation technology. Students will learn how to use appropriate techniques and principles to design for movement, gesture, weight, action, reaction, behavior and characteristics important to 3D computer animation. This course provides a solid foundation for future studies in advanced level training like Maya character animation; Maya advanced modeling and other time-based and interactive media such as digital composition, video games, and digital visual effects.

2 2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs 1. Recognize the principles of animation, 3D computer animation concepts and the production process 2. Use the technical know-how for 3D computer animation production 3. Synthesise and communicate ideas visually in the form of 3D computer animation 4. Demonstrate problem-solving skill and resource management skills 5. Critically evaluate and appreciate the form of movement *6. Self-exploration and self-reflection of the subject matter in form of visual daily on scrapbook * Negotiated Learning Outcome (NLO) explicitly articulating the elements of discovery oriented learning. 3. Teaching and Learning Activities (TLAs) (Designed to facilitate students achievement of the CILOs) TLAs ILO No - Demonstration, Practices and Discussion CILO 1 - Demonstration, Practices and Discussion CILO 2 - Demonstration, Practices, Critique and Discussion CILO 3 - Critique and Discussion CILO 4 - Critique and Discussion CILO 5 - Self-exploration and self-reflection CILO 6 4. Assessment Tasks/Activities (Designed to assess how well the students achieve the CILOs) Type of assessment tasks/activities ILO No - Assignment 1, 2: Proposal, Pre-production & Pre-Visualization CILO 1 - Assignment 1, 2: Proposal, Pre-production & Pre-Visualization CILO 2 - Assignment 1, 2: Proposal, Pre-production & Pre-Visualization CILO 3 - Assignment 2: Pre-production & Pre-Visualization CILO 4 - Presentation and Critique - Assignment 3: Individual Project CILO 5 - Assignment 6: Self-exploration Daily (Scrapbook) and Reflection Report CILO 6 5. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations. 100 % coursework and in-class participation Grading pattern: Standard (A+AA- F) Grading is based on performance in assessment tasks / activities

3 1. Assignment Letter A+ A A- B+ B B- C+ C C- Point Definitions Excellent Good Adequate Description Strong evidence of original thinking; good organization, capacity to analyse and synthesize; superior grasp of subject matter; evidence of extensive knowledge base. Furthering knowledge through analysis and interpretation of issues discussed using information from a range of source Exhibited courage to leave comfort zones and test existing boundaries, conventions and rules for unknown possibilities Project was highly original, involved significant logistical challenges and required frequent problem-solving and re-assessment of project methods and goals throughout the duration of the project; student demonstrated exceptional and frequent initiative and selfdirection in identifying and overcoming problems as they arouse. Evidence of grasp of subject, some evidence of critical capacity and analytic ability; reasonable understanding of issues; evidence of familiarity with literature. Compare and contrasted information from various sources with own interpretation relating to issues discussed Demonstrated openness to experiment with new approaches and challenge conventions (comfort zone). Project was original, challenging and require consistent problemsolving and re-assessment of project methods and goals throughout the duration of the project; student demonstrated consistent initiative and self-direction in identifying and overcoming problems as they arose. 1. Student who is profiting from the university experience; understanding of the subject; ability to develop solutions to simple problems in the material. 2. Some discussion of issue raised in class, drawing on few sources of information 3. Experimented with a number of different approaches, techniques & materials to solve problems but did not go beyond conventions (comfort zone). 4. Project was challenging, require minor problem-solving and reassessment of project methods and goals throughout the duration of the project; student demonstrated some initiative and self-direction in identifying and overcoming problems as they arose. D 1.0 Marginal Sufficient familiarity with the subject matter to enable the student to progress without repeating the course. Only little discussion of issues raised in class, drawing on few sources of information. Some attempts to experiment, but the approaches, techniques & materials used are limited and lacked diversity. Project was simplistic and required little problem-solving; student demonstrate little initiative and self-direction in identifying and overcoming problems as they arose. F 0.0 Failure Little evidence of familiarity with the subject matter; weakness in critical and analytic skills; limited, or irrelevant use of literature. No or little discussion of issues raised in class No or little evidence of attempted experiment Project was simplistic and required no problem-solving; student failed to demonstrate initiative and self-direction in identifying and overcoming problems as they arose. Note: All A+/A/A- grade assignment should comply with the highest performance of Discoveryoriented learning.

4 2. Self-exploration Daily (Scrapbook) and Reflection Report This assessment will grade on rationality, clarity and fluency of argument and comment. The threshold of discovery lies in a student s ability to negotiate a position that is informed, defendable, and standing on personal insight. Letter A+ A A- B+ B B- C+ C C- Point Definitions Excellent Good Adequate D 1.0 Marginal F 0.0 Failure Description Rich content, excellent ability to interpret and integrate various resources Rigorous organization, coherent structure, systematic composition Precision in argument, well defined and reasoned points of view grounded in insightful interpretation of existing literature Readiness to respond to peer opinion and other views initiated in class discussion Discussion shed light on new dimensions of the issue Adequate content, sufficient ability to integrate various resources based on demand Reasonable organization with balanced structure and composition Clear elaboration of ideas that sticks to the point, with clearly differentiated issues, ability to interpret opinions independently Sufficient responses to peer comments to sustain a discussion Adequate content, fair ability to integrate various resources based on demand Fair organization with adequate structure and composition Relevant points made to the subject matter in question Ability to respond to other statements and engage in class discussion Weak content, limited use of resources Poor organization, structure and composition Relevant points to the subject matter, marginal ability to interpret opinions Ability to respond to other comments in simple terms Inadequate content, no/ irrelevant use of resources No organization, structure or/and composition Irrelevant points to the subject matter, no ability to interpret opinions Fail to respond to other comments Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning.

5 3. Presentation and Critique This assessment will grade on content and fluency of presentation. Students should show their co-operation to conduct a well-organized presentation with their own argument and evidence from readings and notes. The threshold of discovery lied in a student s self initiatives to conduct additional research and to personalize theories for her/his personal daily experience. Letter A+ A A- B+ B B- C+ C C- Point Definitions Excellent Good Adequate D 1.0 Marginal F 0.0 Failure Description Rich, informative content, excellent grasp of the material with indepth and extensive knowledge of the subject matter Rigorous organization, coherent structure, and systematic exposition with a strong sense of narrative Superior presentation skills: distinct pronunciation, fluent expression and appropriate diction, exact time-management Critical analysis with insightful comments opening up new issues, or suggesting the ability to theorize Adequate content with firm grasp of the material that informs the audience on a subject matter Reasonable organization, balanced structure and composition Good verbal communication: comprehensible pronunciation, fluent expression and diction, fair time-management Adequate content with comprehensive grasp of the material demonstrating basic knowledge of the subject matter Fair organization, weak structure and composition Fair presentation skills: acceptable pronunciation, expression and diction, fair time-management Weak content, loose grasp of the general ideas with some knowledge of the subject matter Poor organization, structure and composition Poor presentation skills: marginal pronunciation, expression and diction, poor time-management Inadequate content, fail to identify the general ideas with knowledge of the subject matter No organization, structure or/and composition Poor presentation skills: marginal pronunciation, expression and diction, minimal time-management Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning. Part III Keyword Syllabus: Animation, Time-based Media, Animated Content, Computer Animation, Maya 3D Computer Animation, Maya Key Concept, Principle of Animation, Creative Research, Visual Structure Chart, 3D Animation Production, Animation Pre-production, Animation Pre-Visualization, Thumbnail Sketching, Shot Definition, Storyboarding, Layouts, Dope Sheet, Bar Chart, Time Chart, Keyframe, In-between, Overlapping, Animatic, Story-reel, 3D Modeling, Geometry Types, Animation Curves, Rigid Body Simulation, Particle Simulation, Shading Materials, Texturing, Surfacing, Lighting, Rendering, Render Farm, Composition, Apple QuickTime Movie, Photo JPEG, H.264, Clippers, Color Bar.

6 Recommended Reading: Text(s): Autodesk Maya Press. (2010). Learning Autodesk Maya 2010 Foundation (Autodesk Maya Techniques: Offical Autodesk Training Guides). Hoboken, NJ: Sybex Autodesk Maya Press. (2007). The Art of Maya: An Introduction to 3D Computer (Edition 4). Hoboken, NJ: Sybex Williames, Richard. (1940). The Animator's Survival Kit: A Manual of Methods, Principles, and Formulas for Classical, Computer, Games, Stop Motion, and Internet Animators. London, United Kingdom: Faber and Faber Ltd. Whitaker, Harold and Halas John (2002). Timing for Animation. New Ed edition. St. Louis, USA: Focal Press, Inc. Johnston, Ollie and Thomas, Frank. (1995). The Illusion of Life: Disney Animation. (Rev Sub edition). CA, USA: Disney Editions White, Tony. (2006). Animation from Pencils to Pixels: Classical Techniques for the Digital Animator. St. Louis, USA: Focal Press, Inc. White, Tony. (2009). How to Make Animated Films: Tony White's Complete Masterclass on the Traditional Principals of Animation. St. Louis, USA: Focal Press, Inc. Online Resources: Autodesk Maya Services & Support: Training. Autodesk, Inc. (2012) Creative Crash: High Quality 3D Models, Scripts, Plugins and More! (2012) Lauria, Larry. Larry's Toon Institute. (1999) Asifa-Hollywood: The International Animated Film Society. (2008) Animation Magazine Inc. (2012) Tokuma Memorial Cultural Foundation for Animation. ( ) Lasseter, John. (1987). Tricks to Animating Characters with a Computer. on/principles/lasseter_s94.htm Owen, G. Scott (2000). Computer Animation Owen, G. Scott (1999). Principles of Traditional Animation Applied to 3D Computer Animation.