Course Objectives: |
In this course, it is aimed to teach information about the cartoon and animation industry, classical animation methods and principles, creating motion perception, and teaching traditional and digital animation production through drawing. |
Course Content: |
Cartoon and animation history, development, production methods, activation of geometric forms, character design, anatomical requirements, movement capacity, character T-pose work, walking animation, jumping and transition studies, character board creation, animation presentation techniques and portfolio design. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) • Understands the basic principles of two dimensional animation.
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2) • Categorizes and distinguishes animated films according to their genres and production techniques.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) • Recognizes the materials that can be used in traditional animation production and applies animation techniques.
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2) • Experience the animation production process.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) • Synthesizes two-dimensional animation methods and develops its own original production way.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
1. What is a cartoon? Its emergence, development and current usage areas, based on the source of "Disney Animation: The IIlusion of Life, Ollie Johnston, Frank Thomas", 12 basic animated narratives, video presentations and applied demonstrations. |
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2) |
2. Imaginative design studies, visualizing ideas through sketches |
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3) |
3. Storyboard study, examination of current and classic storyboards (Comparison of the storyboards of directors such as Akira Kurosawa, Ridley Scott, David Fincher, etc. with the scenes after shooting) |
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4) |
4. Stop-motion, puppet animation, digital 2D animation, experimental animation and classical animation etc. Explanation of the methods with examples |
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5) |
5. Separating students into groups and developing animation projects with different methods, informing about the animation design process. |
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6) |
6. Discussion on the ideas and methods planned to be developed, animation text writing |
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7) |
7. Visualization of ideas, customer-oriented project and presentation techniques |
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8) |
mid-term exam |
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9) |
9. Animating character in animation, showing puppet animation in both digital and manual environments |
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10) |
10. Background studies, creating texture and pattern. Original background design |
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11) |
11. Camera movements and dynamic narrative studies |
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12) |
12. Editing and rendering options in digital environment. Video formats suitable for different media |
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13) |
13. First presentation of the projects. Sharing ideas about animations and revision studies |
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14) |
Application of animation revisions |
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15) |
Reinforcing the work done during the semester by reworking |
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16) |
final exam |
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Course Notes / Textbooks: |
• Taylor, R. (2004). The Encyclopedia of Animation Techniques. Quarto Publishing, Boston
• Simon, M. (2000). Storyboards, Second Edition: Motion In Art. Focal Press, Burlington
• Laybourne, K. (1998), The Animation Book. Three Rivers Press, New York
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References: |
• Furniss M. (1998). The Animation Bible. Abrams, California
• Williams R. (2001). Animator's Survival Kit. Faber and Faber Limited, London
• Martin Salisbury, Illustrating Children's Books: Creating Pictures for Publication, 2004
• Jill bossert, Children's Book Illustration: Step by Step Techniques, a Unique Guide from the Masters, 1998.
• Zegen, Lawrence, The Fundamentals of Illustration, 2005.
• Walton, Roger, The Big Book of Illustration Ideas, 2009.
• Loomis, Andrew, Creative illustration, 2012.
• Gregory, Danny, An Illustrated Life: Drawing Inspiration from the Private Sketchbooks of Artists, Illustrators and Designers, 2008.
• R,Clanton, Little Big Books: Illustrations for Children's Picture Books, 2012
• Bautista, Traci, Doodles Unleashed: Mixed-Media Techniques for Doodling, 2012
• Button B. (2002). Nonlinear Editing: Storytelling, Aesthetics, & Craft. CMP Books, Kansas
• Pearlman K. (2009). Cutting Rhythms: Shaping the Film Edit. Focal Press, Burlington
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Designs visual elements in an understandable, original and functional way. |
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1.1 Defines the design aspect of visual language by seeing it as a powerful communication tool. |
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1.2 Transfers current knowledge to practice in all areas of communication design. |
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1.3 Examines the contemporary art practices critically. |
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2) |
Knowledge and skill by combining critically analyzed theoretical knowledge with practice, It supports the processing and presentation of the design project work. |
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2.1 By experiencing visual messages that convey knowledge and ideas with theory and practice combines. |
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2.2 It prepares you for the evolving nature of design by dealing with the social, technological and ecological context of design practice. |
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2.3 Their ability to express design practices and process prepares them for the industry thanks to their emphasis on real-world problem solving. |
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2.4 Word / text processing and production in design studios and computer labs
The use of technologies for the students is shown and practical experience is gained. |
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3) |
Designs that respond to their context in formally and conceptually innovative ways they are ready. |
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3.1 Develop insight into an exploratory and iterative design process. |
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3.2 Knows and pays attention to the principle of functionality and originality while designing. |
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3.3 Practice seeing, understanding and changing visual language as a powerful communication tool It solves by integrating with. |
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3.4 Creating a visual language that conveys its own interpretations to design by thinking critically analyze how others will understand the work. |
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4) |
Applies the theoretical knowledge learned in business life for a half year. |
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4.1 Experience all processes in business life. |
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4.2 It takes part in activities related to the field of education in an enterprise operating in its field. |
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4.3 Compares the theoretical information with the application. |
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4.4 They compile the knowledge and experience gained in the field. |
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5) |
Gains advanced competencies that develop in line with the expectations of the business world and society and define as the institutional outputs of our university. |
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5.1 Gains the competence to analyze and solve problems and manage conflicts. |
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5.2 In environments that require resolution of problems, she takes responsibility and responsibility as a team member and leads when necessary. |
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5.3 It has an ethical and social responsibility awareness. |
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5.4 Supporting what they learned with quantitative and qualitative data; Using written, verbal and visual communication tools, he transfers them systematically and effectively to groups outside and outside the field. |
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5.5 Evaluate critically the norms and standards that exist in the work responsible for. |
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5.6 It develops strategic, innovative and entrepreneurial ideas. |
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5.7 Gains the competence to manage change. |
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5.8 It shows personal and social development with the awareness of lifelong learning. |
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5.9 Follows advanced technologies and developments in digital transformation |
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5.10 It has cultural awareness and transfers it to groups outside and within its field. |
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5.11 Has awareness of civic competence. |
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5.12 Gains the competence to communicate in a Foreign Language (English) defined at at least B1 level of the European Language Portfolio. (For programs where the medium of instruction is English, at B2 / B2 + level) |
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WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
3 |
3 |
9 |
Laboratory |
0 |
0 |
0 |
Application |
4 |
8 |
32 |
Special Course Internship (Work Placement) |
0 |
0 |
0 |
Field Work |
0 |
0 |
0 |
Study Hours Out of Class |
0 |
0 |
0 |
Presentations / Seminar |
0 |
0 |
0 |
Project |
0 |
0 |
0 |
Homework Assignments |
0 |
0 |
0 |
Total Workload of Teaching & Learning Activities |
- |
- |
41 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
0 |
0 |
0 |
Midterms |
2 |
10 |
20 |
Semester Final Exam |
4 |
8 |
32 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
52 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
93 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |