Degree Programme Specification 2018/2019
B.A. Honours in Animation
|To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision.|
|Awarding institution:||The University of Edinburgh|
|Teaching institution:||The University of Edinburgh|
|Programme accredited by:|
|Final award:||BA (Honours)|
|Programme title:||BA (Honours) Animation|
|Relevant QAA subject benchmarking group(s):|
|Postholder with overall responsibility for QA:||Stuart Bennett (Acting Principal)|
|Date of production/revision:||Nov’16|
|Further Information:||View the prospectus entry for this programme|
Teaching and learning methods and strategies
.The student journey in Animation is characterised by sequential, experiential and iterative learning and pedagogically follows a constructivist model, subscribing to the view that: knowledge and understanding are not acquired passively but in an active manner through personal experience and experiential activities; and that learning is based on problem solving and/or an exploration of a particular line of enquiry and active engagement with ideas.
The third year is the main focus for student choice, where students are expected to propose a study plan comprising a portfolio of externally-facing activities which may typically include periods of exchange, internship, electives, live projects or competitions.
Our model of teaching and learning follows the same pattern through all 4 years of study, practical projects are the route to develop the students’ understanding of how to animate, lectures and seminars within animation are the methods used to develop the students’ understanding of the theory and history of animation, Design and Screen Cultures use lectures and seminars to educate the students about Animation’s place within the broader context of art and design history and theory. Live projects are our primary tool for developing the students’ professional practice and social responsibility, the design journal is the teaching method we used to develop the students’ reflective abilities and the means to apply criticality to their own practice. The final year involves presenting their work to representatives from industry, responding to their feedback and criticism to develop final projects for large audiences.
It is probably best summarized as:
1. Make it move 2. Make it move expressively 3. Make it move to move somebody else 4. Make it move to move the masses
Feedback comes from:
Year 1 - Group crits (verbal peer feedback), individual tutorials (personal verbal staff feedback), formative assessment of projects (written staff feedforward), summative assessment of projects (written staff feedback).
Year 2 - Group crits (verbal peer feedback), individual tutorials (personal verbal staff feedback), formative assessment of projects (written staff feedforward), summative assessment of projects (written staff feedback).
Year 3 - Group crits (verbal peer feedback), individual tutorials (personal verbal staff feedback), formative assessment of projects (written staff feedforward), summative assessment of projects (written staff feedback), client appraisal of live projects, (customer feedback).
Year 4 - Group crits (verbal peer feedback), individual tutorials (personal verbal staff feedback), formative assessment of projects (written staff feedforward), summative assessment of projects (written staff feedback), invited industry guest focus group feedback for project proposals, (industry feedforward).
The animation department provides specialist facilities such as rostrum cameras, a dedicated stop frame studio, post production facilities, digital line testers, a 50 node render farm for Maya, 3DS Max, and After Effects jobs, a CAT 6 LAN for high speed transfers of files in uncompressed native formats from studio to post production. We also have lightboxes and a frightening amount of plasticine…
Teaching and learning workload
You will learn through a mixture of scheduled teaching and independent study. Some programmes also offer work placements.
At Edinburgh we use a range of teaching and learning methods including lectures, tutorials, practical laboratory sessions, technical workshops and studio critiques.
The typical workload for a student on this programme is outlined in the table below, however the actual time you spend on each type of activity will depend on what courses you choose to study.
Assessment methods and strategies
For the majority of their studies students will not encounter prescriptive assessment where the absolute answers are known in advance of setting the assessed task. Assessment however is rigorous and robust and depends upon significant involvement of whole programme teams to ensure objectivity, accuracy, consistency and fairness to the students concerned.
Students receive regular formative feedback on their progress which is related directly to the published learning outcomes in their Course Descriptors and in their coursework material, such as project briefs and individual study plans; The grading of student work is undertaken with close reference to the published learning outcomes and assessment criteria, for the Course Descriptor and for the particular piece(s) of work being assessed; The method of assessment used is appropriate to the learning outcome(s) being assessed and the student’s performance for each individual learning outcome can be effectively examined and graded where a single method of assessment is used to examine more than one learning outcome; Students are made fully aware of how they are being assessed and what is being assessed, against the published criteria.
Assessment method balance
You will be assessed through a variety of methods. These might include written or practical exams or coursework such as essays, projects, group work or presentations.
The typical assessment methods for a student on this programme are outlined below, however the balance between written exams, practical exams and coursework will vary depending on what courses you choose to study.
The careers open to graduates include working in film, television, advertising and computer games and HCI industries. Our students leave to operate as independent and freelance animators, or to work full time for commercial studios, or to set up their own animated film companies. Animation at ECA benefits from a close working relationship with partners such as the Centre for the Moving Image and Scotland Loves Animation, resulting in regular visits by professional practitioners and college hosted industry events such as Education In Animation Day. Students are actively directed towards live projects and internships in their 3rd year to help them develop a sense of what it could feel like to be a jobbing animator, and professional animators are brought in to advise 4th year students on their final projects, all of which is designed to make the transition from college to industry as seamless as possible. Our Animation graduates have gone on to work in well-known companies such as Aardman Animations, Rockstar North, Laika, Tim Burton Productions, Island Records, Channel 4 and the BBC, as well as setting up companies such as Ko Lik Films.
Student/ Staff Liaison
Student representatives make a significant contribution to Programme Committees. They are responsible for canvassing the views of their fellow students on agenda items and, most importantly, informing them of the content and outcome of Programme Committee Meetings. Students are advised to make use of EUSA help in training for their role as representatives and in Committee procedures.
Student representatives are appointed annually. Invitations for nominations, seconded by at least two other students, are posted in the studio at the beginning of each year. A secret ballot is held if more than the requisite number of nominations is received by the closing date.
International Study/Exchange Programme
The School of Design believes that the addition of an international dimension to our degree programmes provides significant educational and social benefits for our students. We therefore encourage our students to participate in Erasmus and other international exchanges with approved partners, usually in Year 3 (Level 9).
All students are assigned a Personal Tutor on admission to the degree programme, who oversees the course of the student’s degree programme, offers advice on academic matters and should be the student’s first point of contact for course-related worries or concerns