41801 Technical Direction for 3D Animation and Graphics Projects
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 31264 Introduction to Computer Graphics
Description
In this subject, students explore the application of the knowledge and skills required to effectively perform as a Technical Director for computer graphics projects such as, but not limited to: 3D animated feature film, digital animation, visualisation, visual effects (VFX) and games production. Technical Directors are responsible for creating tools and maintaining the software and production pipeline of shots for computer graphics productions such as animated and VFX focused feature films. The subject requires students to have strong coding skills and pre-existing Python knowledge. The subject prepares graduates to enter the creative industries (such as animation and VFX studios) in junior technical directing roles, managing the technical aspects of digital production for a range of computer graphics projects. For example, when stakeholders in a feature animation or VFX production ask for a technical feature to be added to their toolset, the Technical Director will need to work collaboratively to identify the requirements, then devise, implement and refine an efficient solution based on user feedback and testing. During the workshop components of the subject, students develop several tools that solve departmental needs in 3D animation/VFX production. For their major assessment, students work as part of a team to set-up, configure and operate a section of a production pipeline.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Facilitate improved processes and pipelines for computer graphics projects. (C.1) |
|---|---|
| 2. | Able to identify requirements and prioritise tasks with regard to the production process, team workloads, and social and ethical considerations. (D.1) |
| 3. | Develop and configure animation and visual effects pipeline tools to improve production efficiency. (D.1) |
| 4. | Contribute constructively to collaborative team dynamics and projects, enhancing the overall output through technical direction. (E.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.2. Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
- 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
- 2.4. Application of systematic approaches to the conduct and management of engineering projects.
- 3.6. Effective team membership and team leadership.
Teaching and learning strategies
Learning at the UTS Animal Logic Academy takes place in a collaborative, immersive and experiential studio that mirrors professional conditions. Teaching focuses on creative problem-based learning strategies. The cohort work with academic and industry mentors using collaborative dynamic workflows and problem-solving production practices. Learning approaches centre on developing critical analysis, creative and technical ability. Assessment focuses on the quality and applicability of innovative solutions and practices. Students will engage with existing projects in production at the Academy as they develop the technical direction skills.
Content (topics)
- Introduction to Technical Directing
- The Role of a Technical Director
- Automation, Dependency & VFX Pipelines
- Modelling environments, set & layout
- Modelling characters, rigging & animation
- Modelling surfacing & lighting
- Universal Scene Description
- Code Review
- Problem Solving
Assessment
Assessment task 1: Learning Plan
| Intent: | Establish initial understanding of the 3D animation / VFX production pipeline and develop a learning plan. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 5-10 page visual presentation (800 words) |
Assessment task 2: Developing part of a 3D animation / VFX pipeline
| Intent: | Develop hands-on experience in creating and maintaining a 3D animation / VFX production pipeline. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1, D.1 and E.1 |
| Type: | Project |
| Groupwork: | Group, group and individually assessed |
| Weight: | 60% |
| Length: | Approximately 50-70 hours of work to produce a portfolio of code and associated documentation. |
Assessment task 3: Research and Reflect
| Intent: | Students reflect on the development of pipeline tools written during the subject and articulate how this process has impacted their development as Technical Directors. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1, D.1 and E.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 3-5 minute video essay. |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.