1. understand the larger context of animation, particularly character animation, in both theory and practice
1 - Knowledge and understanding

2. apply your awareness of theory and practice to a topic for the purpose of independent research
3 - Enquiry

3. apply a range of research methods and primary and secondary sources in the production of an assignment
4 - Analysis

4.communicate your research in both academically and audience specific appropriate ways
6 - Communication

5. contribute to the curation and running of a regular season of screenings for fellow students
5 - Problem solving
7 - Application

1. Portfolio (independent research)
The portfolio consists of EITHER:
- an illustrated essay (3000 words)
- OR a short-film Video Essay (10-15 minutes length with written transcript).

BOTH options must be supported by
- a full bibliography in the Harvard style
- a (research) poster and handout.
Learning Outcomes 1, 2, 3, 4

2. Portfolio (The Screenings)
The portfolio for The Screenings portion of this module is a group portfolio that includes:
- promotional posters produced for the screenings each research group is responsible for
- evidence of other promotional activity
- an evaluation of how each of the screenings went (including attendance numbers)
- a peer-assessment form (each student for each other student in the groups they were part of.

There will be one group-mark awarded to each research group given by staff (contributing 2/3rds of component mark), and one mark given by the collation of peer-assessment (contributing 1/3rd of component mark).
Learning Outcomes 1, 5

3. Research File
The research file in preparation for Level 6 must include:
- a proposal postcard,
- a research file (including a minimum of 1500 words research notes AND bibliography of no less than 10 academic sources)
- a completed ethics application
Learning Outcomes 2

Continuing from the work set-up in The Timeline module, this module progresses with advanced forms of research, communication and dissemination. Rather than being concerned with the historical and cultural contexts, students will work together in small research groups exploring areas within Animation Studies (and the particular focus of Character Animation) and curating information around the regular screenings both Level 5 and Level 4 students are expected to attend throughout the year.
They will need to appropriately frame and advertise the screenings by producing posters, social media posts and other promotional activities that highlight the reason why these films have been chosen as significant within Animation – and anonymous peer-assessment will make up part of the marks for this aspect of the module.

Students will also choose a topic relating to at least one of their research groups and extend it to an illustrated essay or short-film video essay. No matter which of these dissemination genres are chosen, students will need to include a full bibliography and appropriate referencing, a research poster and supporting handout – to be shared informally during a research event in ‘Portfolio Week’ – open to Animation students, staff and invited parties.

Towards the end of the term we will run a kickstart Level 6 project, where students will have the opportunity to start developing the subjects of their Level 6 research project module. They will need to produce a postcard-proposal and research file, including an ethics application to start their research over the summer period.

Each student will join 3 small research groups, that will be in charge of putting together part of the weekly screening events that Level 4 and 5 have to attend (and that are open to Level 6 students, as well as the wider university community).
Each research group will take part in an anonymous peer-assessment, and the collation of each student’s peer marks will make up a third of the grade for The Screenings. The other 2/3rds will be based on group marks allocated by staff.

There will be creative academic practice workshops to explore the conventions of the poster, the essay and the short educational film.

Independent research, although supported by the research groups, for the individual essays or films.

Seminar discussions of the research subjects explored in the screenings.

This module runs across Terms 1, 2 and 3 to encourage improved continuity of learning, engagement and application of research practises throughout the course.

ON-LINE READING LISTS WILL BE UPDATED ANNUALLY.
THIS IS AN INDICATION OF REFERENCE TEXTS REQUIRED FOR 2019-20 ONLY.

For Study Skills:
Burnham, D. (2013) Studying Independently and Producing Better Work. Staffordshire University Publication.
Butler-Kisber, L. (2010) Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. London: Sage
Gray, C. and Malins, J. (2004) Visualizing Research : A guide to the research process in art and design. Farnham: Ashgate
Mann, S. (2011) Study Skills for Art, Design and Media Students. Harlow. Pearson.

For Animation subjects, some starting points are:
Animation Journal, available in the university library
Animation Studies, available from http://journal.animationstudies.org/
Buchan, S. (Ed.) (2006) Animated 'Worlds'. London. John Libbey.
Canemaker, J. (Ed.) (1988) Storytelling in Animation. Los Angeles. AFI.
Pilling, J. (Ed.) (1997) A Reader in Animation Studies. London. John Libbey.
Sandler, K. (Ed.) (1998) Reading the Rabbit - Explorations in Warner Bros. Animation. New Brunswick, New Jersey and London. Rutgers University Press.
Wells, P. (1998) Understanding Animation. London. Routledge.
Wells, P. (2002) Animation: Genre and Authorship. London and New York. Wallflower.

A range of books, subject-specific periodicals and journals, newspaper and other related articles, as well as texts relating to your course of study should be employed as negotiated with the module leader - together with any subject-specific visual, audio or audio-visual evidence to support your work.

Recommended
You will be expected to take advantage of the extensive library facilities available within the University, keeping abreast of current developments through appropriate periodicals and being aware of the work of major practitioners in your subject.

Pre-requisites Animation in Context: The Timeline

Continuing from the work set-up in The Timeline module, this module progresses with advanced forms of research, communication and dissemination. Rather than being concerned with the historical and cultural contexts, students will work together in small research groups exploring areas within Animation Studies (and the particular focus of Character Animation) and curating information around the regular screenings that students are expected to attend throughout the year.