semester 1, year 2
Leave a comment

I. experimental 3d

summary

year 2 > semester 1
20 credits
200 hours learning hours

this module will develop inventive and playful strategies with regard to the production of 3D animation, and research experimental theories and art in a wider context
the aim of this module is to continue your development as critical self-learners through engaging firstly in a collaborative creative process, and then working as individuals.

debate and discussion form a key element of the module and you will be expected to participate in lectures and workshops and communicate effectively in a group.

supportAndGuidance
tutorial support is available during the workshop sessions on a weekly basis. You can also contact tutors by email and phone at other times. Technical support is provided by course teams and through the Blackboard support forum.

module leader

mark owen > workname@me.com

aims and outcomes

aims
This module aims to

  • Enable students to investigate and understand theoretical concepts and apply them to their creative work
  • Enable you to use experimental processes in the development of 3D artwork
  • To develop a critical self-reflecting approach to research and learning
  • To improve essay writing and research skills.
  • To promote effective group work
  • To develop the student’s skills in the manipulation of 3D imagery

outcomes
Students who successfully complete this module will be able to:

  • Research and analyse theories in Experimental Art
  • Synthesise theory with personal perspective in pursuit of their art
  • Implement appropriate processes in the creation of experimental digital artefacts
  • Collaborate effectively within a group
  • Evaluate the creative process through critical reflection

module content

Lectures will be a mix of theory, supported by examples, interactive activities, and practical demonstrations of 3D processes. Students will be encouraged to explore theories through debate, and practical activities that encourage a playful and inventive approach to learning.

Workshops will involve structured exploration of artistic processes as groups. They will also be used for discussion, planning and research.

use in conjunction with the  course calendar

GUIDE TO EACH LEARNING SESSION [to follow]

learning resources

Other Learning Resources (journals, databases, Websites)

Magazines:
Art magazines

Websites:

Materials to be provided

  • Module study guide – published on Intranet
  • Plus printed, written tutorials

learning activities

  • Teaching, Learning and Assessment
  • Learning Activities
  • Lectures
  • Workshops
  • Interactive exercises
  • Group research work
  • Pyramid group debate
  • Group artefacts
  • Peer assessment
  • Self-reflection
  • Research into experimental Art

assignment 1 > group research essay

Timing: submitted in week 7
Hand-in: Hard copy essay 2000-3000 words.
Weighting: 25%
Assessor: Module tutor

As a group, you will research and write an illustrated discussion essay on one of the topics below. This essay will conform to academic standards of essay writing and will include comprehensive references and bibliography. In addition your group will submit signed minutes of the group’s weekly meetings.

Group Essay Question:

what is experimental art?

the expectation that this will include case studies to demonstrate your arguments

 

[previous essay questions here for reference only.. option 1 – Marcel Duchamp said: “The creative act is not performed by the artist alone.” Do you think art is a dialogue?  option 2 – Pablo Picasso said: “They ought to put out the eyes of painters as they do goldfinches in order that they can sing better.” What does he mean and do you agree?]

grading criteria 1

ORGANISATION AND COHERENCE 10%

  • The study must be clearly structured and presented.
  • The introduction must state an aim and explicitly identify the relevant arguments and areas to be addressed.
  • These areas, once identified must be followed up logically in the main body of the study.
  • There must be a firm conclusion of the areas discussed.

CONTENT 25%

  • The contents must clearly relate to the area of study, and the learning outcomes being tested, and demonstrate originality and creativity.
  • Knowledge and understanding must applied to practice.

CLARITY OF EXPRESSION 15%

  • Areas must be clearly expressed, articulate and fluent.
  • Accurate spelling and grammar.

LEVEL OF ANALYSIS AND SYNTHESIS 25%

  • There should be a clear critical analysis and synthesis of relevant issues, which are well integrated and evaluated, as appropriate.

USE OF LITERATURE SHOWING KNOWLEDGE AND UNDERSTANDING 15%

  • The study must demonstrate an appropriate use of academic literature/research, which is appropriate to the study.

QUALITY OF REFERENCING 10%

  • All key sources must be cited, and a consistent and accurate use of Harvard referencing system must be maintained.

Your module mark is obtained by aggregating the individual marks of the module assessments into weighting shown above.

You must achieve a minimum mark of 40% overall in the module.

The marking criteria above are intended to assist you in the preparation for your module assignments. You should refer to the criteria and the module learning outcomes regularly when working on your assignments.

assignment 2 > experimental 3d artefact (group)

Timing: Distributed in week 5 and submitted december 14th 2015
Hand-in: Rendered .mov file.
Weighting: 25%
Assessor: Peer

a piece of experimental 3d animation produced in a group
the final piece should be predominantly animated in 3d however the use of other software is also allowed – FCP, AE etc

spec of final piece :

  • 1280 x 720 25fps
  • .mov exported with H264 codec (use quicktime pro)
  • between 45 secs and 180 secs

you will be split into groups of 4 or 5 in workshops
exchange ideas, email addresses, telephone numbers arrange meeting dates and elect minute writer.

see brief on the blog here – http://kcdigitalarts.net/e3dglitchbrief/

From given philosophical premise create an investigative artefact.The spirit of this proposal is appropriately reflected in a book, published in 1988, by Howard Rheingold under the title They Have a Word for It (subtitled: A lighthearted lexicon of untranslatable words and phrases). He comments on 170 concepts in 40 familiar and obscure languages “to discover genuinely useful (rather than simply odd) words that can open up new ways of understanding and experiencing life”. –
http://www.laetusinpraesens.org/docs/cultency.php
Your group will choose a word as your inspiration from the following examples:

  1. wabi (Japanese): a flawed detail that creates an elegant whole
  2. sabi (Japanese): beautiful patina
  3. aware (Japanese): the feelings engendered by ephemeral beauty
  4. shibui (Japanese): beauty of ageing
  5. rasa (Sanskrit): the mood or sentiment that is evoked by a work of art
  6. ostranenie (Russian): art as defamiliarization; making familiar perceptions seem strange
  7. ygen (Japanese): an awareness of the universe that triggers feelings too deep and mysterious for words
  8. sabsung (Thai): to slake an emotional or spiritual thirst to be revitalized
  9. yoin (Japanese): experiential reverberations that continue to move you long after the initial external stimulus has ceased
  10. conmoción (Spanish): emotion held in common by a group or gathering
  11. maya (Sanskrit): the mistaken belief that a symbol is the same as the reality that it represents
  12. nadi (Balinese): to temporarily inhabit another dimension
  13. hart ducha (Polish): self-mastery in the face of internal and external forces
  14. istiqâra (Arabic): a request for spiritual or practical assistance in the form of a dream
  15. won (Korean): unwillingness to let go of an illusion

Grades will be determined by student consensus of criteria (in week 5) and marked by peers.

To do well in this assignment, students must attend workshops so that they can collaborate on their assignment. Students should attend lectures for practical skills demonstrations. Students should work effectively as a group, establish a group vision and practise their communication skills. They should be innovative in their approach and effective in their research and experimentation

grading criteria 2

grading criteria are discussed and agreed within the group in week 6

assignment 3 > reflective journal

Timing: Distributed in week 1 and handed in week 14
Hand-in: Hard copy and or URL.
Weighting: 25%
Assessor: Module tutor

The reflective journal is an ongoing document that details your development and learning throughout the process of this module. It is a diary, chronicling and analysing events as they happen. You will need to add to this document at least once a week, or after every meeting or piece of research that you make.
To do well in this assignment, students must develop their self-critical, diplomatic and solution finding skills. They need to understand and appreciate the value of group work and to have participated generously as a group member. Personal growth through self-knowledge will be rewarded.

grading criteria 3

the grading criteria for this assignment flow form a key learning outcome for the module:

  • Evaluate the creative process through critical reflection

regular reflection on the work you carry out (technical matters) and the ideas you develop and look at (conceptual thinking) are crucial to this
the reflections recorded in your blog need be on going and represent a substantial record of your progress

assignment 4 > experimental 3d artefact [personal]


 

Timing: Distributed in week 9 and submitted january 22nd 2015
Presention: Work will be presented in class of week 14
Hand-in: Rendered .mov file. Hard copy print version.
Weighting: 25%
Assessor: Module tutor

see 2014-2015 assignment 4 brief on blog – http://kcdigitalarts.net/year-2-expermental-3d-ass-4-personal-piece/

Create an experimental 3D Artefact that along with other students work will be presented as a whole exhibition delivered as a series of podcasts (we will cover this in the new year – you just need to be aware at the design stage that as well as having a hi res version for yourself you will also need to consider the artefact being viewed lo res as a video podcast on an iTouch/iPhone)

Your artefact will be spawned from a personal belief, experience or emotional state.

You will make an experimental 3D animation or real time piece of art. The topic you choose must be agreed by your tutor in the workshop of week 9. You are to treat them as an experimental gallery curator, to whom you are trying to sell your work. Hence, there will be a strong emphasis on concept, context, personal meaning. There is no emphasis on beauty or aesthetics in the marking of this work, unless that is crucial to your piece. You are encouraged to follow the conceptual route for the creation of your work. You will possibly find that the process of creation is more important than the product.

The argument for your work will be detailed in your podcast literature – a template will be provided to you. Your text and image must be shown to peers in week 14 presentations for formative feedback.

grading criteria 4

Your work will be marked on:

  • Strength of context – 25%
  • technical development – 25%
  • Engagement for audience – 25%
  • Artistic potential – 25%

Your module mark is obtained by aggregating the individual marks of the module assessments into weighting shown above.

You must achieve a minimum mark of 40% overall in the module.

The marking criteria above are intended to assist you in the preparation for your module assignments. You should refer to the criteria and the module learning outcomes regularly when working on your assignments.

Leave a Reply

Your email address will not be published. Required fields are marked *