Creative Elements Module

Creative Elements

DES131

Module Coordinator: Conánn FitzPatrick
Module Notes
Assignments

Rationale

This mod­ule aims to intro­duce stu­dents from diverse back­grounds to a range of con­cepts and skills required to gain an under­stand­ing of the uni­ver­sal prin­ci­ples sur­round­ing both inter­ac­tiv­i­ty and ani­ma­tion. Stu­dents will work togeth­er in small groups explor­ing core themes, such as: visu­al­i­sa­tion, time-based media, audio, inter­ac­tiv­i­ty, and diver­gent think­ing.

This mod­ule runs con­cur­rent­ly with the ‘Design Dis­course One’, his­to­ry and the­o­ry, lec­ture and sem­i­nar mod­ule, which will pro­vide the stu­dent with a con­tex­tu­al frame­work in par­al­lel with their prac­ti­cal work­shops.

Hours

  • Lec­tures: 5 hrs
  • Sem­i­nars: 5 hrs
  • Tuto­ri­als: 15 hrs
  • Work­shops: 30 hrs
  • Inde­pen­dent study: 345 hrs

Total Effort Hours: 400hrs

Aims

The essential aims of this module are:
  1. To intro­duce core themes, such as: visu­al­i­sa­tion, time-based media, audio, inter­ac­tiv­i­ty, and diver­gent think­ing.
  2. To intro­duce stu­dents to the fun­da­men­tal tech­niques, process­es and tech­nol­o­gy through inten­sive work­shop prac­tice.
  3. To pro­mote inno­v­a­tive think­ing and idea gen­er­a­tion.
  4. To encour­age the cre­ation of assets required to meet the out­comes from inno­v­a­tive think­ing.
  5. To encour­age a cre­ative envi­ron­ment that sup­ports an under­stand­ing of core themes relat­ing to inter­ac­tiv­i­ty and ani­ma­tion through reflec­tion, group work and peer-assess­ment.
  6. To encour­age a cre­ative envi­ron­ment that sup­ports an under­stand­ing of core themes relat­ing to inter­ac­tiv­i­ty and ani­ma­tion through reflec­tion, group work and peer-assess­ment.

Learning Outcomes

A successful student will be able to:

Knowledge and Understanding

  • K1 Devel­op and orig­i­nate ideas through to con­cep­tu­al out­comes
  • K2 Demon­strate an aware­ness of appro­pri­ate think­ing skills and method­olo­gies employed to solve prob­lems
  • K3 Demon­strate con­cep­tu­al knowl­edge of rel­e­vant his­tor­i­cal and con­tem­po­rary mod­els of prac­tice in the field of design

Intellectual Qualities

  • I1 Demon­strate an appro­pri­ate approach to risk tak­ing, and inde­pen­dent enquiry
  • I2 Eval­u­ate new infor­ma­tion, con­cepts and evi­dence from a range of sources
  • I3 Demon­strate an abil­i­ty to work with­in the con­text of ambi­gu­i­ty, uncer­tain­ty and unfa­mil­iar­i­ty

Professional/Practical Skills

  • P1 Demon­strate pro­fi­cien­cy in obser­va­tion, inves­ti­ga­tion, enquiry, orga­ni­za­tion, mak­ing and visu­al­i­sa­tion

Transferable Skills

  • T1 Organ­ise time, resources and ideas so as to work pro­duc­tive­ly
  • T2 Can com­mu­ni­cate con­cepts effec­tive­ly in visu­al, oral and writ­ten forms.

Content

This twelve-week mod­ule con­tains five two-week work­shops. Each work­shop will explore themes rel­e­vant to inter­ac­tiv­i­ty and ani­ma­tion. The com­po­nents are:

Visualising

The term ‘visu­al­is­ing’ embraces many dis­ci­plines. It is per­ceived as a nec­es­sary pri­ma­ry activ­i­ty to project devel­op­ment. Exper­i­men­ta­tion with­in this area will be realised through visu­al enquiry, util­is­ing fun­da­men­tal prin­ci­ples, devel­op­ing knowl­edge and tech­ni­cal skills with­in the work­shop theme.

Time and Motion

Time and motion encom­pass­es lin­ear and non-lin­ear forms of expres­sion. Exper­i­men­ta­tion with­in this area will be realised through time-based media and sto­ry­telling con­cepts, util­is­ing fun­da­men­tal prin­ci­ples, devel­op­ing knowl­edge and tech­ni­cal skills with­in the work­shop theme.

Typography and Composition

This work­shop aims to intro­duce key con­cepts with­in the field of typog­ra­phy and the aes­thet­ic prin­ci­ples inher­ent in screen-based com­po­si­tion. Exper­i­men­ta­tion with­in this area will be realised through visu­al enquiry, util­is­ing fun­da­men­tal prin­ci­ples, devel­op­ing knowl­edge and tech­ni­cal skills with­in the work­shop theme.

Sound

Audio pres­ence can offer an addi­tion­al lay­er of expo­si­tion, emo­tion­al depth, as well as sup­port­ing exist­ing visu­als. Exper­i­men­ta­tion with­in this area will be realised through audio enquiry, util­is­ing fun­da­men­tal prin­ci­ples, devel­op­ing knowl­edge and tech­ni­cal skills with­in the work­shop theme.

Interactivity

Fun­da­men­tal psy­cho­log­i­cal and con­trol-based meth­ods of inter­ac­tiv­i­ty will be explored in this work­shop, pro­vid­ing a sense of the var­i­ous forms of engage­ment that an audi­ence or spec­ta­tor can par­tic­i­pate with. Exper­i­men­ta­tion with­in this area will be realised through visu­al, kinet­ic and audi­to­ry enquiry, util­is­ing fun­da­men­tal prin­ci­ples, devel­op­ing knowl­edge and tech­ni­cal skills with­in the work­shop theme.

Teaching and Learning Methods

The devel­op­ment of fun­da­men­tal skills is addressed through lec­tures, sem­i­nars and tuto­ri­als in both stu­dio and work­shop prac­tice.

Lec­tures will intro­duce the entire year group to the prin­ci­ples of inter­ac­tiv­i­ty and design, the devel­op­ment of ideas and illus­trat­ing what it means to be a prac­ti­tion­er with­in this emer­gent field.

Sem­i­nars will offer the oppor­tu­ni­ty for stu­dent groups to explore and expand upon a range of ideas cov­ered in work­shops and lec­tures.

Tuto­ri­als will help sup­port progress, iden­ti­fy strengths and weak­ness­es and clar­i­fy future direc­tion and will encour­age stu­dents to take respon­si­bil­i­ty for their own learn­ing.

Work­shops are cen­tral to this mod­ule and will intro­duce stu­dent groups to the var­ied process­es and tech­niques of the dis­ci­pline and encour­age par­tic­i­pa­tion, exper­i­men­ta­tion and peer assess­ment.

Blend­ed (Web Sup­ple­ment­ed), all lec­ture notes, work­shop hand­outs and key tasks will be sup­port­ed on black­board learn.

Assessment

Coursework 1: 75%
Thematic Workshop Outputs

Prac­ti­cal work­shop output(s) from each com­po­nent will be pro­duced by each stu­dent group, in addi­tion, all indi­vid­ual prepara­to­ry research, diver­gent think­ing exam­ples and exper­i­men­ta­tion work will be record­ed with­in an ideas book.

Coursework 2: 25%
Reflective online Journal

Stu­dents will reflect on their learn­ing expe­ri­ence with­in each work­shop and record it with­in an online jour­nal. This will aid stu­dent eval­u­a­tion in rela­tion to how the top­ics and themes are rel­e­vant to inter­ac­tiv­i­ty and ani­ma­tion.

100% Coursework

Feedback

Course­work assign­ments are planned at key points through­out the mod­ule. Diag­nos­tic and for­ma­tive feed­back encour­ages stu­dents to con­tin­u­ous­ly engage in learn­ing reflec­tion and devel­op­men­tal prac­tice. Sum­ma­tive feed­back will be giv­en to stu­dents at the end of the mod­ule with­in two weeks of course­work sub­mis­sion.

Required Reading

  • Han­dler Miller, C., (2nd Edi­tion, 2008) Dig­i­tal Sto­ry­telling: A Creator’s Guide to Inter­ac­tive Enter­tain­ment, Eng­land: Focal Press
  • Sag­meis­ter, S. (2008) Things I have Learned in my Life so Far, New York: Abrams Books
  • Williams, R.E., (2009) The Animator’s Sur­vival Kit, USA: Faber and Faber
  • Adobe Cre­ative Team, (2010) Adobe Illus­tra­tor CS5 Class­room in a book, USA, Adobe.
  • Berg­er, J., (1972), Ways of See­ing, Lon­don: Pen­guin Books.
  • Best­ley, R and I. Noble, (2005) Visu­al Research: An Intro­duc­tion to research Method­olo­gies in Graph­ic Design, Switzer­land, AVA
  • Cree­ber, G. and Mar­tin, R., (2009) Dig­i­tal Cul­tures: Under­stand­ing New Media, Eng­land: McGraw Hill, Open Uni­ver­si­ty Press
  • Dab­n­er, D., (2010) Graph­ic Design School: A foun­da­tion course for Graph­ic Design­ers work­ing in print, mov­ing image and dig­i­tal media. Lon­don: Thames & Hud­son.
  • Fletch­er, A. (2001) The Art of Look­ing Side­ways, Lon­don, Phaidon
  • Fur­niss, M., (2007) Art in Motion: Ani­ma­tion Aes­thet­ics, Eng­land: John Libbey Pub­lish­ing Ltd
  • Manovich, L., (2001) The Lan­guage of New Media, USA and Eng­land: The MIT Pro­fes­sion­al
  • Pre­ston, B., (1994) Car­toon Ani­ma­tion, Cal­i­for­nia: Wal­ter Fos­ter Pub­lish­ing Inc.
  • Thomas, F. and John­ston, O., (1997) The Illu­sion of Life: Dis­ney Ani­ma­tion, USA: Hype­r­i­on
  • Wells, P., and Hard­cas­tle, J., (2008) Re-Imag­in­ing Ani­ma­tion: The Chang­ing Face of The Mov­ing Image, USA and Eng­land: Ava Pub­lish­ing
  • Wiede­mann, J. ed., (2008). Illus­tra­tion now!, Koln, Lon­don: Taschen.

Websites

Journals

  • Wired, Com­put­er Arts, Sound on Sound, Com­put­er Music mag­a­zine, 3D World, VFX

Journal Articles

  • Green, J., (2010) ‘Under­stand­ing the Score: Film Music Com­mu­ni­cat­ing to and Influ­enc­ing the Audi­ence’, The Jour­nal of Aes­thet­ic Edu­ca­tion 44.4, pp. 81–94
  • Smuts, A., (2009) ‘What is Inter­ac­tiv­i­ty?’, The Jour­nal of Aes­thet­ic Edu­ca­tion, 43 (2009) pp. 53–73

Summary Description

This mod­ule aims to intro­duce stu­dents from diverse back­grounds to a range of con­cepts and skills required to gain an under­stand­ing of the uni­ver­sal prin­ci­ples sur­round­ing both inter­ac­tiv­i­ty and ani­ma­tion. This will enable stu­dents to expe­ri­ence and broad­en their com­pre­hen­sion of each work­shop through prac­tice.

%d bloggers like this: