Part 1: Course Details
Division/Department requesting change: Art and Applied Design
Course developer name and contact information: Lee Imonen Tel. 541.463.5412
Division Dean: Richard Lubben
Academic year (e.g., 2018-19) change will take effect: 2017-18
TYPE OF PROPOSAL
New course (brand new course or courses that have not been offered in three or more years)
Currently a 199 or 299 experimental course? Attach the 199/299 course outline or syllabus
New 199/299 experimental course (May be offered two times over a two-year period. After that, experimental courses to be submitted as a new course.)
TYPE OF COURSE
Lower Division Collegiate
Professional/Technical
Developmental, numbered below 100
COURSE NUMBER AND TITLE
To determine a transfer course number, check the Catalog of Lower Division Collegiate Courses or do a web search for schools with similar courses. For CTE, look at schools with similar courses or contact the Curriculum Office for help.
Course Number / Short Course Title for Banner (30 character limit) / Full Course Title for print catalogART 286 / Sculpting for Animators / Sculpting for Animators
COURSE DESCRIPTION (aim for 300-400 characters/approximately 60-70 words) For help and examples, see Sample Course Descriptions.
This course will introduce students to a broad range of sculpting techniques necessary to design and animate their own characters. By utilizing traditional modeling and casting techniques combined with the latest digital printing and scanning technologies, students will get hands on experience in the processes used in today’s animation and gaming industries.
PREREQUISITES, CO-REQUISITES, GRADE OPTIONS, CREDITS
Prerequisite courses: None______
Placement test code and scores (e.g., 4cpa score of 75-120; if you need a code, contact testing) ______
Co-requisite courses: None
Grade Option: Graded (with P/NP option) Pass/No Pass only
Repeatable for credit?
Credit Breakdown_1__ Lecture
_1_ Lecture/Lab
__1_ Lab
_3_Total Credits / Contact Hours Per Week
_1__ Lecture
_2_ Lecture/Lab
_3__ Lab
_6_ Total Contact Hours per week / Contact Hour Formula
1 lecture = 1 contact hour
1 lecture/lab = 2 contact hours
1 lab = 3 contact hours
Part 2: Rationale, Equity, Library Resources, Course Overlap
RATIONALE AND CONTEXT Describe the context and rationale for the new course. How will this course meet the needs of transfer students or employers? What is the demand for this course? How does this proposal further the goals of the program or department? Provide as many details about this new course as possible.
This course is intended to provide students with an overview of stop motion 3-D animation, its history, and techniques. Students will apply hands on concept design, development and 3-D modelling techniques as well traditional mold-making, casting and reproduction techniques. This material study will be supported by exposure to the emerging technologies of digital scanning, 3-D printing and digital reproduction techniques.
It is well understood that design/production, learning and workplace environments are increasingly dependent on the mastery of new technologies and their direct applications. This course increases the departmental capacity to connect Art and Applied Design offerings to the requisite technology related skills needed in order to succeed in Design, Production and Media related fields. This initiative is intended to update our course offerings and associated technologies to meet current expectations for students moving forward into programs and industries such as animation, gaming, product design, interior architecture, production sculpture, and architecture. Additionally, this initiative will provide the necessary bridge between fields increasingly relied upon by industries including but not limited to film, video, stop-motion animation, computer based game development technologies, and 3-D animation and simulation.
The course is intended to fit an expressed need within the Gaming and Simulation offerings to more fully prepare students to meet the needs of the gaming industry. Currently the Media Arts program offers computer animation classes that challenge students to master complex 3D software. 3D computer animation is a significant technological challenge for students. Students pursuing animation, gaming and prototyping fields need to be more than versed in the software of design, they need hands on experience with 3-d design, modelling, and an understanding of form and space in order to fully realize their concepts digitally.
Oregon Employment Data indicates that animation and gaming are growing fields in Oregon, with stronger than average employment rates. Developing a more robust foundation in 3-D visual principles, materials and processes, will advantage students moving into the marketplace in these fields. For students planning to transfer to universities or programs relating to Design, Media, or Production this course will provide an opportunity to add depth to their portfolios by displaying a strong understanding of 3-D design principles and thorough concept exploration in a variety of media formats.
CURRICULUM EQUITY STATEMENT Please do not copy/paste the COPPS equity statement. Reflect how your course supports equity. To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
[Enter text here – 300 word limit]
Students will explore design theories and techniques utilized by a broad range of professionals in the fields of animation, design and production. Students will be challenged to think critically about media influences within and outside of mainstream culture. By creating a framework for concept development they will be encouraged to contribute and examine media through a lens of individual expression as they develop their own personal narrative. Concepts covered in class are intended to foster curiosity and critical examination, recognizing the powerful role of narrative and storytelling within our culture.
LIBRARY CONSULTATION Please contact your liaison librarian to schedule a 30+ minute individualized instructional consultation and collaboration session. In addition to your specific course-related questions, your librarian will be prepared to share:
· Library resources and services that support your teaching and student learning needs
· OER (Open Educational Resources) options that align with your program and course curriculum
· Strategies for integrating the development of information literacy skills into course content and/or assignments
Please allow one week for the librarian to prepare for your consultation. If you are not sure who your liaison librarian is, you can either look it up on the Library’s website or call the Library Reference Desk at 463-5355. (Librarian signature required above.)
COURSE OVERLAP Indicate any topic/content overlap with other courses. How will this course's topics and content be differentiated? If there is overlap, faculty of overlapping courses must agree on the extent of overlap and include a rationale explaining its necessity. The dean of the division in which overlap occurs must sign approval (see checklist).
Division/department / Course Number / Title / Rationale / Dean of overlap course (name)AAD / ART 291: Sculpture Metal Casting / 5% overlap.
Both courses cover techniques in casting and mold-making to different ends. Different materials are used in order to meet the necessary outcome requirements for stop motion animation and digital scanning.
CAREER/TECHNICAL COURSE TRACKING (required only for career/technical courses)
Career/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required.
Programs in which course will be required / DivisionComputer Simulation and Game Development / CIT
Part 3: Outcomes, Assessments, Topics
List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus.
Core Learning Outcomes and Dimensions covered or assessed in the course. You do not need a CLO for each course outcome. / COURSE-LEVEL LEARNING OUTCOMES (course outcomes)What will the student know or be able to do at the end of the course? Write outcomes that are measurable, observable, or demonstrable. See this list of measurable verbs or this web page and verb wheel (based on Bloom’s taxonomy) for guidance. / ASSESSMENTS Include specific assignments you will use to measure/observe student attainment of outcomes. Some assignments may be used for multiple outcomes. For assessment ideas see Authentic Tasks
CLO 3: Create ideas and solutions
3.1, 3.4, 3.5, 3.6
CLO 4: Communicate effectively
4.2 / Develop original animation character, through research, creation of narrative backstory, description of body mechanics, material sample-board and visual storyboard. / Character development storyboard and oral presentation. Instructor, peer and group critique
CLO 3: Create ideas and solutions
3.2
CLO 4: Communicate effectively
4.2 / Participate in Peer review utilizing common course specific language. Incorporate peer feedback and modify design according to specified design development process. / Peer and Group Critique. Written and visual development and documentation of design, including modifications resulting from critique feedback.
CLO 3: Create ideas and solutions
3.1, 3.4, 3.5, / Demonstrate the technical and creative skills to design, model and reproduce an animation character in 3-Dimensions. / 3-Dimensional scale model of character. Multiple assessments through instructor, peer and group critique
CLO 3: Create ideas and solutions
3.1, 3.3, 3.4, 3.5, 3.6
CLO 5: Apply Learning
5.2, 5.3 / Design mold, construct and cast multiple variations of character in various media. / Completed functional mold and resulting castings in multiple media.
Instructor review. Notebook review.
CLO 3: Create ideas and solutions
3.1, 3.3, 3.4, 3.5
CLO 5: Apply Learning
5.3, 5.4 / Apply the fundamentals of 3-D Printing and Scanning. / Scan and create a digital mesh of character, output design to printer. Instructor, Peer review. Journal review.
CLO 1: Think Critically
1.1, 1.3
CLO 5: Apply Learning
5.1, 5.2, 5.4 / Demonstrate a broad understanding of
3-D design principles, skills and processes required in design and animation fields.
(Program Level Outcome) / Completed and orally presented character portfolio. Instructor and peer review. Group review.
Are Lane’s Core Learning Outcomes emphasized in this course, and measured or demonstrated through course assessments? Please indicate which Core Learning Outcomes and Dimensions are linked to your course outcomes. Need help? Contact Tammy Salman, Faculty Coordinator, Assessment and Curriculum Development or Sarah Lushia, Core Learning Outcomes Coordinator.
COMPETENCIES AND TOPICS COVERED (course outline)
Example: Course Outline Sample (from COPPS)
COURSE OUTLINE BY MAJOR TOPIC:
Introduction to sculpted animation techniques, applications, and industry practices.
Character development and design: Understanding the design narrative.
Modeling techniques for animators.
Understanding the use and selection of armatures for modeling and animation.
3-D scanning and digital refinement.
3-D Printing, basic and advanced applications
Mold-making and Casting for Stop-Motion characters.
Assembly and Presentation of design portfolio.
Part 4: Financial and Student Impact
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Financial Impact Analysis
Describe the financial impact of the proposed course, including: including: Instructional costs; workload (both FT and PT faculty and classified staff); physical space requirements (e.g., labs); additional equipment needs; additional fees; any cost reductions
No additional instructional resources (staff, materials, services or facilities) are needed to offer this course. Current sculpture facilities and staff meet the needs of this course. Standard Studio Fees would be assessed to cover shop materials and consumables. Materials Fees would be on an individual basis, dependent on specific mold making and casting materials used.
Student Impact Analysis
Describe the proposed course’s potential impact on students, including: Effect of changes on program requirements, articulations, cost, credit load, avoiding excess credits in transfer, financial aid credit limits, completion, and enrollments; determination of how new/revised courses transfer to four-year schools (please consult with your advisor).
This course is intended as a required course in the Game Art Track Pathway, currently under development, within CIT’s Computer Simulation and Game Development. Additionally, it should transfer as an elective credit for transfer students.
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Part 5: Degree Requirements Applications (if applicable)
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If applying for any of the following, check the appropriate boxes and include your completed degree requirements forms with this course proposal. Go to the Curriculum Office website to download the appropriate forms.
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AAOT (Career Technical courses not eligible)
Arts & Letters
Cultural Literacy
Information Literacy
Mathematics
Science /Computer Science
Social Sciences
Speech/Oral Communication
Health/Wellness/Fitness (all degrees)
Human Relations designation (for AAS degrees and certificates)
Sustainability course status (optional)
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College Approval (before signing, please see Curriculum Committee recommendations for this course in the committee’s meeting minutes)
______
Executive Dean for Academic Affairs Date
______
Vice President for Academic & Student Affairs Date
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