course description -...

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Note: Text in purple is for demonstration purposes and would be edited to reflect the specifics of your course. Text in red is a description of the section. Remove on final syllabus.This document focuses on syllabus elements to be included, and not on formatting or content. Formatting should be aligned with school or department guidelines, and content is determined by the faculty.

ANIMATION FUNDAMENTALS ART 101

Units: 2Term—Day—Time: Fall 2018—Wednesdays—1:00-2:50pmLocation: ABC 117Instructor: T. TrojanOffice: ABC 357Office Hours: Wednesdays 3:00-4:00pm or by appointmentContact Info: [email protected] or 213-740-1234 (I will respond to emails/voicemails within 24 hours Monday-Friday, and on the Monday following a weekend or holiday break) IT Help: Digital Art Lab support staffHours of Service: 24 hoursContact Info: [email protected] or 213-740-0000

Course DescriptionWelcome to ART 101! This course provides an introduction to the basics of character design. No matter which style of animation becomes your specialty, we all begin with the fundamentals of classic character forms. Expect to do a lot of drawing and hand sketching in this class. It is by working in 2D mediums that we prepare to work in the computer and apply techniques in 3D. The characters you create in this class can be used in animation, live action, and video games. There will be great emphasis on design pitches, peer feedback, self-exploration and exploration of the techniques of the art of developing a sense of character, plot, and continuity.

The Course Description is an expanded version of the description published in the University catalogue. Describe the student audience for whom the course is appropriate. Aspirational statements are not learning objectives, but are valuable and belong in this

section. Aspirational statements describe course goals that cannot necessarily be achieved during the course by most students, but ones the instructor hopes students continue to develop throughout their personal/professional lives. Aspirational statements commonly include phrases such as “students will develop an appreciation of…” or “value...” or “become aware of...”

Learning ObjectivesBy the end of this course, students will be able to:

1. Sketch classic character forms using the fundamental principles of character design 2. Pitch designs in a professional format 3. Complete the animation process including model and expression sheets, turnarounds,

and full color story sketches for a live action movie or TV show in a certain genre

Learning Objectives identify the specific, measurable skills a student will demonstrate by the end of the course. Learning objectives should be both taught and assessed by the instructor. They are aligned with the assignments, assessments and learning materials. They complete the sentence “By the end of this course, students will be able to” and avoid verbs such as understand, learn, and know.NOTE: For assistance with developing learning objectives, see resources in the Syllabus section of the CET Course Design Resources

Prerequisite(s): NoneCo-Requisite(s): NoneConcurrent Enrollment: NoneRecommended Preparation: Life drawing and basic drawing skills a plus

Prerequisite(s) are course(s) that must be taken prior to this course, if any, and are decided by the department/programCo-Requisite(s) are course(s) that must be taken prior to or simultaneously, if any, and are decided by the department/programConcurrent Enrollment is course(s) that must be taken simultaneously, if any, and are decided by the department/programRecommended Preparation is course work or background that is advisable, not mandatory, and may be decided by the department/program and/or the instructor

Course NotesPaper, animation bond paper, a sketchbook, and art supplies (pencils, pens, erasers, etc.) are required for each class and can all be purchased at the USC Bookstore. Be prepared to show your work at the beginning of each class. Bring a sketchbook to each class, as we will be drawing in class, working on each assignment as well as developing and working toward the final assignment throughout the semester

Course Notes include important information on the course that will not appear elsewhere in the syllabus. This may include the style of the course/teaching, such as flipped, case-based, project-based, etc

CommunicationCommunication and collaboration are essential for animators working on any project. Therefore, I want you to feel comfortable asking questions and giving me feedback on this course just as I, and your classmates, will be providing you with feedback on your designs. If you have questions or comments, please speak to me directly after class or during my posted office hours. You can also email me [email protected] or call my office 213-740-1234. I will respond to emails/voicemails within 24 hours Monday-Friday, and on the Monday following a weekend or holiday break.

Technological Proficiency and Hardware/Software RequiredStudents will need access to a scanner or camera (smartphone camera is fine) in order to produce digital files of the images hand drawn in their sketchbooks. The scanned sketchbook pages, or photos of them, will be uploaded to Blackboard for assignment submissions. The Digital Art Lab has a scanner available for student use.

Communication and Technology Policies differ from university policies in that they are course-specific and set by each instructor. Common course-specific policies the instructor will need to create cover communication, in-class work, late work, and technology. CET provides a resource for producing equitable course policies.

Required Materials Character Design from the Ground Up by Kevin Crossley (2014) available in the USC Bookstore and online.Other required materials will be provided by the instructor via Blackboard. These will include articles, videos, and websites from a diverse set of professional, global animators who have developed different styles and work in various mediums

Required Materials should be listed separately from optional materials. Clearly indicate which materials must be purchased by students and how/where they can obtain them

Optional Materials For those interested, the instructor can provide a list of recommended animators to follow and their published guides on character drawing

Optional Materials are not required but recommended. This section is optional and may be omitted

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Description and Assessment of Assignments Below is a general overview of the assignments. The instructor will provide a detailed assignment description and grading rubric for each assignment. For the detailed descriptions and rubrics, please see the Supporting Materials section at the end of this document.

Sketch AssignmentsThere will be weekly sketch assignments based on the character form theme/topic/skill of the week. Students will start sketch assignments in class with the instructor, and finish them for homework due the next class. Students will both upload digital files of the sketches and bring the actual sketches in a sketchbook to class.

In-class PitchesEach class meeting will begin with a quick roundtable of everyone explaining their design decisions from the homework (sketch assignments) to the class in the form of 3-minute pitches. Students will need to show their work from their sketchbooks during the 3-minute pitch. The instructor will teach the expected, professional pitch format.

Peer FeedbackAt the start of each class, you will randomly draw a classmate whose in-class pitch you will review that day. As you listen to your classmate give a pitch, you will complete a brief feedback form. After each pitch, please pass this form to your instructor who will record that you have done it, and return the form to the presenter. Your instructor will provide paper copies of the feedback form at every class. If you are not the designated classmate to provide feedback, you are still highly encouraged to offer informal feedback to the presenter.

Final ProjectStudents will work in small groups to select a Los Angeles-based live action movie or TV show of a certain genre and complete the entire animation process for three characters. Students will submit model and expression sheets, turnarounds, and full color story sketches. Each group will make a pitch of their project during the final class meeting

Description and Assessment of Assignments Assignments are aligned with the learning objectives, meaning that each assignment serves to measure student performance on at least one learning objective. This section describes each assignment, how it maps onto learning objective(s), and how it will be graded. Faculty can provide detailed descriptions of assignments here, or they can provide descriptions that provide an overview, reserving actual assignment descriptions/prompts for later in the course. Every category of graded work should be briefly described.Also describe the grading method for each category of assignment. The grading method should also align with the assignment and learning objective(s). Sample grading rubrics and guidance on developing rubrics are available in the CET Course Design Resources

Participation Credit for participation (if any) should be explained, including what a student must do to earn full credit for participation. A CET resource discusses use of in-class work to assess

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http://cet.usc.edu/resources/course-design/

class participation . Credit may not be awarded solely for attendance, per USC policy. Participation may not be weighted more than 15% of the course grade

Grading BreakdownGrades will be recorded in the Blackboard gradebook and updated weekly

Assignment % of GradeSketchbook Assignments (12) 40In-Class Pitches (12) 20Peer Feedback (12) 10Final Project with Pitch 30

Total 100Grading Breakdown A grading breakdown includes all contributions to the overall course grade, with their corresponding weights/percentages. The listed assignments will be the same ones found in the Description and Assessment of Assignments section above

Grading ScaleCourse final grades will be determined using the following scale.A 95-100A- 90-94B+ 87-89B 83-86B- 80-82C+ 77-79C 73-76C- 70-72D+ 67-69D 63-66D- 60-62F 59 and belowGrading Scale A grading scale should be included, as USC does not have a standard grading scale. Individual schools or departments may set their own grading scale standard for instructors to use

Course-specific Policies (Assignment Submission, Grading Timeline, Late work, and Technology)

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Assignment Submission Sketchbook assignments will both be uploaded to Blackboard as digital files, and originals brought to each class for the purposes of making in-class pitches. The final project will also be uploaded to Blackboard as digital files, and originals brought to class on the last class when each group will make a pitch.

Grading TimelineIn-class 3-minute pitches given during Wednesday’s class will be graded by Thursday (24 hours). All other graded work will be returned no later than one week from the submission deadline.

Late workIn-class pitches are based on sketch assignments (homework). Therefore, missing a homework assignment will mean having nothing to pitch. At the start of each class, you will also be assigned a classmate whose in-class pitch you will review that day for credit on a Peer Feedback Form; the instructor will drop the lowest 2 scores on Peer Feedback Forms. A sketch assignment may be submitted to Blackboard up to a week late, but carries a 5-point grade deduction per every 24 hours late. In-class pitches cannot be made up, but the instructor will drop the lowest score on in-class pitches (except for the final project pitch, which cannot be dropped). The final project may be submitted up to 3 days late, but also carries a 5-point grade deduction per every 24 hours late. If you miss submitting work for an unavoidable emergency, notify the instructor by email and discuss the situation with the instructor during office hours.

Technology in the classroomThis class focuses on paper and pencil sketch work. Therefore, expect to use personal electronic devices (laptops, tablets, and phones) only for the purposes of note taking, researching online, and uploading assignments. Students using a device for purposes not directly related to the class will be asked to put the device away. At times, the instructor will request that all devices are put away to ensure focus on hand sketching

Course-specific Policies (Assignment Submission, Grading Timeline, Late work, and Technology)Course-specific policies differ from university policies in that they are set by each instructor. Common course-specific policies the instructor will need to create cover communication, in-class work, late work, and technology. See the CET resource for producing equitable course policies

Academic integrityIn the arts, tracing is considered a violation of academic integrity by the school. For the first violation, a failing score will be applied to submitted work that has been traced. Such work may not be resubmitted for a new grade. Second and further violations will be reported to the school

Academic integrity is already included in the required Statement on Academic Conduct and Support Systems at the end of the syllabus. This section is only necessary to describe local (course, department, school) academic integrity policies

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AttendanceRegular class attendance is necessary as students are required to make weekly in-class pitches of their designs and provide feedback to classmates on their designs. The instructor also starts off students on their sketchbook assignments (homework) during class.

Attendance Attendance alone cannot be used to award course credit, per USC policy. Attendance policies may address student athletes with approved Travel Request Letters and students who give advance notice of religious observation

Classroom normsSharing our art with others and opening ourselves to critique (or peer feedback) can be a vulnerable process. To model the expectations of a professional work environment in our field, and promote a respectful classroom environment, we agree to the following.

● Do not interrupt when someone else is speaking/pitching their designs● Critique design work, not people● Support critique with evidence, or speak from personal experience● Allow everyone to critique (i.e., don’t dominate or remain silent)● Keep a positive tone when offering critique and responding to it● Accept critique in the positive spirit with which it is given as a means of development

Classroom norms Classroom norms describe the behaviors that are encouraged and discouraged during class. They can be a powerful tool for establishing a supportive learning environment. A CET resource provides a collection of possible classroom norms

Course evaluationStudent feedback is essential to making this course the best it can be. Students will have an opportunity to submit comments on the mid-semester evaluation and the standard USC course evaluation survey at the end of the semester.

Course evaluation Course evaluation occurs at the end of the semester university-wide. It is an important review of students’ experience in the class. The process and intent of the end-of-semester evaluation should be provided. In addition, a mid-semester evaluation is recommended practice for early course correction. See CET support document Mid-semester Evaluations

Course Schedule: A Weekly BreakdownAssignments are due as digital files uploaded to Blackboard before the start of class on Wednesdays, and due as originals in class at the start of class for in-class pitches

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Course Schedule: A Weekly Breakdown Course schedules outline the entire semester including the course topics and exams, lists readings and other homework, and provides important dates for assignment submission. It is recommended that learning goals and activities are listed in the breakdown as well

Topics/Daily Activities Readings and Homework

Assignment Dates

Week 1 Topic: Design through the agesLesson objective: Students will be able to define design

Crossley ch. 1-2Blackboard video

Week 2 Topic: Fundamentals--the 3 S shapesLesson objective: Students will be able to draw the shapes in multiple configurations

Crossley ch. 3-4Blackboard videoBlackboard article

Sketch Assignment 1In-class Pitch 1Peer Feedback 1

Week 3 Topic: ExpressionsLesson objective: Students will be able to draw various human expressions

Crossley ch. 5, 9Blackboard video


Week 4 Topic: Hands and feetLesson objective: Students will be able to sketch anatomically correct, human hands and feet



Week 5 Topic: Adults and childrenLesson objective: Students will be able to sketch adults and children of various ages

Crossley ch. 8Blackboard videoBlackboard article


Week 6 Topic: ClothingLesson objective: Students will be able to sketch clothing to fit a character

Crossley ch. 10Blackboard video

Sketch Assignment 5In-class Pitch 5Peer Feedback 5Mid-semester evaluation (in class)

Week 7 Topic: Creatures Lesson objective: Students will be able to sketch creatures and mythical beasts



Week 8 Topic: ColorLesson objective: Students will be able to add color to skin and clothing



Week 9 Topic: StylizationLesson objective: Students will be able to style characters to fit the story

Crossley ch. 12Blackboard video


Topics/Daily Activities Readings and Homework

Assignment Dates

Week 10 Topic: Creating a worldLesson objective: Students will be able to sketch background environments to suit scenes and characters



Week 11 Topic: Model sheets and size comparisons Lesson objective: Students will be able to produce draft model sheets and size comparisons



Week 12 Topic: Model sheets and size comparisons (continued)Lesson objective: Students will be able to finalize model sheets and size comparisons to standardize appearance, pose, and gesture

Crossley ch. 21Blackboard article

Sketch Assignment 11In- class Pitch 11Peer Feedback 11

Week 13 Topic: Preparing turnaroundsLesson objective: Students will be able to produce turnarounds for human and creature characters


Sketch Assignment 12In- class Pitch 12Peer Feedback 12

Week 14 Topic: Final project prepLesson objective: Students will be able to revise elements of final project

Crossley ch. 24 and appendixBlackboard video

Groups bring final project materials to class for workshopping

Week 15 Topic: Final project Lesson objective: Students will be able to pitch final project to class

Final project due in class with final pitch

FINAL Date: For the date and time of the final for this class, consult the USC Schedule of Classes at classes.usc.edu.

Statement on Academic Conduct and Support SystemsThe current Statement on Academic Conduct and Support Systems is a required component of all USC syllabi and is updated yearly. Faculty should use the latest version of the Statement on Academic Conduct and Support Systems

found in the Curriculum Coordination Office’s Syllabus Template. The Statement below is current as of August 2018

Academic Conduct:Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” policy.usc.edu/scampus-part-b. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct. Support Systems:Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on callFree and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling

National Suicide Prevention Lifeline – 1 (800) 273-8255Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org

Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on callFree and confidential therapy services, workshops, and training for situations related to gender-based harm. engemannshc.usc.edu/rsvp

Sexual Assault Resource CenterFor more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: sarc.usc.edu

Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu

Bias Assessment Response and SupportIncidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. studentaffairs.usc.edu/bias-assessment-response-support

The Office of Disability Services and Programs Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu

Student Support and Advocacy – (213) 821-4710Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. studentaffairs.usc.edu/ssa

Diversity at USC Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu

USC Emergency InformationProvides safety and other updates, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible. emergency.usc.edu

USC Department of Public Safety – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a crime. Provides overall safety to USC community. dps.usc.edu

http://dps.usc.edu/

http://emergency.usc.edu/

https://diversity.usc.edu/

https://studentaffairs.usc.edu/ssa/

http://dsp.usc.edu/

https://studentaffairs.usc.edu/bias-assessment-response-support/

http://equity.usc.edu/

http://sarc.usc.edu/

https://engemannshc.usc.edu/rsvp/

http://www.suicidepreventionlifeline.org/

https://engemannshc.usc.edu/counseling

https://policy.usc.edu/scampus-part-b/

http://arr.usc.edu/services/curriculum/resources.html

It is common for these supporting documents not to be included in the syllabus itself, but instead provided separately to students when each assignment is introduced.

While there are 12 Sketch Assignments listed for this sample course, only the first 4 have been included here as a sample. In reality, the professor would include them all.

Supporting Materials What follows are the detailed assignment descriptions and grading rubrics for each assignment.

Sketch AssignmentsSketch Assignment 1: Fundamental “S” ShapesLearning Objective: Sketch classic character forms using the fundamental principles of character design

Students are expected to complete and submit 12 sketchbook assignments over the course of the semester. These assignments are submitted weekly by uploading the digital sketch files to Blackboard and bringing the original files in a sketchbook to class for the purpose of making in-class pitches. We start all assignments together in class to practice, and they are completed individually outside of class. This is assignment is due: _____________________ Steps

1. Guided by the instructor during class, sketch the weekly theme in a paper sketchbook.2. Finish the sketches started in class on your own time. Your instructor will give specifics

on exactly how many and what kind of sketches to finish, as well as review how they will be graded.

3. Convert your finished sketch files for upload/submission to Blackboard. This means you will need to scan or photograph sketches done in a paper sketchbook.

4. Bring the same submitted sketches you uploaded to class with you in order to complete the weekly pitch assignments based on them.

Assignment 1 Grading Rubric

Requirements Approaching Mastery Attempting Mastery Incomplete/Needs Improvement

Number of characters

At least 2 characters are submitted, both Frankie and Johnny(5 points)

Only one character is submitted, either Frankie or Johnny(4 points)

No or a severely incomplete character is submitted (3 points)


Circle, Square, and Triangle Forms

Frankie is fully represented with circles and Johnny is fully represented with squares. An additional character may be represented with triangles.(10 points)

Frankie is partially represented with circles and/or Johnny is partially represented with squares. (9 points)

Any character or portion of a character submitted is not represented appropriately with circles or squares. (7 points)

Tube and Cube Forms

Frankie is fully represented with tubes and Johnny is fully represented with cubes.(10 points)

Frankie is partially represented with tubes and/or Johnny is partially represented with cubes. (8 points)

Any character or portion of a character submitted is not represented appropriately with tubes or cubes. (6 points)

Total:Comments:

/25 points

Sketch Assignment 2: ExpressionsLearning Objective: Sketch classic character forms using the fundamental principles of character design

Students are expected to complete and submit 12 sketchbook assignments over the course of the semester. These assignments are submitted weekly by uploading the digital sketch files to Blackboard and bringing the original files in a sketchbook to class for the purpose of making in-class pitches. We start all assignments together in class to practice, and they are completed individually outside of class. This assignment is due: ______________________ Steps







Number of characters

Both Frankie and Johnny(5 points) in poses that reflect all 10 facial expressions (10 points)

Only one character is submitted, either Frankie or Johnny(9 points)

No or a severely incomplete character is submitted (7 points)

Facial expressions

Frankie and Johnny are fully represented using the 10 required facial expressions. An additional character may be represented as well, with the all 10 facial expressions(15 points)

Frankie and Johnny are partially represented using most 10 facial expressions. An additional character may be represented as well, with most 10 facial expressions (12 points)

Any character or portion of a character submitted is not represented appropriately using less than half facial expressions (9 points)

Total:Comments

/25 points

Sketch Assignment 3: Hands and FeetLearning Objective: Sketch classic character forms using the fundamental principles of character design

Students are expected to complete and submit 12 sketchbook assignments over the course of the semester. These assignments are submitted weekly by uploading the digital sketch files to Blackboard and bringing the original files in a sketchbook to class for the purpose of making in-class pitches. We start all assignments together in class to practice, and they are completed individually outside of class. This assignment is due: ______________________ Steps







Hands and Feet

Used own hands and feet as a model to draw at least 3 varieties (i.e. with shoes, socks, bare)(10 points)

Used own hands and feet as a model, but drew fewer than 3 varieties. (9 points)

Did not show variety and/or only drew hands or feet but not both(7 points)

Quantity Drew 50 different poses of hands and feet(15 points)

Drew between 30-40 different poses of hands and feet(12 points)

Drew 30 or fewer different poses of hands and feet. (9 points)

Total: Comments:

/25 points

Sketch Assignment 4: Adults and ChildrenLearning Objective: Sketch classic character forms using the fundamental principles of character design

Students are expected to complete and submit 12 sketchbook assignments over the course of the semester. These assignments are submitted weekly by uploading the digital sketch files to Blackboard and bringing the original files in a sketchbook to class for the purpose of making in-class pitches. We start all assignments together in class to practice, and they are completed individually outside of class. This assignment is due: ________________________ Steps







Shape language

Includes a pear, an apple, a box, and an hourglass of 3 characters (a man, a woman, and child) for a total of 12 character shapes.(15 points)

Missing some of the shapes, and/or 2 characters, and/or 9-11 character shapes. (12 points)

Missing several shapes, and/or only 1 character, and/or fewer than 9 shapes. (9 points)

Age/Persona Includes at least 3 ages (i.e. young, middle aged and senior) in the 12 character shapes.(10 points)

Includes 2 ages. (9 points)

Includes only 1 age. (7 points)

Total:Comments:

/25 points

In-Class PitchesLearning objective: Students will be able to pitch designs in a professional format

Students are expected to make 12 weekly pitches of their sketch work in front of the class over the course of the semester. These assignments are done as live, 3-minute, oral presentations at the start of class. The audience is required to provide peer feedback while listening to/watching the pitches of classmates. Steps

1. Bring the same submitted sketches you uploaded for your weekly sketchbook assignment to class with you.

2. Display a minimum of 2 key elements from your sketches.3. Mention at least 2 references/research and a justification for why those were

chosen/used.4. Explain the previous skills incorporated or built upon.5. Complete the provided peer feedback form for each classmate as you listen to their

pitches. Submit your provided feedback to your instructor who will record it and give it to the presenter.

6. Review the feedback forms you receive from classmates in order to improve your pitch for next time.

In-Class Pitches Grading Rubric

Requirements Approaching Mastery (5 points)

Attempting Mastery (4 points)

Incomplete/Needs Improvement(3 points)

Length Pitch was 3 minutes Pitch was slightly under or over 3 minutes

Pitch was severely over or under 3 minutes

Topic Pitch was on-topic based on weekly skill

Pitch was mostly on-topic based on weekly skill

Pitch was off-topic

References/ Research

Pitch included at least 2 references/ sources of research

Pitch included 1 reference/source of research

Pitch did not include references/sources of research

Justification Pitch included a complete rationale for why the references/sources of research were chosen

Pitch included some rationale for why the references/sources of research were chosen

Pitch did not include a rationale for why the references/ sources of research were chosen

Cumulative Skills Pitch included a complete explanation of which previous skills were incorporated/built upon

Pitch included some explanation of which previous skills were incorporated/built upon

Pitch did not include an explanation of which previous skills were incorporated/built upon

Key Elements Pitch pointed to a minimum of 2 key elements in sketches

Pitch only pointed to one key element in sketches

Pitch didn’t point to any key elements in sketches

Total:Comments:

/30 points

Peer Feedback FormAt the start of each class, you will randomly draw a classmate whose pitch you will review that day. As you listen to your classmate give a pitch, please complete the following feedback to help them improve for next time. After each pitch, please pass this form to your instructor who will record that you have done it, and return the form to the presenter. Forms are not accepted after class ends. Your instructor will provide paper copies of this form to every class. There will be 12 in-class pitch assignments which means you will submit 12 Peer Feedback Forms over the course of the semester. Each form is worth 3 points

Reviewer’s (Your) Name

Person Pitching & Topic

At least 1 thing the presenter did well(1 point)

At least 1 thing the presenter can work on for next time(1 point)

Your main takeaway from the presenter’s pitch(1 point)

Final Project Learning objective: Complete the animation process including model and expression sheets, turnarounds, and full color story sketches for a live action movie or TV show in a certain genre.

The final project for this course has students work in small groups to replicate the animation process, which means that groups are required to include model and expression sheets, turnarounds, and full color story sketches for three characters in a Los Angeles-based live action movie or TV show in a certain genre. Each group will make a 5-minute pitch of their project during the final class meeting. This assignment is due: ______________The pitch is due at the start of our final class meeting on: _____________. Steps

1. With your group, choose a live action movie or TV show to base in Los Angeles.2. Decide together the genre you will set the movie or TV show in. (Example: The “Flash”

set in 18th century Los Angeles)3. Using the types of characters we have practiced this semester, select 3 different

character types (Example: adult, child, creature)4. Organize your group. Exchange contact info, decide on how and when to meet, and

divide up tasks. There will be one class during Week 14 entirely dedicated to finalizing your project, but other than that, groups are expected to work outside of class.

5. Research the city, time period, and genre. 6. Prepare full color model sheets.7. Prepare full character expression sheets and turnarounds for all 3 characters.8. Prepare the story sketches.9. Upload digital files to Blackboard by the due date.10. Practice the group’s 5-minute project pitch.

11. Bring original files to final class meeting pitch.

Final Project Grading Rubric


Caricature A Los Angeles-based live action movie or TV show is set in a completely different genre. (5 points)

A Los Angeles-based live action movie or TV show is set in a somewhat different genre. (3 points)

A live action movie or TV show is not set in a different genre and/or in Los Angeles. (1 point)

Model sheets Full color designs of 3 characters with standardized appearance and in proportion. (20 points)

Full color designs of 3 characters with somewhat standardized appearance, and/or somewhat in proportion. (17 points)

Designs not in full color and/or not of all 3 characters, and/or not standardized in appearance, and/or not in proportion (14 points)

Expression sheets

Full color designs of 3 characters with standardized poses and gestures. (20 points)

Full color designs of 3 characters with somewhat standardized poses and/or gestures.(17 points)

Designs not in full color and/or not of all 3 characters, and/or not standardized poses and/or gestures (14 points)

Turnarounds All 3 characters fully represented from front, three-quarter, side, and back. (20 points)

All 3 characters somewhat represented from front and/or three-quarter, and/or side, and/or back. (17 points)

Not all 3 characters represented and/or not represented at all from front and/or three-quarter, and/or side, and/or back. (14 points)

Story sketches In full color and clearly communicates what the show is. (20 points)

In full color and somewhat communicates what the show is. (17 points)

Not in full color and/or does not communicate what the show is. (14 points)


Pitch Every group member spoke equally, was 5 minutes long, included at least 2 references/ sources of research, included a complete rationale for why the references/sources of research were chosen, included a complete explanation of which previous skills were incorporated/built upon, pointed to a minimum of 2 key elements in sketches.(15 points)

Group members spoke unequally, and/or was slightly over or under 5 minutes, and/or included at least 1 reference/source of research, and/or included some rationale for why the reference/source was chosen, and/or included some explanation of which previous skills were incorporated/built upon, and/or pointed to 1 key element in sketches. (12 points)

Some group members did not speak, and/or was severely over or under 5 minutes, and/or did not include reference/source of research, and/or did not include rationale for why the reference/source was chosen, and/or did not include explanation of which previous skills were incorporated/built upon, and/or did not point to key element in sketches. (9 points)

Total:Comments:

/100 points

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