Course Handbook 2007 2008 Enrolment: Foundation Degree (Arts) Computer Visualisation and Animation

COURSE HANDBOOK
20072008 enrolment
Foundation Degree (Arts) Computer
Visualisation and Animation
Validated by the University of Sussex
Foreword
Welcome to Ravensbourne College of Design and Communication and
congratulations on achieving a place on a higher education course at Ravensbourne.
Your Handbook is an indispensable work of reference. This Course Handbook
outlines the purposes and content of your degree.
Please read it carefully – it will contain answers to many of your questions – and
keep it so that you can refer to it again during your time at the College.
It should be read in conjunction with the following documents.
Student Contract Handbook 2007 http://intranet.rave.ac.uk/quality/docs/Final
2008 StudentContract20072008.pdf
Academic Regulations for the Awards http://intranet.rave.ac.uk/registry/Academic
of FdA and FdSc Regulations.htm
Together with ‘Information – For new students from the UK and EU’ handbook or
‘Information – For new international students’ handbook already sent to you.
While every effort has been made to ensure accuracy, some of the information in this
Handbook will become out of date rapidly, i.e. computer resources and software. This
will be corrected in annual editions of the Handbook. It is intended that this document
will be available in other formats, such as electronically and on the College Quality
Intranet site (http://intranet.rave.ac.uk/quality/CourseHandbooks.htm). If you have
any questions about your course, please see your Subject Leader or Head of
Faculty.
We hope you enjoy your course!
Quality Team 2 Course Handbook 20072008
Contents
Page No.
Introduction 4
Educational Aims of the Programme 6
Intended Learning Outcomes 7
Knowledge and Understanding 7
Practical/Professional Skills 8
Intellectual Skills 8
Transferable Skills 9
Assessment Regulations and Principles 11
Articulation with Honours Degree 13
Resources and Services 14
E Learning 16
Multidisciplinary Environment 16
Unit List 17
Unit Map 18
Outcome Map 20
Level 1 units 22
Level 2 units 50
Learning and Teaching Glossary 86
Personal Tutorials Guidelines 91
Course Committees and Student Course Representation 93
Contacts 94
Introduction
The Foundation Degree (Arts) Computer Visualisation and Animation is a vocational
programme offering students the opportunity to acquire the knowledge, craft and
technical skills suited to a variety of career paths in animation.
Students will develop skills in drawing, 2D and 3D animation, modelling, texturing,
lighting and rendering. The acquisition of these skills will be reinforced by a
comprehensive grounding in animation theory and technology. Throughout the
course the application of creativity forms the backbone of learning.
Students will work in an environment that mirrors industry practice and much of the
learning on the course is delivered through the simulation of real work based activity.
The course incorporates opportunities for collaborations with students on other
course within the College. Working alongside these other programmes will give
students access to the culture, skills and attitudes of practitioners in a number of
related areas.
Level 1 of the course consists of seven units (amounting to 120 credits). Students are
offered a broad based introduction to the field of animation. Students are introduced
to the basic animation and drawing skills that lie at the heart of the field of animation.
They then develop technical skills in character animation, texturing and lighting.
Students engage with the role of narrative, performance and dialogue in animation.
Across all three terms the students will engage with units in Contextual Studies and
Personal and Professional Development. They will develop knowledge and
understanding of the historical, intellectual and industrial contexts of animation and
the creative industry. They will learn to reflect on their own learning needs and the
development of their own professional practice. At the end of Level 1 and before the
beginning of Level 2, students are encouraged and supported in applying for short
work experience placements by the College’s dedicated Employability Unit.
Level 2 consists of eight units (amounting to 120 credits) in which students develop
their knowledge of computer visualisation and animation, become familiar with the
workings of the animation studio workflow, and gain a thorough understanding of the
creative, professional and industry contexts of animation.
The level extends and develops the range of skills delivered in the first level.
Students learn how to analyse real environments and simulate them. They integrate
their academic and practical understanding of the employment world they will enter
through a study of an industry employer, studio or practice. They gain a basic
understanding of the post production processes involved in taking raw content and
creating a cohesive whole ready for an audience. In two practicebased units,
students engage with a series of exercises which replicate common animation
working practices and develop their skills to the level necessary for entry to the
profession. The output of these units forms the heart of the student’s ‘showreel’,
which will demonstrate the range and level of their skills. In the final unit of the level,
students learn how to post produce and present this material professionally for future
employers.
As in Level 1, across the three terms, students engage with units in Contextual
Studies and Personal and Professional Development. The former is focused on
developing their academic skills and expanding the frameworks within which they can
contextualise their own practice. The latter is focused on reflection on professional
development and career planning.
Graduates who have passed the foundation degree and achieve a grade C profile
across the second level units have the opportunity to apply to progress to the BA
(Hons) Animation, subject to completion of the required bridging programme.
Educational Aims of the Programme
Through the integration of academic and workbased learning, this programme aims
to:
1. Provide students with a balance of intellectual and practical skills necessary to
enter the field of animation;
2. Develop a range of creative, critical and technical skills in a variety of
specialist disciplines related to animation;
3. Encourage independent and critical thinking and develop transferable skills
and competencies as preparation for work in a freelance market and enabling
lifelong learning;
4. Develop experience and knowledge of collaborative working methods and
processes within an industrially focused multidisciplinary environment.
Intended Learning Outcomes
This programme provides opportunities for students to develop and demonstrate
knowledge and understanding, skills, qualities and other attributes in the following
areas:
Knowledge and Understanding
A knowledge and understanding of:
1. the established principles and skills used in professional animation and
visualisation
2. the workflows and processes which characterise contemporary animation
production
3. the nature of forms and space, and their depiction and construction in two and
three dimensional media and digital form
4. the nature of human movement and its interpretation in two and three
dimensional media and digital form
5. the role of narrative in the animation process
6. the role of performance and its relevance to the animation process
7. the business sectors, practices and organisations operating in the computer
visualisation and animation industry in the UK and globally
8. the main technologies used in computer visualisation and animation
9. the main historical and contemporary contexts of animation and computer
visualisation practice
Teaching and Learning Methods
Learning and teaching on the course tends to be primarily project based (see
Practical and Professional Skills below). This is supported though the development of
the student’s knowledge and understanding by varied learning and teaching methods
which may include as appropriate: project briefings, lectures, (staff and student led)
group seminars, technical or practical workshops, demonstrations, critiques,
individual or group tutorials and self directed study by the student.
Learning is facilitated by a well qualified permanent teaching staff and by sessional
staff and visiting speakers who are practising professionals and bring an important
industry perspective to the course. Traditional modes of delivery may be supported
where appropriate by e learning and/or resource based learning.
Assessment Methods
Knowledge and understanding is assessed through short essays, tests, reports,
critical analysis, and individual and group presentations and through its application in
practical projects in a manner appropriate to each unit of delivery.
Practical/Professional Skills
Able to:
1. produce work which demonstrates a critical understanding of computer
visualisation and animation techniques and skills
2. produce work which demonstrates an understanding of the technical and
professional requirements of animation related industries
3. competently and creatively use digital animation technology
4. critically assess an animation task or problem and adapt animation techniques
appropriately in its solution
5. plan and schedule computer visualisation and animation tasks
6. use sound and dialogue in the animation process
Professional and practical skills are gained primarily through project based learning.
This often involves the simulation of activities which take place in industry.
Supported by staff, students work on project briefs designed to foster creative,
technical and academic skills while progressively introducing professional contexts
and real world constraints. This approach is student centred, encourages deep
learning, builds problem solving ability, and integrates academic with professional
learning. Students learn to take responsibility for their own learning progressively.
Some projects are intentionally collaborative encouraging team working and peer
learning and may involve students from other courses.
Projects are supported by briefings, studio lectures, workshops, critiques, group
seminars and student self directed study. Learning is facilitated by permanent
teaching staff and by sessional staff and visiting speakers who are practising
professionals and bring an important industry perspective to the course. These
methods may be supported where appropriate by elearning and/or resource based
learning. The project based approach culminates in independent negotiated project
work in the final level of the course.
Assessment Methods
Students are assessed primarily through the submission of practical materials.
Students undertake a variety of skills and technology tests. Students may also be
required to submit reflective logs explaining key points in both the technical and
creative process and justifying decisions made with respect to the brief.
Intellectual Skills
Able to:
1. consider and analyse their own work with reference to academic and work
related frameworks
2. locate their work critically and stylistically in relation to contemporary practice
3. apply underlying concepts and principles outside the context in which they
were first studied, and in a work related context
Intellectual skills are gained primarily through lectures, seminars, workshops,
individual tutorials and selfdirected study but the delivery of some elements will be
integrated with practical and professional skills in project based learning. In
particular, project based learning stimulates analysis, contextual, problem solving,
creative thinking, and personal reflection.
Students are introduced through the contextual elements of the course to theoretical
and critical frameworks in which they can locate their practice.
Assessment Methods
Students are primarily assessed through a variety of means including essays, reports
and presentations. Some elements are assessed through their application in
submitted project materials. This may include rationales, background research,
development materials and/or evidence of reflection on the process of development
in addition to practical material.
Transferable Skills
Able to:
1. take responsibility for own learning with a minimum direction
2. interact effectively within a team, giving and receiving information and ideas
and modifying responses appropriately
3. manage information in a range of media, selecting and using a variety of
sources and technologies as appropriate
4. communicate ideas and information in visual, oral and written forms effectively
to a variety of audiences, including technical and nontechnical audiences
5. identify key areas of problems and choose appropriate tools/methods for their
resolution
6. evaluate own strengths and weaknesses, and develop own criteria and
judgement
7. produce work that is literate, numerate and coherent
Students develop transferable skills primarily through selfdirected project activity
which progressively introduces professional contexts.
Though most learning takes place during the projects and through students’ critical
and reflective response to these, this aspect of learning is supports by a Personal
and Professional Development unit at each of the course levels. The first level
concentrates on ensuring that students ‘learn how to learn’. The unit also prepares
students for work experience (or equivalent) and encourages them to start to explore
professional and career development. The second level focuses on the development
of professional transferable skills to enable the transition to employment and/or
further study.
Assessment Methods
Transferable skills are assessed within appropriate units throughout the course, and
in particular through the submission of Personal and Professional Development Files.
These files (containing a learning plan, reflective commentary and evidencebase)
are developed within the Personal and Professional Development unit and provide
evidence of work and learning carried out across the course. For instance, evidence
of personal development achieved through research, design development and
realisation; responses to briefs; and evidence of project management. Students are
also assessed through peer, group and selfassessment.

Assessment Regulations and Principles
This course is subject to the Academic Regulations for the Awards of Foundation
Degree.
In summary, in order to complete a unit, a student must successfully complete all the
assessment specified for that unit. In order to progress from level one of the course
to level two, a student must successfully complete all the units in that level of the
course. In order to achieve the award, a student (having completed level one of the
course) must successfully complete all the units in level two. In certain
circumstances, the Examination Board may at its discretion choose to permit
performance in one area to compensate for underachievement in another subject to
the provisions of the Academic Regulations for the Awards of Foundation Degree.
However, there is no automatic right to such compensation.
Foundation degrees are not classified. However, students wishing to progress to
honours level study must achieve at least a grade C profile across the units of the
second level of the course.
Project Briefs
Each unit of the course has assessment requirements set out in the unit
specification. You will receive more detailed information about what you have to do
during the course of the unit, which will take the form of a project brief on practical
projects. Deadlines for the submission of assessed work will be published in these
project briefs.
Submission Deadlines
Please be aware that deadlines are absolute and if you fail to submit the assessment
or an element of assessment by the required deadline you will automatically be
deemed to have failed that assessment and your result will be capped at an E grade.
Extensions
Extensions to deadlines will only be granted in exceptional circumstances (when you
have medical or personal factors beyond your control and evidence that this is the
case). In such cases, you must apply to your Subject Leader for an extension using
the appropriate College form which is available from Registry or can be downloaded
from their website:
http://intranet.rave.ac.uk/registry/docs/Finalextensionrequestform.pdf
Mitigating Circumstances
There may also be occasions when you believe that there are circumstances which
have impacted on the quality of the work which you submitted for assessment. If this
is the case, you should bring them to the notice of the assessors by completing a
mitigating circumstances form. You should provide evidence (i.e. medical

certification) to back up your claims. The mitigating circumstances procedure and
form is available from Registry or can be downloaded from their website:
http://intranet.rave.ac.uk/registry/docs/MITIGATINGCIRCUMSTANCES.pdf
http://intranet.rave.ac.uk/registry/docs/Finalmitigatingcircumstances07_08form.pdf
Disability and Alternative Assessment
Alternative assessment arrangements may be made if feasible or additional learning
support arranged for students with disabilities or medical conditions which would
impair their performance in meeting the assessment requirements of a course.
Students who believe they are entitled to avail of this right should register in advance
with Student Support (see below). Alternative arrangements or additional learning
support must be discussed and agreed in advance with the Subject Leader and will
be reported to the Board of Examiners.
Retrieval
Normally, students who fail an assessment will be permitted one further attempt to
pass and will be given a retrieval task to complete. The result of the retrieval task
result will be capped at ‘E’. Students who fail the retrieval task may be required to
repeat the unit.
Assessment Regulations
Students should familiarise themselves with the Academic Regulations for the
Awards of FdA and FdSc. These are the rules which govern the assessment
process. These are available in hardcopy from the Registry or can be downloaded
from:
http://intranet.rave.ac.uk/registry/AcademicRegulations.htm
Appeals
If you think that you’ve been treated unfairly in assessment, the procedure for
appealing against decisions is also contained in the Academic Regulations.

Articulation with Honours Degree
This Foundation Degree is articulated with the BA (Hons) Animation.
Students wishing to progress to the BA (Hons) must successfully complete their
Foundation Degree, achieve the prerequisites for the BA (Hons) and complete a
required bridging programme. Application is through UCAS and acceptance is
subject to the course running and places being available.
Normally the prerequisites for the BA (Hons) are:
· Foundation Degree (Arts) Computer Visualisation and Animation pass with
minimum 2.2 profile (Grade C) at Level 2;
· Pass all ‘bridging’ units:
· Management and Organisations;
· Understanding Media;
· Research Preparation.
· Normally a maximum of 5 years expired since Foundation Degree (Arts)
Computer Visualisation and Animation completion.

Resources and Services
As a student on the course you will have an access to an impressive range of
facilities.
The College has an open access policy to all resources. All resources are treated as
common College assets and are normally accessible by all courses. Where
appropriate assets are available to students via open access (outside of timetabled
teaching time) or through a booking system for students who have the appropriate
inductions for the resource. No course or grouping of courses has sole control of or
access to a particular resource (with the exception of a small number of dedicated
postgraduate resources).
Information on how to access College ICT resource is available from
http://intranet.rave.ac.uk/ict/resources/
College resources likely to be used on this course are:
· College Wide General Computer Resource (Word Processing, Spreadsheets,
Graphics etc);
· Blue ICT production facility;
· Purple ICT production facility;
· Animation Lab:
· Animation Production (digital) facility A014;
· Room A020 (traditional) facility;
· Room A012 seminar/lecture room.
Learning Resource Centre (LRC)
The Learning Resource Centre (LRC) offers you a transparent portal to the world of
information. The information that you need in order to complete your studies can be
found through a wealth of traditional and nontraditional sources. The staff of the LRC
will be on hand to assist you with your information needs.
The LRC contains information in many different formats; 20,000 books, 160 Journals,
4,500 videos and DVDs, and access to dozens of online databases and information
sources. Printed and electronic guides to all of our eresources are available in the
LRC, through the LRC webpage, and through Learn@rave – our Virtual Learning
Environment (VLE).
There is also access to a General Computer Resource in the LRC for functions such
as word processing, spreadsheets, graphics etc. This consists of approximately 26
PCs and 10 Macs.
For further information please see the LRC Intranet site http://intranet.rave.ac.uk/lrc/.
Student Support
At Ravensbourne, we recognise that student life can be hard in different ways, for
different people.

The College has a dedicated team of people in Student Support Services to help you
with a range of issues you may have whilst you are at Ravensbourne.
The College will provide the following core of services, which may from time to time
vary according to available resources:
· General Welfare support;
· Access to health advice;
· Counselling services;
· Disability advice and support services;
· Student financial advice service;
· Mediation services (relating to student complaints);
· Mentoring services;
· Learning support service.
For further information please see the Student Support Services Intranet site (
http://intranet.rave.ac.uk/support/default.htm), or the ‘Information – For new students
from the UK and EU’ or ‘Information – For new international students’ handbooks.

E Learning
In addition to the aspects of the curriculum delivered in the traditional manner
through lectures, workshops and other face to face delivery methods, learning will
also be supported by the developing ‘Learn@rave’ Virtual Learning Environment
(VLE) [http://learn.rave.ac.uk/moodle/]. Course Handbooks, project briefs and other
course materials will be available for retrieval and access on or off campus. Similarly,
students will be able to apply themselves to online group forums, critiques and tasks
at the time and place most suitable to their personal schedules and commitments.
As the “Learn@rave” system develops students should logon to the VLE regularly to
keep up to date with news and views in their subject area.
Go to http://learn.rave.ac.uk/moodle/ and login as usual to gain access to the
College’s online Virtual Learning Environment (VLE).
Multidisciplinary Environment
Collaborative and multidisciplinary working is a fundamental part of the
Ravensbourne ethos. All courses incorporate formal and informal opportunities for
cross course collaboration. Students on this course are likely to work with BA (Hons)
Animation, BA (Hons) Design for Interaction, BA (Hons) Interior Design Environment
Architectures and to a lesser extent the BA (Hons) Design for Moving Image and FdA
Creative Sound Design.

Unit List
Unit code Unit title Credit Value

Level 1
CVA101 Animation Principles 20
CVA102 Visual Studies 10
CVA103 Storyboarding and Layout 20
CVA104 Bipedal Walk Cycle 20
CVA105 Character Animation 20
CVA106/FDC102 Contextual Studies 1 20
CVA107/FDC103 Personal and Professional Development 1 10
TOTAL 120
Level 2
CVA201 Digital Environments 20
CVA202 Vocational Case Study 10
CVA203 Post Production Operations 10
CVA204 Industry Exercises 1 20
CVA205 Industry Exercises 2 20
CVA206 Presentation Techniques and Technologies 10
CVA207/FDC202 Contextual Studies 2 20
CVA208/FDC203 Personal and Professional Development 2 10
TOTAL 120

Unit Map
FdA Computer Visualisation and Animation Level 1
CVA101 Animation Principles CVA103 Storyboarding and CVA105 Character Animation

20 Credits Layout 20 Credits
20 Credits
CVA104 Bipedal Walk Cycle
20 Credits
CVA102 Visual Studies
10 Credits
CVA106/FDC102 Contextual Studies 1
20 Credits
CVA107/FDC103 Personal and Professional Development 1
10 Credits
TERM 1 TERM 2 TERM 3

FdA Computer Visualisation and Animation Level 2
CVA201 Digital Environments CVA203 Post Production CVA205 Industry Exercises 2

20 Credits Operations 20 Credits
10 Credits
CVA204 Industry Exercises 1
20 Credits
CVA202 Vocational Case CVA206 Presentation
Study Techniques and Technologies
10 Credits 10 Credits
CVA207/FDC202 Contextual Studies 2
20 Credits
CVA208/FDC203 Personal and Professional Development 2
10 Credits
TERM 1 TERM 2 TERM 3

Outcome Map A = Knowledge and Understanding D = Transferable Skills
B = Practical/Professional Skills X = Assessed and Delivered
C = Intellectual Skills d = Delivered
A A A A A A A A A B B B B B B C C C D D D D D D D
LEVEL 1 Unit
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7
CVA101 Animation Principles d X X d
CVA102 Visual Studies d d d
CVA103 Storyboarding and Layout d X X d
CVA104 Bipedal Walk Cycle d X d
CVA105 Character Animation d X X X d d d
CVA106/FDC102 Contextual Studies 1 d d d d d X
CVA107/FDC103 Personal and Professional Development 1 d d d d
LEVEL 2
CVA201 Digital Environments X X X X X X
CVA202 Vocational Case Study X X X X X X
CVA203 Post Production Operations X X X X
CVA204 Industry Exercises 1 X X X X X X X X X X X X X
CVA205 Industry Exercises 2 X X X X X X X X X X X X X X
CVA206 Presentation Techniques and Technologies X X X X X X X X
CVA207/FDC202 Contextual Studies 2 X X X X X
CVA208/FDC203 Personal and Professional Development 2 X X X X X

A Knowledge and Understanding of: B Practical/Professional Skills – Able To:
1. the established principles and skills used in professional animation and 1. produce work which demonstrates a critical understanding of computer

visualisation visualisation and animation techniques and skills
2. the workflows and processes which characterise contemporary animation 2. produce work which demonstrates an understanding of the technical and
production professional requirements of animation related industries
3. the nature of forms and space, and their depiction and construction in two 3. competently and creatively use digital animation technology
and three dimensional media and digital form 4. critically assess an animation task or problem and adapt animation
4. the nature of human movement and its interpretation in two and three techniques appropriately in its solution
dimensional media and digital form 5. plan and schedule computer visualisation and animation tasks
5. the role of narrative in the animation process 6. use sound and dialogue in the animation process
6. the role of performance and its relevance to the animation process
7. the business sectors, practices and organisations operating in the
computer visualisation and animation industry in the UK and globally
8. the main technologies used in computer visualisation and animation
9. the main historical and contemporary contexts of animation and computer
visualisation practice
C Intellectual Skills – Able To: D Transferable Skills – Able To:
1. consider and analyse their own work with reference to academic and 1. take responsibility for own learning with a minimum direction

work related frameworks 2. interact effectively within a team, giving and receiving information and
2. locate their work critically and stylistically in relation to contemporary ideas and modifying responses appropriately
practice 3. manage information in a range of media, selecting and using a variety of
3. apply underlying concepts and principles outside the context in which sources and technologies as appropriate
they were first studied, and in a work related context 4. communicate ideas and information in visual, oral and written forms
effectively to a variety of audiences, including technical and nontechnical
audiences
5. identify key areas of problems and choose appropriate tools/methods for
their resolution
6. evaluate own strengths and weaknesses, and develop own criteria and
judgement
7. produce work that is literate, numerate and coherent

Level 1
In Level 1 students are offered a broad based introduction to the field of animation.
Level 1 provides students with the underpinning technical and contextual knowledge
that they will build on and consolidate in Level 2 of the course. Their core skills are
developed through work focused projects that simulate the experience of animation
in the visualisation and animation industries.
Level 1 of the course aims to produce students who:
i) Have a sound understanding of the underlying concepts, principles and
skills associated with computer visualisation and animation and the wider
contexts of employment in this field;
ii) Have experience of practice requiring the integration of knowledge,
understanding and skills in a work related context;
iii) Can develop lines of argument around the key concepts and principles of
animation and make sound judgements in their application;
iv) Know the different approaches which can be taken to solving problems or
completing animation tasks and can evaluate the appropriateness of these
different approaches to different situations;
v) Can communicate the results of their study/work accurately and reliably,
using structured and coherent arguments and the presentation and
interpretation of qualitative and quantitative data where appropriate;
vi) Have acquired the basic qualities and transferable skills necessary for
employment requiring the exercise of some personal responsibility;
vii) Are fully prepared to undertake Level 2 of the course.
Level 1 of the Foundation Degree (Arts) Computer Visualisation and Animation
course consists of seven units (amounting to 120 credits). Five of these units are
subject specific, which are focused on developing the theoretical knowledge and
practical skills which underpin animation practice.
Through the Animation Principles unit students will develop key technical
competencies required to work in the Animation Industries. Across all three terms the
students will engage with crossCollege units in Contextual Studies and Personal and
Professional Development. They will develop knowledge and understanding of the
historical, intellectual and industrial contexts of the animation industry. They will learn
to reflect on their own learning needs and the development of their own professional
practice. These units are significant in allowing our students to develop into the
thinking practitioners that the animation industry of the 21 st Century will require. The
Personal and Professional Development (PPD) unit actively prepares students for the
work experience (see below), through a range of employability skill building activities
(CV creation etc).
In the first and second terms, students are introduced to Animation techniques. The
basic animation and drawing skills that lie at the heart of the field of animation are
taught through the Animation Principles and Visual Studies units in the first term.

Through these units students will acquire the basic skills of capturing movement and
basic animation competencies.
The second term will see students develop their technical skills, along with an
understanding of the importance of narrative in the Storyboarding and Layout, and
Bipedal Walk Cycle units.
In the third term learners will take the Character Animation unit within which the
development of both their technical and creative skills will be emphasised as they
work with character animation, texturing, lighting, sound/speech and music for the
first time.
At the end of Level 1 and before the beginning of Level 2, students are normally
encouraged to undertake work experience and are supported in seeking a short work
placement by the College’s dedicated Employability Unit.

Unit Title Animation Principles
Unit Code CVA101
Programme Foundation Degree (Arts) Computer Visualisation and Animation
Credits 20 Level 1 Unit Status Mandatory
Contact Time 40 Access to Resources 40 Independent Study 120
This unit introduces students to the basic principles of animation.
Through a series of exercises that explore the techniques used to
animate a basic sequence, the learner is introduced to the
fundamental concepts behind all animation.
The unit looks at the application of these principles in traditional 2D
animation format initially. This allows the learner to comprehend
notions such as squash and stretch, and timing in a tactile way.
Having examined and understood the application of the principles in
2D, learners will learn to translate these to 3D animation. Students
will learn to evaluate the differences between traditional and digital
techniques, and how the key animation principles may be applied to
Introduction
both mediums.
The unit will look at how animation principles may be applied to
show realistic and exaggerated (unrealistic) movement. The layering
of images to form staging using appropriate tools is introduced both
in 2D traditional and 3D digital animation.
Students are introduced to the operation and use of basic 2D and
3D animation tools in the practice, capture and execution of
animation exercises including the basic use of 3D software.
Learners will be introduced to the methods of archiving their
practical animation tests, ready to build a short movie.
Topics covered in this unit are likely to include:
· Squashandstretch;
· Timing;
Indicative
· Spacing;
Curriculum
· Anticipation;
Outline
· Slow in and out;
· Arcs;
· Exaggeration;
· Secondary action.

In order to pass this Level 1 unit students must show that the
following learning outcomes have been achieved:
1. Understand the basic principles of animation and how these
are translated to the digital workshop; (LO1)
2. Appreciate the importance of planning and structure in the
Unit Learning
presentation of an animation sequence. (LO2)
Outcomes
Skills
3. Utilise the basic principles of animation to produce basic 2D
animation sequences; (LO3)
4. Use 3D digital animation software to create basic short
5. Interpret and respond personally to an animation brief. (LO5)
This unit will make use of the following:
Teaching and · Lectures;
Learning · Project introduction;
Strategies · Workshops;
· Self directed learning through research and practice;
· Assessment and critique.
Students are required to complete a series of basic animation
exercises in both 2D and 3D form.
Formative Assessment
Students will receive written feedback on the 2D exercises around
the mid point of the unit, giving them an indication of their
performance in relation to the learning outcomes before final unit
submission.
Assessable
Elements Summative Assessment
Students will submit the 3D exercises specified in the project brief at
the end of the unit and these will be assessed as a single body of
work. Each assessed element will contribute to the final grade, in the
proportions shown in the following table:
Assessable Elements Percentage of Final Grade
3D Exercises 100%

Students are assessed on:
3D Exercises
· The level of understanding of animation principles
demonstrated in the animation exercises; (LO1, LO3)
Assessment
· Evidence of planning and structure in the presentation of the
Criteria
· Competency in the application of 3D digital animation
software in the realisation of the exercises; (LO4)
· The level of personal interpretation in the execution of the
animations. (LO5)
Williams, R. (2001) The Animators Survival Kit, Faber.
Halas, J. and Whittaker, H. (2002) Timing for Animation, Focal
Press.
Indicative Learning Maya 7 – Official Alias training guide
Reading List
"Getting started" DVD bundle.
www.awn.com (Animation World Network)
www.cartoonster.com

Unit Title Visual Studies
Unit Code CVA102
Life and observational drawing is a fundamental skill for an
animator. This unit focuses on the principles of drawing particularly
as a tool for analysing and describing the human form.
The ability to observe and describe, volume, form and motion by
sketching is vital to the development of an animator. Observation
and drawing of life provides students with an understanding of how
human movement can be represented in animation. Drawing
provides an immediate feedback loop between idea and realisation
and is an integral part of the creative process. It is not simply a
communication tool but is constantly used in the development of
Introduction
animation ideas.
In this unit, students explore the theory and practice necessary for
successful rendering of the human form through the discipline of
direct observation. The unit includes an exploration of basic
anatomy, and the drawing techniques used to express movement,
utilising the centre of gravity and weight distribution, foreshortening
and spatial relationships, silhouette drawing, as well as measured
drawing techniques. The unit has a particular focus on the
observation of movement and the representation of the dynamics of
movement.
Topics typically covered include:
· Life drawing;
· Principles of drawing – mark making and tools of the artist;
· Observational drawing technique;
Indicative
· Construction;
Curriculum
· Foreshortening and spatial relationships;
Outline
· Describing the human form – proportion and volume;
· Understanding anatomy of the human figure for drawing;
· Line variation and quality;
· Working within time constraints for pose to pose observation;
· Developing an individual drawing style.

In order to pass this Level 1 unit, students must show that the
1. Recognise how observation and drawing develops an
understanding of human movement; (LO1)
Unit Learning 2. Have a sound knowledge of observational drawing
Outcomes techniques. (LO2)
Skills
3. Observe and analyse the human form for the purposes of
representation; (LO3)
4. Use a variety of mark making techniques and media to
illustrate forms at rest and in motion. (LO4)
Teaching and · Life drawing classes;
Learning · Critique, feedback and peer review will form part of each class
Strategies study;
· Self directed practice through the medium of the traditional
sketchbook.
Students are required to compile a specified number of drawings,
which will form a portfolio of drawing.
Students will receive written feedback on work in progress at the mid
point of the unit, giving them an indication of their performance in
relation to the learning outcomes before final unit submission.
Assessable
Summative Assessment
Elements
· A complementary portfolio of drawings comprised of work
produced through the life drawing classes.
Each assessed element will contribute to the final grade, in the
Portfolio 100%

By the end of this unit learners will be able to demonstrate:
· An understanding of human movement derived from
Assessment observation and sketching; (LO1, LO3)
Criteria · Evidence of sound observational drawing technique using a
range of techniques and media; (LO2, LO4)
· Competence in the illustration of forms at rest and in motion.
(LO1, LO4)
Smith, Mark, Edward. (1998) The Nude Figure: A visual reference
for the artist, WatsonGuptill Publications.
Constance, Diana. (2002) An Introduction to drawing the Nude:
Anatomy, Proportion, Balance, Movement, Light, Composition,
David and Charles.
Indicative Hogarth, Burne. (1996) Dynamic Figure Drawing, WatsonGuptill
Reading List Publications.
Fabry, Glenn. (2005) Muscles in Motion: Figure Drawing for the
Comic Book Artist, WatsonGuptill Publications.
www.awn.com (Animation World Network)
www.figuredrawing.com/learn.html

Unit Title Storyboarding and Layout
Unit Code CVA103
The aim of this unit is to introduce the theory and practice of
storyboarding and its role in translating a story into a film.
Students will learn how to recognize the essential core of a story
and to define this visually. Students will be introduced to how best
narrative can be structured to produce entertaining and engaging
stories.
They will gain an appreciation of the importance of quick, clear, bold
and confident drawing to storyboarding and how to communicate an
illusion of movement, emotions and personality on a storyboard.
Students will be introduced to the principles of layout design. This is
the developmental stage between a storyboard and the creation of
Introduction the background or environment in which the animated story is set. It
also involves the population of this world with contextually relevant
assets (i.e. buildings, furniture and fashion) which inform the mood
and atmosphere of the finished piece. They will gain an appreciation
of the laws of composition, balance and design and how these play
an important role in the successful production of a layout.
The project associated with the unit will involve students working in
groups, simulating industry practice, on the visual interpretation of a
story synopsis. Through group work they will develop the negotiating
and teamwork skills necessary to interact in a creative team. It is
envisaged that the brief for this unit will be set in conjunction with
industry. Students will then take a storyboard panel and produce a
key layout ready for background development, using the principles
of composition, balance and perspective.

· Narrative storytelling;
· Idea development;
Indicative
· Filmic language;
Curriculum
· Genre;
Outline
· Layout;
· Composition, perspective and balance;
· Drawing style;
· Oral presentation of story pitch.
1. Understand the basic principles of storytelling, filmic language
and composition; (LO1)
2. Understand the basic principles of layout design and how
Unit Learning layouts and backgrounds are developed from storyboards.
Outcomes (LO2)
Skills
3. Develop a structured, coherent storyboard from a given
synopsis; (LO3)
4. Work collaboratively as part of a creative team to deliver and
present a storyboard; (LO4)
5. Create a layout from a storyboard panel. (LO5)
· Project introduction;
Teaching and
· Lectures;
Learning
· Workshops;
Strategies
· Group work;

Students will work in groups to complete a storyboard and work
individually to develop a layout.
Students will receive written feedback on work in progress at the mid
point of the unit, giving them an indication of their performance in
Students in groups will submit a storyboard, which meets the
requirements of the project brief. Each student will be required to
Assessable
contribute to the development of the storyboard and to take part in
Elements
an oral presentation of the narrative. The second part of the project
will require students to individually develop a layout from their
storyboard panels.
Each assessed element will contribute to the final grade, in the
Group Storyboard and 60%
Presentation
Individual Layouts 40%
Students will be assessed on the following:
Group Storyboard and Presentation
· The effective use of filmic language and conventions
demonstrated in the storyboard; (LO1)
· The effective use of composition and perspective
Assessment demonstrated through the layout; (LO2)
Criteria · The clarity and coherence of the storyboard narrative; (LO3)
· Effective group work as demonstrated in the final storyboard
and presentation. (LO4)
Individual Layouts
· Competency in the drawing and compositional skills
demonstrated in the development of a layout. (LO2, LO5)

Canemaker, John. (1999) Paper Dreams: the Art and Artists of
Disney Story Boards, Hyperion New York.
Fraioli, James O. (2000) Storyboarding 101: a crash course in
professional storyboarding, Michael Wiese Productions.
Indicative
Reading List Katz, Steven D (1991) Film Directing Shot by Shot, Focal Press.
Berger, John. (1972) Ways of Seeing, Penguin Books.
Propp, Louis. and Wagner, A. (ed.) (1969) The morphology of the
folk tale, University of Texas Press.

Unit Title Bipedal Walk Cycle
Unit Code CVA104
This unit builds on the developments within the Animation Principles
unit, taking the student further into the animation of motion and
character.
The unit will introduce the principles of basic 2D and 3D designing
and modelling using simple shapes to construct a humanistic form.
Students will learn to animate a bipedal walk cycle and to imbue that
animation with personality.
Introduction
This unit is complementary to the material which students will
explore in the Visual Studies unit. In this unit, students begin to
appreciate the principles of animation for the walk cycle. Student will
learn how to convey physical personality in the animation of a walk.
This unit will reenforce and build upon the student’s understanding
and operation of 2D and 3D animation tools and include an
introduction to the basic principles of software modelling.
Indicative · Modelling (3D);
Curriculum · Animation principles applied to the study of the human form;
Outline · Use of 3D dedicated software;
· Follow through and overlapping action;
· Straight ahead animation and pose to pose animation.

1. Understand the implications of bipedal walk mechanics for
character animation in 2D and 3D. (LO1)
Unit Learning
Skills
Outcomes
2. Draw and animate a 2D bipedal walk cycle using appropriate
tools; (LO2)
3. Design maquettes appropriate for 3D animation; (LO3)
4. Use 3D animation software competently to realise a bipedal
walk cycle; (LO3)
5. Convey physical attributes and personality in the animation of
a bipedal walk. (LO5)
Teaching and · Project introduction;
Learning · Lectures;
Students are required to complete a series of basic animations in 2D
and 3D.
Students will receive written feedback on the exercises completed
around the mid point of the unit, giving them an indication of their
submission.
Assessable
Students will submit the animations specified in the project brief at
2D Animation Exercises 50%
3D Animation Exercises 50%

Students will be assessed on:
2D and 3D Animation Exercises
· The accuracy of the animated walk mechanics; (LO1)
· The degree to which the 2D bipedal walk cycle animation is
Assessment successful and engaging; (LO2)
Criteria · The competency demonstrated in the 3D software in the
production of a maquette suitable for animation; (LO3)
· The degree to which the 3D bipedal walk cycle is successful
and engaging; (LO4)
· The degree to which the walk cycle conveys physical
attributes and personality of the animated maquette. (LO5)
Williams, R. (2001) The Animators Survival Kit, Faber.
Blair, Preston. (1997) Cartoon Animation, Walter Foster.
Hooks, Ed. and Bird, Brad and Caputo, Mike. (2000) Acting for
Animators: a complete guide to performance animation, Walter
Foster.
Thomas, Frank. and Johnston, Ollie. (1995) The Illusion of Life:
Disney Animation, Disney.
Indicative White, Tony. (1988) The Animator's Workbook, WatsonGuptill
Reading List Publications.
Learning Maya 7 – Official Alias training guide & "Getting started"
DVD bundle.
www.animationdesigncenter.com/home.html
www.animationarena.com/
www.cgtalk.com
www.highend3d.com

Unit Title Character Animation
Unit Code CVA105
This unit introduces students to the role of performance in
animation. Students will learn to animate a full range of expressions,
gestures and poses.
Studying acting techniques in film and theatre, students learn about
emotional delivery and how this relates to dialogue. Students will be
expected to observe, draw and analyse facial expressions and the
way actors convey emotion. This activity is complementary to the
material explored by students in the Visual Studies unit.
Students are introduced to the use of sound within animation and
learn how dialogue is integrated in an animation sequence. Students
Introduction will learn lipsyncing and how this relates to facial animation. They
will be introduced to the technical procedures of recording, editing
and compositing dialogue.
The unit will introduce more developed modelling techniques
allowing students to create their 2D humanistic designs in 3D
animation software.
Students will integrate the skills developed in the other first year
units and apply them to the fulfilment of an industry brief. This
simulated work based project will require them to make maximum
use of their animation skills in the production of a short animation
sequence integrating sound.
· Design of character using model sheets;
Indicative · Character modelling (Digital and 2D);
Curriculum · The breakdown of phonetic sound and digital reassembly;
Outline · Animation of phonetic mouth shapes and facial animation;
· Basic texturing and lighting;
· Rigging;
· Use of 2D and 3D dedicated software.

1. Understand the role of performance, acting and dramatic
interpretation in animation; (LO1)
2. Understand the role and use of voice and dialogue in
Unit Learning
animation. (LO2)
Outcomes
Skills
3. Design and plan a piece of filmic narrative involving
storyboarding and animatic techniques; (LO3)
4. Write and record dialogue based on a character history
synopsis and synchronise the animation of a character with
this. (LO4)
· Project introduction;
Teaching and
· Lectures;
Learning
· Workshops;
Strategies
· Group learning;
Students are required to complete a series of basic animation
exercises in both 2D and 3D form.
Students will receive written feedback on the 2D exercises around
the mid point of the unit, giving them an indication of their
submission.
Assessable
Elements
Students will submit the 3D exercises specified in the project brief at
3D Exercises 100%

· The level of understanding and application of performance,
acting and dramatic interpretation demonstrated in the
animation; (LO1)
Assessment · The degree to which the voice and dialogue has been
Criteria interpreted and integrated appropriately within the animated
performance; (LO2, LO4)
· The level of understanding and application of filmic language
involving storyboarding and animatic techniques; (LO3)
· The range and complexity of facial and/or emotional
expression realised in the animation. (LO3)
Osipa, Jason. (2003) Stop Staring! Facial Modeling and Animation
Done Right, Sybex.
Learning Maya 7: Alias Learning Tools
The Animators Survival Kit: Richard Williams
Indicative
Reading List http://www.aardman.com/flash.asp
http://10secondclub.net/
http://www.keithlango.com/
http://forums.awn.com/

Unit Title Contextual Studies 1
Unit Code CVA106/FDC102
Credits 20 Level 1 Unit Status Core Mandatory
This unit provides an introduction to the critical theories and
historical contexts of communication media in the 20 th and 21 st
century.
It shows how communication media influence, or are influenced by,
the thinking and events of a particular time and place and are
located within a wider framework of historical context, and local and
global perspectives.
Introduction
There is a strong emphasis upon integrating these academic
approaches with the work based learning of other units and the
theoretical content to contextualise industry and practice based
learning on the course.
The unit is organised around three parts (historical context, the
creative industries and media theory). These are delivered through
the academic year via a series of lectures and panel sessions,
which are followed up by seminars.
Topic are likely to include:
Part One – Historical Context (Term One Course Specific):
· The historical contexts of the subject area;
· Significant art, design and media movements of importance to
the student’s course subject area;
· The works of key practitioners;
· The making of designs, artefacts or media texts as an
Indicative
evolutionary process.
Curriculum
Outline
Part Two – The Creative Industries (Term One and Two, cross
faculty):
· Ownership and structures of management in the creative
industry;
· The relationship of media texts/designs to the needs of their
target audience;
· Public service and commercial frameworks;
· Technological determinism and its commercial impact;

· The repercussions of developments in distribution;
· Law, regulation and social responsibility.
Part Three – Theory (Term Three, cross faculty):
· Fundamental concepts of media and film theory (genre,
representation, authorship etc);
· Communication media’s relationship to issues of gender and
ethnicity;
· Storytelling, myth and narrative form;
· Media research methodologies.
Students should:
1. Be aware of the key historical and contemporary contexts of
communication media and their impact on practice; (LO1)
2. Understand the inter relationship between media and its
audiences; (LO2)
Unit Learning 3. Recognise the basic commercial structure of the media
Outcomes industry and the frameworks in which it operates. (LO3)
Skills
Students should be able to:
4. Examine the relationship between a media text, artefact or
practice and its contexts; (LO4)
5. Differentiate and describe audiences for media products;
(LO5)
6. Research, construct a coherent argument and accurately
reference written work. (LO6)
This unit may make use of the following:
· Lectures, interviews or panel sessions, supported by still or
moving pictures and audio;
· Moving image presentations, to provide experience of an
artefact or evidence for interpretation of an artefact;
· Seminars, as a context for group discussions and group work;
· Directed, specialist reading to encourage independent
Teaching and learning;
Learning · Study visits to galleries, museums, collections, professional
Strategies studios, city locations, film showing or theatrical events may
be used for in situ discussions or direct experience of
designs, artefacts or people;
· Structured workshops (by the LRC) on basic research skills;
Students are encouraged to make independent study visits to
galleries, museums, professional studios and other sites for direct
experience of designs, artefacts or people (interviews, discussions
etc).
At the end of the first term students will complete a brief individual
Report analysing the impact of historical and design contexts of
media artefacts.
The report will be in an appropriate format/mode of writing (circa
1000 words), with a bibliography evidencing a variety of sources.
There will be an opportunity for feedback on this project before it is
submitted for final assessment at the end of the unit.
Assessable By the end of the third term students will complete an essay
Elements exploring the issues addressed in part two and three of the unit and
will focus on underpinning theoretical frameworks and their
application to the production of media artefacts.
The final submission for the unit will consist of:
· The brief Report in an appropriate format/mode of writing
(circa 1000 words), with a bibliography evidencing a variety of
sources;
· An Essay of 1500 words, with a bibliography evidencing a
variety of sources.
Brief Report 40%
Essay 60%

Brief Report
· Depth of understanding of the historical development of a
media artefact, text or practice; (LO1)
· Level of understanding of the impact of its historical
development on contemporary media practice, text or
artefact; (LO1)
· Level of ability in accurately describing the audience for a
media product; (LO5)
· Degree of connection between historical development and
development of audience(s). (LO2)
Assessment
Criteria
Essay
· Degree of articulation of the relationship between industry
frameworks and audiences; (LO2)
· Range of research tools used to define the audience for a
media product; (LO5, LO6)
· Level of understanding of audience differentiation; (LO5)
· Level of articulation of the relationship between media
products and their genre contexts; (LO4)
· Degree of locating of media, cultural and creative
organisations within a socioeconomic framework; (LO3)
· Evidence of a coherent argument, appropriate illustrations
(where appropriate) and references. (LO6)
Calvert, B. et al (2001) Television Studies: The Key Concepts,
Routledge.
Crisell, Andrew (1997) An Introductory History of British
Broadcasting, Routledge.
Curran, J. (2002) Media and Power, Routledge.
Edgar, A. and Sedgwick, P. (1999) Key Concepts in Cultural Theory,
Routledge.
Indicative
Reading List
Gauntlett, Prof. D. (2002) Media, Gender and Identity, Routledge.
Hartley, J. (1998) Uses of Television, Routledge.
Hayward, S. (2000) Cinema Studies: The Key Concepts, Routledge.
Kassabian, A. (2000) Hearing Film, Routledge.
McLuhan, M. (2001) Understanding Media, Routledge.

Thornton, S. and Gelder, K (Eds). (1997) The Subcultures Reader,
Routledge.
Turner, G. (1999) Film as Social Practice, Routledge.
Sider, Larry (Ed). (2003) Soundscape: The School of Sound
Lectures, Wallflower Press.
Media Examples
The Work of Director Chris Cunningham: Director Chris
Cunningham. Warp Records, 2003. DVD.
Brasseye: Writer/lead Chris Morris. 6 x 30 mins. Channel Four.
DVD.
Taxi Driver: Director Martin Scorsese. 109 Minutes. Columbia
Pictures, 1976, Motion Picture.
La Haine: Director – Mathieu Kassovitz. 97 minutes. Le Studio
Canal+, 1993. Motion Picture.
Apocalypse Now: Director – Francis Ford Coppola. 150 minutes.
Columbia, 1979. Motion Picture.
Magnolia: Director – Anderson. 180 minutes. New Line Cinema.
1999. Motion Picture.
Elephant: Director – Gus Van Sant. 115 minutes. Columbia. 2002.
Motion Picture.
Websites
http://www.museum.tv The Museum of Broadcast Communications
(US).
http://www.bftv.ac.uk/ AHRB Centre for British Film and Television
Studies.
http://eserver.org/filmtv/ Interesting collection of links and papers.

Unit Title Personal and Professional Development 1
This unit will support and focus on the development of learners’ self
awareness, patterns and habits of learning, and their study,
organisation, selfmanagement and communication skills. The unit
Introduction also prepares students for work experience (or equivalent) and
encourages them to explore and plan their professional, educational
and career development. Students will be required to negotiate and
develop their own Personal and Professional Development File.
The module focuses on personal and professional development and
will include:
· Learning styles/patterns and how these relate to other areas
such as:
o Team working strategies and group processes;
o Study skills;
o Project/time management;
o Problem solving.
Indicative · Presentation techniques, including pitching;
Curriculum · Self promotion and selfbranding: preparing a selfpromotion
Outline pack, including business cards and press releases and
personal/professional “mission statement”;
· CV writing;
· Applications and interviews;
· Selfawareness and selfassessment;
· Networking;
· Preparation for work experience (or equivalent);
· Industry awareness, including understanding the employment
market and identifying employer requirements.

Skills
1. Consider their own strengths and weaknesses, particularly in
Unit Learning relation to learning and career development; (LO1)
Outcomes 2. Identify and develop personal and professional goals, and
adapt the personal and professional development plan
accordingly; (LO2)
3. Evaluate the skills gained from their studies and extra
curricular activities, such as work and volunteering; (LO3)
4. Collect and present evidence of competencies and skills.
(LO4)
Overview
Students will be exposed to key concepts through lectures,
workshops and seminars. The majority of learning will take place
through the development of their Personal and Professional
Development File.
Personal and Professional Development File
The Personal and Professional Development File will be made up of
three main elements:
1. Learning Plan
The Learning Plan will set out the student’s position in relation to
Teaching and their course/learning and possible future directions. This will mostly
Learning be produced by considering their strengths and weaknesses.
Strategies
2. Reflective Commentary
The Reflective Commentary will identify specific evidence from the
Evidence Base in order to demonstrate the achievement of the
learning outcomes (some of which may not be specifically delivered
within this unit).
3. Evidence Base
The Evidence Base will contain documents and other evidence to
support both the Learning Plan and Reflective Commentary.
Teaching Methods
Learning on this unit is gained primarily through a combination of:

Lectures/Guest Lectures/Workshops
23 per term.
Lectures and workshops will introduce underlying concepts, process
and models. Guest lectures will help develop students’ awareness of
industry and current developments.
Small Group Seminars/Workshops
23 per term.
These encourage discussion and reflection on the learning/working
experience and ensure learners gain from shared experiences.
SelfDirected Study
The majority of learning from this unit is selfdirected.
Tutorials
23 per year.
Personal and Professional Development File – Indicative
Contents
The list below details the type of content expected to demonstrate
the attainment of the unit learning outcomes. While the list below is
neither exhaustive nor prescriptive, most Personal and Professional
Development Files will contain examples of the work detailed below.
· Learning Plan
o Personal and professional goals
Assessable o Self analysis
Elements · Reflective Commentary (750 – 1000 words or equivalent)
o Significant milestones in meeting goals
o Reasons for changes in direction or goals
· Evidence Base
There are normally formative assessment points during each term
for students to receive feedback on their Personal and Professional
Development File and progress. This will give them an indication of
their existing performance in relation to the learning outcomes
before submitting the File for summative assessment.

Students will be required to develop a Personal and Professional
Development File detailing professional, educational and personal
objectives. The File will consist of three main elements: a Learning
Plan, Reflective Commentary and Evidence Base.
Personal and Professional 25%
Development File (1 st submission,
normally start of term 2)
Development File (2 nd
submission, during term 3)
Students are required to create a Personal and Professional
Development File and will be assessed on:
· Depth of reflection in a review of strengths and weaknesses
in relation to learning and career development; (LO1)
Assessment · Level of ability to research potential career paths; (LO1, LO4)
Criteria · Level of development of a record of skills and understanding,
from both the course and wider activities; (LO2)
· Weight of evidence of learning and personal and professional
development; (LO3)
· Degree of understanding of the application of skills to new
situations. (LO4)
Allison, B et al. (1996), Research Skills for Students, Kogan Page.
Bolton, G. (2001) Reflective Practice: Writing and Professional
Development, London: Paul Chapman.
Caperez, E. (2004) Careers Uncovered Series: Art and Design
Uncovered, Trotman.
Drew, S. and Bingham, R (2001) The Student Skills Guide, Gower.
Indicative
Reading List
Harris, C. (2004) Careers Uncovered Series: Media Uncovered,
Trotman.
Hawkins, P. (1999) The Art of Building Windmills: Career Tactics for
the 21 st Century, University of Liverpool: Graduate into Employment
Unit.
Lakoff and Johnson. (1981) Metaphors We Live By, University of
Chicago Press.

Vickers, T. (1997) From CV to Shortlist, Kogan Page.
Marshall, L. A (1998) Guide to Learning Independently, Open
University Press.
Mumford, A. (1999) Effective Learning, Chartered Institute of
Personnel and Development (CIPD).
Ruggiero, V. (2001) Becoming a Critical Thinker, Houghton Mifflin.
Siddons, S. (1999) Presentation Skills, Chartered Institute of
Personnel and Development (CIPD).
Appropriate journals and trade magazines
Useful Websites
http://www.designcouncil.org.uk
http://www.skillset.org
http://www.bbc.co.uk/education/work
http://www.presentersonline.com/
http://www.support4learning.org.uk/education/lstyles.htm links to
many useful resources on learning styles, progress files, mind
mapping etc.
http://www.peterhoney.com/learning online questionnaire on
learning styles
http://www.varklearn.com/english/page.asp?p=questionnaire –
additional model of learning styles

Level 2
Level 2 develops and builds upon the range of skills which the students acquired in
Level 1. Students consolidate their learning through a range of challenging projects
that involve more demanding problem solving activities, a wider skills base and
require them to be flexible in their approach to their field of work.
Level 2 of the course aims to produce students who:
i) Have a critical understanding of the established principles skills and
techniques associated with animation and understand the way in which
these have developed and are developing;
ii) Can apply the principles, techniques and skills developed on the course
effectively and confidently in employment contexts;
iii) Can critically evaluate a problem or task in animation, the different
approaches which can be taken to solving or completing it, and can
creatively propose and deploy solutions;
iv) Understand the limits of their knowledge and skills and the boundaries of
their professional role, and how this impinges on the completion of a brief
or work related tasks;
v) Can effectively communicate information, arguments, and analysis related
to animation in a variety of forms, to specialist and nonspecialist
audiences;
vi) Have the qualities and transferable skills necessary for employment
requiring the exercise of personal responsibility and decisionmaking;
vii) Are prepared to undertake further training, develop existing skills, and
acquire new competences that will enable them to assume significant
responsibility within employment situations;
viii) Have the professional skills necessary to enter the profession and the
academic skill necessary to apply for honours level study either directly or
in the future.
Students begin to develop greater confidence in their practice and to focus and
manage their own learning to a greater degree.
Level 2 of the Foundation Degree (Arts) Computer Visualisation and Animation
develops the learners’ fundamental animation skills and familiarises them with the
workings of the animation studio workflow. The level consists of eight units
(amounting to 120 credits). This process starts with a Digital Environments project
which involves students in the investigation of a real location and its translation into a
virtual environment. This is followed by the Vocational Case Study unit where
students engage with employers and write a case study of a chosen animation facility
house or production company, integrating their academic and practical understanding
of the employment world they will enter. This will involve students in visits to actual
workplaces and facilities. Students are encouraged to seek brief voluntary industry
placements in relation to this unit and supported in doing so. Where students achieve
a placement, they will focus their case study on the placement organisation.

The Post Production Operations unit gives students a basic understanding of the
processes involved in taking raw content and creating a cohesive whole ready for an
audience. There are two practicebased units (Industry Exercises 1 and Industry
Exercises 2). Here, in a simulated work environment, students engage with a series
of exercises which replicate common animation working practices and develop their
skills to the level necessary for entry to the profession. The output of these units
forms the heart of the student’s ‘showreel’, which will demonstrate the range and
level of their skills. In the Presentation Techniques and Technologies unit students
learn how to post produce and present this material professionally for future
employers.
As in Level 1, across the three terms, students engage with units in Contextual
Studies and Personal and Professional Development. The former is focused on
developing their academic skills and expanding the frameworks within which they can
contextualise their own practice. The latter is focused on reflection on professional
development and career planning. Overall, the level provides a thorough preparation
for those wishing to progress to the BA (Hons) Animation as well as those who
choose to proceed directly to employment.

Unit Title Digital Environments
Unit Code CVA201
This unit focuses on the development of students’ skills in
environmental computer visualisation. Students begin to explore and
exploit the possibilities of virtual space through the creation of a
digital environment.
Students are initially introduced to how to visualise and create an
environment in 3D using modelling, texturing and lighting
techniques. They learn how to plan and build an environment from a
basic floor plan using simple block out geometry. They learn how to
create and populate this environment with relevant assets, how to
texture and light the environment realistically and how to render the
finished piece as rendered images.
Students are given a good grounding in the visual research of real
buildings and spaces. They learn how to research, record and
Introduction
analyse an existing site or urban location. They investigate how light
and atmospheric forces act upon external and internal environments
using observational drawing and photography. They will also look at
how environments have developed historically both in terms of their
material fabric as well as in their detailing and aesthetic qualities.
Students develop strong skills in 3D visualisation and learn how to
use their background research and knowledge of building detail to
simulate a convincing computer generated environment, populated
with contextually relevant digital assets.
The unit centres around a group project, which may involve
collaboration with students from the College’s BA (Hons) Interior
Design Environment Architectures course, BA (Hons) Design for
Interaction course or BA (Hons) Product Design course.

Topics covered in this unit will include:
· Concept design for architectural visualisation;
· Development of a Design Journal;
· Photography and environmental lighting;
Indicative
· Drawing for perspective and architectural rendering;
Curriculum
Outline · Techniques in computer modelling, texturing and lighting;
· Management of digital assets;
· Game level design and digital environmental construction
techniques;
· Construction and output of rendering a digital environment for
exhibition.
1. Understand how building fabric, period detail and
environmental contexts contribute to the simulation of a
particular environment; (LO1)
2. Understand how lighting affects the appearance and mood of
an environment. (LO2)
Unit Learning
Outcomes
Skills
3. Analyse and replicate a real environment using 3D
visualisation software; (LO3)
4. Style a computer generated environment, using modelling
and texturing to convey a mood or emotional response; (LO4)
5. Reproduce the atmospheric lighting of an environment using
3D visualisation software; (LO5)
6. Contribute successfully to a collaborative animation project.
(LO6)

Students in groups are required to complete a camera ‘flythrough’
showing a constructed virtual environment in digital form.
Around the mid point of the unit students will receive written
feedback on the work produced within the Design Journal, and on
the evidence of all digital work shown in the assembly of their virtual
environment, giving them an indication of their performance in
Assessable
Elements
Students will submit a digital sequence showing a rendered
‘flythrough’ of their construction virtual environment, together with a
completed Design Journal. These will be assessed as a single body
of work. Each assessed element will contribute to the final grade, in
the proportions shown in the following table:
Individual Design Journal 25%
Group Digital ‘Flythrough’ 75%
Sequence
Individual Design Journal
· Evidence of the identification and analysis of the aspects of
the fabric, period detail and econtexts which contribute to the
successful simulation of a particular environment; (LO1, LO3)
· Evidence of reflection on the student’s personal contribution
Assessment to the project. (LO6)
Criteria
Group Digital ‘Flythrough’ Sequence
· The degree to which the CGI environment represents a
successful replication of the real environment; (LO3)
· The appropriateness and creativity of the styling of the
environment; (LO4)
· The degree to which the lighting of the environment is
appropriate. (LO2, LO5)

Books
Jacobs, Jane. (1992) The death and life of great American cities,
Vintage.
Tschumi, Bernard. (1999) Event cities 1, MIT.
Tschumi, Bernard. (2000) Event cities 2, MIT.
Hall, Peter. (2001) Cities in civilisation, Phoenix.
Koolhaas, Rem. (1995) S, M, L, XL, 010 publishers.
Birn, Jeremy. (2000) (Digital) Lighting and Rendering, New Riders.
Indicative Omernick, Matthew. (2004) Art of the Game, New Riders.

Reading List
Byrne, Ed. (2004) Game level design, Charles River Media.
Periodicals
Issues (Dec 2003) Rotterdam
Domus
Abitare
Architectural review
Quadern (205 –215 and 229230)
Maya 6 – Fundamentals Alias Training Guide

Unit Title Vocational Case Study
Unit Code CVA202
The purpose of this unit is to deepen student’s engagement with the
real world of work for which this foundation degree prepares them. It
offers them the opportunity to thoroughly explore the organisational
structures, market relations, career opportunities and working
cultures of the industry and to focus on particular companies, studios
or practices relevant to their career aims or professional interests.
The unit builds upon the simulated work based learning which is at
the heart of much of the learning on the course and consolidates
students’ understanding of the industry environment and ethos which
they are entering.
Students are introduced to the different sectors, practices and
organisations operating in the computer visualisation and animation
industry in the UK and globally. The unit then focuses on case
studies of particular sectors within this industry through an
examination of a particular organisation within it. These case studies
will look at the nature of the organisations operating in those sectors
Introduction and the challenges and issues facing them. It will examine the
nature of employment in those sectors and the skills base required
to enter employment and succeed.
The unit complements the activity in the Personal and Professional
Development 2 unit, enabling students to focus their vocational aims
and career aspirations, reflect on their self development and identify
the skills base which they need to attain to fulfil those aspirations.
The unit centres around a project requiring students to engage with
a particular company, practice or professional role within one of the
industry sectors and to write an evaluative report on this experience.
It is expected that the engagement will include visits to relevant
companies or other organisations. Students are also encouraged to
relate activity in this unit to any voluntary work experience which
they undertake, of which support is available from the College
Employability Unit for students seeking short industry placements.
Such students would undertake a case study of the company or
practice with which they have achieved placement.

· The industry and its sub sectors;
· Work ethics and practices within the industry;
Indicative
· Health and safety;
Curriculum
Outline · Roles within the fields of animation and visualisation within
the UK;
· Skill focus within the animation industries sector;
· How production scheduling affects the role of employment
within animation.
1. Understand the market position of a computer visualisation or
animation company (practice or organisation) and the factors
impacting on this; (LO1)
2. Understand the employment patterns and operational
processes associated with a particular computer visualisation
Unit Learning
or animation company, practice or organisation. (LO2)
Outcomes
Skills
3. Delineate the professional roles within an organisation and
their place within the production processes of a computer
visualisation or animation company, practice or organisation;
(LO3)
4. Identify the skills and product profile relevant to employment
in a particular animation company, practice or organisation.
(LO4)
· Lectures;
Teaching and · Project introduction;
Learning · Industry visits;
Strategies · Guest speakers (when available);
· Workshops;

Students are required to produce a case study evaluating the market
position, internal organisation, production processes and
employment profiles of a computer visualisation and animation
studio, company, practice or organisation. Their choice of case study
will be subject to agreement with tutors.
Students will receive written feedback on a group presentation
completed around the mid point of the unit, giving them an indication
Assessable of their performance in relation to the learning outcomes before final
Elements unit submission.
Students will submit a written case study report. This will be
assessed as a single body of work. Each assessed element will
contribute to the final grade, in the proportions shown in the following
table:
Case Study Journal (circa 1000 100%
words)
· The level of understanding of the market position of the
particular computer visualisation or animation company
(practice or organisation) and the factors impacting on this;
(LO1)
· The understanding demonstrated of the employment patterns
and operational processes associated with a particular
Assessment computer visualisation or animation company, practice or
Criteria organisation; (LO2)
· The degree of to which the professional roles within the
organisation and their place within the production processes
of a computer visualisation or animation company, practice or
organisation; (LO3)
· Evidence of reflection on the skills and product profile relevant
to employment in a particular animation company, practice or
organisation and the consequences for the student’s own
development. (LO4)

Raugust. (2004) The Animation Business Handbook, Saint Martins
Press.
Vandevelde, Helen. (2000) Work skills resource pack, Oxford:
Trotman.
Indicative
Advisory group on computer graphics (1997) Health and safety
Reading List
issues associated with virtual reality.
TVTC (1998) Health and safety for television production, Television
Training Company.
Williams, N. (1998) Animation UK, Venue Publishing.

Unit Title Post Production Operations
Unit Code CVA203
This unit provides students with basic skills in the area of post
production operations and gives them an understanding of post
production technology, as well as a critical appreciation of the craft
of editing.
Building on their knowledge of filmic language and narrative
developed in the first level of the course, students learn about the
Introduction fundamentals of screen continuity and timing. Students will be
introduced to editing software, basic editing, compositing, special
effects and audio functions.
Students learn how to further enhance source footage through a
series of image manipulation techniques. They will gain an
understanding of the file conventions and formats for compositing
and outputting to broadcast standards.
Topics covered in this unit typically will include:
· Editing techniques;
Indicative · Preparation for editing;
Curriculum · Genre;
Outline · Non linear editing operations and protocols;
· Titling;
· Basic keying and compositing;
· Basic sound design.

1. Understand the role of post production in the animation
production process; (LO1)
Unit Learning 2. Have a thorough understanding of the file convention and
Outcomes formatting requirements of broadcast output. (LO2)
Skills
3. Perform basic editing, compositing, special effects and audio
functions; (LO3)
4. Use editing techniques and conventions to structure video
narrative competently. (LO4)
Learning · Test;
A series of tests of their production work, during practical workshops
completed around the mid point of the unit, giving them an indication
of their performance in relation to the learning outcomes before final
unit submission.
Assessable
The students will be required to edit and compile a variety of image
sources and sound into a single narrative structure.
Movie File 100%

Students are assessed on the degree to which:
· The finished piece demonstrates a thorough understanding of
the role of post production in the animation production
process; (LO1)
· The finished piece demonstrates an understanding of the file
Assessment
convention and formatting requirements of broadcast output;
Criteria
(LO2)
· Demonstrates competency in basic editing, compositing,
special effects and audio functions; (LO3)
· Demonstrates the competent use of editing techniques and
conventions to structure the video narrative competently.
(LO4)
Wright, Steve. (2002) Digital compositing for film and video, Focal
Press.
Amyes, Tim. (2004) Audio postproduction in television and film: an
introduction to technology and techniques, Oxford: Focal.
Indicative
Reading List
McGrath, Declan. (2001) Editing and postproduction, Hove:
RotoVision.
Brinkman, Ron. (1999) The art and science of digital compositing,
San Francisco, CA: Morgan Kaufmann.

Unit Title Industry Exercises 1
Unit Code CVA204
This unit offers students the opportunity to consolidate and develop
the animation skills developed in the first level of the course to a
level appropriate for an entrance to the profession.
The unit is highly focused on the needs of industry and on building
the core professional skills deemed essential by employers.
The unit is structured around a series of workshops and exercises
on four fundamental areas of animation practice within the animation
pipeline. These are 2D conceptualisation, character animation,
visualisation (and modelling) and visualisation (texturing and
rendering).
These exercises will challenge the students to utilise and develop
the skills they have developed in the previous units to a professional
Introduction level. They will require students to problem solve and apply the skills
acquired on the course to new situations and scenarios. Students
will learn how to manage their time and realise professional work
within tight deadlines.
Typically, the exercises will be designed in consultation with
industry. However, they will have sufficient flexibility to allow
students to apply a degree of personal interpretation in the fulfilment
of the task. Students are required to submit only two of the exercises
for summative assessment. This allows students some freedom to
focus their work according to their own specialisms.
It is envisaged that the outputs of this unit will form a fundamental
part of the student showreel that they compile in the final unit of the
course and is essential to the demonstration of their skill and
employability.

· 2D conceptualisation;
Indicative
· Character animation;
Curriculum
· Visualisation (and modelling);
Outline
· Visualisation (texturing and rendering);
· Problem solving;
· Project and time management.
1. Gain a significant understanding of the core techniques and
skills underpinning the animation pipeline; (LO1)
2. Situate their work in terms of its technical and professional
merits in relation to contemporary practice; (LO2)
3. Understand the role of planning and scheduling in the
Unit Learning
animation pipeline. (LO3)
Outcomes
Skills
4. Confidently apply 2D and 3D animation skills to standard
animation and visualisation tasks; (LO3)
5. Critically assess an animation task or problem and apply the
established techniques and skills appropriately in its
resolution; (LO4)
6. Demonstrate a level of personal creative interpretation in
completing an animation task. (LO5)

Students are required to complete a series of four exercises. They
are also required to submit an individual journal reflecting on their
responses to the briefs, and the rationale for their choice of
exercises which they submitted for final assessment, setting out their
understanding of the work in relation to contemporary practice.
Students will receive written feedback on the work produced within
the exercises completed around the mid point of the unit, giving
them an indication of their performance in relation to the learning
Assessable outcomes before final unit submission.
Elements
Students will submit a digital sequence showing two completed
exercises for this unit, which will be assessed separately. Each
assessed element will contribute to the final grade, in the proportions
shown in the following table:
Exercise 1 45%
Exercise 2 45%
Individual Reflective Journal 10%
Exercises
· The level of understanding of the core techniques and skills
underpinning the animation pipeline demonstrated in the
finished work; (LO1)
· The competency in skills and techniques evident in the
completion of the exercises; (LO3)
· The degree to which the completed pieces show that the
Assessment student has critically assessed the task or problem and
Criteria successfully applied established techniques and skills in its
resolution; (LO4)
· The level of personal creative interpretation evident in the
completed piece. (LO5)
Individual Reflective Journal
· Evidence of evaluation of own work in terms of its technical
and professional merits and the contemporary industry; (LO2)
· Evidence of understanding and reflection on the process
planning, scheduling and realisation. (LO3)

Patmore, Chris. (2003) The complete animation course: the
principles, practice and techniques of successful animation, London:
Thames and Hudson.
Mealing, Stuart. (1998) Principles of modelling and rendering using
Indicative 3D studio, Exeter: Intellect.
Reading List
Simon, Mark. (2003) Producing independent 2D character
animation: making and selling a short film, Amsterdam: Focal.
Alias/ Wavefront (2003) Maya Techniques Patch Modelling for
Visual Effects. [DVD]

Unit Title Industry Exercises 2
Unit Code CVA205
This unit encourages learners to further develop their individual
creativity and extend their portfolio of professional skills. It allows
them to direct their own professional development and to
independently manage their time and prioritise their workflow.
The unit builds directly on Industry Exercises 1, allowing the student
to broaden their range of professional animation skills or to develop
existing areas to an advanced level. The unit encourages students to
develop their creative skills through the self initiated production of
short visual sequences or exercises. Students also develop more
advanced planning and organisational skills essential in the delivery
of a completed project within a fixed schedule.
Students have to complete two projects in this unit, these can be self
initiated or students may choose to revisit the two exercises which
were not developed fully in the Industry Exercises 1 unit. Student
Introduction
projects must have a clear focus on the development of industry
relevant skills, their overall artistic or creative style and contribute
significantly to the demonstration of their employability in their final
show reel.
The student’s programme of work will be agreed with the Unit
Leader and to aid this process a learning contract will be negotiated
between the Unit Leader and the student. The learning contract will
detail the learner’s objectives, activities, skills to be developed,
resource requirements, an agreed set of deadlines and if appropriate
project specific assessment criteria.
This unit will prepare students for the levels of autonomous working
and independent learning necessary in professional practice or the
portfolio element of their honours course, depending on their chosen
progression route.

The curriculum delivered in this unit will vary according to the
interests of the particular cohort. However, topics covered in this unit
are likely to include:
Indicative
Curriculum
· Negotiating a self initiated brief;
Outline
· Project planning and management;
· Implementation of a visual style;
· Finish.
Knowledge and understanding
1. Have a critical understanding of the breadth and depth of
techniques and skills underpinning the animation pipeline;
(LO1)
2. Critically locate their work in terms of its creative and artistic
Unit Learning merits in relation to contemporary practice. (LO2)
Outcomes
Skills
3. Confidently apply animation skills and techniques appropriate
to the standard expected for an entrant to professional
animation or visualisation; (LO3)
4. Negotiate and conduct an independent study and
independently manage their time and workflow; (L04)
5. Initiate or extend creatively an animation project and realise it
independently to a professional standard. (LO5)

Students are required to complete two exercises or projects which
may be projects that were not submitted for final assessment in
Industrial Exercises 1 or can be self initiated. These are subject to
the agreement of the Unit Leader and must contribute significantly to
the completion of the final show reel. Additionally, students are
required to submit a reflective journal, critically evaluating their
artistic and creative practice in relation to contemporary practice.
Students will receive written feedback on the work produced within
the modules completed around the mid point of the unit, giving them
Assessable an indication of their performance in relation to the learning
Elements outcomes before final unit submission.
Students will submit a digital sequence showing the completed
projects for this unit together with a reflective journal. Each assessed
element will contribute to the final grade, in the proportions shown in
the following table:
Exercise 3 40%
Exercise 4 40%
Individual Reflective Journal 20%
By the end of this unit students will be able to demonstrate:
Individual Reflective Journal
· Evidence of critical reflection on the creative and artistic
merits of their work in relation to contemporary practice; (LO1)
Projects
· Evidence of a critical understanding of the breadth and depth
Assessment of techniques and skills underpinning the animation pipeline;
Criteria (LO1)
· Evidence in the realisation of the projects of systematic
application of animation skills and practices to the standard
expected for an entrant to professional animation or
visualisation; (LO2)
· Negotiate and conduct an independent study and
independently manage their time and workflow; (L03)
· Initiate or extend creatively an animation project and realise it
independently to a professional standard. (LO4)

Young, Trevor, L. (2003) The handbook of project management: a
practical guide to effective policies and procedures, London: Kogan
Page.
Indicative Reiss, Geoff. (1995) Project management demystified: today's tools
Reading List and technique, Spon Press.
Lock, Dennis. (1988) Project management, Gower.
http://www.3dcafe.com/index.php?option=com_wrapper&Itemid=38

Unit Title Presentation Techniques and Technologies
Unit Code CVA206
In this unit students learn how to demonstrate their range of
knowledge and skills acquired on the course to future employers in
the form of a finished show reel or self promotional device.
They learn about the professional standards and technical
expectations of presentation in the animation and visualisation
industry. They learn how to select work appropriate to the
communication of their skills and career ambitions. They learn how
to ‘package’ their work in a creative and engaging way. They
develop skills in personal branding and develop the communication
of their own personal style to an employer in the graphic
presentation.
Introduction
They will learn to edit and finish their work for professional
promotional purposes and how to output that work in formats
appropriate for DVD or web distribution. They learn how to create
rhythm and tempo in the narrative of the show reel. They will learn to
integrate sound with their clips in a way that enhances the overall
presentation of their work.
Students will learn to author a DVD with a user friendly interface
which serves as the front end to a portfolio of clips and images,
which communicates all the facets of student’s abilities to potential
employers.
Indicative · Postproduction techniques for producing a show reel;
Curriculum · Use of composition/grading techniques for improving the
Outline quality of the material;
· Formats for DVD and web;
· DVD authoring.

1. Develop a thorough understanding of the requirements of self
promotion and presentation in the animation and visualisation
industry; (LO1)
Unit Learning
Outcomes
Skills
2. Effectively communicate the range of knowledge and skills
acquired on the course to an employer; (LO2)
3. Competently apply a range of appropriate software to the
finishing, compilation and output of a show reel; (LO3)
4. Design a self promotional tool which is engaging and
creatively coherent. (LO4)
Students are required to present a self promotional DVD compilation
of examples of work developed on the course.
Around the mid point of the unit students will complete a series of
tests of their production work, during practical workshops, giving
them an indication of their performance in relation to the learning
Assessable outcomes before final unit submission.
Elements
The DVD will be assessed as a single body of work. Each assessed
element will contribute to the final grade, in the proportions shown in
the following table:
Authored DVD 100%

Students are assessed on the following:
Authored DVD
· The degree to which the compiled works meets the
professional requirements of self promotion and presentation
in the animation and visualisation industry; (LO1)
Assessment · The success of the DVD in presenting the range of knowledge
Criteria and skills acquired on the course to an employer in a manner
which is easy for them to access and use; (LO2)
· The competence evident in the application of a range of
appropriate software to the finishing, compilation and output
of a show reel; (LO3)
· The degree to which the collated body of work is engaging
and creatively coherent. (LO4)
LaBarge, R. (2001) DVD Authoring and Production, US Publishers,
Group West.
Indicative DeLance, P. (2001) DVD Production: a practical resource for DVD
Reading List Publishers, Focal Press.
Graham, I. (1997) HTLM Source Book, A complete to HTML 2.2 and
HTML Extensions, John Wiley.

Unit Title Contextual Studies 2
This unit builds upon the contextual elements which students
engaged within the first level of their course.
The first level engaged with the major genres and the
contextualisation of conventional practice. This unit takes students
beyond these frameworks of understanding to explore alternative
approaches to media forms and practice and their contexts.
The unit allows students to focus their contextual learning in their
area of practice, to begin to look in depth and detail at a particular
area, and to develop the independent study and research skills,
Introduction which will serve them well if they progress to honours level study or
to professional life.
In the first half of the unit, students survey a range of specialist
media theory related to their area of practice and look beyond the
more conventional forms and genres to engage with the unfamiliar in
their specialist fields and relate it to their work based learning.
In the second half of the unit, they focus in on a particular area and
begin to work on an area of independent study negotiated with the
tutor. They are supported in this through lectures and seminars on
research methodology and through tutorials.
Topics covered in this unit will include:
New Approaches to Sound
Through a series of seminars and lectures, students will engage with
ideas and work that allows them to explore new approaches to
sound design.
Indicative
Curriculum An indicative sample of the themes covered is listed below:
Outline
· “Plunderphonics” – sampling, plagiarism and the assault on
copyright;
· “Longplayer” – durational and environmental sound art;
· “Wireless Imagination” – Gregory Whitehead and radiophonic
art;
· “Soundscapes” – Chris Watson and the audio still life;

· “Silence” – Music, Silence and Memory;
· “Muzak” – environmental music and sound design;
· “All Sounds Are Created Equal” – John Cage and Musique
Concrete;
· “The Death of Phonography” – the digital age and the end of
phonic artefacts;
· “Digital Hardcore” – the new generation of electronic noise
artists.
New Approaches to the Televisual/Film
Through a series of seminars and lectures students will engage with
visual media.
An indicative sample of the themes covered is listed below:
· Digital Underground – undercurrents news agency: the
democratisation of news production;
· Digital Futures – rising tide of ‘back bedroom’ filmmakers;
· Me TV – interactivity and the tyranny of choice;
· Streaming Media – global distribution of local issues;
· Video Art – commerciality vs. establishmentarianism;
· Reality TV – Plato’s cave: the values of television in an age of
philistines;
· Documentary futures – the personalisation of distribution;
· The death of Cinema – digital exhibition technology and
corporate control;
· Policing the State – video technology and the tools of control.
New Approaches in Animation
Through a series of seminars and lectures students will engage with
Animation and Animation Design.
An indicative sample of the themes covered is listed below:
· Animation Underground – study of the work of leading
animators and artists currently working outside the animation
mainstream as ‘rebel’ animators;
· Computer Game Gorillas – how game hacking and the
‘bedroom whiz kids’ are reshaping the face of computer
games;
· My life in 3D – how our culture has turned to live in digital
worlds, and abandoning our ‘real’ lives. Explorations into the
world of online and immersion games and virtual
environments and the cost of social breakdown;
· Digital Horizons – with the ever increasing demand of
technical wizardry with the features industry, is animation as
art becoming animation as science;
· Animation in the 3rd world how western studios incorporate
eastern production lines, and how this may shape the future
of mainstream animation.
Research Project
In order to prepare students for this element of the unit students will
receive a series of lectures covering the following topics:
· An introduction to the basic research techniques and
planning;
· Research intention, methodology and process;
· Desk research (the use of secondary sources such as books,
magazines, newspapers, the internet etc);
· The value and appropriate use of discovery research (the use
of primary or empirical research such as observation,
experiment, experience and experts/people).
1. Understand how the conventions of their specialist field
shape media products and practices; (LO1)
2. Be familiar with the full range of practice and the creative
frontiers of their specialist field including the conventional,
unconventional and the experimental. (LO2)
Unit Learning
Outcomes Skills
3. Locate their personal practice within the broad range of
creative possibilities and contexts within their specialist fields;
(LO3)
4. Carry out an independent study of a particular area; (LO4)
5. Articulate ideas and information orally and in written form;
(LO5)
6. Carry out research that integrates work based learning with
academic knowledge through the use of appropriate sources
and questions. (LO6)
· Tutorials for formal, individual support;
· Lectures or workshops, for group instruction, demonstration
or studio work;
· Seminars, as a context for group discussions and group
work;
· Directed, specialist reading to encourage independent
learning;
Teaching and
Learning · Study visits to galleries, museums, collections, professional
Strategies studios, city locations, film showings or theatrical events may
be used for in situ discussions or direct experience of
designs, artefacts or people;
· Guidelines (brief, select handouts) intended to inform and
aid students during independent study;
· Individual dyslexia support and language mentoring as
appropriate.
Students are also encouraged to make independent study visits to
galleries, museums, professional studios and other sites.
Students will give a presentation to a seminar group on a topic
relating to the course during the first part of the unit. This
presentation will last approximately 10 minutes and will be
accompanied by related handouts and audio visual materials, which
will be submitted as part of the assessment.
Assessable
Students will complete an Independent Project in the form of a
Elements
document of about 2000 words with a bibliography. They will be
asked to submit a research plan detailing the project’s lead question
and a strategy (plan of contacts, sources etc) before beginning their
research.
Presentation 30%
Independent Project 70%

Presentation
· The degree to which they have displayed knowledge and
understanding of their chosen topic; (LO1)
· Reflection on new areas and how they how they are related
to practical work based knowledge; (LO2)
· Organisation of ideas and the ability to relate them verbally
to a group using appropriate supporting visual/audio
materials. (LO5)
Assessment
Independent Project
Criteria
· Their ability to articulate their findings and conclusions in a
structured and wellargued report; (LO5)
· Their ability to demonstrate a sound understanding of the
salient issues involved in the chosen area of study; (LO1,
LO2)
· Their ability to relate academic knowledge to the work based
application of practical skills; (LO6)
· Their ability to relate their personal practice to the area
chosen for independent study; (LO3)
· Evidence of the development of a plan and the ability to
deliver work within a timeframe. (LO4)
New Approaches to Sound
Schafer, Murray, R. (1994): Soundscape: Tuning of the World.
Destiny.
Kahn, Douglas (1999): Noise, Water, Meat. MIT Press.
Lander, Dan. and Augaitis, Ed (ed) (1994): Radio Rethink: Sound,
Art and Transmission. Banff Centre Press.
Sider, Larry (ed.) (2003) Soundscape: The School of Sound
Indicative
Lectures, Wallflower Press.
Reading List
Savran, David (1998). Breaking the Rules: The Wooster Group.
Theatre Communications Group.
Nyman, Michael (1999). Experimental Music. Cambridge University
Press.
Strauss, Neil (ed.) (1994): Radiotext(e), Semiotext(e).
Toop, David (2004): Haunted Weather: Music, Memory and Silence,
Serpents Tail.

Toop, David (2002). Oceans of Sound, Serpent Tail.
Whitehead, Gregory and Kahn, Douglas 1994). Wireless
Imagination, MIT Press.
Daoust, Yves. (1993) Anecdotes, Empreintes Digitales.
Donnes, Etant. (1992) Blue, Unknown label.
Hellfish and Producer (2000) Meat Machine Broadcast, Planet Mu.
Kid 606 (2001) The Action Packed Mentalist Brings You The
Fucking Jams, Violent Turd.
Normandeau, Robert. (2001) Sonars, Rephlex.
Panacea (2001) Squaremeter, Unknown label.
Various Artists (2000) Clicks and Cuts I, Mille Plateaux.
Various Artists (2000) eXcitations, Empreintes Digitales.
Various Artists (1992) Electro Clips I, Empreintes Digitales.
Various Artists (2001) Electro Clips II, Empreintes Digitales.
Various Artists (1999) You’ve Got the Fucking Power, Digital
Hardcore.
Watson, Chris. (1998) Outside the Circle of Fire, Touch.
Watson, Chris. (2003) Weather Report, Touch.
Oswald, John. (1995) Plunderphonic, Seeland.
“Sonic Outlaws” Director Craig Baldwin (1995). Other Cinema.
Documentary.
Negativland. (2005) No Business, Seeland.
New Approaches to the Televisual/Film
Anderson, B. (2004) News Flash: Journalism, Infotainment and the
Bottomline Business of Broadcast News, Jossey Bass Wiley.
Corner, J. and Rosenthal, A. (Eds.) (2004) New Challenges for
Documentary, Manchester University Press.

ElNawawy, M. (2003) AlJazeera: The Story of the Network That Is
Rattling Governments and Redefining Modern Journalism, Basic
Books.
Manovich, L. (2002) The Language of New Media (Leonardo), MIT
Press.
Murray, S. (2004) Reality TV: Remaking Television Culture, New
York University Press.
Street, J. (2001) Mass Media, Politics, and Democracy, Palgrave.
Sturken, M. and Cartwright, L. (2000) Practices of Looking: An
Introduction to Visual Culture, Oxford University Press.
Walker, J. (2001) Art in the Age of Mass Media, Pluto.
Documentary Filmmakers Group (DFG): DFG is a comprehensive
resource in the UK serving the needs of documentary filmmakers
and all those interested in documentary film www.dfglondon.com
Post Video Art: For artists and experimental filmmakers, offering
festivals information, video art gallery lists, artists' links, and a forum.
www.postvideoart.com
Video Data Bank (VDB): The VDB distributes videotapes by and
about contemporary artists. The VDB collection consists of video art,
CDROMs, documentaries and taped material www.vdb.org
New Approaches in Animation
Alexander, T. (2005) Massively Multiplayer Game Development 2
(Game Development), Charles River Media.
Beck, J & McFarlane, T. (2003) Outlaw Animation: CuttingEdge
Cartoons from the Spike and Mike Festivals, Marvel Entertainments
Group.
Faber, L. and Walters, H. (2004) Animation Unlimited: Innovative
Short Films Since 1940, Harper Collins.
Friedl, M. (2002) Online Game Interactivity Theory with CDROM
(Advances in Computer Graphics Hardware), Charles River Media.
Ward, M. (2000) Virtual Organisms: The Startling World of Artificial
Life, Thomas Dune.
Wiedemann, J. (2004) Animation Now, Taschen.

Gonchar, N. and Roper Adams, J. (2000) Living in cyberspace:
recognizing the importance of the virtual world in social work
assessments, Journal of Social Work Education Fall.
www.cswe.org/publications/jswe/003.htm
www.awn.com (Main web site resource)
http://www.asifaatlanta.com (International Animation Forum)
Research Project
Students compile their own subjectspecific bibliographies aided by
their tutors. Texts that may be useful during the research process
include:
Berger, A. (1997) Media Research Techniques, Palgrave.
Gunter, B. (2001) Media Research Methods: Measuring Audiences
Reactions and Impact, Sage.
Hansen, A, et al. (1997) Mass Communication Research Methods,
Palgrave.
Jensen, K. (Ed.) (2002) A Handbook of Media and Communication
Research, Routledge.
Wright Mills, C. (2000) On Intellectual Craftsmanship, an Appendix
in The Sociological Imagination, Oxford University Press. (First pub.
1959).
Study Guides and Module Outlines on Research Techniques (6 –
COMM1670), Making Notes (2 – STSK1020. Download from the
Institute of Communications Studies, University of Leeds.
http://ics.leeds.ac.uk/icsmods/index.cfm
http://www.angelfire.com/or3/tss/millsoic.html

Unit Title Personal and Professional Development 2
This unit focuses on professional development. It builds on the
Personal and Professional Development unit at level one, to enable
students to reflect on work experience (or equivalent) and critically
Introduction
examine and develop their own Personal and Professional
Development File, so that they are prepared for the transition to
work and/or further study.
This module focuses on personal and professional development and
will include:
· Career planning and career paths;
Indicative · Enterprise and selfemployment;
Curriculum
· Networking and communications;
Outline
· Portfolio development;
· Information gathering and analysis;
· Industry awareness, including understanding the commercial
environment.
Skills
1. Reflect and analyse theory and practice in the workplace;
(LO1)
2. Use experiences and learning derived from Collegebased
Unit Learning learning, work experience (or equivalent) and wider activities
Outcomes to evaluate career goals in relation to their personal and
professional development; (LO2)
3. Communicate their skills and abilities to employers and future
clients; (LO3)
4. Examine future employment and industry trends in relation to
their discipline and relate this to their Personal and
Professional Development File; (LO4)
5. Identify appropriate resources and services to assist in their
own career planning. (LO5)

Overview
Students will be exposed to key concepts through lectures,
workshops and seminars. The majority of learning will take place
through an ongoing process of reflective practice evidenced in their
Personal and Professional Development File.
The Personal and Professional Development File will contain three
main elements: a Learning Plan, Reflective Commentary and
Evidence Base.
Learning Plan
The Learning Plan will set out the student’s position in relation to
their course and possible future directions. It provides the
opportunity for students to critically evaluate their personal
performance and negotiate objectives in response to their own
strengths and weaknesses in terms of both academic and
professional development.
Reflective Commentary
The Reflective Commentary will identify and reflect upon specific
evidence from the evidence base in order to demonstrate the
Teaching and achievement of outcomes (some of which may not be specifically
Learning delivered within this unit).
Strategies
Evidence Base
The Evidence Base will contain documents and other evidence to
support both the Learning Plan and Reflective Commentary.
This will form the basis of the student’s portfolio to be developed as
they continue through their course and career.
Teaching Methods
Learning on this unit will be gained primarily through a combination
of:
Lectures/Guest Lectures/Workshops
23 per term.
Lectures and workshops will introduce underlying concepts, process
and models. Guest lectures will help develop students’ awareness of
industry and current developments.
Small Group Seminar/Workshops
23 per term.
These encourage discussion and reflection on the learning/working
experience and ensure learners gain from shared experiences.

SelfDirected Study
The majority of learning from this unit is selfdirected.
Tutorials
23 per year.
Personal and Professional Development File – Indicative
Contents
The list below details the type of content expected to demonstrate
the attainment of the unit learning outcomes. While the list below is
neither exhaustive nor prescriptive, most Personal and Professional
Development Files will contain examples of the work detailed below:
· Learning Plan
o Personal and professional goals;
o Selfanalysis.
· Reflective Commentary (7501000 words or equivalent)
o Significant milestones in meeting goals;
o Reasons for changes in direction or goals;
o Reflection on work experience (or equivalent).
· Evidence Base
o Work experience (or equivalent);
o Career planning;
o Information gathering and analysis.
Assessable
Elements Formative Assessment
There are normally formative assessment points during each term
for students to receive feedback on their Personal and Professional
Development File. This will give them an indication of their existing
performance in relation to the learning outcomes before submitting
the File for summative assessment.
Students will be required to develop a Personal and Professional
Development File detailing professional, educational and personal
objectives. The File will consist of three main elements: a Learning
Plan, Reflective Commentary and Evidence Base.
Development File (1 st submission,
normally start of term 2)
Development File (2 nd submission,
during term 3)

Students are required to create a Personal and Professional
Development File from which they will be assessed on:
· Depth of analysis of the workplace and reflection on work
experience (or equivalent); (LO1)
· Weight of evidence of evaluation of career goals in relation to
their personal and professional development; (LO2)
Assessment
· Level of ability to communicate their skills and abilities to
Criteria
employers and future clients; (LO3)
· Weight of evidence of the examination of future employment
and industry trends in relation to their discipline, and their
personal and professional development to their Personal and
Professional Development File; (LO4)
· Level of analysis of resources and services to assist in their
own career planning. (LO5)
Bolton, G. (2001) Reflective Practice: Writing and Professional
Development, London: Paul Chapman.
Hawkins, P. (1999) The Art of Building Windmills: Career Tactics for
the 21 st Century, University of Liverpool: Graduate into Employment
Unit.
Caperez, E. (2004) Careers Uncovered Series: Art and Design
Uncovered, Trotman.
Harris, C. (2004) Careers Uncovered Series: Media Uncovered,
Trotman.
Indicative
Reading List
Reuvid, J. and Millar, R. (2004) Start up and run your own business,
Kogan Page.
Websites
http://www.designcouncil.org.uk
http://www.skillset.org/careers
http://www.fashioncapital.co.uk
Appropriate journals and trade magazines

Learning and Teaching Glossary
The learning and teaching activities associated with a course are set out in course
handbooks, programme specifications and unit specifications and in project briefs.
This glossary may be useful for students and other stakeholders to help understand
the terminology used and a guide to the sorts of activities which they can expect to
participate in on their course.
Please note the following list has been organised in alphabetical order.
Assessment Criteria
The criteria by which student work submitted for assessment (see below) will be
judged. These are published in unit specifications and relevant project briefs.
Assessment Deadline
The date by which work completed for assessment must be submitted. Failure to
submit by the deadline is likely to mean that you will fail the unit. Deadlines are
published in project briefs.
Assessment Requirements/Assessable Elements
The work or materials which a student is required to complete and submit for
assessment (by the published deadline) in order to pass a unit. These are set out in
the unit specification in the Course Handbook and in relevant project briefs.
Critique/Crit/Interim Presentations
Presentation of work by students to an audience of peers and staff to facilitate
feedback for reflection.
Demonstrations
A member of staff illustrating the operation of technology, processes and ideas.
E Learning
At Ravensbourne, traditional forms of teaching are increasingly supplemented and
supported by on line materials and activities. Activity will vary from course to course
and may involve the use of the Moodle (see below) virtual learning environment
(VLE) to allow students to access course information and learning materials or to
take part in activities and forums. On line journals and databases may be accessed
via the Learning Resource Centre. Other courses use on line tests to evaluate
student learning or publish electronic materials to support software learning.

Assessment aimed at determining a person's strengths and weaknesses with the
objective of improving them. Generally expressed in words rather than grades, and
generally not used in the final assessment.
Grades
Student work submitted for summative assessment is assigned a letter grade as an
indication of the degree to which the work demonstrates that the learning outcomes
have been met. Grading is conducted on a generic College scale of A to F (amplified
by a '+' or '' sign where this is appropriate) where 'A' is first class work and 'F' is a
failure. More detail is contained in the Academic Regulations.
Grading Descriptors
These relate to the grade assigned to work submitted and are textual descriptions of
the level of student achievement in relation to the learning outcomes (see Academic
Regulations).
Group Projects
Project based learning (see below) specifically designed to require collaboration and
team working by students. These may be inter disciplinary and may sometimes
involve the simulation of real world situations which individual working could not
realise. Normally, summative assessment involves a group submission though an
element of individual work is usually required as well. Peer assessment is often an
element of the assessment.
Group Seminars
These involve presentation(s) to and discussion with a group normally on a
predetermined topic. They are sometimes led by a staff member but sometimes
student led. They normally include plenty of opportunities for interaction between
staff and students and/or students and their peers (i.e. questioning of students by
staff and vice versa).
Guest Lectures
Formal or informal talk on subjects related to the course by a visiting speaker, often
by a noted practitioner or commentator.
Independent Study/Self Directed Study
Learning undertaken in a self directed manner independent of any teaching,
supervision or formal guidance. In order to complete any course at Ravensbourne,
students must undertake independent study in addition to the formal teaching which
takes place on the course. Independent study might involve accessing books,
journals or on line resources, carrying out research, working on skills development or
preparing assessment requirements.

Individual Learning Plan
An individual Learning Plan is one of the elements which make up a student’s
Personal and Professional Development File (see below) which is part of the
assessment requirements of the Personal and Professional Development unit in each
level. It sets out the student’s academic, personal and professional goals and
priorities in relation to their individual strengths and weaknesses.
Individual Tutorial
One on one input from individual staff to a student in relation to a project. This sort of
tutorial more commonly takes place in major project work in the third level.
Induction
Specific organised period of introduction to the College, the Staff and the Course.
Students may also be introduced to specific technology for Health and Safety
purposes.
Initial Briefing
Introduction to the unit and the associated project(s) by unit leader or a member staff
associated with the unit.
Learning Outcomes
Statements indicating what a learner should have acquired at the end of a given
learning period.
Lectures
Formal talk by a staff member given on a subject before an audience or a class, for
the purpose of instruction. The organisation of the lecture will normally include some
opportunities for questioning by members of the audience.
Moodle
This is a virtual learning environment (VLE) utilised by Ravensbourne. It may be used
to post materials relating to the course such as handbooks, project briefs and
timetables. It may also be used to host materials and discussion forums related to
particular topics or projects.
Negotiated Learning Agreement
Some projects, particularly in level three of our courses, allow students substantial
independence to focus their learning and project activity and in some cases to
negotiate their own project brief. Where a unit allows for such an approach, they will
negotiate and agree the parameters of such activity with their course leader or
another designated member of staff at the beginning of the unit.

Peer Learning
As in professional life, students often learn as much from interacting with each other
as they do through formal structured teaching. Opportunities for group learning,
group projects, student presentations and critiques form part of all courses at
Ravensbourne.
Personal and Professional Development File
Throughout their time at Ravensbourne, students are provided with structured
opportunities to think about and plan their future both at the College and afterwards.
In the Personal and Professional Development units in each level of their course,
students develop a Personal and Professional Development File. This is made up of
an Individual Learning Plan, a Reflective Commentary supporting the achievement of
their learning goals and an Evidence Base. Students learn to reflect on what they
want to achieve, make informed academic, personal and professional decisions; set
personal targets and prioritise curricular and extracurricula activities to achieve
them; reflect critically on their performance and progress and to record their
achievement and evidence their skills for employment purposes.
Personal Tutorial
A formal meeting between a personal tutor and an individual student where the
discussion concentrates on overall monitoring, evaluation and planning rather than
instruction (see Tutorial Policy).
Presentations
Students will be required from time to time to make presentations to students and
staff. This is to help them develop communication skills and learn how to articulate
their ideas but also to facilitate peer learning or the wider dissemination of learning
across the group as a whole. Commonly, students may have to make presentations
in relation to an aspect of a subject in a seminar or on their particular research in
relation to a project.
Projectbased Learning
Many units at Ravensbourne centre around a project requiring students to explore an
area of knowledge and/or skills and their application. These projects are often based
on realworld problems and require students to carry out indepth research, apply
problem solving skills and realise a practical outcome. Most projects allow for a
creative personal response to the brief and require independent thinking and working
by the student. Some projects are explicitly group projects, requiring teamwork and
the realisation of a group outcome. Most will involve some element of peer learning
(i.e. through student presentations or crits). Some projects may be interdisciplinary
involving students from other courses.

Small Group Tutorial
Small group of students (3 5) discussing a particular topic, often led by a staff
member or a student. These normally will include plenty of opportunities for
interaction between staff and students (i.e. questioning of students by staff and vice
versa).
Studio Based Lectures
Informal structured talks given by tutors on subject matter related to the unit or the
project. Normally, students are given the opportunity to ask questions in relation to
the subject matter at points during the talk.
Submission Requirements
See Assessable Elements above.
Assessment generally taking place at the end of a course and leading to the
attribution of a grade or a mark to the learner, which will allow the learner to move to
the next part of the course, or which completes the course.
Work Based Learning (WBL)
WBL means any learning which derives from sustained engagement with the
experience of work, whether this is directly in the workplace (through placement) or
though some form of 'close to work', simulated or ‘live’ project experience. Many of
the projects conducted at Ravensbourne replicate real life situations in industry,
including the (often interdisciplinary) team working and the practitionerclient
relationships and simulate the constraints which students will experience in the
workplace.
Workshops
Students learn skills through their practical application with direction or supervision
from a lecturer or technician.

Personal Tutorials Guidelines
Background
Ravensbourne seeks to ensure that all of our students work within a supported
learning environment. During your time at the College you will be offered a variety of
tutorial opportunities in small groups and individually. The Personal Tutorial system is
one of the main ways in which we will offer you personal and academic support.
Objectives
The objectives of our Personal Tutorial system are:
· To enable improved retention and achievement on programmes of study;
· To identify and support the needs of all students;
· To encourage student self evaluation;
· To ensure that students have regular opportunities to reflect on their learning
and progression, and discuss this with a relevant member of staff;
· To offer students the opportunity to discuss individual learning priorities and
plans at key stages of study;
· To promote equality of opportunity for all students through the identification of
individual learner needs;
· To offer all students the opportunity to access additional support when
necessary.
Personal Tutorials are intended to encourage and help you to manage and evaluate
your own learning. They offer a focussed opportunity to discuss your progression,
and identify any difficulties or obstacles to this, with relevant staff. The system aims
to achieve a coordinated view of your achievements and any relevant difficulties.
Personal Tutorials are a central part of your Personal and Professional
Development units at all levels. These units are the main way that we encourage
Personal Development Planning and are designed to support you in the process of
reflecting upon your learning and performance and planning your personal,
educational and career development. They will also help you in developing (and will
make use of) the Personal and Professional Development File that is part of this unit.
You will normally be offered 23 Personal Tutorials per year. Course, Subject or Unit
Leaders will allocate and notify you of your personal tutor and the timing of sessions.
How Personal Tutorials work
Your tutor will normally:
· meet with you individually at least twice per year, usually for 2030 minutes;
· work with you to reflect on your learning and how you are meeting your goals;
· help you to identify difficulties that you are having on your course and consider
possible sources of support such as the Student Services team, for example.

Your tutor will not normally:
· provide you with an academic tutorial on specific projects, or give out grading;
· be able to provide you with immediate solutions to any difficulties identified.
Responsibilities in relation to Personal Tutorials
Your tutor will aim as far as possible to ensure that:
· the date and time of your Personal Tutorial is fixed in advance;
· the place is as private as possible and that you are not interrupted unduly;
· you know what areas are likely to be covered during the tutorial and that you
have the opportunity to raise other relevant issues during the discussion;
· relevant/important documentation is available during the tutorial.
Tutors will work with you to ensure a common understanding and wherever required
ask for clarification. They will aim to ensure that any written record they keep of the
tutorial is accurate and summarises areas such as the issues and targets discussed
and complies with our Data Protection Statement (see Student Contract Handbook).
If they consider it important for your progression or wellbeing tutors may, in some
circumstances, ask for your agreement to share personal information that you have
discussed with other relevant staff. They will not do so without your agreement
except where there is serious danger of harm to yourself or to others or where they
would be liable to civil or criminal court procedure if the data were not disclosed.
You should ensure that you:
· attend the review tutorial on time;
· understand or clarify what areas are likely to be discussed;
· identify any other relevant issues that you wish to cover;
· have completed any relevant preparation that is asked of you;
· bring with you any materials/work that you need to refer to, such as your
Personal and Professional Development File.
You should ensure that you are clear about:
· what follow up work is expected of you and any targets agreed;
· that what has been agreed is achievable within the time scale;
· what the consequences, if any, will be of failure to achieve any agreed targets
in the time agreed;
· what additional support is available and how this can be accessed, for
example, the Student Services team, learning support sessions, counselling;
· who else may be informed of any personal or confidential issues discussed.

Course Committees and Student Course Representation
Student Course Representatives
The College is committed to listening to its students and to taking their views into
account in its decision making. Student Course Representatives are students who
are elected by the other students on the course to represent the views and concerns
of the student body on their course to the course staff and the College. You may also
wish to look at the Student Course Representative Policy (
http://intranet.rave.ac.uk/quality/a_to_z.htm#s).
Student Course Representatives attend Course Committees once a term, where they
have the opportunity to:
· feedback on the views of the course student body on the student experience
on the course;
· raise issues which are of concern to students;
· give their opinion on developments on the course;
· actively participate in improving the quality of the learning experience.
Student Course Representatives are elected annually at the start of the academic
year.
Course Committees
Each course has a Course Committee consisting of academic staff (permanent and
sessional), Student Course Representatives and representatives of College services.
Course Committees are chaired by the Subject Leader and meet termly. They
provide a forum for the discussion of academic business on the course, the
identification of issues arising in running the course and the monitoring of actions
outlined in response to these.
In particular, they provide an opportunity for Student Courses Representatives to
provide feedback on their experience of the course and for student views to inform
the development of course policy and practice. Course Committees report to their
respective Faculty Committee which receives their minutes.

Contacts
Main contacts
Subject Leader
Mike Smith
Telephone: 020 8289 4900 (Ext. 8382) Email: mike.smith@rave.ac.uk
Responsible for the daily management of the course.
Senior Lecturer
Jared Taylor
Telephone: 020 8289 4900 Email: jared.taylor@rave.ac.uk
Sessional Lecturer
Dan Dalli
Telephone: 020 8289 4900 Email: d.dalli@rave.ac.uk
Other useful contacts
Business Support Officer
James Norman
Telephone: 020 8289 4955 Email: j.norman@rave.ac.uk
Responsible for aspects of course administration.
Head of Faculty
Barbara Howell
Telephone: 020 8289 4949 Email: b.howell@rave.ac.uk
Responsible for overall management of the Faculty of Communication Media.
Finance
Graham Reed
Telephone: 020 8289 4994 Email: graham.reed@rave.ac.uk
General Finance enquiries
Email: fees@rave.ac.uk
IT Service Desk
Telephone: 020 8289 4900 (Ext. 8208)
http://support.rave.ac.uk

Learning Resource Centre
Telephone: 020 8289 4974 Email: lrc@rave.ac.uk
Quality Team
Ernest Grainger
Telephone: 020 8289 4928 Email: e.grainger@rave.ac.uk
http://intranet.rave.ac.uk/quality/
Responsible for Course Committee organisation, liaison with Student Course
Representatives, complaints and appeals.
Registry
http://intranet.rave.ac.uk/registry/
Registry is located on the main College corridor and operates a counter service from
11:0012:00 and 14:3015:30, Monday to Friday.
Responsible for admissions, enrolment, bursaries and Examination Boards.
Student Support
Sue Cowan
Telephone: 020 8289 4982 Email: s.cowan@rave.ac.uk
Responsible for student welfare, disability support and learning support.
Student Union
Daniel Gittings
Telephone: 020 8289 4801 or 020 8289 4810 su@rave.ac.uk
Elected representatives of the student body, who represent on the Board of
Governors and Academic Board.

Course Handbook 2007 2008 Enrolment: Foundation Degree (Arts) Computer Visualisation and Animation

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COURSE HANDBOOK

Quality Team 10 Course Handbook 2007­2008

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Quality Team 13 Course Handbook 2007­2008

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Quality Team 15 Course Handbook 2007­2008

Quality Team 16 Course Handbook 2007­2008

Unit code Unit title Credit Value

Quality Team 17 Course Handbook 2007­2008

CVA101 Animation Principles CVA103 Storyboarding and CVA105 Character Animation

TERM 1 TERM 2 TERM 3

Quality Team 18 Course Handbook 2007­2008

CVA201 Digital Environments CVA203 Post Production CVA205 Industry Exercises 2

TERM 1 TERM 2 TERM 3

Quality Team 19 Course Handbook 2007­2008

Quality Team 20 Course Handbook 2007­2008

1. the established principles and skills used in professional animation and 1. produce work which demonstrates a critical understanding of computer

1. consider and analyse their own work with reference to academic and 1. take responsibility for own learning with a minimum direction

Quality Team 21 Course Handbook 2007­2008

Quality Team 22 Course Handbook 2007­2008

Quality Team 23 Course Handbook 2007­2008

Contact Time 40 Access to Resources 40 Independent Study 120

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Quality Team 26 Course Handbook 2007­2008

Contact Time 60 Access to Resources 10 Independent Study 30

Quality Team 27 Course Handbook 2007­2008

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Contact Time 60 Access to Resources 70 Independent Study 70

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Contact Time 50 Access to Resources 50 Independent Study 100

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Contact Time 60 Access to Resources 70 Independent Study 70

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Contact Time 60 Access to Resources 60 Independent Study 80

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Contact Time 20 Access to Resources 40 Independent Study 40

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Contact Time 60 Access to Resources 60 Independent Study 80

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Indicative Omernick, Matthew. (2004) Art of the Game, New Riders.

Quality Team 55 Course Handbook 2007­2008

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Quality Team 51 Course Handbook 20072008

Quality Team 52 Course Handbook 20072008

Quality Team 53 Course Handbook 20072008

Quality Team 54 Course Handbook 20072008

Quality Team 55 Course Handbook 20072008

Quality Team 56 Course Handbook 20072008

Quality Team 57 Course Handbook 20072008

Quality Team 58 Course Handbook 20072008

Quality Team 59 Course Handbook 20072008

Quality Team 60 Course Handbook 20072008

Quality Team 61 Course Handbook 20072008

Quality Team 62 Course Handbook 20072008

Quality Team 63 Course Handbook 20072008

Quality Team 64 Course Handbook 20072008

Quality Team 65 Course Handbook 20072008

Quality Team 66 Course Handbook 20072008

Quality Team 67 Course Handbook 20072008

Quality Team 68 Course Handbook 20072008

Quality Team 69 Course Handbook 20072008

Quality Team 70 Course Handbook 20072008

Quality Team 71 Course Handbook 20072008

Quality Team 72 Course Handbook 20072008

Quality Team 73 Course Handbook 20072008

Quality Team 74 Course Handbook 20072008

Quality Team 77 Course Handbook 20072008

Quality Team 78 Course Handbook 20072008

Quality Team 79 Course Handbook 20072008

Quality Team 80 Course Handbook 20072008

Quality Team 81 Course Handbook 20072008

Quality Team 82 Course Handbook 20072008

Quality Team 83 Course Handbook 20072008

Quality Team 84 Course Handbook 20072008

Quality Team 85 Course Handbook 20072008

Quality Team 86 Course Handbook 20072008

Quality Team 87 Course Handbook 20072008

Quality Team 88 Course Handbook 20072008

Quality Team 89 Course Handbook 20072008

Quality Team 90 Course Handbook 20072008

Quality Team 91 Course Handbook 20072008

Quality Team 92 Course Handbook 20072008