Student Handbook
BA (Hons) Digital Animation Part of South Essex College
1
Title:
BA (Hons)/Dip HE/Cert HE Digital Animation
Awarding Body:
University of Essex
Mode of Study:
Full-time
Enrolment Date:
September 2016
College:
South Essex College of Further and Higher Education
Department:
Media & Performing Arts
If you require an alternative format of this handbook, please contact the department administrator.
"In the day-to-day context, whilst every endeavour will be made to provide the programmes and services described in this handbook, South Essex College of Further and Higher Education reserves the right to make such changes as may be appropriate for reasons of operational efficiency or due to circumstances including industrial action beyond its control".
2
Page No. CONTENTS BA/BSc (Hons) ..................................................................................................................... 1 Department Information ...................................................................................................... 9 Communication Methods ...................................................................................................11 Induction .............................................................................................................................14 Information Technology Resources..................................................................................14 Moodle ................................................................................................................................14 Wireless Network ...............................................................................................................14 Printing Facilities ...............................................................................................................14 Student email ......................................................................................................................14 Student Engagement..........................................................................................................15 HE Student Union ...............................................................................................................15 Your Programme ................................................................................................................17 Programme aims ................................................................................................................17 Programme Details.............................................................................................................19 The Degree Structure .........................................................................................................19 Assessment Strategy .........................................................................................................19 Assessment deadlines .......................................................................................................20 Assessment submission ...................................................................................................20 Examinations ......................................................................................................................20 YEAR 1 ................................................................................................................................22 YEAR 2 ................................................................................................................................23 YEAR 3 ................................................................................................................................23 Assessment Layout ...........................................................................................................24 Assessment Word Count ...................................................................................................24 Submission of draft work for feedback.............................................................................24 Ethical Clearance ...............................................................................................................25 Teaching and Learning methods.......................................................................................25 The Tutorial Framework .....................................................................................................28 Study Skills .........................................................................................................................28 Learning Resources to Support the Programme ................... Error! Bookmark not defined. Health and Safety ...............................................................................................................29 Anonymous marking ..........................................................................................................30 How you are assessed and graded and how you receive feedback ...............................30 Marking and Marking policies ...........................................................................................31 What happens if things don’t go to plan? ........................................................................32 Late submission of assessments......................................................................................32 Missed exam or absence from an exam ...........................................................................32
3
Extenuating Circumstances Policy and Guidelines .........................................................32 Special arrangements for assessment and student support ..........................................33 Extenuating Circumstances and Students with Disabilities ...........................................34 What happens at the end of the year ................................................................................35 The Board of Examiners and Final Assessment Results ................................................35 Publication of Results ........................................................................................................35 Failure of Module/s.............................................................................................................35 University of Essex Rules of Assessment........................................................................36 Academic Offences, Plagiarism and Referencing ............................................................37 What is plagiarism? ...........................................................................................................38 Working in Groups .............................................................................................................39 Reading List…………………………………………………………………………………………58 Equipment List……………………………………………………………………………………...59 Appendix 2 ..........................................................................................................................60 YEAR ONE (LEVEL 4) MODULES ......................................................................................60 YEAR TWO (LEVEL 5) MODULE ........................................................................................95 YEAR THREE (LEVEL 6) MODULES ................................................................................121
4
Welcome I would like to extend a very warm welcome to all Higher Education students joining the Department of Media & Performing Arts and to BA (Hons) Digital Animation Our key strengths include high standards of students work, enabled by good teaching and learning and effective academic and personal support. The Department offers a wide range of programmes to enable individuals to develop the skills and knowledge required to continue in education, or gain employment, following progression from higher education. The Department enjoys well-resourced teaching and learning accommodation, has appropriate specialist equipment and good IT resources. A great deal of emphasis is placed on meeting your individual needs and your progress. We are proud of the wide range of higher education programmes available within the Department, the high success rates and excellent progression pathways. Very good relationships exist with employers to ensure the programmes prepare students for the world of work. We aim to provide an optimal environment in which to pursue your studies. Your comments and views are very important to us to ensure we continually develop our programmes. Please make your views known Very best wishes for your time at South Essex College of Further and Higher Education
Paul Smith Head of Department
5
The College’s partnership with the University of Essex Your programme is validated by the University of Essex, which means that you are working towards a University of Essex award. University of Essex awards are underpinned by rules and regulations which have been developed by the University of Essex. Staff from the College and the University of Essex meet regularly to monitor student performance and achievement at the College. We will ensure that you are fully informed of the relevant rules and regulations and where to find them during your programme induction. If you need any more information please speak to your programme leader/personal tutor, or alternatively to Student Services. The University of Essex As one of the top 2% of world universities, and ranked in the top 20 in the UK for research, the University of Essex is proud to have provided excellence in education for over 50 years and is one of the most internationally diverse universities in the world. Academic departments span the faculties of Humanities, Science & Health, and Social Sciences, which bring together world leading departments, schools, centres and institutes across three vibrant campuses in Colchester, Loughton and Southend.
6
Introduction Our aim during your time at the College is to provide you with the opportunity to establish a base from which you can develop a successful, interesting and profitable career. You need to take full advantage of the opportunity provided to you, to ensure you achieve a good result at the end of your degree. You will have to work hard to achieve your higher education programme. Your final degree classification will be based on second and third year performance but your first year provides the ‘foundation’ and a good foundation will help you to achieve good marks throughout your degree. A full time higher education programme requires you to study 120 credits each year. Your programme is made up of a number of modules; a 15 credit module implies learning of 150 hours, approx. 45 hours of which will be delivered at College. It is expected that you should be spending about 55 hours in self-study and 50 hours completing assessment for every module you study to consolidate your knowledge and understanding. If you are studying full-time you will have a timetable for 13 hours a week but you should be studying for approx. 40 hours a week. Some modules are double/treble weighted i.e., they are worth 30 or 45 credits. This Handbook contains important information about the structure, content and delivery of your programme including assessment procedures, deadlines and tutorial support. “Please follow this link to find out more about policies and procedures pertaining to your degree http://www.southessex.ac.uk/higher-education. There are extensive resources to support your programme available on the student virtual learning environment ‘Moodle’. You will be provided with a full tutorial and induction for use - please follow this link to find out more about your programme http://vle.southessex.ac.uk/
Student Charter - our commitment to you, your commitment to us Our Student Charter has been jointly developed by the College and the Students’ Union, as part of our on-going commitment to create an outstanding environment that offers the highest standards of teaching and support. To achieve this, and to define the responsibilities and expectations of all members of this community, our Student Charter states clear expectations for our students, from application through to graduation and membership of our alumni. This Student Charter represents our commitment to developing a stimulating, diverse and safe environment for your student experience. http://www.southessex.ac.uk/higher-education
7
Academic Year and Assessment Year Planner Please refer to the Assessment Year Planner 2016/17 which is available at http://www.southessex.ac.uk/higher-education and on Moodle higher education tab. The year planner includes important key dates and deadlines in the forthcoming academic year, including exam weeks, re-sit periods etc. It is your responsibility to take note of these key dates and to manage your workload accordingly. Below is a summary of key dates from the year planner: Higher Education Dates 2016/17 for all HE Programmes 12-14/09/16 Enrolment 15-16/09/16 Induction 19/09/16 Start of Term 1 24/10/16 – 28/10/16 HE Reading Week 16/12/16 End of Term 1 03/01/17 Start of Term 2 16/01/16 - 20/01/17 HE Review week 13/02/17 - 17/02/17 HE Reading Week 31/03/17 End of Term 2 18/04/17 Start of Term 3 26/05/17 End of Term 3 18/09/17 tbc
Start of New Academic Year 2017/18
Exam dates for students studying University of Essex awards 09/01/17 - 13/01/17 22/05/17 - 26/05/17 07/08/17 - 11/08/17 11/08/17
January exam period May exam period Re-sit Examinations* Re-sit Coursework Deadline*
Exam dates are set centrally and the exam timetable is published on the College website and will be sent to your College email address one month prior to the exam. You must ensure that you are available for the whole exam period as these dates are not subject to negotiation. Re-sit Examinations *Students must be available 07/08/17 - 11/08/17 for any re-sit examinations that may be necessary. Re-sit Coursework *Students must make themselves available to undertake coursework re-sits that may be necessary, from 10/07/2017 - 11/08/2017
8
Department Information Organisation The Department is led by a Head supported by a Deputy Head and Student Managers. All staff are appropriately qualified in their academic and vocational areas and in teaching and learning, many are also current professional practitioners. The Department of Media & Performing Arts is located on the 3rd floor in the Southend Campus. Location of Department teaching and learning centres The majority of the teaching for your degree programme takes place in The Animation Studio (3C.27) and the lecture rooms on the third floor of The Forum. Website and Library Resources Many of the resources you will need to access can be found on Moodle http://vle.southessex.ac.uk/ Your tutor will provide you with Schemes of work, module guides or explain how you can access these on Moodle. You should access these on a regular basis for information about forthcoming lectures. It is suggested that you use this resource to help guide your reading. The library catalogue Sherlock.southessex.ac.uk provides a gateway to resources available to support your study including e-books and on-line journals. These provide abstracts of articles and in some cases full texts. You should investigate these valuable resources at the earliest opportunity as they will be an essential source of literature for your programme of study. Your tutor will arrange for a library induction. Names and Contact Details of the Teaching Team The team is committed to providing high quality, well researched, stimulating and upto-date programmes. There are four members of staff that are key to the efficient management of your programme: The Head of Department, Deputy Head, Curriculum Manager Programme Leader and the Team Administrator.
Head of Department of Media & Performing
Phone number 01702 220601
Arts – Paul Smith Deputy Head – Steve Bright
01702 220601
Programme Leader: Dan Bartlett
01702 220601
Student Manager: Oliver Turner
01702 220601
9
Department Administrator: Mandy Frost.
01702 220
Head of Department and Deputy Head The Head of Department has overall responsibility for the programmes run within the Department supported by the Deputy Head. It is their responsibility to make strategic academic decisions and deploy resources in an appropriate manner. Programme Leader The day-to-day running of your programme is the responsibility of the Programme Leader who makes academic decisions regarding the programme, oversees marking, checks quality, ensures that programme specific policy is developed and implemented as well as sitting on the Board of Examiners. Department Administrator One of the members of the team you are certain to have contact with is the Department Administrator, Mandy Frost who performs a range of organisational tasks. For example, they empty the assessment drop-boxes, enter marks onto the student record system and send email notifications to students informing them of the hand-in status of their coursework (i.e. on time or late). On programme, the most important staff from your point of view are the lecturers. We are fortunate to have an excellent teaching team that has expertise in a range of disciplines within 3D Animation, 2D Animtion, Concept Art, Illustration and Visual Effects. The team aims to provide students with opportunities to develop their own interests within the overall programme and to promote academic excellence in an environment that cultivates and values independence, self-reliance and personal development. The members of the team are specialists in their particular areas of research, with extensive experience of studying and teaching on a variety of degree programmes. Teaching team:
Telephone and email contact:
Name: Dan Bartlett
01702 220601 Email: danyl.bartlett@southessex.ac.uk Academic Interest: 2D Animation Production, Concept Art & Film Visual Development, Character Design & Illustration
Name: Luke Bridger
Email: luke.bridger@southessex.ac.uk
Academic Interest: 3D Modelling, Render Systems, Character Animation, Games Development
Name: Andy Moore
Email: andy.moore@southessex.ac.uk 10
Academic Interest: Film & Television Studies, Film Culture.
Name: Adam Weaver
Email: adam.weaver@southessex.ac.uk
Academic Interest: CG Animation, Performativity (in and of animation), Authorship, Agency and Creative Distribution.
Name: Mathew Phelan
Email: matthew.phelan @southessex.ac.uk
Academic Interest: Animation Production, Performance Animation Name: Stephen Young Email: Stephen.young@southessex.ac.uk Academic Interest: Concept Design, Visual Development, Modelling and Character Name: Tony Sweeney
Email: tony.sweeney@southessex.ac.uk
Academic Interest: Scriptwriting, Critical Theory, Fan Culture, Television and Film Studies Communication Methods If you need to contact your personal tutor, module leaders or programme leader there are a number of options open to you including e-mail, telephone and post or by requesting a meeting with them via the Department Administrator. E-mail -
Firstname.Surname@southessex.ac.uk e.g. (Please note this email address will be used for communicating important information throughout the academic year and it is essential that you register and use this account
Telephone - 0845 5212345 Post -
South Essex College of Further and Higher Education Department of ___________ Luker Road Southend on Sea Essex SS1 1ND
Staff may contact you in a range of ways: College email account/text message/post It is crucial that you keep your college email account and logons current, this is your responsibility, if you are unable to access your email or results site you can contact ithelpline@southessex.ac.uk or visit any of the learning centres for IT 11
support. All information from the central departments related to exam timetables, results, deadline submissions, financial information, notification of work submitted late and key programme information will be sent to this email address, it is therefore your responsibility to ensure these are accessed on a regular basis. For all other communication staff will use the notice boards in your team areas. It is essential that you inform the College of any changes to your personal details at changeofaddress@southessex.ac.uk
Please note that: • •
•
Queries or issues related to any aspect of a module should be, in the first instance, directed to the module tutor. Issues not resolved by the module tutor, and all other academic matters, should be directed to your personal tutor or Programme Leader. Personal problems may also be discussed with your personal tutor, especially if they may influence your academic progress but these can also be discussed in confidence with Student Services (who can also help you complete an application for extenuating circumstances, should this be necessary). Student Services are located on the ground floor of the Southend campus and by reception at Thurrock and Basildon campus. Matters not fully resolved should be directed to your Department Manager, Paul Smith.
Staff endeavor to deal with enquiries promptly, however, due to teaching and other academic commitments they may not always be immediately available. You can make an appointment to see a member of staff at a later date. Quickest communication is usually by email.
Attendance Regulations The College provides a working environment that is based on industrial practice and expectations. In other words, we expect you to organise your time and working practices as if you were employed and to take your attendance and punctuality seriously. You may have a job during your time as a student. This can sometimes cause problems for students who have taken on too much part time work (we recommend a maximum of 10 hours per week), or who find themselves being asked to work when they have classes. The College requires that you treat your time as an undergraduate student with the same degree of seriousness that you would your career.
Absences and attendance All classes are compulsory. If you have a good reason for not being able to attend College you must call the College’s Communication Centre on 0845 5212345 and 12
one of our Communications staff will note your absence on the Register system and notify your lecturers that you are not attending that day and why. Serious illnesses, unavoidable appointments and personal difficulties of serious magnitude are the only grounds for absence. Good reasons for absences do not include appointments - which should be organised outside of class time - or slight illnesses such as colds. If your attendance falls below 90% within a four week period you will be asked to attend a meeting with your Personal Tutor. If your attendance remains below 90% in the next four week period this will be a disciplinary matter and will be dealt with under the College’s Behaviour Policy which could lead to withdrawal from your programme.
13
Induction Whether you are a new student at the College or are continuing your studies, your induction is an important part of your programme. The induction gives you the opportunity to understand more about your programme and gives you the chance to meet your tutors and fellow students. You will be provided with information about your programme of study and an introduction to all the resources which are available to support your studies including library facilities, IT facilities and Moodle.
Information Technology Resources The College has extensive IT resources. Higher Education (HE) students have use of the drop-in IT facilities on the 3rd floor of the new Forum which includes both PCs and Macs. You can also access IT facilities in the learning centre at each campus. Students may also use any area for study that is not being used for a timetabled session by signing-in with the staff on duty.
Moodle This provides access to key information relating to your programme including schemes of work, assessment details and learning resources.
Wireless Network You will have access to the College’s wireless network so that you may use your own PC and Mac laptops. This will allow you to access the internet and run software that you may not otherwise have access to on your own computer. You will be given more information about this during induction. To access this system please email ithelpline@southessex.ac.uk
Printing Facilities Printing can be collected at any printer on the student network by swiping your card against a card reader attached to the printer and then selecting the documents that you want to print. Any documents not printed will be deleted after 36 hours. A warning email is sent to your college email address before deletion. You will receive an allocation of free pages. Once you have used your allocation, you need to charge up your account with more pages. This can be done using a Credit\Debit card via a web interface (http://student-print.southessex.ac.uk/safecom), there is a minimum charge of ÂŁ10 using this method, or using the printer charging cash machine located in the learning centres.
Student email All students are given their own personal email account. This web-based Outlook email account is where the College will contact you throughout your time with us. Access is available wherever you have an internet connection. It is essential that you check your College email regularly as all key information relating to your programme will be provided by email to this account NOT personal emails. Please follow this link for more information https://www.southessex.ac.uk/student-login 14
Learning Services The Learning Services team are on hand to help support your study needs while you’re a student at South Essex College. They have a wide range of services and resources available including Learning Centres, Learning Technology and independent learning skills workshops. http://www.southessex.ac.uk/learningservices
Student Services The College has a range of support services designed to help students to achieve their full potential and to get the most out of their studies. These form a co-ordinated network of support, and are an important part of the overall student experience at the College. Support services aim to be accessible to students and responsive to their needs. Further information on the wide range of student support provision on offer, and up to date contact details can be found on Moodle or you can email hesupport@southesssex.ac.uk or telephone 01702 220696/220475. Careers Advice Student Services offer a careers service that can to help you clarify your career plan or find about all the options available to you. For a confidential careers interview with the Higher Education Careers Officer in Student Services by emailing HESupport@southesssex.ac.uk or calling 01702 220475. Disabled Students If you have a disability, specific learning difficulty or long term medical condition you are encouraged to use the drop-in service for Student Support or email HESupport@southesssex.ac.uk
Student Engagement The College is committed to listening and responding to learners. The Student Union is the starting point for positive change. All programmes will be asked to nominate a Programme Representative, who will represent their group and be invited to Union meetings to feedback on their programme, charity and social events.
HE Student Union Every student at South Essex College is automatically a member of the Student Union which is run by students with the aim of making the student experience even better. Higher Education Student Union holds four meetings per year, chaired by the President, Higher Education, at which all Programme Reps are welcome. Between meetings, you can keep up to date with all the gossip from Student Union on our website and on the College’s Facebook pages. Student Union Facebook (www.facebook.com/secsu), Student Union email address (studentunion@southessex.ac.uk) Student Union website (www.secsu.org) under the student engagement section. 15
Programme Boards These are termly meetings of the programme team. The purpose of these meetings is to allow both students and staff to share information and discuss issues, good practice, share experiences, make suggestions relating to their programme, or the wider higher education community, in effect to work in partnership on improvements and to further enhance and share good practice. The role of the Programme Representative is important as they speak on behalf of their peers, representing their views. The HE Programme Board will normally meet termly and you will be advised of the dates at least one week prior to the meeting taking place by your department administrator and/ or programme leader. ACTION TAKEN AS A RESULT OF PROGRAMME BOARD FEEDBACK IN 201516 As a direct result of feedback offered during programme boards the Programme Leader has made adjustments to ADDAN304 Character Performance, placing more emphasis on the development and acting and physicality in 3D animation. In response to high demand the Programme Leader will introduce a brand new module this year ADDAN205 Art Fundamentals that puts further focus on the development of digital painting skills and animation visual development. Student Feedback You will also be asked to complete student surveys and module reviews during the academic year; this information is used to improve your learning experience. Module Review You will be provided with an opportunity to give feedback on the content and delivery of modules by means of the module review process. Annual Student Satisfaction Survey An annual satisfaction survey is undertaken in March which asks you questions about your teaching and learning experience. This provides us with essential information to help us enhance your learning opportunities. If you are a final year students you will also be asked to complete the National Student Survey (NSS) by the external agency, Ipsos MORI, which enables information to be provided publicly on the UK student Higher Education experience.
16
Your Programme All programmes in the undergraduate framework are credit rated. In order to be awarded a Bachelor of Arts with honours you must accumulate 330 credits in total. In terms of level, the BA (Hons) Digital Animation programme is positioned at “H” level 6, i.e. the learning outcomes are in line with Honours Degree study.
Programme aims The aims of your programme are outlined in the programme specification: The BA (Hons) Digital Animation aims to meet the needs of students wishing to pursue a career in animation together with associated creative media industries. The programme will also enable its graduates to develop an understanding of the theory, issues and debates inherent in media production, which combined with expertise in relevant media practices, will equip students for postgraduate study.)
Programme specifications This is an important document as it gathers together key information about the level and content of the award you are aiming for. It can assist you with personal academic planning and career preparation. The College is required to publish programme specifications and these are available on Central programme documentation pages on Moodle. A programme specification consists of three parts A
General Information
The title and level of award; the institution responsible for delivery and or validation of the award; the overall aims of the programme. B Learning Outcomes The skills and areas of knowledge that students who successfully complete the programme will typically demonstrate, and which students will encounter during the programme. These are described under four headings: • • • •
Knowledge and understanding Cognitive skills Practical skills Key (transferable) skills
Alongside each set of outcomes are details of the learning and teaching methods used to delivery these outcomes and the assessment methods used to enable you to demonstrate your achievement. C
Scheme Structure
17
A statement of the modules delivered in each year of the programme.
Module Aims and Intended Learning Outcomes These will be outlined in the module guides available on Moodle.
Philosophy/Purpose of the programme The Digital Animation degree programme is designed to provide you with the skills, knowledge and experience required to become a successful designer in an exciting creative media industry environment that is currently undergoing significant changes. You will engage with our experienced lecturers who come from a wide range of disciplines to increase your technical ability, expand your understanding of the digital animation world, a rapidly growing industry which can be seen in a wide range of areas including animated film, special effects, children’s animation, web design and games design. The technology used to produce modern animation changes and improves constantly and there is an unprecedented demand for animated films. This degree offers a unique approach to digital animation within a broad media context that will effectively prepare you for successful progression to the career of your choice. Aims of Each Year Year 1 Will provide you with the foundations of underpinning knowledge in each of the disciplines within XX, and develop the skills necessary to successfully navigate the following two years of the degree. Year 2 Will allow you to address the subject areas in greater depth and apply and evaluate their underlying theories. You will also play a more active role within the learning process, both for yourself and your peers, through increased seminar and formal presentations. Year 2 contributes 40% towards your degree classification and is therefore very important to achieving a high classification. Year 3 Year 3 contributes 60% towards your classification and has primarily focuses on autonomous study. This is further emphasized within the dissertation, (an independent research project). Modules employ a wide variety of teaching and learning strategies. (E.g. lectures, presentations, activities, whole class discussions, small group and student presentations). Assessment methods for the modules are similarly varied, ranging from those that are assessed by coursework or a portfolio, to those that are assessed by a combination of student presentations or coursework essays and an examination.
18
Programme Details The Degree Structure The academic year is divided in to terms, the majority of HE teaching is delivered in terms 1 and 2. Table 2 outlines the order of teaching. Please note that Modules are subject to change in both order and content throughout the three years of the programme Table: Order of Teaching Year 1 ADDAN101 ADDAN201 ADDAN103 ADDAN Year 2 ADDAN202 ADDAN203 ADDAN204 ADDAN205 Year 3 ADDAN301 ADDAN302 ADDAN303 ADDAN304
Contextual Studies Ideas Factory Visual Storytelling Production Concept Development Narrative Animation Character Performance Art Fundamentals Dissertation Project Final Major Project Development Final Major Project Professional Development
Assessment Strategy All assessment on BA (Hons) Digital Animation is via coursework; there are no exams. Coursework is assessed in a range of different ways in order to accommodate a variety of learning styles and aptitudes. You will be assessed on your knowledge base and understanding of key design concepts, theories and theoretical frameworks through, but not limited to, essays, reports, case studies, classroom contributions, seminar discussions, an extended essay and presentations. The practical applications of these concepts and theories are assessed through designs/technical skills produced and executed through verbal and written presentations. Practical design skills and coursework are assessed through individual and group work contributions, individual critical analyses, studio observation, portfolios, presentations and exhibition of final designs /products. Effective communication of ideas and the ability to make autonomous decisions is an important criterion in assessing all areas of a learners’ work, and regular feedback as well as the final mark reflects this. You will complete both formative, summative and diagnostic assessments in order to promote and aid your future development. 19
Assessment briefs For each assessment you will be provided with a detailed assessment brief which will explain assessment requirements including word count and layout required. These will be provided on Moodle programme pages.
Assessment deadlines Each assessment will have a deadline set at the beginning of the academic year. The Assessment Schedule below provides a summary of these deadlines. We endeavour not to change deadline dates once set, but should unforeseen circumstances arise you will be notified of changes by your Programme Leader. If you are unsure of a deadline date please check with the department administrator. The College uses Moodle/turnitin/drop-boxes for assessment submission and you will be provided with information about this during induction. Deadlines must be adhered to at all times, and all work should be submitted by the date and time stated on the assessment schedule (included in this handbook), to Moodle. Work submitted late, but within two weeks of the deadline will be capped at 40% (that is, will receive a maximum mark of 40%). Students will be entered as a non-submission ten working days (two weeks) after the deadline date and will therefore be given a mark of 0. Please do not attempt to submit any coursework to your tutors after ten working days of the original deadline as it will not be marked and will be returned to you. If you are required to submit electronically the system will not enable you to submit work after the absolute deadline. All formal acknowledgements for hand-in of work/completion of assessments will be via your College email account which will be your Student ID Number followed by @southessex.ac.uk. It is essential that you frequently access your email account for this reason. We do not use personal email addresses.
Assessment submission All coursework must be submitted via Moodle. Your submitted work must be marked clearly with your Student ID Number (not your name), Programme Title, Module Code, Module Title and the elements of assessment being handed in. For example: Student ID 50002345 BSc (Hons) Sports Studies SP222 – Sports Development Assignment 1 – Portfolio Deadline Date: Exceptions to this method of hand-in is where it has been agreed in advance for large installations/coaching sessions etc. that will be assessed on or off-site.
Examinations If you are on a programme which includes examinations there are 3 exam periods during the academic year in January, May and August (Resit Exams only). These are all published on the assessment year planner. Students cannot request specific dates for examinations these are set centrally and all students must make themselves available for examinations during the dates published on the assessment year planner.
20
The Examination timetables are usually published 4 weeks prior to the examination periods on Moodle and sent to your college email account. The timetable will also provide information about location, date, time etc.
21
ASSESSMENT SCHEDULE 2016-17 (ALL EXAMINATION DATES ARE SET CENTRALLY BY INFORMATION SERVICES IN LINE WITH THE HIGHER EDUCATION ASSESSMENT YEAR PLANNER)
YEAR 1 MODULE CODE & TITLE
ASSIGNMENT
WEIGHTING (%)
HANDOUT DEADLINE DATE
Module Leader
ADDAN101 Contextual Studies
Social Networking Contextual Essay
35 65
15th Sept 2016
06/01/17 31/03/17.
Tony Sweeney
ADDAN102 Ideas Factory
50 50 30 70
15th Sept 2016 15th Sept 2016
16/12/16 02/05/17 25/11/16 05/05/17
Andy Moore
ADDAN103 Visual Storytelling
Ideas Portfolio Script Portfolio Critique Portfolio
ADDAN104 Production
Production Portfolio
100
15th Sept 2016
26/05/16
Dan Bartlett
22
Matthew Phelan
FEEDBACK DUE DATE (should be within 4 weeks) 06/02/17 05/05/17 23/01/17 30/05/17 06/01/17 30/05/17 23/06/17
YEAR 2 MODULE CODE & TITLE
ASSIGNMENT
ADDAN202 Concept Development
HANDOUT DEADLINE DATE 15th Sept 18/11/16 2016 28/04/17
Module Leader
Concept Pitch Portfolio
WEIGHTING (%) 20 80
ADDAN203 Narrative Animation
Portfolio Product
40 60
15th Sept 2016
06/01/17 05/05/17
Dan Bartlett
03/02/17 26/05/17
ADDAN204 Character Performance
Portfolio Journal
70 30
15th Sept 2016
26/05/17 26/05/17
Luke Bridger
19/06/17 19/05/17
ADDAN205 Art Fundamentals
Case Study Portfolio
40 60
15th Sept 2016
09/12/16 05/05
Dan Bartlett
03/01/17 02/06/17
MODULE CODE & TITLE
ASSIGNMENT
Module Leader
Proposal
HANDOUT DATE 15th Sept 2016 15th Sept 2016 15th Sept 2016 15th Sept 2016
DEADLINE
ADDAN301 Dissertation Project ADDAN302 Final Major Project Development ADDAN303 Final Major Project ADDAN304 Professional Development
WEIGHTING (%) 20 80 30 70 90 10 50 50
07/11/16 17/03/17 21/10/16 05/05/17 26/05/17 26/05/17 26/05/17 26/05/17
Tony Sweeney
FEEDBACK DUE DATE 02/12/17 18/04/17 18/11/16 09/06/17 19/06/17 19/06/17 19/06/17 19/06/17
Stephen Young
FEEDBACK DUE DATE 16/12/16 26/05/17
YEAR 3
Dissertation
Presentation Proposal Pack Product Evaluation Online Publication Portfolio
23
Dan Bartlett Dan Bartlett Adam Weaver
Assessment Layout • • • • • • •
Word Processed 1.5 line spaced One sided Font size 12 Correctly Referenced (see Reference Guidance) Consistency in format (particularly titles) Front sheet attached (see paragraph above) Add information about other types of assessment e.g. films etc.
Assessment Word Count Word count will be specified for all written assignments. Any abstract, contents page, title page, headings to tables or charts etc. and the bibliography are all excluded from the word count. Appendices are excluded from the word count only if they include material which examiners are not required to read in order to examine the assignment, but to which they may refer if they wish. Appendices may not be used as a device for extending the main text. If a student exceeds the specified word count by more than 10%, the excess text will be ignored when the work is assessed. For example, if a word count of 3000 is specified, any text beyond 3300 words will be ignored.
Submission of draft work for feedback Students may submit drafts of assignments to tutors in order to obtain feedback and guidance; however, they will only be allowed to submit the whole assignment or any part of it once only. Lecturers do recommend that in many cases handing in a draft may not be the best use of the lecturer for receiving support and guidance. You may find it more beneficial to have an academic discussion with the lecturer about a key aspect of the topic or your approach to the assignment in order to obtain specific advice. For example, you may wish to discuss a research paper with your module leader because you would like to include its findings in your assignment but would like to ensure you have interpreted the data correctly. You will find that this feedback is often more useful as feedback on drafts is inevitably quite generalized. Please note that: • • • • • •
Draft assignments may be handed in no later than two weeks before final submission for feedback. Draft submissions will not be accepted by email. Students are allowed to hand in only completed drafts and not sections of an assignment piece by piece Module leaders will not give you an indication of the grade you are likely to obtain. Please do not ask them to do so. Feedback will not be exhaustive; it will only cover fundamental errors or key areas for improvement. Lecturers will not give feedback directed towards obtaining a particular grade (E.g. ‘What do I need to make this a First?’) 24
•
Lecturers will not correct poor English, grammatical errors or punctuation. They will merely indicate this as an area for improvement.
There are special rules which you must follow for the submission of drafts for the dissertation module. Please refer to the dissertation handbook.
Ethical Clearance Some assessments e.g. dissertations are subject to Ethical clearance During your studies you may be expected to carry out quite extensive research, which some-times may raise ethical issues and concerns; so you will need to get Ethical approval 1. For those modules requiring ethical approval, you will be asked by your tutors to complete an Ethical Review Form and submit this to the department administrator with the research proposal. The Ethical Review Form will enable the Department Research Ethics Committee to identify the level of ethical approval required for the specified research. 2. Those whose proposals do not receive ethical approval are supported to make amendments to methodology/research questions as appropriate. 3. You will be notified of your supervisor and will receive a Dissertation Handbook containing the Department’s Dissertation Research Policy.
Teaching and Learning methods The learning outcomes in year one facilitate the discovery of key theories and principles, in acquiring basic practical skills, and in developing a knowledge framework with a limited amount of independence. In year two the learning outcomes are geared towards industry requirements, in developing professional skills, and in synthesizing knowledge with independence. In year two, there is an emphasis on self-direction, working in teams, and in problem solving. These are inherent within the module learning outcomes. Modules are delivered through a variety of methods of teaching and learning. These include practical workshops and demonstrations, group and individual projects, peer group presentations, lectures, seminars and tutorials. All programmes emphasise active participation and experiential learning, in combination with the development of research, analytical and critical skills. Projects play a fundamental role in the promotion of student learning and achievement of programme objectives. Students are supported during projects by full time staff, Associate Lecturers and technical staff working in close collaboration. You will be given opportunities to learn with your peers: interaction with other students (peer learning) in collective work or discussion promotes greater understanding and develops the ability to evaluate your own work. Many projects at the College simulate professional commercial and industrial practice. Open access facilities are available to all students and provide opportunities to work independently to consolidate skills and extend learning. While you are studying on Stage 1 you will notice that learning opportunities are fairly prescribed, but as you move through Stages 2 and 3 there will be more scope for you to interpret and develop your learning in individual directions working to your own 25
strengths and interests. Guided by a designated tutor, you will select a final major project appropriate to your interests and aspirations. There will be a greater emphasis on independent learning and the use of tutorial to support you in this. Additional private reading will be necessary to expand contextual understanding. This table shows a summary of the most common teaching/learning and assessment strategies used. Tea Teaching/learning/ assessment methods Presentations/lectures
Description
Workshops
Workshops provide a forum for discussion, role-play, peer-to-peer learning and team working. Students work with conflicting ideas and build confidence and skills in group facilitation and presentation.
Seminars
Students present their own work with the support of the group. Encourages active learning and peer-to-peer learning.
Tutorials
Individual tutorials allow students to discuss specific projects, respond to feedback and reflect on learning and practice.
Case Studies & Field Trips
Case studies in class and visits enable students to link theory to practice and work through examples.
Simulations, Exercises & Role Play
Encourages pro-active learning through experience; provides opportunities to link theory to practice and engage with different perspectives. Exercises develop skills in applying tools, methods and research methodologies.
Independent Study
Independent study and reading enables students to develop skills in working autonomously and to identify, plan and carry out a project.
Coursework, Research & Dissertation Feedback
Students are given the opportunity for individual feedback from tutors on drafts of essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills.
Student presentations
Develops skills in communication, debate, dialogue and teamwork as well as providing opportunities for peer-to-peer learning and engaging with different perspectives.
Learning Journal
Students keep a journal to relate learning to their own experience which enables active engagement between practice and learning.
Research Skills, Methods and Dissertation
Research methods and skills are delivered through dissertation preparation modules. Research methods workshops develop skills in research design, planning and implementation; presentation skills and report writing, bibliographic skills; management and analysis of qualitative and quantitative data with applications relevant to the programme.
Reflective Inquiry
Reflective inquiry learning sets encourage students to take ownership of learning and encourage continual cycles of reflection, refinement, action and experimentation.
Participatory Learning Methods
A wide range of methods are used to enable experiential and embodied learning and to link theory to practice.
Presentations/lectures provide students with knowledge and theory. These are supplemented with reading lists.
26
&
Teaching and learning hours Each module is allocated approximately 45 hours which is usually 3 hours of teaching per week. Where modules contain a practical element sessions teaching will involve a mixture of formal teaching and laboratory sessions. Remember that tutors are not the sole source of knowledge; they are there to facilitate learning. For every hour of contact time with your module tutors you will be expected to engage in a further 2 hours of independent study.
Personal and Professional Development (PPD) At the College we want you to have opportunities to develop the mind-set, skills and attributes you need for whatever your future holds, whether you are thinking of further study, research or immediate employment. These opportunities occur in your taught modules and through support services provided through the College. In the workplace this review process is often referred to as Continuing Professional Development (CPD). Through PPD, you can take stock of all the ways in which you are learning and growing as an individual during your studies – both within the curriculum and externally. These are influenced by a variety of factors and experiences: engagement with your subject, work activities, research, interests, social and family life, emotions, and personal qualities – in short, all the things that make you ‘you’, and define what you have to offer. Your programme will provide opportunities to reflect on your development in four key areas: Employability • How you keep track of, and promote, your own skills, experience and attributes • Setting out and reviewing your plans as a creative practitioner or for your career/professional pathway • Building your portfolio • Developing specialist and general skills Learning Strategies • Knowing how you learn best and building on this knowledge to become more effective • Expanding your repertoire of techniques and approaches to study • Improving your strategies for information gathering, selection and research • Analysing and evaluating; including self and peer assessment Underpinning Skills • How you can use diverse technologies/equipment for multiple purposes • Your ability to work with others 27
• •
How effectively you communicate How you make the most of particular talents, such as ideas generation or being good with numbers
Personal Development • Understanding personal attributes, characteristics and capabilities • The ways levels of confidence and self esteem can help or hinder you • Other desires or objectives (travel, language learning, volunteering etc.) • Identifying your personal values and drivers and how these influence your choices • How you can apply what you learn in different contexts for enhanced understanding, wider horizons or different perspectives You will be asked to provide evidence of your PPD in various ways on your programme.
The Tutorial Framework Personal Tutoring, advice and guidance procedures in the Department – what students are entitled to expect and the boundaries (see example below), if there are dissertations it is useful to explain what level of support is available The College Tutorial System is based on individual student needs which ensure a flexible and student-centered approach. You will be allocated a personal tutor, and tutorials will be timetabled as part of the seminar programme. Your relationship with your Personal Tutor is an important one. You should inform him/her immediately of any factors that are affecting your ability to study and complete work, i.e. illness or personal problems. If your Personal Tutor cannot help you he/she will be able to refer you to professional advisers or counsellors. Tutorials are designed to assist students with their individual needs. Some students may need to concentrate on improving study skills, some on research skills, some examination technique, among others. You should discuss your specific needs with your tutor. If you are having difficulty identifying areas for concentration, your tutor can help with this.
Study Skills It is recognised that some of you may be returning to college after a gap of some years. The University of Essex provides resources to support your study skills development: http://www.essex.ac.uk/myskills/skills/studying/default.asp If you require support with your study then your Personal Tutor can provide guidance on study skills as part of the tutorial system. Student services also offer a general study skills workshop session that many students have found beneficial. 28
Health and Safety Health and Safety is of paramount concern throughout your studies. You are responsible for your own safety and that of others, and should always remain vigilant within a studio-based environment or when working offsite on location, whenever applicable. Health and safety within your learning and working environment is established within the curriculum for the Stage 1, Terms 1 and 2 modules, and extends throughout the programme, particularly as you are introduced to new materials, sites and methods of operation. At times you will be required to write risk assessments for your college work. This is an important part of planning your work as well as being a requirement for insurance policies, health and safety legislation, and the South Essex College health and safety policy. Examples of a situation when you should write a risk assessment are: when working on location as opposed to in the studios, an off-site exhibition or show. These are just some examples, and there are many other occasions when your tutors or technicians may ask you to write a risk assessment before your work can proceed. All student risk assessments must be signed off by your Programme Tutor before you undertake any work.
29
University of Essex – Policies and Procedures including Rules of Assessment Please ensure that you familiarise yourself with the regulations pertaining to your award. This section of the Handbook aims to give you a brief overview of policies and procedures that apply to Higher Education students studying on University of Essex programmes. For further details please refer to http://www.southessex.ac.uk/highereducation. A summary of the key HE policies follows: • • • • • • • •
Assessment Policies Marking and Marking policies Extenuating Circumstances Policy and Guidelines Special arrangements for assessment and student support University of Essex Rules of Assessment Academic Appeals Procedure Intermission Procedure Academic Offences, Plagiarism and Referencing
Assessment Policies These explain the principles governing assessment for all Higher Education programmes within the University of the Essex and a summary of the main aspects that the College considers when putting together an assessment strategy as part of programme development.
Anonymous marking This University policy requires anonymous marking. Anonymous marking is the ‘marking of students’ submitted work without their identity being revealed to the person carrying out the marking at the time the work is marked, so that the assessment is unbiased’ (www.qaa.ac.uk). The main reason for anonymised marking is that the University perceives it to fairer. Anonymity helps to ensure that conscious or unconscious prejudice does not affect marks, and that each piece of work will be judged on its merits and not in relation to the marker’s other impressions of the student. How the system operates Students should submit all coursework with a coversheet which contains your student number. Any additional forms (student support coversheets / extenuating lateness forms etc) should contain your student number only, and not your name. Where you have approved special circumstances Student Support Services will issue you with a coversheet to include with assessment submissions.
How you are assessed and graded and how you receive feedback The College Policy is that you should normally receive written feedback within 4 weeks of submitting your assessment for marking. An assessment feedback sheet will be completed providing assessor comments and the grade for your work. Year 1 work will be returned to you. Year 2 and 3 assessments need to be available for review by the external examiner at the end of the year – your programme leader will confirm these arrangements. The assessment schedule provides the dates by which you will receive written feedback on your assessment. 30
All assessments (coursework and exams) will be marked using Assessment Grading criteria (see appendix 1). You will receive a detailed assessment brief which will also provide assessment criteria which detail the specific requirements of each assessment. Feedback on coursework is extremely important, as it is a key element in assisting you to become an effective learner. Feedback on written work normally takes the form of annotations on the text. These will range from corrections of spelling, grammar and referencing to comments on content and points of argument, a summary comment on the cover sheet which will suggest further development or improvement, and a numerical mark. Feedback may be given during timetabled sessions, individual tutorials or private appointments with tutors. At the end of the year, a provisional percentage mark will be calculated for each module based on your performance in coursework and exams. All grades provided during the year are provisional until they have been approved by The Board of Examiners (see below).
Marking and Marking policies The University of Essex Marking Policy for Undergraduate and Taught Postgraduate Work is published on the College website and outlines how work is marked/moderated/double marked. http://www.southessex.ac.uk/highereducation/higher-education-policies All assessments worth more than 40% of an individual module are subject to single marking with moderation except where the work comprises 30 credits which are all double marked (e.g. all dissertations). A sample of assessments is moderated by a second marker/moderator to ensure that marking is fair and assessments have been marked against the assessment criteria. Examinations - All year 1 examinations are single marked with moderation as per programme work. Year 2 examinations are marked and sample moderated if the exam represents 50% or less of the module assessment. If the exam represents 50% or more of the module then they are second marked. All year 3 examinations are second marked. If you do not understand a grade you have received for an assessment you should make an appointment to see your personal tutor/module leader/programme leader to discuss the grade and feedback provided.
31
What happens if things don’t go to plan? Late submission of assessments Department administrators and tutors are not permitted to give you an individual extension for any reason or receive work directly to them. Work handed in up to 2 weeks after the deadline date will be capped at 40%. After 2 weeks (10 working days) you will not be allowed to submit your work either to tutors or Turnitin. Late submission does not apply to the summer resit period and any summer re-sit work required following the final exam board must be submitted by the date given on the Higher Education Assessment Year Planner. As in the workplace, deadlines must be adhered to and it is our goal to prepare you for this. The rules of assessment state clearly what you need to achieve in order to pass the module/year. If you are having difficulty with this aspect of your learning please discuss it with your personal tutor. He or she will be happy to help you prioritise and plan your work. If you miss a deadline and this is due to circumstances beyond your control then you can apply for extenuating circumstances/late submission – see below.
Missed exam or absence from an exam If you miss an exam it will be treated as a no show. If this is due to circumstances beyond your control then you can apply for extenuating circumstances. Evidence is required to support your claim and must cover the date of the exam otherwise your claim will be rejected.
Extenuating Circumstances Policy and Guidelines Extenuating circumstances are formally defined as “circumstances beyond the student’s control which cause the student to perform less well in his or her coursework or examinations than he or she might otherwise have been expected to do (on the basis of other work). In general, extenuating circumstances will be of a medical or personal nature affecting the student for any significant period of time and/or during the examination period.” Boards of Examiners will consider extenuating circumstances ONLY if they are reported in advance of the examiners’ meeting. Students who wish to report extenuating circumstances must complete an Extenuating Circumstances Form (see links below). There are guidelines to accompany the extenuating circumstances form and these explain what kind of documentation you need to support your claim. The form must be returned to the address provided on the form by the published deadline. Students who do not submit a form in advance will not be able to appeal against the decision of a Board of Examiners or Examinations Committee on grounds of extenuating circumstances later.
32
It is essential that you complete extenuating circumstances forms carefully and provide all relevant information, including the action you would like the Board of Examiners to take. Evidence is required to support your claim and if it relates to an exam then specific medical evidence which covers the date of the exam must be supplied otherwise your claim will be rejected. We strongly advise that you seek guidance in completing the form, please see your personal tutor or contact Student Services. HESupport@southesssex.ac.uk The Guidelines for reporting extenuating circumstances and extenuating circumstances forms are available https://www.southessex.ac.uk/highereducation/higher-education-policies under University of Essex link. Procedures relating to extenuating circumstances for late submission of coursework Separate guidelines are available for regarding claiming extenuating circumstances for late submission of coursework. If you are unable to meet the specified deadline but can submit the work within 2 weeks of the deadline, there may be circumstances in which the capped mark can be uncapped. Such circumstances must be exceptional and beyond your control. It is possible for late submission to be approved in advance for exceptional circumstances such as hospital treatment etc where you are unable to submit on the deadline but can submit within the two week late period. The extenuating circumstances procedures should be used for unexpected and short-term problems. If extenuating circumstances are long-term and likely to have a significant impact on your studies, then you should apply to intermit (see below). The deadline for submitting Extenuating Circumstances is 26th May 2017 and for claims relating to resits is 14th August 2017.
Special arrangements for assessment and student support If you have a persistent medical condition, specific learning difficulty or disability the College can offer you a range of study support options to help you achieve the learning outcomes of your programme. You should have disclosed this information during the application cycle. However, if this is something you want to have considered at the start of your programme or are unsure if you are entitled to support please contact hesupport@southessex.ac.uk or if at any point during the year your circumstances suddenly change so that we can put the right support in place for you. This ensures that Special arrangements can be put in place as extenuating circumstances should not be used for on-going medical conditions or learning difficulties. Student Services will be able to provide information about your eligibility for applying for the Disabled Students Allowances.
Putting Arrangements in Place Adjustments are tailored to you and must be agreed in advance. Your Programme Team and Student Services Advisor will work out the best approach for you and your particular programme. This might be a standard adjustment for all assessments, or just certain types of assessment (e.g. you might have different needs for practical and written work).
33
Alternatively, you may need to discuss different levels of support and adjustments for different stages of your programme. You are strongly encouraged to find out about the support available to you early on, rather than wait until the assessment deadline.
Extenuating Circumstances and Students with Disabilities The University of Essex do not consider a disability or learning difficulty as an extenuating circumstance. As a disabled student, you have a responsibility to discuss your needs with your tutor, Programme Leader or Student Support Advisor prior to enrolment or at the time the disability develops so that support can be provided throughout the duration of your studies. However a disability may be considered as an extenuating circumstance in exceptional situations. This might be, for example, an acute episode or serious worsening of your condition that coincides with an assessment deadline. You might also encounter other difficult circumstances in the run up to an assessment which are unrelated to your disability. In these cases, you should submit an Extenuating Circumstances Claim Form. If you require any additional support or special considerations in regard to exams or other assessments, it is your responsibility to inform the College before your assessments take place. Applying for student support for Higher Education programmes is very different from Further Education, so it is essential that you see a student adviser in Student Services as soon as possible. Special arrangements will also be considered on religious grounds, please ensure that you make requests as soon as possible following enrolment. Special arrangements for exams and coursework should be requested by completing the Special Exam/coursework Considerations forms. These forms can be obtained from Student Services. The form will need to be accompanied by evidence of your difficulty or disability. Student services will provide you with further information.
Who and what are external examiners? External examiners are part of the Quality Assurance process for Higher Education. External Examiners are normally academics from other higher education institutions. External Examiners come to give an impartial view of the programme and independent advice. Some of the areas External Examiners will look at include whether: • • • • •
the programme meets its stated aims the assessments and types of assessment in modules are appropriate and of comparable standard to other institutions the marking has been applied fairly on assignments and the marking scheme/grading criteria have been properly and consistently applied The assessment process complies with the University of Essex Rules of Assessment The curriculum remains current.
The Quality Assurance Agency for Higher Education (QAA) review institutions approximately every 6 years. The QAA have developed the UK Quality Code, http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code which sets out 34
the Expectations that all providers of UK higher education are required to meet. Part of the Code addresses external examining. The QAA expect all institutions to publish External Examiner names, their position and the institution they come from to all students. External Examiner reports are published on your Moodle programme page and will be discussed in detail at the Autumn programme board, so if you want more information on their reports talk to your programme rep or speak to your Head of Department. External Examiners are in place to make an independent overview of processes, please do not contact them directly.
The external examiner for this programme is Name: Neil Gallagher Position and Institution name: Senior Lecturer, University of Hertfordshire
What happens at the end of the year The Board of Examiners and Final Assessment Results The Board of Examiners for your degree programme confirms assessment marks and makes all decisions on progression and awards in accordance with the Rules of Assessment. The Board is chaired by the Dean/Associate Dean of Academic Partnerships, University of Essex, and is attended by the external examiner for your degree. The Board meets in July to consider end of year results and early September to consider resits.
Publication of Results You will be able to access all your results and the decision of the Examination Board on your Moodle results site at https://apps.southessex.ac.uk/he/results/ after the Boards have been held (usually within 48 hours of the Board of Examiners – Detailed results briefing sheets will be published on the Moodle results site which provide details of the potential examination board outcomes). The published results will indicate if you have passed and are therefore able to progress to the following year, whether you have to re-sit any modules; or, if you are a final year student, it will indicate your final classification or award. You will be able to re-enrol on-line during July 2017 and will be provided with a printed academic transcript on return to study in 2017-18.
Failure of Module/s If you fail a module, the Exam Board will recommend what action is necessary and what re-sits are required; these take place either over the summer. You will not be entitled to tutorial support during the summer re-sit period but will be able to see a tutor to clarify re-sit requirements. You will be given more information about the deadlines for accessing results and tutors in the end of year briefing notice which is published on the HE results website. 35
However if you fail more than 60 credits then you will need to repeat the year/modules; there will be a charge to repeat modules. (see rules of assessment below).
University of Essex Rules of Assessment The Undergraduate Rules of Assessment apply to all students across the University. Rules of Assessment are used to determine whether you can progress from one year of study/stage to the next, and also your degree classification in your final year of study. The rules of assessment and frequently asked questions are published here: http://www2.essex.ac.uk/academic/students/ug/rules.htm Your first-year results do not affect your degree classification, which is based on second and final-year results. The Rules of Assessment permit a limited amount of condoning of failed credits, where students are allowed to proceed to the next stage or complete their degree with failed credits. There are a maximum number of credits that can be condoned and ‘core’ modules cannot be condoned. You should see the Programme Specification for your programme to see which modules are ‘core’, and refer to the Rules of Assessment for your programme for any specific requirements. In general, you will need to achieve a mark of 40% to pass each module and achieve the required number of credits at the required level in order to progress to the next year of the programme or be eligible for the award. University of Essex awards are subject to a maximum period of study, within which an award must be achieved. The maximum period of study is set from the date when a student is first admitted to an undergraduate programme and changes of programme, repeat years and periods of intermission are normally included within the maximum period. Full details of the maximum period of study permitted for University awards can be found in the Rules of Assessment.
Academic Appeals You can appeal against a decision by the Board of Examiners if you believe that the decision is wrong. You can only appeal on two grounds: 1. Because you had extenuating circumstances which had not been considered by the Board of Examiners and which you could not reasonably have been expected to make known in advance. 2. Because you believe that procedural irregularities have occurred that breach the assessment procedures of the College or the University. Please Note: You cannot appeal because you believe that you should have been awarded a higher mark for an assessment or a higher class of degree. The academic appeals policy and procedures for making an appeal are on http://www.southessex.ac.uk/higher-education. And the deadlines for making an appeal is given on the Assessment Year Planner (see Appendix 1). 36
Appeals Deadlines are provided on the HE Student Year planner on Moodle. Academic Appeals Deadlines for year one and two students are two weeks after results are published following the July exam board meetings and September re-sit exam board. Academic Appeals Deadlines for year three students are four weeks after results are published following the July exam board meetings and the September re-sit exam board. If you decide after reading the Academic Appeals Policy and procedures that you have grounds for an appeal you should apply as soon as possible after receiving your results. Appeals made after the deadline will not normally be considered.
Intermission Procedure (Interruption of Study) The process of interrupting a programme of study is called intermitting. You can apply to intermit if: • You need time to cope with or recover from poor health, emotional stress, personal or family problems (you may be advised to do this when you have considerable extenuating circumstances) • You feel that you need time out from education • You want some work experience. You can only intermit with the permission of the University of Essex. You must seek permission using the Intermission Procedure. The deadline for application is the 24th March 2017. Please Note: Each programme has a maximum length of study and intermission counts towards this. For example, a 3 years Honours degree needs to be completed in 5 years.
Academic Offences, Plagiarism and Referencing One of the most serious of all academic offences is to make it seem that the work of others is your own. This, and any other form of academic offence, is taken very seriously by the University and the penalties are severe. For example, this can mean receiving a mark of zero for a piece of work, or in certain circumstances being required to withdraw from the University. Therefore it is not in your interest to commit an academic offence in any of your submitted work or in any test or in any examination. Students are required to reference their sources properly, and failure to do so can lead to an allegation of an academic offence. When submitting any piece of work (e.g. essay, report, dissertation, or thesis) you will be required to acknowledge any assistance received or any use of the work of others. What do we mean by an academic offence in examinations and coursework? An academic offence in examinations includes copying the work of another student or communicating with another student in an examination; and introducing any written, printed or electronically stored information into an examination, other than material expressly permitted in the instructions for that examination. 37
An academic offence in coursework includes using the work of others (whether written, printed or some other form) without acknowledgement, whether this has been the result of negligence or of intention to deceive. It is therefore very important that you learn how to reference your work properly, and that you familiarise yourself with your departmental guidelines on referencing. If, after having read the guidelines, you are still unclear about referencing, you must talk to your tutor before you submit your assignment. Ignorance of the regulations will not be accepted as a defence against an allegation of an academic offence or negligence in referencing. You may also be accused of an academic offence if you repeat work previously submitted for an assessed assignment without full acknowledgement of the extent to which that previous work has been used; in other words, if you hand in the same or a very similar essay to one that you have already submitted. You should note that it is also an offence for a student knowingly to assist another student to commit an academic offence, whether in an examination, or in any other piece of work. Sometimes students who have been working together end up submitting almost identical work and are accused of an academic offence. While we do not want to dissuade you from working with or discussing your work with another student, you must be careful that you do not collaborate too closely, and it would be wise to seek advice from your tutors on the limits of collaboration before you submit your work. Details of the regulations relating to these and other academic offences and the procedure for dealing with allegations of academic offences are published in http://www.southessex.ac.uk/higher-education under Policies and Procedures link. Further guidance on how you can avoid plagiarism is also available online at www.essex.ac.uk/plagiarism and includes definitions of plagiarism, an online test and some common mistakes. You will be introduced to referencing and plagiarism during your induction and your lecturers will explain how to reference and provide guidance on following the recommended Harvard system. You will also be told about ‘Turnitin’ and how this is used by the College to check for plagiarism in submitted work. You will be asked to sign a declaration to confirm that you have read and understood the policy on plagiarism and referencing.
What is plagiarism? Plagiarism means reproducing the words or presenting the ideas of other writers, without citing them by name and referencing your sources (in effect, presenting such work as if it is your own). Plagiarism is intellectual theft and is regarded very seriously. You will be plagiarising if you: • • •
copy someone else's work and pretend that it is your own copy sections of someone else's work and just change the odd word or phrase submit the same piece of work for two different assignments, even if they are for different modules
There are 2 main forms of plagiarism: 38
1. COPYING – is the most obvious form, although there are different ways and degrees (and hence scope for misunderstanding). The following all constitute plagiarism: • • •
Using somebody else’s exact words (whether in large chunks or just individual sentences or phrases without acknowledgement). Under copyright laws the maximum quote allowed is 300 words. Using somebody else’s words with only minor amendments (e.g. simply substituting individual words for your own). This is known as paraphrasing. Using somebody else’s arguments or ideas (even in your own words), without acknowledgement
Any report or assignment submitted must be entirely your own unaided writing and should not contain any elements cut and pasted from other documents, whether written by your colleagues or sourced from third parties or the web, except with explicit acknowledgement of the source. Any directly copied text should be placed in quotation marks (“……..”). You should understand that you will gain no credit for this quoted text, as it does not represent your own thinking, hence such quotes should be used very sparingly. 2. SUBMITTING THE SAME WORK TWICE - even when it’s your own work, you will be plagiarising if: •
you hand in the same piece of work for more than one assignment (or a piece of work that reproduces significant chunks of a previous assignment)
Remember: this applies to all your source material, whether you are using books, journal articles, newspaper articles, other people's essays, visual media or web sites. It also applies to your tutor's handouts. At the beginning of your programme, you will be required to sign a declaration to confirm that all coursework and answers to examination questions produced will be your own work and that where you report the work of other people; you will fully reference this work, regardless of its source.
Working in Groups Example Procedure used for assessing group work In whatever job you end up taking you will be working with other people. Some of them will become personal friends; some will become trusted colleagues and some you will simply not like. One of the marks of professionalism is that this should in no way affect your work. Part of the objective of asking you to work in a group that you have not chosen is for you to learn how to cope with this situation. You need to develop strategies to ensure that work of the highest standards is produced whatever the internal workings of the group. Even negative experiences contribute to your learning process if you are determined to make the most of them.
39
For the most part students are allowed to self-select groups with some supervision to ensure suitable group sizes appropriate to projects undertaken. On occasion it may be beneficial for group membership to be varied from module to module in order to offer a richer experience for students. The assessment process will normally allow students to be graded independently from the group grade to reflect their individual contribution. Grades may be adjusted either up or down from the group grade to reflect this. This process will be explained in detail within the Assignment Brief as appropriate.
40
Appendix 1 Grading Descriptors GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 4
Knowledge and Understanding
Knowledge and Understanding
Cognitive Skills
Generic Learning Outcomes
Conceptualisati on and Critical Thinking
Assessment criteria by level Characteristics of student achievement per mark band →
70%+
60-69%
50-59%
Work of a distinguished quality
Work of a commendable category
Has a broad understanding of the knowledge base in a field of study and the appropriate terminology. Appreciates that some areas of this knowledge base are open to on-going debate and reformulation.
Provides a rigorous and broad factual and conceptual knowledge base, exploring and analysing the discipline and its theory.
Provides a strong factual and/or conceptual knowledge base, exploring and analysing the discipline and its theory.
Provides a firm factual and/or conceptual base of knowledge which begins to explore and analyse the discipline and is mostly accurate with no serious omissions or inaccuracies.
Identifies principles and concepts underlying theoretical frameworks and approaches.
Demonstrates a rigorous and broad grasp of relevant principles and concepts.
Demonstrates a strong grasp of relevant principles and concepts.
Demonstrates a firm grasp of relevant principles and concepts.
41
Sound work
40-49% Broadly satisfactory work Provides an adequate factual and/or conceptual base of knowledge which begins to explore the discipline. There may be some misunderstanding of key concepts and principles or omissions in understanding. Demonstrates an adequate grasp of relevant principles and concepts.
0-39% Work that falls short of the threshold standards Limited knowledge base; limited understanding of discipline
Limited grasp of relevant principles and concepts.
Problem Solving, Research and Enquiry
Identifies a well-defined focus for enquiry, plans investigative strategies using a limited and defined range of methods, collects data from a variety of sources, and communicates results effectively in an appropriate format
Makes use of a range of specialised skills in the development and evaluation of problemsolving strategies. Manages information (including referencing sources), collects appropriate data from a range of sources and undertakes structured research tasks with external guidance, in a distinguished manner.
Demonstrates a commendable competence in the application of skills to the solution of a defined problem. Manages information (including referencing sources), collects appropriate data from a range of sources and undertakes structured research tasks in a commendable manner.
Demonstrates a sound competence in applying given tools and/or methods to a structured problem. Manages information (including referencing sources), collects appropriate data from a range of sources and undertakes standard research tasks in a sound manner.
Collects information to inform a choice of solutions to standard problems in familiar contexts.
Excellent management of learning resources, complemented by selfdirection/ exploration. Structured/ accurate expression. Very good academic/ intellectual and team/ practical/ professional skills
Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good academic/ intellectual skills and team/practical/professional skills
Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/ intellectual skills and satisfactory practical/professional skills
Analyses a range of information using predefined principles, frameworks or criteria. Judges the reliability of data using pre-defined techniques and/or criteria.
Provides clear evidence of very strong and distinguished analysis, synthesis and evaluation.
Provides clear evidence of strong and commendable analysis, synthesis and evaluation.
Primarily standard in exposition, but provides some evidence of an ability to analyse, synthesise, evaluate and apply standard methods and techniques under guidance.
Synthesis and Creativity
Analysis and evaluation
42
Applies given tools and/or methods adequately to a well defined problem, Manages information (including referencing sources), collects appropriate data from a range of sources and undertakes standard research tasks with external guidance, in a manner that is adequate but with some limitations Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/ intellectual skills and developing practical/ professional skills Primarily descriptive but provides occasional and broadly satisfactory analysis and evaluation with guidance. Collects and categorises ideas and information occasionally and in a predictable and standard format.
Fails to display adequacy in the application of given tools and methods to a well defined problem, Fails to demonstrate an adequate ability to manage information (including referencing sources), collect appropriate data and undertake standard research tasks.
Limited use of learning resources, No selfdirection, little input to team work and difficulty with structure/ accuracy in expression. Weak academic/ intellectual skills Practical/prof essional skills are not yet secure
Fails to provide any adequate analysis, evaluation or synthesis.
Context and Autonomy
Operational context (including responsibility for others) Autonomy and responsibility for actions
Performance and practice
Awareness of Context
Operates in a range of varied but predictable and specific contexts that require the use of a specified range of standard techniques. Acts with limited autonomy, under direction or supervision, within defined guidelines, taking responsibility for the nature and quality of outputs.
Provides evidence of a sustained and very strong ability to operate autonomously with guidance in varied structured contexts.
Provides consistent evidence of an assured capability to work autonomously with guidance in varied structured contexts.
Good evidence of an ability to take responsibility for own learning and operate with limited autonomy in predictable defined contexts.
Displays responsibility for own learning with appropriate support Is able to act with limited autonomy, under direction or supervision, within defined guidelines.
Fails to display adequate autonomy responsibility for own learning.
Locates own role in relation to that of others and context.
Provides very clear evidence of performance that critically analyses and evaluates the context of own role and its relationship to others. Demonstrates unusually complete understanding of performance tasks and demonstrates distinguished performance and high levels of competency in undertaking them.
Provides clear evidence of performance that analyses and evaluates the context of own role and its relationship to others. Demonstrates complete understanding of performance tasks and demonstrates commendable performance and good competency in undertaking them.
Provides evidence of performance that evaluates the context of own role and its relationship to others.
Provides evidence of performance that reviews the context of own role and its relationship to others.
Fails to provide evidence of own role and its relationships to others.
Demonstrates understanding of performance tasks and demonstrates sound performance and competency in undertaking them.
Fails to demonstrate understanding of performance tasks and does not demonstrate performance that is competent.
Works with others as a member of a group and meets obligations to others in a strong and distinguished manner.
Works with others as a member of a group and meets obligations to others in a strong and commendable manner.
Works with others as a member of a group and meets obligations to others in a sound manner.
Demonstrates base level/basic understanding of performance tasks and demonstrates satisfactory performance and competency in undertaking them. Works with others as a member of a group and meets obligations to others in a manner that is broadly satisfactory.
Performance
Understands performance tasks and undertakes such tasks competently.
Team and organisational working
Recognises the factors that affect team performance, can work effectively with others and meet obligations.
43
Fails to display an adequate ability to work with others as a member of a group and meet obligations to others.
Enabling and personal skills.
Ethical awareness and application
Demonstrates awareness of ethical issues in current areas of study and is able to discuss these in relation to personal beliefs and values.
Where appropriate demonstrates a very strong awareness of ethical issues in current areas of study and is able to discuss these issues in relation to personal beliefs and values, in a distinguished manner.
Where appropriate demonstrates a very strong awareness of ethical issues in current areas of study and is able to discuss these issues in relation to personal beliefs and values, in a commendable manner.
Where appropriate demonstrates a firm awareness of ethical issues in current areas of study and is able to discuss these issues in relation to personal beliefs and values, in a sound manner.
Where appropriate demonstrates adequate awareness of ethical issues in current areas of study and is able to discuss these issues in relation to personal beliefs and values, in a broadly satisfactory manner.
Fails to demonstrate adequate awareness of ethical issues in current areas of study and is unable to discuss these issues in relation to personal beliefs and values in a satisfactory manner.
Personal evaluation and development
Assesses own capabilities against given criteria. Seeks guidance about a range of proposed actions and plans end-results to meet expectations of self and others. Engages in development activity largely through self-direction.
Provides evidence of a sustained and distinguished capability in personal evaluation. Actively seeks guidance and engages in selfdirected development.
Provides consistent evidence of an assured capability in evaluation and development. Seeks guidance to meet expectations of self and others.
Offers a firm evaluation of own strengths and weaknesses.
Evaluates own strengths and weaknesses adequately.
Fails to demonstrate an adequate ability to evaluate own strengths and weaknesses.
Interpersonal and communication skills
Recognises actions and behaviours appropriate to the situation and the results of actions on self and others. Uses interpersonal and communication skills and knowledge to identify and rectify problem areas.
Communicates effectively, accurately and reliably in a format appropriate to the discipline. Effective use of interpersonal skills to rectify problems.
Displays strong communication skills in a format appropriate to the discipline. Good interpersonal skills to rectify problems.
Communicate effectively in a format appropriate to the discipline. Appropriate interpersonal skills used to rectify problems.
Communicates in a broadly satisfactory manner in a format appropriate to the discipline. Satisfactory interpersonal skills.
Fails to display satisfactory interpersonal and communication skills.
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes
44
GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 5
Cognitive Skills
Knowledge and Understanding
Generic Learning Outcomes
Assessment criteria by level Characteristics of student achievement per mark band →
70%+
60-69%
50-59%
40-49%
0-39% Work that falls short of the threshold standards
Work of a distinguished quality
Work of a commendable category
Knowledge and Understanding
Has detailed knowledge of well established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.
Provides a broad and detailed knowledge of major theories of the discipline(s) and a distinguished grasp of a variety of ideas, contexts and frameworks.
Provides a strong detailed knowledge of major theories of the discipline(s) and an assured grasp of a variety of ideas, contexts and frameworks.
Provides a firm and detailed knowledge of major theories of the discipline(s) and a sound awareness of a variety of ideas, contexts and frameworks with no serious inaccuracies.
Provides a broadly satisfactory knowledge of major theories of the discipline(s) and a broadly satisfactory awareness of ideas, contexts and frameworks with no serious inaccuracies.
Fails to display an adequate knowledge of relevant theories, ideas, contexts and frameworks. Work contains an unacceptable level of misunderstanding of key concepts, principles and theories.
Conceptualisation and Critical Thinking
Identifies and communicates principles and concepts derived from underlying knowledge frameworks and approaches, and recognises competing perspectives.
Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.
Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.
Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.
Demonstrates an adequate grasp of relevant principles and concepts.
Limited grasp of relevant principles and concepts.
45
Sound work
Broadly satisfactory work
Problem Solving, Research and Enquiry
Synthesis and Creativity
Analysis and evaluation
Designs research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collected. Recognises the limitations of the enquiry.
Uses discipline-related resources in a confident and distinguished manner. Manages information (including referencing resources), collects appropriate data from an extensive range of resources and develops strong research and problem solving strategies.
Uses discipline-related resources a commendable manner. Manages information (including referencing resources), collects appropriate data from a wide range of resources and develops strong research and problem solving strategies.
Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.
Demonstrates a strong and sustained ability to synthesise and use creative solutions to solve problems.
Provides clear evidence of synthesis and creativity in problem solving.
Analyses a range of information comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.
Demonstrates a strong sustained ability to analyse and synthesise in a considered manner. Develops authoritative arguments and judgements appropriate to the field of study.
Clear evidence of strong and considered evaluation and analysis. Demonstrates a commendable appreciation of the complexity of the issues.
46
Uses disciplinerelated resources in a sound manner. Manages information (including referencing resources), collects appropriate data from a range of resources and develops appropriate research and problem solving strategies. A sound ability to synthesise and collect information to solve problems
Uses discipline-related resources but with some limitations. Manages information (including referencing resources), collects appropriate data from a limited range of resources and develops appropriate research and problem solving strategies.
Fails to use discipline-related resources in an adequate manner. Fails to demonstrate an adequate ability to manage information (including referencing resources), collect appropriate data and undertake research tasks or solve problems.
Can adequately compare alternative methods and techniques for obtaining information to solve problems.
Fails to provide an adequate level of synthesis.
Provides sound evaluation and analysis using a variety of standard techniques. Demonstrates a sound appreciation of the complexity of the issues.
Selects appropriate techniques of analysis and evaluation and provides broadly satisfactory evaluation of the relevance of collected data/evidence.
Fails to provide an adequate level of evaluation and analysis.
Operates in situations of varying complexity and predictability requiring application of a wide range of standard techniques. Acts with increasing autonomy, with reduced need for supervision and direction, within defined guidelines. Accepts responsibility for determining and achieving personal and/or group outcomes and/or outputs.
Makes effective use of a wide range of standard techniques to situations of varying complexity and predictability. Provides clear and sustained evidence of strong capability to operate autonomously and take responsibility for own learning with minimal guidance in situations of varying complexity and predictability within defined guidelines.
Applies a wide range of standard techniques to situations of varying complexity and predictability. Provides consistent evidence of an ability to take responsibility for own learning with minimal guidance
Applies a wide range of standard techniques to situations of varying complexity and predictability. Provides good evidence of an ability to take responsibility for own learning with minimal guidance
Adequate use of a range of standard techniques to situations of varying complexity and predictability. Takes adequate responsibility for own learning. Is able to act with reduced supervision and direction within defined guidelines and predictable contexts.
Fails to demonstrate adequate Fails to demonstrate adequate autonomy and responsibility for own learning.
Awareness of Context
Adapts performance to context within externally defined parameters.
Fluently adapts performance to context responding highly effectively to externally defined parameters.
Successfully adapts performance to context responding effectively to externally defined parameters.
Adapts performance to context responding in a basic way to externally defined parameters.
Performance
Analyses work processes and suggests improvements to own and/or others’ performance.
Critically analyses work processes to identify and embed highly effective improvements for others and/or own performance.
Analyses work processes to identify and instigate effective improvements for others and/or own performance.
Successfully adapts performance to context responding capably to externally defined parameters. Reviews work processes to identify clear improvements for others and/or own performance.
Fails to adapt performance to context or to respond effectively to externally defined parameters. Fails to review work processes or to describe improvements for others and/or own performance.
Performance and practice
Context and Autonomy
Operational context (including responsibility for others) Autonomy and responsibility for actions
47
Reviews work processes to identify and describe a range of improvements for others and/or own performance.
Enabling and personal skills.
Team and organisational working
Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate and proactively seeks to resolve conflicts.
Interacts within a team in a strong and distinguished manner. Gives and receives information and idea and where appropriate, modifies responses and proactively seeks to resolve conflicts.
Interacts within a team in a commendable manner. Gives and receives information and idea and where appropriate, modifies responses and proactively seeks to resolve conflicts.
Ethical awareness and application
Is aware of the wider social and environmental implications of area(s) of study and debates issues in relation to general ethical perspectives.
Where appropriate demonstrates a very strong awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly and competently in relation to more general ethical perspectives.
Where appropriate demonstrates a commendable awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues strongly in relation to more general ethical perspectives.
Personal evaluation and development
Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account. Uses feedback to adapt own actions to reach a desired aim and evaluates impact.
Interpersonal and communication skills
Synthesises and transfers ability, capability and responsibility to situations relating to or involving other people
Provides evidence of a sustained and distinguished capability in self-evaluation. Challenges received opinion and develops own criteria and judgement in a distinguished manner. Effectively uses feedback to adapt actions and evaluates impact. Effective interpersonal and communication skills
Provides consistent evidence of an assured capability in selfevaluation. Challenges received opinion and develops own criteria and judgement in a commendable manner. Effectively uses feedback to adapt actions and evaluates impact. Displays strong interpersonal and communication skills
Interacts within a team in a competent manner. Gives and receives information and idea and where appropriate, modifies responses and seeks to resolve conflicts. Where appropriate demonstrates a sound awareness of the wider social and environmental implications of area(s) of study and is able to debate these issues in relation to more general ethical perspectives. Evaluates own strengths and weaknesses and challenges received opinion and develops own criteria and judgement in a sound manner. Uses feedback to adapt actions. Displays competent communication skills with good interpersonal skills
Interacts within a team in a broadly satisfactory manner. Gives and receives information and idea and where appropriate, adequately modifies responses and seeks to resolve conflicts.
Fails to interact adequately within a team. Fails to demonstrate an adequate ability to give and receive information and ideas.
Where appropriate demonstrates adequate awareness of the wider social and environmental implications of area(s) of study and is able to satisfactorily debate these issues in relation to more general ethical perspectives
Fails to demonstrate adequate awareness of the wider social and environmental implications of area(s) of study and is unable to debate these issues adequately.
Adequately evaluates own strengths and weaknesses and challenges received opinion and develops own criteria and judgement in a satisfactory manner. Limited use of feedback to adapt actions.
Fails to adequately evaluate own strengths and weaknesses. Fails to use feedback to adapt own actions.
Communicates in a broadly satisfactory way with satisfactory interpersonal skills
Fails to display satisfactory interpersonal and communication skills.
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes
48
49
GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 6
Cognitive Skills
Knowledge and Understanding
Generic Learning Outcomes
Knowledge and Understanding
Conceptualisation and Critical Thinking
Assessment criteria by level Characteristics of student achievement per mark band →
70%+
60-69%
50-59%
40-49%
Work of a distinguished quality
Work of a commendable category
Sound work
Broadly satisfactory work
Demonstrates current understanding of some specialist areas in depth and has a systematic understanding of the knowledge base and its inter-relationship with other fields of study. Demonstrates a recognition of the provisional nature of knowledge.
Displays a, comprehensive, detailed and systematic knowledge base and understanding for specialised area of study. Displays a well-informed and highly critical awareness of current issues and ideas at the forefront of the area of study. Displays a distinguished awareness of the provisional nature of knowledge.
Displays a commendable, detailed and systematic knowledge base. Displays a critical awareness of current issues and ideas at the forefront of the area of study. Displays a commendable awareness of the provisional nature of knowledge. .
Displays a sound knowledge base which is coherent and of appropriate depth/detail. Displays a comprehensive awareness of current issues and some key theories (though with a few omissions). Displays a good awareness of the provisional nature of knowledge.
Displays a broadly satisfactory knowledge base which is coherent and of appropriate depth/detail. Displays a fairly comprehensive awareness of current issues and some key theories (though with some omissions). Displays a broadly satisfactory awareness of the provisional nature of knowledge.
Works with ideas at a level of abstraction, arguing from competing perspectives. Identifies the possibility of new concepts within existing knowledge frameworks and approaches.
Demonstrates a rigorous and broad grasp of relevant principles, concepts and competing perspectives and clearly identifies and communicates these effectively.
Demonstrates a strong grasp of relevant principles, concepts, and competing perspectives and clearly identifies and communicate these effectively.
Demonstrates a firm grasp of relevant principles concepts, and competing perspectives and the ability to identify and communicate these.
Demonstrates an adequate grasp of relevant principles and concepts.
50
0-39% Work that falls short of the threshold standards Fails to display an adequate knowledge base. Fails to display a satisfactory awareness of current ideas and key theories. Work contains an unacceptable level of misunderstandin g of key concepts, principles and theories. Limited grasp of relevant principles and concepts.
Demonstrates confidence and flexibility in identifying and defining complex problems. Identifies investigative strategies and techniques, selects and uses them to collect and undertake critical analysis of information, evaluating the effectiveness.
Problem Solving, Research and Enquiry
Provides sustained evidence of competence and confidence in identifying and defining complex problems, and applying appropriate knowledge, tools or methods to provide innovative solutions. Displays an excellent ability to manage own learning, independently utilising a confident grasp of research methodologies to select and manage information, and undertake required research tasks. Works professionally within the discipline in a distinguished manner.
51
Displays commendable confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a good ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a commendable manner. Displays a strong ability to select and manage information, and undertake required research tasks.
Displays sound confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a firm ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a sound manner. Displays a sound ability to select and manage information, undertaking required research tasks adequately and with minimum guidance.
Displays a broadly satisfactory confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools or methods to their solution. Displays a broadly satisfactory ability to manage own learning, using a full range of resources, with minimum guidance. Works professionally within the discipline in a broadly satisfactory manner Selects and manage information, undertaking reasonably straight-forward research tasks adequately and with minimum guidance.
Fails to displays a satisfactory confidence and flexibility in identifying and defining complex problems. Fails to provide satisfactory application of appropriate knowledge, tools or methods to the solution of identified problems. Fails to manage learning and/or work professionally within the discipline. Fails to demonstrate an adequate ability to manage information (including referencing sources), collect appropriate data and undertake research tasks.
Synthesis and Creativity
Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions. Achieves a body of work or practice that is coherent and resolved.
Demonstrates a distinguished and sustained ability to synthesise in a highly considered manner. Uses conceptual and theoretical knowledge to provide insightful analyses and syntheses
Provides clear evidence of an advanced ability to synthesise data and concepts with critical awareness.
52
Work may be rather standard and limited in its insight and theoretical grasp, but will be mostly accurate and display a sound ability to, synthesise data and concepts.
Within a primarily derivative piece of work, displays a broadly satisfactory ability to syntheses new and/or abstract data and situations without guidance, using a range of techniques appropriate to the subject. Displays an adequate ability to transform abstract data and concepts towards a given purpose and design some novel solutions.
Fails to provide an adequate level of analysis or creativity.
Analyses new, novel and/or abstract data using an appropriate range of established subject specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations suggests reasons for contradictory data/results.
Analysis and evaluation
Provides clear evidence of a distinguished, critical ability to analyse and evaluate evidence to support insightful and innovative conclusions and recommendations, critically reviewing reliability, validity and significance. Investigates contradictory information and identifies reasons for contradictions in a distinguished manner. Provides clear evidence of very strong, considered and highly flexible ability to define complex problems and apply appropriate methods and techniques to their solution. Provides good evidence of originality in application of skills and knowledge.
53
Provides clear evidence of an advanced ability to analyse and evaluate evidence to support conclusions and recommendations, critically reviewing reliability, validity and significance. Investigates contradictory Information and identify reasons for contradictions in a commendable manner. Provides clear evidence of a strong, considered and flexible ability to define complex problems and apply appropriate methods and techniques to their solution. Provides some evidence of originality in application of skills and knowledge.
Work may be rather standard and limited in its insight and theoretical grasp, but displays a firm ability to analyse and evaluate evidence to support conclusions and recommendations, reviewing reliability, validity and significance. Investigates contradictory information and identify reasons for contradictions in a sound manner. Displays firmness and flexibility in identifying and defining complex problems and applying appropriate methods and techniques to their solution with minimal guidance.
Within a primarily derivative piece of work, displays a broadly satisfactory ability to analyse and evaluate evidence to support conclusions and recommendations, reviewing reliability, validity and significance. Investigates contradictory information and identifies reasons for contra-dictions in an adequate manner. Displays a satisfactory level of confidence and flexibility in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution in a broadly satisfactory manner.
Fails to provide an adequate level of analysis and evaluation.
Operates individually and as part of a team, in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources. Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepting accountability for determining and achieving personal and/or group outcomes.
Displays sustained evidence of an excellent ability to operate with autonomy, creativity and confidence in complex and unpredictable professional situations both individually and within a team. Provides sustained and very strong evidence of a distinguished ability to take firm responsibility for own learning, challenge received opinion, and form own judgements.
Displays good evidence of a strong ability to operate with autonomy in fairly complex and unpredictable professional situations both individually and within a team. Provides consistent and strong evidence of a commendable ability to take firm responsibility for own learning, challenge received opinion, and form own judgements.
Displays firm evidence of an ability to operate with autonomy in fairly complex and unpredictable situations both individually and within a team. Good evidence of an ability to take firm responsibility for own learning, with some capability to challenge received opinion and form own judgements.
Takes responsibility for own work and criticises it in a manner that is broadly satisfactory. With respect to subjectspecific skill, can act with an adequate degree of autonomy, under minimal supervision or direction, and within agreed guidelines.
Fails to display adequate autonomy responsibility for own learning.
Awareness of Context
Identifies external expectations and can adapt own performance accordingly.
Is precise and immediate in identifying external expectations and promptly and fluently adapts own performance accordingly to distinguished outcomes
Seeks new techniques and processes and identifies how improvements might be evaluated.
Actively seeks new approaches, techniques and processes and critically evalutes this activity to fluently improve performance.
Is proficient in identifying external expectations and adapts own performance accordingly to competent outcomes Seeks new approaches, techniques and processes and reviews this activity to improve performance.
Satisfactorily identifies external expectations and adapts own performance accordingly to acceptable outcomes
Performance
Is accurate and timely in identifying external expectations and effectively adapts own performance accordingly to commendable outcomes Seeks new approaches, techniques and processes and evalutes this activity to effectively improve performance.
Does not identify external expectations and does not adapts own performance accordingly Does not seek new approaches, techniques and processes and/ or offers no response to this to improve performance.
Performance and practice
Context and Autonomy
Operational context (including responsibility for others) Autonomy and responsibility for actions
54
Seeks new approaches, techniques and processes and responds to this activity to improve basic performance.
Team and organisational working
Works effectively within a team, recognises, supports or is proactive in leadership, negotiates in a professional context and manages conflict.
Interacts within a team, learning or professional group in a distinguished and highly effective manner. Displays an excellent ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.
Interacts within a team, learning or professional group in a commendable and effective manner. Displays a good ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.
Interacts within a team, learning or professional group in a competent and effective manner. Displays a sound ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.
Interacts within a team, learning or professional group in a broadly satisfactory yet effective manner. Displays a broadly satisfactory ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership.
Ethical awareness and application
Is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work.
Is very strongly aware of personal responsibility and professional codes of conduct and, in a distinguished manner, can incorporate a critical ethical dimension into a major piece of work.
Is strongly aware of personal responsibility and professional codes of conduct and, in a commendable manner, can incorporate a critical ethical dimension into a major piece of work
Is firmly aware of personal responsibility and professional codes of conduct and, in a sound manner, can incorporate a critical ethical dimension into a major piece of work.
Is aware of personal responsibility and professional codes of conduct and, in a broadly satisfactory manner, can incorporate a critical ethical dimension into a major piece of work.
55
Fails to interact adequately within a team learning or professional group. Fails to display an adequate ability to manage conflict, negotiate in a professional context, and recognise, support or be proactive in leadership. Fails to demonstrate adequate awareness of personal responsibility and professional codes of conduct. Fails to incorporate a critical ethical dimension into a major piece of work.
Enabling and personal skills.
Personal evaluation and development
Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraise alternative future actions and plan and implement for future direction(s).
Applies own criteria of judgement, challenges received opinion and reflects on action in a consistently distinguished manner. Is an effective self-critical learner who consistently displays a distinguished ability to seek and makes use of feedback.
Applies own criteria of judgement, challenges received opinion and reflects on action in a commendable manner. Consistently display an assured ability to seek and makes use of feedback.
Applies own criteria of judgement, challenges received opinion and reflects on action in a sound manner. Seeks and makes use of feedback well.
Applies own criteria of judgement, challenges received opinion and reflects on action in a broadly satisfactory manner. Seeks and makes use of feedback adequately.
Interpersonal and communication skills
Sets criteria for, and is effective in, professional and interpersonal communication, taking authoritative responsibility for actions and direction.
Outputs are communicated excellently in a format that is highly professional and fully appropriate to the discipline(s). Reports practical procedures in a distinguished manner.
Displays good, effective communication and presentation skills. Reports practical procedures in a commendable manner. Engages strongly and professionally in debate.
Communicates competently and effectively and engages professionally and well in debate. Reports practical procedures in a clear and concise manner. Presents work effectively.
Engages adequately in debate, in a professional manner. Produces and presents detailed and coherent project reports in a broadly satisfactory manner.
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes
56
Fails to use own criteria of judgement, challenge received opinion and reflect on action in a satisfactory manner. Neither seeks nor makes use of feedback adequately. Fails to engage adequately or professionally in debate. Fails to produce and present satisfactorily detailed and coherent project reports.
BA (Hons) Digital Animation Reading List 2016 Required Reading
The Noble Approach - Tod Polson
The Illusion of Life – Frank Thomas & Ollie Johnstone Drawn to Life Vol. 1 – Walt Stanchfield Drawn to Life Vol. 2 – Walt Stanchfield The Animators Survival Kit – Richard Williams
Recommended Reading Lovely: Ladies of Animation – Lorelay Bove Sketchbook: Composition Studies for Film – Hans Bacher Setting the Scene: The Art and Evolution of Animation Layout – Fraser McLean A Disney Sketchbook – Ken Shue Griz & Norm: 100 Tuesday Tips – Griz and Norm Cartoon Character Animation With Maya – Keith Osborne Force: Dynamic Life Drawing for Animators – Mike Mattesi
57
BA (Hons) Digital Animation Equipment and Software List 2016/17 Sketchbooks
Fat Pig A3 off-white sketchbooks – Required for all practical modules Pink Pig A4 off-white sketchbook – Year-round field sketchbook “Moleskin” 13x21cm notebook – General lecture notebook Newsprint Drawing pad – Required for drawing classes
Stationary
Non-photo Blue Pencils Rotring Tikky 0.7mm Technical Pencil Soft Graphite Pencils (2B-6B) Soft Charcoal Pencils Conte Sticks Quality slim craft knife (Stanley) Faber Castell Pitt Pens (Black) ProMarker/Copic Ciao Markers – Light Grey to Dark Grey
58
IT Equipment
2TB Portable USB Hard Drive Drawing Tablet (Wacom Intuos Medium recommended) Software List Mischief (Pro preferred) Student.autodesk.com account enabled and the following software available. Sketcbook Pro Mudbox Maya Adobe Creative Cloud ToonBoom Harmony Premium.
59
Appendix 2 YEAR ONE (LEVEL 4) MODULES
60
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 1 LEVEL: 4 MODULE GUIDE: ADDAN 101 Contextual Studies
61
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 101 Contextual Studies
Level 4
Credits: 30
The assessment method for the module: Written Evaluation 35% - DEADLINE 06/01/17 Contextual Essay 65% - DEADLINE 31/03/17.
Module leaders: Tony Sweeney [Tony.Sweeney@southessex.ac.uk] Simon Grainge [Simon.Grainge@southessex.ac.uk] Adam Weaver [Adam.Weaver@southessex.ac.uk]
INTRODUCTION TO THE MODULE The module explores the cultural and historical factors that have shaped two or more fields of the media industry, including regulatory and legal frameworks that both liberate and constrain creative practice in areas such as film, popular art, and music. It encourages students to develop independent research skills and initiate their own inquiries into contextual and cultural factors that influence an area related to your course of study. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Discuss and evaluate historical and cultural factors that have influenced the development of media institutions and their target audiences Evaluate key media concepts in relation to audience activity Demonstrate knowledge of legal and regulatory bodies together with industry codes of practice Please note: you can achieve these outcomes in either or both assignments. This allows you to develop more confidence in handling these complex issues. GENERIC ASSESSMENT CRITERIA • • • •
62
Cognitive Skills > Analysis and Evaluation Cognitive Skills > Problem Solving, Research and Enquiry Cognitive Skills > Conceptualisation and Critical Thinking Enabling and Personal > Ethical Awareness and Application
•
Knowledge and Understanding > Knowledge and Understanding
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop their skills in research and essay construction. INDICATIVE MODULE CONTENT • • • • • •
Consumer activity such as Fandom and subculture activities How the role of the media practitioner has changed in tandem with the changes in technology/transport and communication. The role and function of regulatory bodies such as OFCOM, ASA, BBFC, PRS, PCC. How consumers live their lives through the media How your work relates to existing creative practice Topics could include prominent cultural movements and investigations into the consequences of technological change
INTRODUCTION TO STUDYING THIS MODULE • This module will use screenings, lectures and seminar discussion as the starting point for independent study. Students will be encouraged to share experiences, research techniques and discoveries. Students will also be asked to offer individual or group presentations as part of the weekly format of the module. An explanation and validation of the proposed research and strategies for assignment completion methods will also form the basis of discussion. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry, research and iteration. Assessment methods used to promote learning will involve group critique and self-assessment. ASSESSMENT Your written assignments will be submitted electronically via Turnitin. This process will be explained during seminars and tutorials. Assessment One:
Social Networking Written Evaluation: 1500 words (35%) You will create a blog-based project which will encompass elements such as interviews with media practitioners, video diary formats, live content, primary and historical research within a rubric of your own peer-review commentaries. This is intended to encourage the development of your research and production skills and interests by applying recording and editing skills within your Social Network. This forum for discussion will allow the pursuit of emerging lines of enquiry into contemporary and historical aspects of media and cultural
63
institutions and their relationship to audiences. Assessment Two
Contextual Essay (65%) will focus on the material introduced on the module and agree a specialist topic. Students will agree an appropriate topic with the course lecturer. Word count: 3000 Format: Students must adhere to stylistic and referencing conventions as specified in the Course Handbook. Weekly seminars will help you develop confidence in academic research and writing skills by encouraging you to carefully define key concepts and apply them to specific examples. You will have the opportunity for recorded 1-2-1 discussions, so that you can replay advice and information outside the seminar sessions. This is intended to promote your understanding and help you progress.
64
Module code: ADDAN 101 Contextual Studies Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
65
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Discuss and evaluate historical and cultural factors that have influenced the development of media institutions and their target audiences
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Evaluate key media concepts in relation to audience activity LO3 - Demonstrate knowledge of legal and regulatory bodies together with industry codes of practice Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
66
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 101 Module Title: Contextual Studies Module Leaders: Tony Sweeney/Simon Grainge/Adam Weaver Assignment Title: Deadline: Social Networking 35% - DEADLINE 06/01/17 Contextual Essay 65% - DEADLINE 31/03/17.
I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
67
Reading List Berger, J. (1990) Ways of Seeing. London. London: Penguin Books. Crone, T. (2008) Law and the Media.5th edn. London: Focal Press. Curran, J & Gurevitch, M., (2000) Mass Media and Society Arnold. Gibbons, T. (1998) Regulating the Media. 2nd edn. London: Sweet & Maxwell. Hines, g. & Humez, J. (2003) Gender, Race and Class in media: a Text-Reader. 2nd edn. London: Sage Publications. Robinson D, (1995) From Peepshow to Palace Columbia UP Strinati, D. (2004) An Introduction to Theories of Popular Culture London: Routledge. Winston, B., (1998) Media Technology and Society: a history from the telegraph to the Internet Routledge Websites: http://www.bfi.org.uk The British Film Institute Electronic Journals: Chandler, D (ed.) International Journal of Media and communication studies. Available at: http://www.aber.ac.uk/~jmcwww/editors.html (Accessed: 5 February 2007).
68
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 1 LEVEL: 4 MODULE GUIDE: ADDAN 102 Ideas Factory
69
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 102 Ideas Factory
Level 4
Credits: 30
The assessment method for the module: Ideas Portfolio 50% - 16/12/16 Script Portfolio 50% - 02/05/17
Module leaders: Pat Higgins [Pat.Higgins@southessex.ac.uk] Tony Sweeney [Tony.Sweeney@southessex.ac.uk] INTRODUCTION TO THE MODULE Ideas Factory will provide students with an opportunity to generate ideas from initial concept through the stages of script, screenplay construction and visual storytelling through storyboarding. These skills are intended to be integrated in the visual storytelling and production modules at level 4. These creative techniques will be enhanced and applied in specialist pathways at levels 5 and 6. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Demonstrate skills in constructing narrative by taking an idea from initial concept to fully furnished script Undertake research and exploration of techniques and theories relevant to the development of short projects Demonstrate the ability to be self-critical and to participate in a critical review of work in progress with peers GENERIC ASSESSMENT CRITERIA • • • • •
70
Cognitive Skills > Conceptualisation and Critical Thing Cognitive Skills > Synthesis and Creativity Enabling and Personal Skills > Personal Evaluation and Development Performance and Practice > Awareness of Context Performance and Practice > Performance
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop their skills in research and script writing skills.
Indicative Module Content • • • • • • •
Investigate narratology within traditional and contemporary cultural forms including; oral histories, fairy-tales and modern media narratives Development of ideas and concepts within genre codes and conventions Assessment and development of practical and research skills appropriate to script building Stages of script construction e.g. premise, log-line, synopsis step-outline, character biographies, back story and creating ‘a bible’ Visual storytelling e.g. the still image, animation and storyboarding Digital and hand-rendered techniques Critical review of work in progress with tutors and peers
INTRODUCTION TO STUDYING THIS MODULE Lectures and workshops will be delivered to introduce this module and to provide assistance to students in the process of selecting creative ideas suitable for development. The module will offer students the opportunity to make presentations (i.e. draft script pages and visual storytelling material) to their peers. There will be opportunities to discuss and debate the feasibility of developing this work into sustainable working projects.
ASSESSMENT Assessment One:
Ideas Portfolio (50%) This will foster the development of your creative potential by exploring a range of ideas, concepts and approaches relating to story and script development. You will submit a Sketchbook or Workbook illustrating your development of concepts and experimentation within a range of creative and visual formats. These may relate to elements such character, story and the creation and exploration of ideas. You should also provide commentary on research activities and sources with a focus on how this has aided idea development. .
71
Assessment Two
Script Portfolio (50%) Script Portfolio (50%) containing at least THREE potential scripts. These concepts should include: drama-based (TV & Film screenplay), reportage/documentary (news broadcast) and animation (short format). Each concept should include evidence of the following: • • • •
72
Title, scope, genre and target audience (e.g. reportage, narrative) Research material and its relevance Script development (i.e. premise, log-line, synopsis, step outline) 5-10 script and storyboard pages
Module code: ADDAN 102 Ideas Factory Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Portfolio. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
73
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking] On satisfactory completion of this module students are expected to be able to: LO 1- Demonstrate skills in constructing narrative by taking an idea from initial concept to fully furnished script
PLEASE INDICATE IF THIS IS ASSIGNMENT First Marker Comment 1 OR 2 Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Undertake research and exploration of techniques and theories relevant to the development of short projects
LO3 - Demonstrate the ability to be self-critical and to participate in a critical review of work in progress with peers
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
74
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 102 Module Title: Ideas Factory Module Leaders: Andy Moore Assignment Title: Deadline:
Ideas Portfolio - 16/12/16 Script Portfolio - 02/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
75
Reading List Essential Reading: Field, S (2005) Screenplay, The Foundations of Screenwriting (updated Ed), Delta, New York Hart, J (1999) The Art of Storyboarding: Storyboarding for Film and Animation, Focal Press McKee, R (1999) Story, Substance, Style: The Principles of Screenwriting, Methuen, London Recommended Reading: Bordwell, D. (1995) Narrative in the Fiction Film. Methuen. Dancyger, K & Rush, J (2002) Alternative Scriptwriting: Successfully Breaking the Rules (3rd) Focal Press, London Frensham, R. G (2003) Teach Yourself Screenwriting, Hodder & Stoughton, London Fulton, H. and Huisman, R. (2005) Narrative and Media. Cambridge: Cambridge University Press. Hicks, H. D (1999) Screenwriting 101, Michael Wise, London Mayfield, T (2000) Criticizing photographs: an introduction to understanding images: Mayfield Publishing Co. Simon, M. (2000), Storyboards: Motion in Art, Focal Press. Trottier David (2005) The Screenwriters Bible Silman- James Zakia R (1997) Perception and imaging: Focal Press Websites: http://www.craftyscreenwriting.com Extracts from a book on screenwriting http://www.wga.org/craft a variety of links to articles relevant to screenwriting http://www.writerswrite.com/screenwriting A variety of screenwriting links
76
77
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 1 LEVEL: 4 MODULE GUIDE: ADDAN 103 Visual Storytelling
78
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 103 Visual Storytelling
Level 4
Credits: 30
The assessment method for the module: • Critique 30% - (25/11/16) • Portfolio 70% - (05/05/17)
Module leaders: Dan Bartlett [Dan.Bartlett@southessex.ac.uk] INTRODUCTION TO THE MODULE This module aims to introduce the essential elements of creative production processes, technology and materials. Students will be encouraged to develop an appreciation of contemporary industry practices in the use of digital image manipulation software and hardware in the creation of moving or still images. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Demonstrate a working knowledge of digital production processes Produce a body of work as a response to a pre-defined concept Develop a visual product that utilises contemporary industry practices GENERIC ASSESSMENT CRITERIA • • •
Cognitive Skills > Synthesis and Creativity Enabling and Personal Skills > Personal Evaluation and Development Performance and Practice > Performance
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop their skills in specialist technical equipment and software.
79
INDICATIVE MODULE CONTENT • • • • • •
Workshops on Adobe Creative Suite production tool kit Traditional and digital design processes Experimentation with visual language utilising vector based software Pre-production management Work flow – conception, design and critique Lectures regarding visual storytelling, current codes of practice
INTRODUCTION TO STUDYING THIS MODULE Teaching and learning will take the form of lectures and seminars which will deliver information regarding visual storytelling and current codes of practice. Workshops will be convened to demonstrate Adobe Creative Suite production tool kit and students will be required to critique each others work in progress. Through lectures and seminars students will be encouraged to consider the impact of digital manipulation in imagery.
ASSESSMENT This assignment and its associated task present an opportunity explore, experiment and develop a higher understanding of visual development and pre-production design for animation. As part of the module you will complete a series of short projects that are designed to help you construct clear research platforms and technical skillsets that will be applied to and individual personal project. ASSESSMENT ONE:
Critique (30%) A presentation of the body of work you are developing in response to an existing brief. This may include evidence of developmental material for: Films, Animations, Publicity, Visual Effects, Graphics for Web publishing . For this assessment you are required to present body of research and development work in response to a self-written brief. This will be in the form of a recorded group exhibition. You will present your research findings and projected research plans to a group of your peers and respond to questions and criticism of the nature of your work. Length - 10 Minutes It is recommend that you use a significant quantity of visual materials such as concept work and short clips to illustrate the nature of your proposed project. Deadline – 3pm, 25th November 2017
.
80
Assessment Two
Product Portfolio (70%). This should include pre-visualisation material process, the creation of a product in response to the module brief and a reflection on your product development. This must include the following: • Visual products including evidence of planning • Evaluation (1200 words)
For the second assessment of this module you are required to produce a product, or series of products, with the addition of an expanded body of development material as evidence of the realisation of your self-directed project. The direction that you take with your project will be entirely of your own choosing. You may either focus on a specialist technical area that is directly related to your chosen degree pathway, or alternatively experiment with a broader area of media design. Your work must be submitted in any combination of the following formats; •
Concept work, research, and analytical workbook (A3 Hard-backed, ringbound sketchbooks) that contains the following: • Online development blog (Wordpress/Blogger/Googlesites) • Film & Animation work (Uploaded and shared via an online hosting platform)
This must be in addition to the submission of evidence from the completed simulation briefs undertaken during semester one. Your portfolio must also contain annotated examples of experimentation and development of digital production packages, including analysis of their use within contemporary professional practice. All work must be submitted to HE dropbox/5th Floor Team Room by 3pm on5th May 2017
81
Module code: ADDAN 103 Ideas Factory Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Portfolio. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
82
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking] On satisfactory completion of this module students are expected to be able to: LO 1- Demonstrate a working knowledge of digital production processes
PLEASE INDICATE IF THIS IS ASSIGNMENT First Marker Comment 1 OR 2 Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Produce a body of work as a response to a pre-defined concept
LO3 - Develop a visual product that utilises contemporary industry practices
Please list any aspects of the module that you feel have helped you improve: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module?
Date of 1-2-1 or group discussions:
Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
83
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 103 Module Title: Visual Storytelling Module Leaders: Dan Bartlett Assignment Title: Deadline:
25/11/16 05/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
84
READING LIST Essential Reading Beiman, N. (2012), Prepare to Board! Creating Story and Characters for Animation Features and Shorts, Focal Press Botello, C & Fisher, A (2012) Adobe Creative Suite 6 Design Tools: Photoshop, Illustrator, and InDesign. Course Technology Ptr Glebas, F. (2012) Directing the Story: Professional Storytelling and Storyboarding for Live Action and Animation CRC Press Hart, J (2012) The Art of the Storyboard CRC Press Van Sijll, Jennifer (2005). Cinematic Storytelling: The 100 Most Powerful Film Conventions Every Filmmaker Must Know. Michael Wiese Productions Recommended Reading Arnold, B & Eddy, B (2007) Exploring Visual Storytelling. Thomson Delmar Learning Block, B (2013)The Visual Story: Creating the Visual Structure of Film, TV and Digital Media. CRC Press Caputo, T (2003) Visual Storytelling: The Art and Technique. Crown Publishing Group Levy, D.B. (2009) Animation Development: From Pitch to Production. Allworth Press Madden, M (2006) 99 Ways to Tell A Story: Exercises in Style. Random House Suber, H (2012). Letters to Young Filmmakers: Creativity and Getting Your Films Made.
85
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 1 LEVEL: 4 MODULE GUIDE: ADDAN 104 Production
86
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 104 Production
Level 4
Credits: 30
The assessment method for the module: • Production 100% - (26/05/17)
Module leaders: Dan Bartlett [Dan.Bartlett@southessex.ac.uk] Luke Bridger [Luke.Bridger@southessex.ac.uk] INTRODUCTION TO THE MODULE The aim of this module is to introduce the student to a range of creative approaches specific to media production, including skills in 2D and 3D animation, filming on green screen and digital editing. This will enable students to embrace a wide range of knowledge and skills in order to prepare them as multi-skilled practitioners that are equipped to operate across a range of increasingly integrated disciplines. This will underpin the effective creation of the digital production projects that follow at level 5. It will equip students with a vital opportunity to embed basic software and studio production skills within their emerging portfolio of professional practices. Other modules at level 4 will complement these skills in preparation for more extensive film production at level 5. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Demonstrate sound operational knowledge within a range of software packages Produce a range of moving images sequences as part of larger product Be able to perform appropriately within a group production
GENERIC ASSESSMENT CRITERIA • •
Cognitive Skills > Synthesis and Creativity Context & Autonomy > Problem Solving, Research & Enquiry
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop their skills in specialist technical equipment and software.
87
INDICATIVE MODULE CONTENT • • • •
Introduce technical processes and roles within animation production such as keyframing, tying-down, modeling, rigging, camera, sound production, vision mixing, post-production and rendering Pre-production planning such as storyboarding, script, pipeline planning. Development of collaborative/group working practices Introduction to current media industry equipment, which operates on a number of platforms including: TV, print and web that will be explored and applied in other year one modules.
INTRODUCTION TO STUDYING THIS MODULE Workshops and demonstrations will examine and deconstruct student work in progress alongside pertinent examples of professional production. Equipment induction and training will form an integral part of the module. An explanation and validation of the proposed production methods will form the basis of group discussion, planning and practice. Pedagogical methods will involve demonstration, technical research, problem-solving and personal enquiry. Formative assessment methods used to promote learning will involve collective critique and selfassessment. ASSESSMENT This project is designed to provide you with the opportunity to explore the processes and techniques that form the core of 2D and 3D animation production. You will be required to work both independently and as part of a team to produce a portfolio of moving image products. ASSESSMENT ONE:
Production Project(100%) Group Grade (25%) Individual Grade (75%) Plan, storyboard, animate and edit each of the following: • A range of custom-built 3D characters • A 2D sequence featuring multiple characters • A sequence that utilizes foundation animation craft skills Students will contribute to one or more of the following elements (as appropriate): • Layout design • Character design • 3D modeling and Rigging • Keyframing • Tie-downs and inbetweening • Director • Camera operation • Scriptwriting
88
• Lighting design • Sound recording • Editor For group work students are required to clearly demonstrate their individual contribution at each stage of the production process. This is via a reflective production log inclusive of minutes of weekly production meetings, which will detail each student’s progress within their specific roles. This is a key component of the individualised production folder to be submitted by each student. At the end of the module you will be required to submit the following•
Design and Visual Development materials for animated characters and sequences that include – o Character design notes o Character art o Story art o Scripts o Storyboards and Beat boards o Character design packets
•
Portfolio of 3D models that include examples of – o Modelling techniques in Maya o Sculpting techniques using Mudbox or similar software o Examples of functional rigging in Maya
•
A portfolio of 2D and 3D animation sequences that demonstrate an understanding of movement, body mechanics and performance.
•
A blog that contains an expansive body of research and reflective documentation that tracks your progress through the module. This blog must also contain evidence of collaborative working and team production pipelines.
All materials must be submitted, online, to the HE dropbox and/or 5th Floor Team room by 3pm on the 26th May 2017
89
Module code: ADDAN 104 Production Feedforward Sheet Student ID no.:
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Portfolio. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
90
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking] On satisfactory completion of this module students are expected to be able to: LO 1- Demonstrate sound operational knowledge within a range of software packages
PLEASE INDICATE IF THIS IS ASSIGNMENT First Marker Comment 1 OR 2 Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Produce a range of moving images sequences as part of larger product
LO3 - Be able to perform appropriately within a group production
Please list any aspects of the module that you feel have helped you improve: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module?
Date of 1-2-1 or group discussions:
Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
91
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 104 Module Title: Production Module Leaders: Dan Bartlett/Luke Bridger Assignment Title: Deadline:
26/05/16 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
92
READING LIST ESSENTIAL READING Beiman, N. (2015) Animated Performance: Bringing Imaginary Animal, Human and Fantasy Characters to Life, Bloomsbury Academic Polson ,T. (2013) The Noble Approach, Chronicle Bacher ,H (2015) Sketchbook: Composition Studies for Film, Lawrence King Gress, J (2014) Digital Visual Effects & Compositing, New Riders Rodriguez, D (2013) Animation Methods – Rigging Made Easy: Rig your First 3D Character in Maya, CreateSpace Independent
INDICATIVE READING Palamar, T. (2014) Mastering Autodesk Maya 2015: Autodesk Official Press, John Wiley & Sons Thomas, F & Johnston, O. (1997) The Illusion of Life: Disney Animation, Hyperion WEBSITES http://splinedoctors.com/ http://www.11secondclub.com/ http://www.cartoonbrew.com/ http://livlily.blogspot.co.uk/
93
94
YEAR TWO (LEVEL 5) MODULE
95
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 2 LEVEL: 5 MODULE GUIDE: ADDAN 202 Concept Development
96
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 202 Concept Development
Level 5
Credits: 30
The assessment method for the module: • Concept Pitch 80% (Deadline – 18/11/16) • Electronic Portfolio 20% (Deadline – 28/04/17)
Module leaders: Dan Bartlett [Danyl.Bartlett@southessex.ac.uk]
INTRODUCTION TO THE MODULE This module is designed to encourage synthesis between modules in the first and second year. In this module students will develop their design skills and demonstrate an in-depth knowledge of the creative development process. Students will develop a critical understanding of the nature of commercial product development and how this can specifically relate to their own creative practice. This module is a development and natural progression of ADDAN103 Visual Storytelling in Year 1 and informs ADDAN302 Final Major Project Development in Year 3. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Demonstrate an advanced understanding of contemporary design processes Develop and display professional filmic concept materials related to a specific brief Develop and contextualize preparatory material in response to peer review GENERIC ASSESSMENT CRITERIA • • •
Cognitive Skills > Conceptualisation and Critical Thinking Context & Autonomy > Analysis & Evaluation Performance and Practice > Awareness of Context
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to further develop their technical skills.
97
INDICATIVE MODULE CONTENT Concept Development for Animation will develop students’ analytical understanding of the creative context within which animation and the moving image are conceptualized, designed and produced. The module will expound a detailed and sophisticated conception of a project in terms of its own stylistic development. The outcomes will directly inform the development of concept art, beat boards and design packets. This will include how elements such as graphic design, digital sculpture and illustration can be incorporated into the creation of a body of work. INTRODUCTION TO STUDYING THIS MODULE Students will work through a series of planned practical activities; addressing both the understanding and application of skills, systems and methodologies that will form the basis for an extended personal thematic enquiry. Students will be encouraged to share experiences, techniques and discoveries. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry, research and iteration. Assessment methods used to promote learning will involve group critique and self-assessment. Workshop/lectures will examine and deconstruct student work in progress alongside pertinent examples of professional production. An explanation and validation of their proposed creative methods will form the basis of group discussion and peer review. ASSESSMENT Your overall aim in this module is to develop your knowledge of concept development and give you the understanding of the creative context within film, television and the moving image and how these are constructed produced and received. This module will give you the detailed sophisticated development concept of a moving image project in terms of its own stylistic approach and the construction of its mise-en-scene. Assessment One:
Concept Pitch (20%) Students will pitch a concept for a visual product, including audience profiles and technical methodology. Students will supply preparatory studies and present a detailed plan of action.
You will be given the task of creating a concept for a marketing campaign. You will then be required to pitch your concept. You must tell the narrative of the campaign in a refreshing new way. This pitch will justify the project in terms of timescale and cost. You will supply preparatory studies and present a detailed plan of action. Your concept pitch will also include how elements such as motion graphic design, lighting and cinematography can be incorporated into the construction of a well planned production for a televisual advertising or marketing campaign. Suggested starting points for themes and ideas could be: your own production company, a film trailer or a local community event. Assessment Two
98
Portfolio Workbook (80%) This Portfolio will contain evidence of preproduction completed to a near professional standard, accurately following a contemporary industry workflow.
This portfolio will contain evidence of a professionally developed pre-production portfolio that includes examples of the following. Product concept sketches (characters and environments) • Character model sheets Narrative Beat Boards • Franchise artwork and concepts
• •
You are also required to submit a completed marketing campaign including a viral advert and other self-promotional material. It will include a narrative relating to concept development and represent a diverse range of skills.
99
Module code: ADDAN 202 Concept Development Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
100
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Demonstrate an advanced understanding of contemporary design processes
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Develop and display professional filmic concept materials related to a specific brief
LO3 - Develop and contextualize preparatory material in response to peer review
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
101
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 202 Module Title: Concept Development Module Leaders: Dan Bartlett Assignment Title: Deadline:
18/11/16 28/04/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
102
READING LIST ESSENTIAL READING Reiss, J & Chandler, S (2011). Selling Your Film Without Selling Your Soul. The Film Collaborative Plympton, B (2012). Making ‘Toons That Sell Without Selling Out. CRC Press Kerrigan, F (2009). Film Marketing. Butterworth-Heinemann
INDICATIVE READING Levy, D.B. (2009) Animation Development: From Pitch to Production. Allworth Press Epstein, E.J. (2010) Hollywood Economist. Melville House Publishing Suber, H (2012). Letters to Young Filmmakers: Creativity and Getting Your Films Made. Michael Wiese Productions Milic, L & McConville, Y (2006). The Animation Producers Handbook. Open University Press Wright, J.A (2005). Animation Writing and Development: From Script Development to Pitch. Focal Press Winder, C & Dowlatabadi, Z (2011). Producing Animation. Focal Press
103
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 2 LEVEL: 5 MODULE GUIDE: ADDAN 203 Narrative Animation
104
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 203 Narrative Animation
Level 5
Credits: 30
The assessment method for the module: • Portfolio 40% (Deadline – 06/01/17) • Product 60% (Deadline – 05/05/17)
Module leaders: Dan Bartlett [Danyl.Bartlett@southessex.ac.uk]
INTRODUCTION TO THE MODULE This module will focus on the application of specific contemporary 2D animation software and the development of student scriptwriting skills for a specific audience. This will result in a short animation incorporating conceptual reasoning, a narrative, characters and soundtrack. The specific audience will be pre-defined by the tutor, enabling students to apply creative strategies by working to given constraints. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Develop an appropriate concept and narrative from an initial idea with justification of process Apply time management skills effectively to work within the resource and audience constraints Demonstrate the incremental refining of original ideas through the creative process Undertake production to a proficient standard that allows animated material to be created for a specific audience. GENERIC ASSESSMENT CRITERIA • • •
Cognitive Skills > Synthesis & Creativity Knowledge & Understanding > Knowledge & Understanding Performance and Practice > Awareness of Context
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to further develop their technical skills.
105
INDICATIVE MODULE CONTENT The primary content of this module is the application of creative skills and knowledge to a production. This will involve planning and creating a short animation that consolidates and extends elements of modules ADDAN102 Ideas Factory and ADDAN104 Production. Students will be introduced to the work of other narrativebased animators and script writers to give context for ideation. Students will create storyboards, layout designs and character designs which informs the production. Animation techniques will be developed through set workshops utilising specific software packages and production processes. INTRODUCTION TO STUDYING THIS MODULE Students will work through a series of planned practical activities; addressing both the understanding and application of skills, systems and methodologies that will form the basis for an extended personal thematic enquiry. Students will be encouraged to share experiences, techniques and discoveries. Pedagogical methods will involve demonstration, seminar activity, problem solving, personal enquiry, research and iteration. Assessment methods used to promote learning will involve group critique and self-assessment. Workshop/lectures will examine and deconstruct student work in progress alongside pertinent examples of professional production. An explanation and validation of their proposed creative methods will form the basis of group discussion and peer review. ASSESSMENT This module is designed to test and develop your understanding of both 2D animation processes and narrative development. In order to maximise your potential for success for this module it is recommended that you maintain equal focus on these two disciplines. Assessment One:
Portfolio (40%) Pre-production pack. This will include a Proposal, Production Schedules, Scripts, Storyboards, Character Designs and all pre production research.
This task requires you to submit the pre-production materials for the 2D animation that you currently have in development. This portfolio must contain at minimum the following: • • • •
Design & concept research Narrative construction and development research First-hand concept research Intitial concept sketches • Character Model Sheets • Environment artwork • Scripts (including breakdowns) • Beat Boards for the entire script • Dope sheets • Line tests (where appropriate)
106
This task must be submitted as both an A3 sketchbook and research/development blog. Assessment Two
Production (60%) Final animated sequence including sound (duration 3-4 minutes) (50%) Screening (10%) The students will screen their animation and present their portfolio to their peer group Students will verbally critique their production technique and any problems they encounter.
The submission of a completed 2D animation, of adequate length, with the inclusion of audio, makes up for the majority of marks for this module. You must ensure that this product is of the highest quality. You have the choice to use a variety of production processes to complete this assessment; these include, but are not limited to: • Toon Boom Harmony • Toon Boom Animate Pro • Cel Action 2D • TV Paint • Hand-drawn • The inclusion of audio is an essential requirement, as is the demonstration of the developed understanding of narrative techniques. 10% of the weighting for this assessment is also dedicated to students successfully presenting and critiquing the their work to a peer group. This presentation must last a minimum of 10 minutes.
107
Module code: ADDAN 203 Narrative Animation Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
108
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Develop an appropriate concept and narrative from an initial idea with justification of process
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Apply time management skills effectively to work within the resource and audience constraints
LO3 - Demonstrate the incremental refining of original ideas through the creative process
LO4 - Undertake production to a proficient standard that allows animated material to be created for a specific audience.
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
109
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 203 Module Title: Narrative Animation Module Leaders: Dan Bartlett Assignment Title: Deadline:
06/01/17 05/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
110
READING LIST ESSENTIAL READING Glebas, F. (2012) Directing the Story: Professional Storytelling and Storyboarding for Live Action and Animation CRC Press Williams, Richard (2002) Animators Survival Kit Phaidon Hart, J (2012) The Art of the Storyboard CRC Press T, White (2012) Animation from Pencils to Pixels: Classical Techniques for the Digital Animator. CRC Press INDICATIVE READING Beiman, N. (2012), Prepare to Board! Creating Story and Characters for Animation Features and Shorts, Focal Press Bordwell, D. (1995) Narrative in the Fiction Film. Methuen. O’Hailey, T (2012) Hybrid Animation: Integrating 2d and 3d Assets, Focal Press
111
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 2 LEVEL: 5 MODULE GUIDE: ADDAN 205 Art Fundamentals for Animation
112
ADDAN205 Art Fundamentals for Animation Number of Credits 30 Level 5 Purpose of the Module Animation as a medium relies on the ability of the creator to design and develop believable characters and worlds using fundamental art skills as the foundation of their design. This module looks provides students the opportunity to explore and analyse how traditional art principles underpin animation design and development. Students will research and discuss the work of both contemporary and historical designers whilst developing a portfolio of work that puts there fundamental principles in to practice. This module builds directly upon the subject matter covered in ADDAN103 Visual Storytelling and develops skills necessary for ADDAN302 Final Major Project Development Learning Outcomes On satisfactory completion of this module, students are expected to be able to: • • • •
Conceptualize and develop a range of drawn and sculpted materials that inform animation production Demonstrate an understanding of both contemporary and historical animation design techniques and processes. Deploy an understanding of core art skills using traditional and digital platforms at a high level of proficiency Produce a body of work in response to a case study investigation.
Indicative Module Content: Students will study the fundamental art skills that underpin character design, pictorial composition and animation visual development using a range of digital and traditional mediums. In addition to this students will also be required to demonstrate an advanced understanding of animation pre-production processes and pipelines, and embed these practices within their workflow. Key topics covered within the module include• • • • •
113
Advanced character design principles Designing content for specific audiences Shot composition and matte painting processes Visual Development for commercial animation production Principles and application of light and colour in concept design.
Teaching and Learning Strategies This module will use screenings, planned practical activities and technical workshops as the starting point for independent study. Students will be encouraged to share experiences, techniques and discoveries. Research methods will form the basis of group discussions. Pedagogical methods will involve demonstration, seminar activity, problem solving, technical skills acquisition and personal enquiry. Assessment 1: 40% Case Study Presentation Students will conduct and then present the findings of an in-depth case study of an animation designer of their choice. This case study will investigate the design principles and technical processes employed by their subject, and how these have actively impacted the production of successful commercial products. The case study will also include detailed technical analysis of specific works produced by their chosen subject using the appropriate terminology and research processes. These findings with then form the basis for practical lines of enquiry as part of Assessment 2.
Assessment 2: 60% Design Portfolio Students will produce a substantial design portfolio that demonstrate a developed understanding of fundamental animation design processes. In additional to this the portfolio will also contain materials produces as part of the practical case study investigation in Assessment 1. The portfolio must be submitted as a combination of the following• • •
A3 hardback sketchbooks of designs, annotations and technical research A blog and online portfolio of refined design materials An isolated portfolio of materials in response to case study research.
Essential Reading Loomis, Andrew (2012). Creative Illustration. Titan Books. Deja, Andreas (2015). The Nine Old Men:
Lessons, Techniques, and Inspiration from Disney's Great Animators. Focal Press Humphries, Michael (2016). Visual Storytelling with Color and Light. Focal Press Polson, Tod (2013). The Noble Approach: Maurice Noble & the Zen of Animation Design. Bacher, Hans (2015). Sketchbook: Composition Studies for Film. Gurney, James (2010). Color & Light: A guide for the Realist Painter
Indicative Reading
114
(2016). Master the Art of Speed Painting: Digital Painting Techniques. 3DTotal Publishing. White, Tony (2006). Animation from Pencils to Pixels. Taylor and Francis Poore, Henry (1976). Pictoral Composition. Van Sijll, Jennifer (2005). Cinematic Storytelling: The 100 Most Powerful Film Conventions Every Filmmaker Must Know. Michael Wiese Productions
115
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 205 Module Title: Art Fundamentals for Animation Module Leaders: Dan Bartlett Assignment Title: Deadline:
09/12/16 05/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
116
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 2 LEVEL: 5 MODULE GUIDE: ADDAN 206 Character Performance
117
ADDAN204 Character Performance Number of Credits 30 Level 5 Purpose of the Module Animation relies on establishing empathy between subject and viewer. Since its inception animation has developed its own grammar to communicate emotion, with the ‘character’ being a central element in this relationship. This module looks at how students can develop Character Animation skills using contemporary animation software. Students will develop the techniques of exaggeration and distillation of visual information, as well as conforming to script and storyboard designs. This module builds upon ADDAN103 Visual Storytelling ADDAN104 Production, and develops skills necessary for ADDAN 302 Final Major Project Development and ADDAN303 Final Major Project. Learning Outcomes On satisfactory completion of this module, students are expected to be able to: • • •
Design and animate a range of original characters which incorporate body movement, gesture and theatrical performance Demonstrate contemporary animation techniques using industry standard software. Deploy an understanding of lighting and cinematography within an animated environment.
Indicative Module Content: Students will study the basic rules of character construction using contemporary animation software. Through analysis of existing animated characters, students will form understanding of the following character animation considerations: Skeletal structure, joints and articulation Weight and balance Inertia and dynamics Body language and facial expression Acting, theatrical performance and dialogue The character elements of abstract shapes and inanimate objects will also be explored practically through experimental animation exercises. This will progress to the development of the more complex characters designed by the students. This will involve extensive drawing practice, as studies for the character and for the environment design. Scriptwriting and idea development techniques addressed in the first year of study will provide vital
118
assistance when producing concepts for this module. Teaching and Learning Strategies This module will use screenings, planned practical activities and technical workshops as the starting point for independent study. Students will be encouraged to share experiences, techniques and discoveries. Research methods will form the basis of group discussions. Pedagogical methods will involve demonstration, seminar activity, problem solving, technical skills acquisition and personal enquiry. Assessment 1 70% Character Animation Portfolio Students will be assessed on the application of character forms, consisting of moving components, animated to scripts. The sequence should be 3-5 minutes in total within which the articulated body movements should communicate meaning through expression and action. Assessment 2 30% Work Journal Students must submit hand-drawn and digital evidence of character development that reflects the design process. This can also include experimental character designs and animated sequences. Essential Reading Osborne, Keith (2015), Cartoon Character Animation in Maya. Fairchild Books Derakhshani, Dariush (2012), Introducing Autodesk Maya 2013. John Wiley & Sons Beane, Andy (2012), 3D Animation Essentials, John Wiley & Sons Roberts, Steve (2012), Character Animation in 3D, CRC Press Brown, Blain (2011). Cinematography: Theory and Practice: Image Making for Cinematographers and Directors. Focal Press Indicative Reading Webster, Chris (2012). Animation: The Mechanics of Motion. CRC Press White, Tony (2006). Animation from Pencils to Pixels. Taylor and Francis Hayes, Derek & Webster, Chris (2013). Acting and Performance for Animation. CRC Press Van Sijll, Jennifer (2005). Cinematic Storytelling: The 100 Most Powerful Film Conventions Every Filmmaker Must Know. Michael Wiese Productions
119
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 206 Module Title: Character Performance Module Leaders: Luke Bridger Assignment Title: Deadline:
26/05/17 26/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
120
YEAR THREE (LEVEL 6) MODULES
121
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 3 LEVEL: 6 MODULE GUIDE: ADDAN 301 Dissertation Project
122
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 301 Dissertation Project
Level 6
Credits: 30
The assessment method for the module: • Research Proposal 20% (Deadline – 07/11/16) • Option A - Dissertation 80% (Deadline – 17/03/17) • Option B – Research Project (Deadline – 17/03/17)
Module leaders: Tony Sweeney [Tony.Sweeney@southessex.ac.uk] Admore Tshuma [Admore.Tshuma@southessex.ac.uk]
INTRODUCTION TO THE MODULE This module aims to provide students with an opportunity to offer critical analysis within an independent area of research that draws upon theoretical and practical material developed on the degree programme. You have the option to complete a tradition Dissertation or alternatively an Action Research Project. The intention is to encourage you to explore links with your Final Major Project in terms of experimentation with technical and creative approaches to Animation production.
THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Evidence critical understanding of a chosen topic, be it socio-political, creative, technological or aesthetic. Apply research to support an area of investigation using appropriate methodology/ies. Structure and organise a realistic working schedule. Present findings and conclusions in an agreed format. GENERIC ASSESSMENT CRITERIA • • • • •
123
Cognative Skills > Synthesis & Creativity Cognative Skills > Conceptualisation & Critical Thinking Cognative Skills > Analysis and Evaluation Enabling & Personal Skills > Ethical Awareness & Application Knowledge & Understanding > Knowledge & Understanding
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop advanced skills in research and dissertation construction. INDICATIVE MODULE CONTENT • • • • • •
Self- directed programme of research made relevant to the course content. Identify appropriate research methods and relevant existing theory in order to critically analyse the work of others relevant to the chosen area of study. Contextualise the chosen topic in order to gather, order and analyse research sources. Present work in progress to study groups and within individual tutorials. Lecturers will introduce contemporary and historical topics/case studies in creative media. The completion of the dissertation project will be supported by individual tutorials and technical workshops.
INTRODUCTION TO STUDYING THIS MODULE Learning will take place through a range of pedagogical methods. Lecturers will convene a series of seminar/workshops together with informal student presentations of their initial proposals to the peer group. This is intended to promote an environment of discussion and formative feedback from lecturers and peers. Individual tutorials will be an important element of the teaching and learning process to support students through the various stages of investigation in their defined area of study. This guidance will follow the step-by-step progression and dissertation project development, including aspects such as: literature review, methods of research, the construction of digital elements, a synthesis of research material and preliminary conclusions – all of which will be supervised within a process of continuous review. ASSESSMENT There are two options for this module. You can complete a traditional Dissertation (Option A) or pursue equivalent Research Project (Option B). These options are intended to encourage links between your practical and creative work. As part of your final year you will be creating and adapting material as part of an on-line presence, where you have the opportunity to publish your Dissertation Project research. Each aspect of your Assignment should observe the standard academic conventions relating to references (i.e. Harvard Referencing), footnotes, appendices, reference lists and bibliographies. Please refer to the departmental Dissertation Handbook for more detailed advice. ASSIGNMENT 1:
Research Proposal (20%) (Circa 1500 words) [N.B. to be submitted by all students] Contents/developmental material should include: • Title of Dissertation or Project [select one option] • Abstract
124
• • • • • OPTION A ASSIGNMENT 2:
Literature Review Research sources (primary and secondary) Research material and its relevance Structure Plan for completion
Dissertation (80%) Word Length: 8000
Your dissertation traditionally represents the peak of your writing and research as an under-graduate and is often an indication of your academic and intellectual development. It is important that you regard it as closely related to creative and practical aspects of your persona as a practitioner. A dissertation adheres to certain fundamental principles of academic writing: • It is a structured piece of writing that develops a clear line of thought (an 'argument') in response to a central question or proposition ('thesis'). • This argument must be developed through the inclusion of academic sources of information, including their direct quotation, referenced using the Harvard system. • A dissertation is an extended piece of work, usually divided into chapters that contain a detailed examination of your topic via specific case studies. • You have responsibility in choosing your research topic and for sourcing supporting materials – although your supervising lecturer will offer aid and advice in shaping it. • It must provide evidence of your ability to carry out independent study and research. OPTION B ASSIGNMENT 2:
Technical Research Project (80%)
This Action Research will help you investigate creative techniques and production choices by testing particular hardware, software and technical processes. Your critique will take the form of a Diary, highlighting your research and body of practical experimentation that could include themes such as: -
Genre within Animation 2D & 3D Integration Visual Development Techniques for Animation Character Performance Animation Sequences for action analysis Visual Development Portfolios Animated dialogue tests Graphic novels
Production choices for the above may include: modelling & rigging, 3D animation, 2D drawn animation, visual effects. Software choices for the above may include: Adobe CC suite, Toonboom Harmony, The Foundry creative and production suites and Autodesk suites. Note: These are suggested approaches that are by no means comprehensive. It is crucial to negotiate your choice of approach with your Supervisor and agree a mechanism for providing weekly updates on your progress.
125
Module code: ADDAN 311 Dissertation Project Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
126
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Evidence critical understanding of a chosen topic, be it socio-political, creative, technological or aesthetic.
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Apply research to support an area of investigation using appropriate methodology/ies.
LO3 - Structure and organise a realistic working schedule. LO4 - Present findings and conclusions in an agreed format.
Please list any aspects of the module that you feel have helped you improve: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module?
Date of 1-2-1 or group discussions:
Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
127
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 301 Module Title: Dissertation Project Module Leaders: Tony Sweeney Assignment Title: Deadline:
07/11/16 17/03/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
128
READING LIST ESSENTIAL READING Specialist reading for the dissertation will be determined by the nature of the project and the considered area of study. RECOMMENDED READING Adobe (2012) Adobe After Effects CC Classroom in a Book, Adobe Press Campbell, J (2008)[3rd Edition] A Hero with a Thousand Faces, New World Library, California Dobbert, T (2005) Matchmoving, the invisible art of camera tracking, Sybex Durant, A & Fabb, N (2005) How to Write Essays and Dissertations: A Guide for English Literature Students, Pearson Education Limited, UK Field, S. (2005) Screenplay – The Foundations of Screenwriting [Revised Edition] Bantam Dell, New York Ganbar, R (2014) Nuke 101, Peachpit Press Greetham, B (2009) How to Write Your Undergraduate Dissertation, Palgrave Macmillan, UK Koo, R (2012) The DSLR Cinematography Guide, Nofilmschool King, S (2001) On Writing – A Memoir of the Craft, Hodder & Stoughton, UK. Meyer, T & C (2009) After Effects Apprentice, Focal Press Sawicki, M (2007) Filming the fantastic, a guide to visual effects cinematography, Focal Press Zwerman, S & Okun J (2010) The VES handbook of Visual Effects, Focal Press WEBSITES OPTION A There is a great deal of valuable advice on-line about traditional Dissertations, here are a few examples: • • • •
Daniel Chandler of the University of Aberystwyth: Writing a Dissertation - users.aber.ac.uk/dgc/Modules/dissertation.html The University of Leicester http://www.youtube.com/watch?v=1hVNF_8S6Ok The Guardian Newspaper http://www.theguardian.com/education/2013/mar/25/how-to-write-yourdissertation
WEBSITES OPTION B www.ae.tutsplus.com www.fxphd.com www.videocopilot.net www.creativecow.net www.cinema4dtutorials.net www.greyscalegorilla.com http://www.theasc.com http://www.pinewoodshepperton.com http://www.litnotes.co.uk/glossary.htm A glossary of studio and media terms
129
http://www.kenstone.net/fcp_homepage/tutorial_reviews.html http://forums.creativecow.net/ http://www.kenstone.net/fcp_homepage/tutorial_reviews.htmlf http://www.skillset.org/tv/overview/article_3485_1.asp http://www.mwp.com/virtual-film-school/resources Michael Wiese (free resource) WEBSITES OPTION C BBC Writer’s Room: http://www.bbc.co.uk/writersroom/ http://www.paulhackett.ca/blog/top-five-screenwriting-sites/ http://www.scriptmag.com Writer’s Guild of America: http://www.wga.org/content/default.aspx?id=225 Final Draft: https://www.finaldraft.com/
130
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 3 LEVEL: 6 MODULE GUIDE: ADDAN 302 Final Major Project Development
131
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 302 Final Major Project Development
Level 6
Credits: 30
The assessment method for the module: • Verbal Presentation 30% (Deadline – 21/10/16) • Proposal 70% (Deadline – 05/05/17) Module leaders: Danyl Bartlett [Danyl.Bartlett@southessex.ac.uk] Luke Bridger [Luke.Bridger@southessex.ac.uk] INTRODUCTION TO THE MODULE This module aims to provide the students with time to reflect upon and plan their Final Major Project. By creating promotional material, such as an Electronic Press Pack, it is also an opportunity to build a professional industry profile. Elements such as research, proposal documents and pre-production work will furnish students with a fully-prepared plan for ADDAN 303 Final Major Project.
THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Undertake self-directed research and exploration of technologies, techniques and theories relevant to the development of a substantial practical project. Demonstrate the ability to be self-critical and to participate in a critical review of work in progress with peers. Complete the script development process. Create a personal and professional image for themselves and their work. GENERIC ASSESSMENT CRITERIA • • •
Cognative Skills > Conceptualisation & Critical Thinking Cognative Skills > Synthesis & Creativity Knowledge & Understanding > Knowledge & Understanding
KEY AND COGNITIVE SKILLS
132
On successful completion of this module, students will have had the opportunity to further develop their technical skills.
INDICATIVE MODULE CONTENT • •
• • •
Development of ideas and concepts within an ethical framework Critical review of work in progress with tutors and peers, including: - Verbal Presentation - Test footage - Pre-production Folder Assessment and development of practical skills appropriate to independent project including testing and problem solving where necessary Critical and reflective process of personal ideas and concepts Creating an industry profile
INTRODUCTION TO STUDYING THIS MODULE Lectures will be delivered to introduce this module and to provide assistance to students in the process of selecting an independently set brief suitable for development. The module will then offer students the opportunity to make presentations to their peers offering an opportunity to discuss and debate their suggested areas of study, to receive formative, critical feedback and help to define a suitable and sustainable working proposal. Individual tutorials will be given to support students in the development of the proposal where work in progress, such as research, testing, location finding and the development of initial concepts will be discussed and reviewed in order for the students to produce a coherent and defined brief for independent study. ASSESSMENT The purpose of this module is to make adequate preparations for the production of the film that you are required to produce for ADDAN303 Final Major Project. The potential success of this film rests on the quality of research, experimentation and pre-production materials that are created within this module. The focus should be on emulating contemporary industry practices, pushing the commercial and aesthetic potential of your ideas, and producing a legible blueprint for production. ASSIGNMENT 1:
Verbal Presentation (30%) To peers and lecturers that addresses the following elements: • Pitch to Peer Group and Lecturers - Project Outline - Research Sources - Unique Selling Points
Your pitch must be a minimum of 10 minutes and cover the following topicsProject outline • Research sources • Proposals for experimentation and design development • Concept examples • Proposal of technical processes • Appeal and unique selling points •
133
•
Proposed distribution and screening plans.
It is recommended that you use Prezi for this assessment, however any method by which you can display materials professional will be acceptable. ASSIGNMENT 2:
Proposal Pack (80%)
Should include detailed evidence of the following: • Thematic and Technical Research • Design and Concept Development • Industry-standard Pre-Production Materials The purpose of the this assessment is to provide the entire body of pre-production materials required to initiate the creation of your film for ADDAN303 Final Major Project. This assessment represents the culmination of all of the design and narrative development that you have undertaken on the programme, and materials submitted should be of a professional standard. You are require to submit the following-
134
Module code: ADDAN 302 Final Major Project Development Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
135
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Undertake self-directed research and exploration of technologies, techniques and theories relevant to the development of a substantial practical project.
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Demonstrate the ability to be self-critical and to participate in a critical review of work in progress with peers.
LO3 - Complete the script development process.
LO4 - Create a personal and professional image for themselves and their work.
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
136
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 302 Module Title: Final Major Project Development Module Leaders: Dan Bartlett Assignment Title: Deadline:
21/10/16 05/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
137
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 3 LEVEL: 6 MODULE GUIDE: ADDAN 303 Final Major Project
138
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 303 Final Major Project
Level 6
Credits: 30
The assessment method for the module: • Animation Product 90% (Deadline – 26/05/17) • Written Reflective Evaluation 10% (Deadline – 26/05/17) Module leaders: Danyl Bartlett [Danyl.Bartlett@southessex.ac.uk] Luke Bridger [Luke.Bridger@southessex.ac.uk]
INTRODUCTION TO THE MODULE The aim of this Final Major Animation Project is to provide a framework including support and resources for the student to produce an extended body of work as defined in the ADDAN 302 Final Major Project Development. This body of work should show an advanced level of practice conceptually, aesthetically and technically. It should consolidate the learning delivered during the programme to good effect, synthesising elements of animation with practical elements to culminate in a sophisticated outcome reflective of the programme content. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Work to a predetermined self-directed proposal showing good process. Produce practical work that shows a technical, conceptual and aesthetic accomplishment at an advanced level. Demonstrate a comprehensive/detailed knowledge of an area of contemporary animation practice and how this reflects upon their own practice. Critically evaluate and reflect on their own process of development and final outcome. GENERIC ASSESSMENT CRITERIA • • • • •
139
Context & Autonomy > Operational Context Context & Autonomy > Autonomy & Responsibility for Actions Knowledge & Understanding > Knowledge & Understanding Performance & Practice > Awareness of Context Performance & Practice > Performance
KEY AND COGNITIVE SKILLS On successful completion of this module, students will have had the opportunity to develop their skills in specialist technical equipment and software. They will also gain valuable experience in team working within the television industry. INDICATIVE MODULE CONTENT • • •
•
Development of ideas and concepts as set down in the project proposal Critical review of work in progress with tutors and peers Development of partnerships in order to meet proposal requirements both within the peer group and where necessary outside of the college environment. Self-initiated and self-motivated realisation of a moving image product as laid out in self directed proposal.
INTRODUCTION TO STUDYING THIS MODULE Individual tutorials will form the main element of teaching for this module along with group tutorials to support students in the process of producing their body of work. Tutors will offer on going support and formative feedback on work in progress to help students meet the challenges of producing a definitive and professional outcome. ASSESSMENT This module represents the culmination of over two year study, especially with regard to technical and creative development. The film produced as part of this module is a signifier of your abilities as an animator and designer. This product must be produced with the utmost dedication and professional integrity.
ASSESSMENT 1:
Animation Product (90%) This is a development of the negotiated proposal agreed in ADDAN 302 during semester one. You will have established the style, content and approximate duration of your animation production. The animation is required to be screened as part of the Department and College exhibition process. Your final piece must be submitted on a DVD or online publication
The technical processes that you utilise in the creation of this film are entirely up to you, however you must work in line with contemporary industry practice. Below are the technical guidelines that you expected to adhere to when producing your film. 2D Animation Software
• ToonBoom Harmony • Toonboom Animate Pro • CelAction 2D 140
• TV Paint Length - minimum 2 minutes Format - 1080HD at 24fps 3D Animation Software • Autodesk Maya • Autodesk Mudbox • ZBrush • Blender Length - minimum 2 minutes Format - 1080HD at 30fps Any changes or additions to these set guidelines must be negotiated with your Programme Leader prior to the start of production. All films must be submitted both on authored DVD and on a video sharing platform. ASSESSMENT 2:
Written Reflective Evaluation (10%) Upon completion of your final film as part of Assessment One you are required to produce a written document that critically evaluates not only the product submitted, but also the journey that you as designer/filmmaker have undertaken in order to complete this final body of work. This document can be submitted to in ether print or online format, and must be no less than 1000 words.
For this assessment you are required to submit a written evaluation of the completed film. You should be analysing and discussing the journey that you have taken in order to complete the assessment and the learning curve that you have undertaken. In addition to discussing the strengths of the product this assessment is your opportunity to justify any changes or deviations from the proposed project outline. This assessment must be submitted in the following format. • Minimum 1000 words not including bibliography or appendices • Arial/Times New Roman, size 12, 1.5 spacing • Submitted as both print document and blog upload
141
Module code: ADDAN 303 Final Major Project Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
142
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Work to a predetermined self-directed proposal showing good process.
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Produce practical work that shows a technical, conceptual and aesthetic accomplishment at an advanced level.
LO3 - Demonstrate a comprehensive/detailed knowledge of an area of contemporary animation practice and how this reflects upon their own practice.
LO4 - Critically evaluate and reflect on their own process of development and final outcome.
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
143
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 303 Module Title: Final Major Project Module Leaders: Danyl Bartlett/Luke Bridger Assignment Title: Deadline:
26/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
144
READING LIST ESSENTIAL READING This will be negotiated with the delivering tutor as appropriate to the considered area of study.
145
DEPARTMENT OF MEDIA AND PERFORMING ARTS BA (HONS) DIGITAL ANIMATION YEAR: 3 LEVEL: 6 MODULE GUIDE: ADDAN 304 Professional Development
146
DEFINING INFORMATION ABOUT THE MODULE
ADDAN 304 Professional Development
Level 6
Credits: 30
The assessment method for the module: • Online Publication and Promotion - 50% (Deadline – 26/05/17) • Professional Practice Portfolio - 50% (Deadline – 26/05/17) Module leaders: Danyl Bartlett [Danyl.Bartlett@southessex.ac.uk] Adam Weaver [Adam.Weaver@southessex.ac.uk] INTRODUCTION TO THE MODULE This module is designed to build on the skills and knowledge introduced in Year Two in module ADDAN202 Concept Development. The purpose of this module is to draw together the different strands of the degree and to put them into a format which prepares students to promote and present themselves in a way suitable for entry into the industry, or progression onto a Masters programme of study. In addition it is designed to give students suitable knowledge of industry structures in order to facilitate and promote entrepreneurial development and self-managed working practices. THE LEARNING OUTCOMES OF THE MODULE On satisfactory completion of this module, students are expected to be able to: Promote themselves and their work in a professional manner in line with current sector trends and practices. Critically analysis industry practices and standards, and demonstrate employability skills. Demonstrate a significant knowledge of opportunities for continuing professional development within the animation industry and actively engage with appropriate online communities and professional bodies. Strategize and implement professional platforms for promotion of animation products and associated content. GENERIC ASSESSMENT CRITERIA • • •
Knowledge & Understanding > Knowledge & Understanding Enabling & Personal Skills > Personal Evaluation & Development Interpersonal & Communication Skills
KEY AND COGNITIVE SKILLS
147
On successful completion of this module, students will have had the opportunity to develop advanced skills in research and preparation for employment and/or further study. INTRODUCTION TO STUDYING THIS MODULE INDICATIVE MODULE CONTENT This module is concerned with preparing students for the workplace and making the transition from student to professional animator. As such one of its main focuses will be on publication techniques and the preparation of a portfolio of work to be used at interviews or for applying for work speculatively. As well as a traditional design style portfolio, students will prepare a professional online presence comprising their best work produced over the course of the degree, for screening, and curriculum vitae in both traditional hard copy formats. Students will research into jobs available in the animation field, and request and complete an application form for at least one. They will also carry out research into masters programmes which are available to them, and into different industry practices, and the different employment possibilities available to them, such as setting up as freelance/ self-employed workers, or limited companies, and the implications in terms of taxes, subsidies and grants relating to these. INTRODUCTION TO STUDYING THIS MODULE This module will be delivered through lectures, seminars, workshops, case studies, student led discussion, and peer study groups. ASSESSMENT This module is you opportunity to collate, distribute and promote your work in manner that will maximise your employment and professional development opportunities. You are required to not only showcase the body of work produced on your programme of study, but also clearly demonstrate your awareness of further opportunities for training and employment. As a graduate you will compete against other people for training and work opportunities and this set of assignments are designed to prepare you for a range of post-graduate pathways. ASSESSMENT 1:
Online Publication & Promotion (50%) Students will develop and produce an online presence in which they will promote and distribute their work, in addition to engaging with established industry communities
You are required to submit evidence of the following materials • Contemporary, functional website that contains the followingo Professionally presented filmic materials. o Showreel o Concept and design galleries o Examples of current projects and collaborative work o Clear social media integration and engagement with industry platforms o A clear and unique design aesthetic
148
•
A blog that contains the evidence of the followingo Engagement with industry counterparts and immersion in sectorrelevant initiatives o Examples of new project materials and speculative concepts
ASSESSMENT 2:
Professional Practice Portfolio (50%) Students will submit a portfolio of work including a range of job applications, electronic and paper curriculum vitas, research into employment opportunities, professional development programmes, and speculative business proposals
For this assessment you are required to submit online evidence of the following. • CV • An analysed and discussed selection of postgraduate training opportunities. • Investigation in to internships and graduate training schemes. • Evidence of a selection of employment applications that include the followingo Position details o Company profile o Completed application materials (forms, covering letter, CV sample etc.) o Rationale for application that discusses your suitability for the position and skills you bring to the role.
149
Module code: ADDAN 304 Professional Practice Student ID no.:
Feedforward Sheet
ASSIGNMENT TITLE: ASSIGNMENT DEADLINE: DATE OF FEEDBACK TO LEARNER:
What is the purpose of this document? For you to assess the merits of your own work To provide prompt feedback to you after you have handed in your work To offer regular guidance for your assignment What you need to do: 1) Review this carefully before and after you complete your assignment 2) Indicate where in your assignment you have addressed the outcomes and general problems listed below. Please put a page or location (e.g. a section of edited material) against each point. 3) Point to evidence of how you have responded to feedback (e.g. 1-2-1 mini or group tutorials) Essential Practice for Written Material For your Essay. A. Reference your research [i.e. author, date, title against each paragraph and include a bibliography] B. Formatting [ i.e. double space your writing, include page no’s] C Use objective language [ e. g. Hitchcock argues that....]
150
List page or location of your evidence
Learner: Y
1st Marker: Y/N
First Marker Comment
Moderator: Y/N
Moderator Comment
Learning Outcomes [criteria used for marking]
PLEASE INDICATE IF THIS IS ASSIGNMENT 1 OR 2 First Marker Comment
On satisfactory completion of this module students are expected to be able to: LO 1- Promote themselves and their work in a professional manner in line with current sector trends and practices.
Learner: briefly list location for your evidence (e.g. page 2, paragraph 4)
Moderator
LO 2 - Critically analysis industry practices and standards, and demonstrate employability skills.
LO3 - Demonstrate a significant knowledge of opportunities for continuing professional development within the animation industry and actively engage with appropriate online communities and professional bodies. LO4 - Strategize and implement professional platforms for promotion of animation products and associated content.
Please list any aspects of the module that you feel have helped you improve: Date of 1-2-1 or group discussions: Research skills? Theories? Weekly practice? What will be the next steps in your personal development? How would you improve the module? Alongside your assignments for this module you must also complete and submit two additional documents; a hand-in top sheet and a feedforward sheet.
151
Hand-in top sheet:
Assignment Front Sheet
Student ID No: Module Number: ADDAN 304 Module Title: Professional Practice Module Leaders: Danyl Bartlett/Adam Weaver Assignment Title: Deadline: 26/05/17 I confirm that in submitting this assignment:1) The assignment is my own work and has not been previously submitted in relation to any other module. 2) I have read and understood the College regulations regarding Plagiarism and academic offences and this work conforms to the requirements set out in those documents.
152
READING LIST ESSENTIAL READING Karen, Raugust (2004) The Animation Business Handbook St Martins Press Davies, John (2007) Art and Design Building The Best Portfolio Edexcel Levy, David B (2010), Your C areer in Animation. Allworth Press Ulin, Jeff (2009) The Business of Media Distribution: Monetizing Film, TV and Video Content in an Online World, Focal Press INDICATIVE READING Levy, David B (2009) Animation Development: From Pitch to Production, Focal Press Ricketts, Gavin (2013) Clearly Creative CVs: Write a Winning CV for the Television, Animation and Other Creative Industries, Matador Cabrera, Cheryl (2013), Reel Success: Creating Demo Reels and Animation Portfolios, Focal Press
153
154