University of Southern California



University of Southern California

School of Cinematic Arts

Division of Digital Arts

Fall 2013

450B Section 17880R

Time: 1:00-2:50pm

Wednesdays: SCB 102

Instructor: Professor Everett Lewis

Email: elewis@usc.edu

Phone: 213 810 0133

Course Description:

450B is the middle section of the trilogy of 450 classes. In 450 the students were introduced to animation, in 450B, the students will develop a longer animated project and in 450C, the student will execute and complete the 1-2 minute animated film proposed at the conclusion of 450B.

During the class the students will create the idea, script, animatic and beginning animation for the project to be completed in 450C.

The class shapes up roughly into three parts:

Part One: Idea/Development

Part Two: Concept/Design

Part Three: Animation Style and Animatic/Animation

At the conclusion of the class, the student should have created the film that will be shown as a final screening.

To that end, each week offers specific deadlines, generated by the schedules that each student complete, that lead toward completion of the film project. Therefore, this is a production class, and that means that students must complete assignments on a timely and continuous basis. Film Production, Animation Production, is very time consuming both intellectually and physically. It is expected that the students will spend considerable time outside class creating the work exhibited in the weekly class meetings.

GRADING

In Class Participation: 20%

Journal, Notebooks: 5%

Weekly Assignments: 35%

Midterm Project: 15%

Final: 25%

Grading is based upon timeliness (animation segments produced and exhibited according to the proposed schedule), completing all aspects of the assignment, and excellence (how thoroughly and creatively each week’s work is explored).

The Final will consist of a presentation of the animation and sample animation to a sampling of senior animation faculty with an emphasis on incorporating the feedback that event generates.

EXCESSIVE ABSENCES will negatively affect your grade. If you have to miss a class due to illness, please call or email before class.

CLASS PARTICIPATION: includes learning how to workshop ideas in a group, provide constructive criticism, respond to critiques of your own work, sharing observations with classmates in class and through emailed assignments submitted prior to class.

SCHEDULE

WEEK ONE

August 28: Introduction to class, facilities

IN CLASS

Write a brief essay (one to two pages), on whatever has tugged at your sleeve up to this point in your life.

For example:

What has most worried you, pleased you, saddened you, outraged you, given you the greatest joy?

What have been your concerns, dreams, obsessions, demons?

What has made you pay attention?

What have you tried to ignore?

What have been your turning points?

What now feels most important, meaningful, fulfilling?

What do you value most?

Try to write in specifics rather than generalizations. Search for vivid images and telling details, but don’t get

Bogged down in how well this is written. Write it quickly, spontaneously and without self judgement.

ASSIGNMENT: SELF PORTRAIT

Create a two or three dimensional ‘self portrait’, not with words, but with color, shape and form. You can use collage, paint, ink, stamps, sculpture, etc. This is not a computer or film assignment! (although you may use digital materials)

NOTE: You will have to transport the self portrait to class, so think about size and materials and fragility!!!

Ideas! What do you want to explore? Story, Meaning, Concepts.

WEEK TWO

September 4 Part One: Generating/Isolating

Assignment: FOUND OBJECT: Bring in a small found object that you know nothing about but find intriguing, resonant, provocative, mysterious, soulful, etc. Good places to look might be: Thrift shops, junk yards, etc. For this assignment, don’t choose a photograph, but if you come across a photograph you like, keep it for future development!!!

THREE SUBCULTURES: bring in a list of three subcultures (worlds, such as: tattoo artists, steampunk, raves), that interest you, but that you may know little about. Be prepared to discuss why these three cause you to take notice of them…..

WEEK THREE

September 11 Part One: Generating/Isolating

Assignment: MYSTERIOUS PROVOCATION: What other fields of study and areas of culture speak to you? Bring to class something from an area other than film or animation that feels mysterious, provocative, emotionally resonant and exciting to you! It should not be text based, at least not in a linear, narrative manner. This thing, for example, might be a photograph, painting, drawing, a poem or set of song lyrics that is evocative without having an obvious literal meaning or narrative, an object with specific significance in a field (a fossil, a model of a molecule, a geometric shape) and so fort. Be prepared to describe for us the thoughts and emotions this thing calls up in you.

WEEK FOUR

September 18 Part One: Generating/Isolating

THREE IDEAS FOR FILMS

This is the first time you will bring ideas specifically for your project this year. Please bring and be prepared to discuss three ideas, of any genre, that you are interested in exploring for rest of the year. We will discuss and examine these ideas in class and you will then select one for further development.

Visuals! What do you want to express graphically?

WEEK FIVE

September 25: Part One: Generating/Isolating

WEEK SIX

October 2: Part One: Generating/Isolating

Animation! How do you want to create the world? How does it move?

WEEK SEVEN

October 9: Part Two: Generating Visuals

WEEK EIGHT

October 16 Part Two: Generating Visuals

WEEK NINE

October 23 Part Two: Generating Visuals

WEEK TEN

October 30 Part Two: Generating Visuals

Animatic! An early version of the film! Incorporates story, design and animation…As well as creating a look at the film to come!

WEEK ELEVEN

November 6 Part Three: Cohesion

WEEK TWELVE

November 13 Part Three: Cohesion

WEEK THIRTEEN

November 20 Part Three: Cohesion

WEEK FOURTEEN

November 27 Thanksgiving recess

WEEK FIFTEEN

December 4: Part Four: Cohesion

December 6 Classes End

December 7-10 Study Days

WEEK SIXTEEN

December 18 11:00 -1:00 pm Final Exam: ANIMATIC PRESENTATION

Possible early presentation to be discussed.

PLEASE NOTE: Different students may move at different rates, and this schedule will change individually to reflect that. This schedule is a general look at how we will be spending this semester, to create your projects!

ONGOING PROJECT: Observational Notebook

Awakening Your Senses!! Keep a small notebook or sketchbook with you at all times. Write down notes and create word and or image sketches. You are encouraged to also take still photographs of things you see around you that interest you. Try to write a short paragraph every day in which you describe something you saw that day, and how you responded to it.

Use the following 10 categories to stimulate what you seek out to observe, and to help you organize what you find:

Senses; Sense impressions—smells, sounds.

Tactile sensations. Tastes. Visuals.

Locations: Places that are evocative

Objects: Things that are suggestive of some

Deeper significance.

Characters: People you find intriguing

Dialogue: Comments or exchanges you overhear that

Pique your interest

Situations: revealing circumstances and incidents

Acts: Behavior that is emblematic or

Provocative

Titles: Words or phrases you encounter that

Seem like intriguing titles

Themes: Beliefs, ideas and values that seem

Basic to your understanding of life

Questions: Questions you have about what you

Observe, about your response, and

Deeper questions evoked in the process

The goals of this exercise are for you to become a better watcher and listener…to develop sharper insights into human nature, behavior and relationships; to develop a habit of observing life and taking note of it; to become more attuned to your own distinctive interests and responses; and to have a storehouse of observations to draw on when creating stories, characters and dramatic or comic situations.

HAND IN COPY OF PAGE! EVERY WEEK!

Every week in class, you will be required to hand in a copy of a selection from your weekly journal to the instructor. The journal is seen only by the instructor. It has two parts: The first is a selection from your observational notebook above; the second is a discussion of whatever feels relevant that week to your experience to this class or to your create development in general.

RECOMMENDED, NOT REQUIRED READING

The Artist’s Way

Julia Cameron ISBN 0-87477-694-5

Jeremy P Tarcher/Perigee Books

Frearless Creating

Eric Maisel

ISBN 0-87477-805-0

Jeremy P Tarcher/Putnam Books

Developing Story Ideas

Michael abiger

ISBN 0-250-80398-1

Focal Press

STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honest include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own, all students are expected to understand and abide by these principles. SCAMPUS, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: . Students will be referred to the office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The review process can be found at: .

STUDENTS WITH DISABILITIES: Any student requesting accommodations based on a disabilities is required to register with disability services and programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open 8:30-7:00 pm Monday through Friday. The phone number for DSP is 213 740 0776.

DISRUPTIVE STUDENT BEHAVIOR: Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' ability to learn and an instructor's ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office of Student Judicial Affairs for disciplinary action.

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