87559 Motion Graphics
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject provides students with the opportunity to further develop their understanding of the professional framework and techniques associated with the design and production of motion graphics. Students are encouraged to experiment with different methods of image making, combining various types of media: live action videos; graphics; type; stills; and sound. Students learn to respond to critique and incorporate feedback into their illustrative work, activities crucial to successful communication in industry. Visual research and critical analysis is incorporated into this subject with a view to developing a critical vocabulary to enable articulate responses to ideas, process and outcomes in the field. Students also extend their understanding of relevant software, as well as other forms of image-making for screen design. Students are encouraged to reflect analytically and experiment. Whenever possible projects are introduced that require students to integrate language and image, and to collaborate on research in order to develop sound understanding of fundamental design principles and technical skills related to visual communication in a moving image context.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Rigorously and coherently research, process, document and present information to a professional standard |
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| 2. | Develop conceptual and critical thinking in the production of a creative concept and final outcome. |
| 3. | Apply appropriate levels of technical skill in the use of new forms and/or technologies in visual communication design. |
| 4. | Apply technology in the communication of a creative concept and idea. |
| 5. | Engagement with subject materials and studio based processes. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Work cooperatively and professionally as part of a team, initiate partnerships with others, take a leadership role when required, and constructively contribute to peer learning. (C.1)
- Create designs that respond to their context in formally or conceptually innovative ways. (I.1)
- Advance ideas through an exploratory and iterative design process. (I.2)
- Independent development of high level technical and craft skills for the production, presentation and documentation of work. (I.3)
- An ability to critique your own work and the work of others with reference to standards drawn from contemporary design practice. (P.1)
- Independently engage in self-directed learning and select and apply appropriate methodologies specific to the project. (P.4)
- Employ a range of qualitative research approaches including practice-led visual and material exploration and social and participatory methods. (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = Attitude and values
P = practical and professional
R = research and critique
I = innovation and creativity
Course intended learning outcomes (CILOs) are linked to these categories using codes (eg. C-1, A-3, P-4, etc).
Teaching and learning strategies
Weekly 3 hours studio with the occasional in-studio lecture. A PBL (problem based learning strategy) is adopted.
In studio lecture
The studio lectures will concentrate on briefing and elaborating on the problem at hand, presenting ideas concerning design, methodology, technology and production, history and context of digital photo media in a visual communications design context.
Studio
Practical motion design exercises covering the principles of production for motion graphics projects, with computer based techniques and production process centred around design and time.
Individually students develop their ability to operate effectively as a team member and to improve their interpersonal communication skills. Students will have time in the computer lab tutorials to develop their projects and receive feedback from studio leaders and their peers. Project-based individual and group learning activities involve practice-oriented research, visual investigation, idea generation, creative problem solving, critical reflection, analysis, progressive refinement and visual, oral and written presentation of completed work.
Students will be introduced to After Effects and the Adobe Creative Suite.
Group Work
This subject features non-assessable collaborative activities in each workshop. This includes opportunities to give and receive feedback on each other’s work within your learning groups, and to collaborate with other students to generate ideas to be used in your own work.
Peer Critiques / Peer Feedback Sessions
Learning to give and receive feedback is essential to your development as a professional designer. In peer feedback sessions you will receive feedback from your group articulating their responses to your ideas, process and outcomes. It is the student's responsibility to record any feedback received during studio critiques.
Assessment Feedback
Formal grades, marks and feedback related to submitted tasks will be provided online through ReView. The ReView criteria-based assessment system is adopted in the marking of assessment tasks to provide students feedback on their development of relevant graduate attributes over the course of their studies. REVIEW also enables students to self-assess to encourage a self-reflective approach to their learning, work and practices.
Pre-work
Students will engage in off campus practical and online activities, the outcomes of which will be presented and discussed in the studio. One of these activities is experimentation and practice of the exercises discussed in class. Students will be required to bring this work to class for feedback from peers and the studio leader. Further details about pre-work activities and assessment tasks are described in the program section of this outline and in the project pdfs, available on UTSOnline.
Content (topics)
Through in-class studio exercises and computer lab tutorials students develop technical skills and knowledge to create their own unique visual language.
Students gain an understanding of the foundational design principles of motion design in visual communication outcomes and gain the ability to use technology to create visual outcomes. Formal assessment focuses on students’ documentation of iterative production processes and the quality of the final outcomes.
There are 3 outcomes which investigate and introduce students to the processes of motion design and production. The 3 project-based outcomes are as follows:
- A series of kinetic typography posters that ground students knowledge in motion graphics and design
- A pitching document that utilises professional pre-visualisation production methodologies for a motion design sequence
- A series of motion tests that applies the pre-visualisation as an animated sequence
Assessment
Assessment task 1: Scale, Position & Rotate
| Intent: | The purpose of Task 1 is to develop your skills and knowledge of fundamental design principles within a Visual Communications context.
1. Explore a range of approaches to the use of graphics in time-based media. 2. Develop your understanding of compositional principles relevant to time-based media. 3. Extend your understanding of software specific to time-based media. 4. Integrate existing knowledge of graphics software. 5. Develop skills relevant to the presentation of time-based concepts (storyboards, presentations).
Throughout project one, you will be creating a series of stand-alone short motion graphic sequences of 5-10 seconds in the form of Kinetic Typography posters. Each sequence will communicate your understanding of the typographic principles and also demonstrate your knowledge of movement, graphic composition, time-based sequences and screen media.
The assessment focuses on research, iterative development of visual ideas and application of professional production methodologies that build your future capabilities as a designer in the context of motion graphics and design. You are assessed on the process as well as the outcome of your project.
The assessment focuses on your ability to communicate your conceptual response to your research using motion design principles in the following contexts:
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| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, I.2, I.3 and P.4 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Designing Motion
| Intent: | The purpose of Task 2 is to develop your skills and knowledge of fundamental design principles and pre-production tools within a Visual Communications context. The focus of the task is to work through design-led production methodologies that reflect contemporary making practices. In the studio, you will be guided through practical methodologies that introduce you to best practice techniques and technical skills involved in creating motion design projects. The project will allow you to: Over the course of the project, you will develop and produce a series of design boards, motion tests and a pitching document for a title sequence. The assessment focuses on your ability to communicate your understanding of typographic principles through the following contexts: | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, I.1, I.2, I.3 and R.2 | ||||||||||||||||||||||||
| Type: | Journal | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Motioning Design
| Intent: | The purpose of Assessment Task 3 is to apply your skills and knowledge of design principles, processes, technologies and practices learnt in tasks 1 and 2. You will do this by creating a finished animated version of your task 2 pitch. This will be completed using an iterative design approach. In the studio, you will be guided through an iterative process of development and refinement. You will contribute to collaborative peer and tutor feedback through informal and formal presentations of applied production methodologies. A key focus of assessment for task 3 is on iterative development of your motion graphics sequence and application of professional production methodologies that build your future capabilities as a designer in the context of motion graphics and design. You are assessed on the iterative process as well as the outcome of your project Assessment focuses on your ability to communicate your conceptual response to your research using motion design principles in the following contexts: | ||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.2 and P.1 | ||||||||||||
| Type: | Project | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 30% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Where assessment tasks are to be presented personally in class, attendance is mandatory.
The ramifications of missing class time, or not delivering the required work are significant. The subject's learning objectives are difficult to achieve if students miss classes.