| 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) |
Defines the concepts of computer science and design techniques required in Digital Game Design. |
3 |
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1.1 Defines game design principles, game mechanics, dynamics and episode design concepts. |
3 |
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1.2 Lists drawing and animation techniques in the context of discipline. |
5 |
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1.3 Interprets the historical and theoretical information about analog and digital games. |
5 |
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2) |
Creates digital games supported with current technology and designs in line with the determined goals. |
3 |
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2.1 Organizes the digital game design process by planning and analyzing the situation. |
3 |
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2.2 Manages the digital game design process using interdisciplinary components. |
5 |
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2.3 Compiles and dramatizes written and visual stories using various tools. |
5 |
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2.4 Adapts the aesthetic and algorithmic components of digital games. |
4 |
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2.5 Uses the knowledge of writing code and animation for digital games designed to be offered on different platforms. |
4 |
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2.6 Uses artificial intelligence techniques in the game development process and calculates probabilities based on mathematics and physics rules. |
1 |
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2.7 Constructs the game design and game elements by using them in non-game areas. |
4 |
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3) |
Designs artistic structure to support digital game design. |
3 |
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3.1 Analyzes the design elements in the game using the theoretical knowledge. |
3 |
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3.2 Uses freehand drawing and digital drawing techniques. |
3 |
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3.3 lans the game design with visual and audio dimensions. |
5 |
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4) |
Analyzes the structures, logical framework and mechanisms of analog and digital games. |
3 |
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4.1 Identifies the problems encountered in the game design process. |
3 |
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4.2 Synthesizes the references to civilization history and mythology taken as reference in the game discipline according to the current game theory. |
1 |
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4.3 Plans the delivery of the product to the target audience in the right way. |
2 |
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5) |
S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. |
4 |
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5.1 Acquires the analyzing solving the problems and managing the conflicts. |
4 |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
3 |
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5.3 Has awareness for ethical and social responsivity. |
4 |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
2 |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
2 |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
4 |
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5.7 Acquires competence of managing the change. |
3 |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
1 |
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5.9 Follows advanced technologies and developments about digital transformation. |
3 |
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5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
3 |
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5.11 Has awareness about citizenship competency. |
2 |
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5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+). |
1 |
| 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 |
ECTS Information Package / Course Catalogue