Ca2439 Introduction To 3d Animation Paul Wi14 v02

LasL 8evlslon: 1/28/14 age 1 of 17
W|nter uarter 2014 Sy||abus

Course 1|t|e: Introduct|on to 3d An|mat|on

Course Number: CA2439

Course Descr|pt|on: 8ulldlng on Lhe skllls acqulred ln 3u modellng, sLudenLs learn Lo anlmaLe and apply
Lhe prlnclples of anlmaLlon ln a compuLer envlronmenL. SLudenLs are also
lnLroduced Lo concepL of rlgglng and seLLlng up Lhelr model for anlmaLlon.

re-kequ|s|te(s): rerequlslLe CA2429 and CA2423

Co-kequ|s|te(s): none

Meet|ng 1|mes and
Locat|on:
Mondays and Wednesdays, 8 Lo 10:30 am, room 306 ence.

Instructor Name &
Contact Informat|on:
SLeve aul
612-963-1816
sdpaul[all.edu
www.sLevepaul.com

lf you are unable Lo reach me, you may call your ueparLmenL ulrecLor or rogram
CoordlnaLor aL 612-332-3361.

My mallbox ls ln room 341, ln Lhe cubby under my lasL name.

Cff|ce nours: Mondays and Wednesdays, 2 pm Lo 3pm, 8oom 303 ln LaSalle.

Course Length: 11 weeks

Instruct|ona| Contact
nours:
60 (20-lecLure, 40-lab)
CuarLer CredlL Pour
All course work aL Al MlnnesoLa ls measured ln quarLer credlLs. Cne-quarLer credlL ls
awarded for each 10 classroom conLacL hours of lecLure, 20 classroom conLacL
hours of laboraLory lnsLrucLlon, or 30 conLacL hours of lnLernshlp. Cne classroom
conLacL hour ls deflned as 30 mlnuLes wlLhln a 60-mlnuLe perlod.

A poottet cteJlt boot ls oo omooot of wotk tepteseoteJ lo loteoJeJ leotoloq
ootcomes ooJ vetlfleJ by evlJeoce of stoJeot ocblevemeot tbot ls oo lostltotlooolly
estobllsbeJ epolvoleocy tbot teosooobly opptoxlmotes oot less tboo.

(1) Ooe boot of closstoom ot Jltect focolty losttoctloo ooJ o mlolmom of two boots
of oot-of-closs stoJeot wotk eocb week fot 10-12 weeks, ot tbe epolvoleot omooot
of wotk ovet o Jlffeteot omooot of tlme, ot


(2) At leost oo epolvoleot omooot of wotk os tepolteJ lo potoqtopb (1) of tbls
Jefloltloo fot otbet ocoJemlc octlvltles os estobllsbeJ by tbe lostltotloo locloJloq
lobotototy wotk, lotetosblps, ptoctlco, stoJlo wotk, ooJ otbet ocoJemlc wotk
leoJloq to tbe owotJ of cteJlt boots.

Cred|t Va|ue: 4 CuarLer CredlLs

Course Competenc|es:

1. cteote ooJ/ot ttoosfotm objects lo o Ju eovltoomeot
o. lJeotlfy tbe fooJomeotol oolmotloo feototes ooJ fooctloo Jevlces lo tbe Ju oolmotloo
softwote pockoqe oseJ
b. 1toosfotm o Ju moJel osloq motloo ooJ tlme
2. Apply ttoJltloool oolmotloo tecbolpoes to Ju oolmotloo
o. loteqtote tbe 12 ltloclples of Aolmotloo
J. 5et op bletotcblcol telotloosblps
4. uevelop oo oolmotloo tbot otlllzes cycles
5. Apply loJostty-stooJotJ stotybootJ ooJ sctlptloq tecbolpoes to oolmotloo
o. cteote o stotybootJ fot o btlef oolmotloo ptoject
b. ltoJoce oolmotloo boseJ oo tbe stotybootJ fot tbe ptoject
6. lJeotlfy cometo tecbolpoes lo compotet oolmotloo
o. Apply boslc cometo ooJ llqbt tecbolpoes to Ju oolmotloo
7. Aoolyze teol wotlJ obsetvotloo ooJ opply to oolmotloo
8. utlllze loJostty-stooJotJ blockloq tecbolpoes lo tbe pte-ploooloq ptocess

kequ|red Mater|a|s:
aper, pens, penclls, lndex cards, a noLebook and folder for organlzlng lecLure noLes,
handouLs, asslgnmenLs and graded work. CLher requlred maLerlals wlll be dlscussed
ln class.

ulqltol 1otots, lottoJoctloo to Aolmotloo lo Ju5 Mox,
Introduction to Rigging in 3ds Max
!""#$#%&'( *+,-#*+" .#/#$'( 0-$%*1 (+11%&1 2#(( 3+ (#1$+" #& #&"#4#"-'( '11#/&5+&$1
'&"6%* %& $7+ 8%-*1+ 187+"-(+9

wlllloms, klcbotJ 1be Aolmotots 5otvlvol klt,
New otk. lobet & lobet 2002 l58N 0-571-20228-4, vlJeos ooJ book ovolloble lo
oot oo qtoooJ llbtoty.

kecommeoJeJ texts.
Iobostoo, Ollle ooJ 1bomos, ltook, 1be lllosloo of llfe. ulsoey Aolmotloo, ulsoey
Jltloos, 1995, l58N 978-0786860708
wbltoket, notolJ ooJ nolos, Iobo, 1lmloq fot Aolmotloo, locol ltess, 1981----2006,
lS8n-13: 978-0240317148
webstet, cbtls Aolmotloo. 1be Mecboolcs of Motloo locol ltess, 2005, l58N 978-
0240316660

1echno|ogy Needed: lottoble botJ Jtlve ot slmllot bockop Jevlce, occess to o vlJeo cometo, Ju5 Mox
2012, lbotosbop c56, ptopetly epolppeJ lc compuLer, lnLerneL access, AlM emall
accounL. Access Lo compuLers, prlnLers, and sLorage devlces, eLc.

Instruct|ona| Methods &
kesources:
1hls course wlll challenge you Lo develop professlonally relevanL knowledge and
skllls. Course lnformaLlon wlll be presenLed ln many forms, lncludlng lecLure, class
dlscusslon, demonsLraLlon, case sLudles, slmulaLlons, fleld pro[ecLs, and sLudlo or lab
pro[ecLs. SLudenLs wlll use llbrary and communlLy resources, lncludlng research and
reference maLerlals, gallery exhlblLlons, lndusLry evenLs, and guesL speakers.
MaLerlals can be obLalned from oLher llbrarles uslng Lhe lnLerllbrary loan program.

Lst|mated nomework
nours:
At |east 4 hours per week.

Pomework wlll prlmarlly conslsL of readlng asslgned course maLerlals, conducLlng
prlmary and secondary research, analyzlng real-world case sLudles, waLchlng
sofLware LuLorlals, and worklng on dally asslgnmenLs. CreaLlvlLy, collaboraLlon,
concepL and sklll comprehenslon, composlLlon, analyLlcal, deslgn, and organlzaLlonal
skllls wlll be lmporLanL for all acLlvlLles. Powever, Lhere ls no way Lo anLlclpaLe how
many hours lL Lakes Lo come up wlLh a greaL ldea, so geL your work done early.
rocrasLlnaLlon wlll noL help you!
S1UDLN1 LVALUA1ICN AND GkADING

Successful professlonals requlre a supporLlve envlronmenL. ln-class dlscusslons and/or crlLlques of oLher
sLudenLs' work and ldeas ls a chance Lo help each oLher grow as concepLual and crlLlcal Lhlnkers. Crades wlll be
avallable Lhrough Lhe eCompanlon gradebook for Lhls course.

Student
Lva|uat|on:

:%-*1+ !8$#4#$#+1;
8ounc|ng 8a||
8a|| w|th 1a||
8a|| w|th 1a|| rev|sed
8a|| w|th Legs
8a|| w|th Legs rev|sed
n|ps
8a|| w|th Sp|ne
8a|| w|th Sp|ne rev|sed
8a|| w|th Shou|ders
8a|| w|th Shou|ders rev|sed
8a|| w|th Arms
8a|| w|th Arms rev|sed
8a|| w|th nead
8a|| w|th nead rev|sed
8a|| L|ft|ng neavy We|ght
8a|| L|ft|ng neavy We|ght rev|sed
8a|| ush|ng]u|||ng neavy We|ght

1ota|:
<%#&$1 !4'#('3(+
S
S
10
10
10
10
10
10
10
10
10
10
10
20
20
20
20

"##

<%#&$1 .#1$*#3-$#%& GkADING SCALL

CCUkSL LLAkNING C8ILC1IVLS
SLudenLs wlll galn facLual knowledge.
SLudenLs wlll learn Lo apply course concepLs and Lools.

A|| ass|gnments are due at the beg|nn|ng of c|ass on the
due date.
ou must be phys|ca||y present |n c|ass for your on-t|me
work to be accepted.

In-c|ass act|v|t|es cannot be made up outs|de of c|ass
un|ess the schoo| |s off|c|a||y c|osed, |n that case,
students w||| be a||owed to comp|ete act|v|t|es as
homework.
A
A-
8+
8
8-
C+
C
C-
D+
D
I
100 - 93
92 - 90
89 - 87
86 - 83
82 - 80
79 - 77
76 - 73
72 - 70
69 - 67
66 - 60
8e|ow 60
[MlLLS1CnL:
1hls ls a mllesLone
course for AnlmaLlon
sLudenLs. 1hls means
sLudenLs musL earn a
flnal grade of C or
beLLer Lo pass.

1he academlc programs aL ArL lnsLlLuLes lnLernaLlonal-MlnnesoLa are deslgned Lo prepare you for your fuLure
career. ?our fuLure wlll be wroughL wlLh deadllnes and Llme clocks, so Lhls class wlll requlre real world
puncLuallLy. lf you are absenL or laLe for class, you may noL be able Lo make up polnLs assoclaLed wlLh ln-class
acLlvlLles, lncludlng qulzzes, LesLs, presenLaLlons, and crlLlques. 1ardy sLudenLs are responslble for maklng Lhelr
presence known Lo Lhe lnsLrucLor aL an approprlaLe Llme. (See Lhe ALLendance ollcy below for more
lnformaLlon.)

Pomework and oLher preparaLory work musL be done before class meeLs and ls due lmmedlaLely aL Lhe
beglnnlng of class, unless Lhe lnsLrucLor publlshes oLher requlremenLs.

A WCkD CN DLADLINLS


=!0> 2%*? #1 &%$ '88+@$'3(+9
A0+87&#8'( #11-+1B 2#(( &%$ 3+ '((%2+" '1 '& +C8-1+ D%* ('$+ 2%*?9
E%- 5-1$ 3+ @7F1#8'((F @*+1+&$ #& 8('11 !G. F%-* 2%*? 5-1$ 8%5@(+$+ '&" $-*&+" #& '$ $7+ "+'"(#&+ #&
%*"+* $% 3+ /#4+& 8*+"#$ D%* $7+ '11#/&5+&$9

ln Lhe buslness world, deadllnes are rarely pushed back. Work submlLLed afLer deadllne wlll earn 00 polnLs. ?our
lnsLrucLor may make an excepLlon ln cases of severe personal lllness or deaLh ln Lhe famlly. 1echnology,
LransporLaLlon, relaLlonshlp, and chlldcare problems are noL Lhe basls for an excepLlon.

oo, tbe stoJeot, ote expecteJ to come to closs ptepoteJ to Jlscoss tbe osslqoeJ motetlol. 1bese octlvltles ote
JeslqoeJ to lofotm, motlvote ooJ tewotJ yoo fot ooJetstooJloq tbe coocepts, skllls ooJ tetms. lo closs, we wlll
bollJ oo yoot koowleJqe qoloeJ tbtooqb tbe osslqoeJ wotk, (teoJloq, tototlols, teseotcb) wltb Jlscossloos ooJ
octlvlty. closs Jlscossloo ooJ yoot loJlvlJool leotoloq ote lmptoveJ wbeo tbot wotk ls completeJ befote tbe
tepolteJ closs.

HI EJK !L> !MN>G0 OJL> 0P!G QR OHGK0>N 0J0!= .KLHGS :=!NNT EJK UH== M> :JKG0>. !N !MN>G09

8ecause group efforL may be requlred, aLLendance ls mandaLory. Absence from class may be permlLLed for
+5+*/+&8F 1#$-'$#%&1 %&(F, buL sLudenLs are expecLed Lo leL Lhe lnsLrucLor know ln advance. ?ou wlll be
requlred Lo provlde evldence of Lhe emergency on your reLurn. lf you mlss a parLlcular class, lL ls also your
responslblllLy Lo conLacL a peer (or peers) Lo geL noLes and any asslgned work.

?ou may be evaluaLed lndlvldually and as a member of a Leam on a varleLy of learnlng experlences. ulfferenL
LesLlng meLhods afford you dlverse opporLunlLles Lo demonsLraLe your skllls and knowledge, lncludlng fleld
asslgnmenLs, LesLs, presenLaLlons, papers, pro[ecLs, qulzzes and more. Scores on your lndlvldual asslgnmenLs,
homework, assessmenLs, and classroom parLlclpaLlon may deLermlne flnal grades. ?our flnal grade may also be
lnfluenced by group-based acLlvlLles, lncludlng peer evaluaLlons.

lf you dlsagree wlLh a grade ln Lhls course, you may Lake Lhese sLeps:

SLep 1. Make an appolnLmenL wlLh me Lo dlscuss your slLuaLlon. 8rlng your graded work, Lhe asslgnmenL
sheeL and Lhls syllabus Lo Lhe meeLlng. lf you feel Lhe lssue ls noL fully addressed, proceed Lo
SLep 2. SubmlL a wrlLLen appeal Lo me, explalnlng why you belleve your grade ls wrong. ?ou should [usLlfy
your oplnlon wlLh lnformaLlon from Lhe asslgnmenL sheeL and/or syllabus. lf you feel Lhe lssue ls
noL fully addressed, proceed Lo
SLep 3. Make an appolnLmenL Lo dlscuss your concerns wlLh your ueparLmenL ulrecLor or rogram
CoordlnaLor. lf you feel Lhe lssue ls noL fully addressed, proceed Lo
SLep 4. SubmlL a wrlLLen accounL Lo Lhe uean of Academlc Affalrs. 1he wrlLLen accounL should lndlcaLe
your name, phone number, and lu#, and dlscuss Lhe sLeps you have Laken Lo remedy Lhe
slLuaLlon. 1he uean wlll refer your appeal Lo Lhe Appeals CommlLLee. 8e prepared Lo produce
your graded work, Lhe asslgnmenL sheeL and Lhls syllabus.


ACADLMIC CLICILS

D|sab|||ty Serv|ces

1he ArL lnsLlLuLes lnLernaLlonal MlnnesoLa provldes accommodaLlons Lo quallfled sLudenLs wlLh dlsablllLles. 1he
ulsablllLy Servlces offlce asslsLs quallfled sLudenLs wlLh dlsablllLles ln acqulrlng reasonable and approprlaLe
accommodaLlons and ln supporLlng equal access Lo servlces, programs and acLlvlLles aL Lhe ArL lnsLlLuLes
lnLernaLlonal MlnnesoLa.

SLudenLs who seek reasonable accommodaLlons should conLacL am 8oerslg, uean of SLudenL Affalrs, ln ence
209, 612-636-6863 or pboerslg[all.edu, and noLlfy her of Lhelr speclflc llmlLaLlons and, lf known, Lhelr speclflc
accommodaLlons. SLudenLs may be asked Lo supply medlcal documenLaLlon of Lhe need for accommodaLlon.

Classroom accommodaLlons are noL reLroacLlve, buL are effecLlve only upon Lhe sLudenL sharlng approved
accommodaLlons wlLh Lhe lnsLrucLor. 1herefore, sLudenLs are encouraged Lo requesL accommodaLlons as early
as feaslble wlLh Lhe uean of SLudenL Affalrs Lo allow for Llme Lo gaLher necessary documenLaLlon.

lf you have a concern or complalnL ln Lhls regard, please conLacL am 8oerslg, uean of SLudenL Affalrs, ln ence
209, 612-636-6863. ComplalnLs wlll be handled ln accordance wlLh Lhe school's lnLernal Crlevance rocedure for
ComplalnLs of ulscrlmlnaLlon and ParassmenL.

Lqua| Lducat|on Cpportun|ty o||cy

1he ArL lnsLlLuLes lnLernaLlonal MlnnesoLa does noL dlscrlmlnaLe on Lhe basls of race, color, naLlonal orlgln, sex,
gender, sexual orlenLaLlon, dlsablllLy, age, rellglon, geneLlc marker, or any oLher characLerlsLlc proLecLed by
sLaLe, local or federal law, ln our programs and acLlvlLles.

Student Ass|stance rogram

1he college provldes confldenLlal shorL-Lerm counsellng, crlsls lnLervenLlon, and communlLy referral servlces
Lhrough Lhe 1alk Cne2Cne SLudenL AsslsLance rogram for a wlde range of concerns, lncludlng relaLlonshlp
lssues, anxleLy, famlly problems, lonellness, depresslon, and subsLance abuse. Servlces are free, confldenLlal,
and avallable 24 hours a day, 7 days a week aL 888-617-3362.

1he SLudenL Affalrs offlce also offers programs on menLal healLh-relaLed Loplcs each quarLer. lf you have any
quesLlons regardlng counsellng servlces, please conLacL am 8oerslg, uean of SLudenL Affalrs, ln ence 209, 612-
636-6863.

Attendance

L+/-('*T %&V$#5+ '$$+&"'&8+ #1 3%$7 8%-*$+%-1 '&" @*%D+11#%&'(9 07+ !*$ H&1$#$-$+1 H&$+*&'$#%&'( O#&&+1%$'
+C@+8$1 1$-"+&$1 $% "+5%&1$*'$+ @*%D+11#%&'(#15 3F '$$+&"#&/ '(( 8('11+1 '1 187+"-(+"T '**#4#&/ %& $#5+T '&"
*+5'#&#&/ D%* $7+ D-(( "-*'$#%& %D $7+ 8('119 J-$1#"+ +5@(%F5+&$ 17%-(" &%$ 3+ 187+"-(+" "-*#&/ 8('11 7%-*19

N$-"#%6='3 8('11+1 8%&1#1$ %D $7*++ WXY D#D$F 5#&-$+ 8('11 -&#$1 '&" $2% WQY $+& 5#&-$+ 3*+'?1 "-*#&/ ' 1#&/(+ Q
7%-* ZR 5#&-$+ 187+"-(+" 8('11 $#5+9 E%- '*+ +C@+8$+" $% @*+1+&$ D%* $7+ +&$#*+ [ZR 5#&-$+1 %D 8('11 $#5+9
0+&V5#&-$+ 3*+'?1 $F@#8'((F %88-* 'D$+* $7+ D#*1$ ZR6\R 5#&-$+1 %D (+8$-*+68*#$#,-+ '&" "-*#&/ ' 5%*+ D(+C#3(+
@%#&$ "-*#&/ ('3T -&(+11 %$7+*2#1+ 1@+8#D#+" 3F $7+ #&1$*-8$%*9


SLudenLs should be aware LhaL even lf Lhere ls no aLLendance" grade per se for a class, lL ls dlfflculL Lo succeed
ln class wlLhouL regular, on-Llme aLLendance. lndlvldual faculLy may deLermlne Lhe lmpacL, lf any, of absences on
grades. 1he ArL lnsLlLuLes lnLernaLlonal MlnnesoLa supporLs Lhe aLLendance pollcy for each class as lL ls descrlbed
ln Lhe syllabus. 1he full AlM aLLendance pollcy ls found ln Lhe SLudenL Pandbook, whlch can be accessed Lhrough
Lhe SLudenL orLal.

Academ|c D|shonesty

AL Lhe ArL lnsLlLuLes lnLernaLlonal MlnnesoLa, plaglarlsm ls a cumulaLlve offense, each acL of plaglarlsm ls
documenLed ln Lhe sLudenL's academlc record unLll degree compleLlon. vlolaLlons of Lhls pollcy wlll be handled
ln accordance wlLh Lhe dlsclpllnary procedures ouLllnes ln Lhe SLudenL Code of ConducL ollcy.

Lxamples of plaglarlsm lnclude paraphraslng an orlglnal documenL or plece(s) of an orlglnal documenL and noL
clLlng Lhe orlglnal auLhor's name and publlshlng year, uslng dlrecL quoLes from an orlglnal documenL and noL
clLlng Lhe orlglnal auLhor's name and year, and uslng wrlLLen documenLs, sLlll or movlng lmages, orlglnal ldeas,
research lnformaLlon, audlo samples and muslc cllps, and falllng Lo clLe Lhe orlglnal auLhor's name and
publlshlng year.

CheaLlng ls Lhe acLlon Lo decelve or alLer Lhe percepLlon regardlng Lhe auLhor or orlglnaLor of sLudenL work and
ls a vlolaLlon of Lhe SLudenL Code of ConducL. CheaLlng lncludes Lhe dupllcaLlon of wrlLLen or elecLronlc
asslgnmenLs, exams or documenLs elLher ln whole or ln parL and submlLLed as an orlglnal plece of work, Lhe
exchange of answers wlLh oLhers elLher glvlng answers or recelvlng answers durlng an ln-class asslgnmenL, LesL
or exam, or Lake-home asslgnmenL or exam.

1yplcal dlsclpllnary sancLlons for a flrsL offense of plaglarlsm or cheaLlng lncludes auLomaLlc fallure of Lhe
asslgnmenL/exam wlLh no opporLunlLy Lo re-do or make up Lhe plaglarlzed/cheaLlng work. SancLlons for Lhe
second offense lnclude auLomaLlc fallure of Lhe course. SubsequenL lncldenLs wlll resulL ls dlsmlssal from Lhe
school.

CLASSkCCM CCUk1LSILS AND kCILSSICNAL LkLC1A1ICNS

:%(('3%*'$#%& '&" :%55-&#8'$#%&

1he learnlng envlronmenL should provlde a buslness-llke approach Lo geLLlng Lhe [ob done, so any behavlor LhaL
would be deemed as lnapproprlaLe for Lhe Lyplcal work envlronmenL wlll puL Lhe sLudenL aL rlsk. Lxamples
lnclude dlsrespecLful language, passlve-aggresslve behavlor, lack of commlLmenL Lo personal or Leam success,
and any oLher behavlors LhaL dlsrupL Lhe learnlng envlronmenL for oLher sLudenLs. AddlLlonally each Leam
member ls responslble for Lhe academlc lnLegrlLy of Lhe group.

CU MUS1 USL CUk CCLLLGL LMAIL ACCCUN1, or forward your college emall Lo anoLher personal accounL.
?ou musL be able Lo accepL and respond Lo emall on a dally basls. ?ou are responslble Lo know college pollcles
and procedures as communlcaLed Lhrough Lhe college emall.


:('11*%%5 >&4#*%&5+&$

ulsrupLlons Lo Lhe learnlng envlronmenL wlll noL be LoleraLed. When presenLaLlons are belng glven, elLher by
Lhe lnsLrucLor or a sLudenL, exerclse professlonal courLesy by paylng aLLenLlon (Lhls lncludes noL worklng on
pro[ecLs durlng presenLaLlons). unless oLherwlse lnsLrucLed, a|| mon|tors must be turned off dur|ng
presentat|ons and c|ass cr|t|ques. Ce|| phones w||| be turned off or s||ent |n the c|assroom. lf an emergency
call musL be Laken, Lhe sLudenL musL do so ouLslde Lhe classroom. No games may be p|ayed |n the c|assroom
dur|ng c|ass t|me. 1ext|ng and Soc|a| network|ng such as Iacebook, IM, 1w|tter, etc. |s not a||owed dur|ng
c|ass. Students not fo||ow|ng any part of th|s po||cy may be removed from the c|ass. 8epeaLed dlsrupLlons
may resulL ln Lhe sLudenL belng removed from Lhe class for Lhe remalnder of Lhe quarLer.

N0K.>G0 :J.> JI :JG.K:0

SLudenLs are expecLed Lo know and adhere Lo Lhe ArL lnsLlLuLes lnLernaLlonal MlnnesoLa SLudenL Code of
ConducL. SLudenLs should refer Lo Lhelr sLudenL handbook for compleLe deLalls and deflnlLlons of accepLable
and unaccepLable behavlor.

Al MlnnesoLa promoLes learnlng and Lhe developmenL of lnLegraLed, whole persons. SLudenLs may expecL LhaL
Lhe lnsLlLuLlon and all lLs members wlll LreaL Lhem as adulLs and as full parLlclpanLs ln Lhe educaLlonal process.
Al MlnnesoLa sLrlves Lo be a communlLy characLerlzed as Lhlnklng, carlng, lncluslve and acLlve.
Such a communlLy requlres LhaL lLs members, havlng made a cholce Lo [oln Lhe communlLy, sLrlve Lo lmprove
Lhemselves, afflrm oLhers and acLlvely lnvolve Lhemselves ln enhanclng Lhe communlLy. 1hese ldeals requlre
LhaL we have expllclL, clear and hlgh expecLaLlons for one anoLher.
1hese expecLaLlons are:
] U+ $'?+ *+1@%&1#3#(#$F D%* %-* %2& (+'*&#&/ '&" @+*1%&'( "+4+(%@5+&$9
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] U+ 8%&1#"+* '&" 1++? $% -&"+*1$'&" "#DD+*+&$ #"+'1 '&" 4#+2@%#&$19
] U+ 8%&"-8$ %-*1+(4+1 2#$7 "#/&#$F '&" 8#4#(#$F #& %-* #&$+*'8$#%&1 2#$7 %&+ '&%$7+*9
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] U+ 1$*#4+ $% ?++@ %&+ '&%$7+* 1'D+ D*%5 @7F1#8'( '&" +5%$#%&'( 7'*59
] U+ *+1@+8$ $7+ "#/&#$F '&" 2%*$7 %D '(( @+*1%&19
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] U+ $'?+ *+1@%&1#3#(#$F D%* %-* '8$#%&1T 3+'* $7+ 8%&1+,-+&8+1 %D $7%1+ '8$#%&1 '&" (+'*& D*%5 $7+59
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!8'"+5#8 L+1%-*8+1

CU AkL ACCCUN1A8LL ICk kLUIkLD ACADLMIC SkILLS. Successful sLudenLs possess course-approprlaLe
readlng comprehenslon, crlLlcal Lhlnklng, research, wrlLlng, presenLaLlon, and communlcaLlon skllls. lf you or
your lnsLrucLor deLermlne LhaL you have a need for addlLlonal resources beyond Lhose offered ln class, Lhere are
several opLlons avallable Lo you.

1he Academ|c Ach|evement Center ls locaLed ln LaSalle room 103. 1he Academlc AchlevemenL CenLer houses

peer LuLors and faculLy LuLors ln program areas and general educaLlon, and offers skllls workshops as well as
faclllLles for sLudy groups.

lf you have any quesLlons regardlng Lhe AAC, LuLorlng, sLudy groups or sklll workshops, please conLacL 1lm
SLorsved, ulrecLor, Academlc AchlevemenL Servlces, aL LsLorsved[all.edu, or sLop by hls offlce ln Lhe ence
bulldlng, room 219.

eer LuLors asslsL sLudenLs wlLh sub[ecL/conLenL area academlc supporL, as well as, sLudy skllls and
organlzaLlonal Llps. eer LuLors are currenL AlM sLudenLs ln good academlc sLandlng (a CCA of 3.3) wlLh a
deslre Lo asslsL oLhers ln Lhelr academlc progress. All peer LuLors recelve mandaLory LuLor Lralnlng.

SLudenLs (LuLees) who seek academlc supporL may vlslL each of Lhe cenLers Lo recelve LuLorlng asslsLance ln a
wlde varleLy of sub[ecL areas. Lach LuLor schedule (locaLed ouLslde of Lhe cenLer door) ldenLlfles Lhe LuLor and
Lhelr speclflc areas of experLlse.

Academ|c Adv|s|ng ls offered ln Lwo formaLs: 1he New Student Academ|c Adv|sor, !ulle Cgren, ls locaLed ln
room 341 ln Lhe LaSalle bulldlng-she ls Lhere for new sLudenLs and flrsL-quarLer sLudenLs. !ulle's conLacL
lnformaLlon ls:
(612) 6S6-7677
[ogren[all.edu

Academlc Advlsors aL Lhe Advlslng CenLer - Lo be conLacLed Lhrough emall or by phone - are avallable for
conLlnulng sLudenLs and Lo supporL your successful compleLlon of Lhls course:
Stephen 8urns, Academ|c Adv|sor
1oll lree: 1-833-861-2131
sburns[all.edu

?ou are also responslble for execuLlng LuLorlal recommendaLlons made by your lnsLrucLors. 8emember, your
lnsLrucLors and Academlc sLaff are here Lo help you flnd Lhe resources you need.

1he L|brary ls locaLed on Lhe second floor of Lhe LaSalle bulldlng. 1he llbrary ls open seven days a week for a
LoLal of 79 hours per week. 1he collecLlon ls comprlsed of books, newspapers, [ournals and magazlnes, vldeos,
uvus, and Cus LhaL supporL Lhe school's currlcula. 1he collecLlon currenLly numbers over 27,000 volumes wlLh
an addlLlonal 169 perlodlcal subscrlpLlons. MaLerlals also lnclude royalLy-free muslc/sound effecL Cus, arL hlsLory
and lnLerlor deslgn slldes, and an ever growlng e8ook collecLlon. 1exLbooks and reserve maLerlals are avallable
for ln-house use only. Many academlc and lndusLry daLabases are also avallable, lncludlng L8SCC, SLyleSlghL,
ulglLal 1uLors, Poover Academlc, 8eferenceuSA, llrsLCom and Women's Wear ually.

N$-"+&$ =#D+

1he SLudenL Affalrs Cfflce ls locaLed ln room 209 ln Lhe ence bulldlng. 1here you can flnd lnformaLlon, servlces
and programs LhaL can help you Lo exLend and lnLegraLe academlc conLenL and llfe experlences.

:%55-&#$F L+1%-*8+1

1hls course wlll engage communlLy resources, lncludlng local llbrarles, gallerles, exhlblLlons, guesL speakers and
lndusLry Lours. ?our acLlve parLlclpaLlon ls lmporLanL and expecLed.

C1nLk I1LMS 1C NC1L:

no||days for W|nter uarter when the co||ege w||| be c|osed are:
Monday, Ianuary 20, 2014 - Mart|n Luther k|ng Day
Ir|day, Iebruary 21, 2014 - res|dent's Day

Ctherw|se the schoo| |s open and c|asses run - th|s |nc|udes weekends.

?ou are responslble for savlng all reLurned work.

1he course ls deslgned Lo creaLe a safe, accepLlng, creaLlve and challenglng envlronmenL ln whlch sLudenLs can
learn. 1he course pollcles are deslgned Lo supporL Lhe besL feaLures of Lhe learnlng-cenLered classroom.
Wherever posslble, we wlll adapL Lo a sLudenL's own sLyle and pace for learnlng.

Slnce Lhe learnlng envlronmenL should faclllLaLe lnLellecLual exploraLlon and personal dlscovery, mosL acLlvlLles
wlll be problem-based. Course acLlvlLles and pro[ecLs are deslgned Lo place Lhe prlmary responslblllLy for
creaLlng and/or applylng knowledge on Lhe shoulders of sLudenLs.

SLudenLs share responslblllLy ln Lhe learnlng process. 1o succeed ln Lhls class and fully uLlllze Lhe learnlng
experlence, sLudenLs musL be acLlvely lnvolved. 1hls lncludes followlng classroom pollcles such as parLlclpaLlng ln
class dlscusslons, compleLlng asslgned readlng, demonsLraLlng sLrong creaLlve deslgn and wrlLlngs skllls,
conLrlbuLlon Lo Lhe Leam eLc. Crades and sLudenL learnlng wlll suffer when a sLudenL ls noL acLlvely lnvolved.



Course Schedu|e
lnsLrucLor reserves Lhe rlghL Lo change.

Week Class
Session
Topic Homework for next class due at the
beginning of the next class.
Related
Competencies
In-class Activities
01
Day
01
01 Basic
animation
in 3DS
Max.
DIGITAL TUTORS: Introduction to
Animation in 3DS Max, lessons 1-12.

Bouncing Ball (5points)
Create a realistic animation of a single
bouncing ball. Emphasis on timing and
spacing, arcs, ease in and ease out.

DUE: Week 01, Day 02.

[Est. time needed: 2 hours]

1. Create and/or
transform
objects in a 3D
environment.
2. Apply
traditional
animation
techniques to 3D
animation.
Intro to the class, syllabus.
Demo of basic animation in 3DS
Max.

The Animators Survival Kit,
video lecture on timing and
spacing.
01
Day
02
02 Basic
animation
in 3DS
Max.

Implementi
ng
fundamenta
l principles
in 3D.

Linking
and Spline
IK.
Ball with Tail (5 points)
Create a Bouncing Ball with a tail to
illustrate follow through, overlapping and
secondary motion.

For delivery: You should include your
first and second bouncing ball with the
movie of this one.


1, 2, and 3. Set
up hierarchical
relationships.
Critique of Bouncing Ball
assignment.

Demo of linking and Spline IK.

video lecture on More Timing
and More Spacing.
02
Day
01
03 MLK
Holiday
school
closed.
MLK Holiday school closed.

MLK Holiday school closed.

02
Day
02
04 Timing
Arcs
Follow
Through
and
Overlap
ping
Action
Seconda
ry
Action
Ease in
and out
Ball with Tail revised (10 points)
Revise your Ball with Tail assignment to
better illustrate follow through,
overlapping and secondary motion.
Address the five points for improvement
action plan based on feedback from your
group.

For delivery: You should include all
versions of the ball animation up to this
point. Include the QuickTime movie and
your 3ds Max file.


DIGITAL TUTORS: Introduction to
Rigging in 3ds Max, lessons 115.


1 3. Critique of Ball with Tail
assignment.

After your peer critique, write
down 5 (five) points for
improvement on your Ball with
Tail in a Word document. (For
instance: "1. Fix snapping
between frames 30 and 35.")
Turn this in by the end of class
to the folder "5 point action
plans" on the Drop Off drive.
This will count as 2 of the 5
points on this (Ball with Tail),
assignment.


Week Class
Session
Topic Homework for next class due at the
beginning of the next class.
Related
Competencies
In-class Activities
03
Day 01
05 Snow
(Cold) Day
Snow (Cold) Day Snow (Cold)
Day
Snow (Cold) Day
03
Day 02
06 HI IK
Helper
objects
Constraints
The
mechanics
of walking.
Ball with Tail and Legs (10 points)
Keeping the Ball and its tail, add a pair of
human-like legs. Using Inverse
Kinematics, rig the legs and animate four
steps, (left-right-left-right). When using
bones, make sure to turn "renderable" on!

For delivery: A QT movie of your Ball
with Tail and Legs, and your Max file.



13.
Critique of Ball with Tail
Revised.
Demo of basic leg rigging and
HI IK.

video lecture on Building
Walks.
04
Day 01
07 Creating
effective
walks.
Ball with Tail and Legs revised (10
points)
Incorporating the tips and techniques you
got in feedback and demos, revise your
legs to achieve a more natural gait.

For delivery: A QT movie of your
previous Ball with Legs and your revised
version, your Max file, AND a Word doc
detailing how you addressed the points
for improvement from the previous
critique.



13 and 4.
Develop an
animation that
uses cycles.
Critique of Ball with Tail and
Legs.
Review of leg rig.

During peer critique session, you
should keep notes on the
suggestions of your cohort. After
the session, before the end of
class, turn in a Word doc file
listing at least 5 specific points
of improvement. This document
will count for 2 out of the 10
points on this assignment.

video lecture on Flexibility in a
Walk.

04
Day 02
08 Adding
flexibility
and
character to
a walk.
Week 04: Ball with Hips, Legs and Tail
(5 points)
Continuing your work on the Ball with
Legs, add hips to your walk. Use the tail
as an indicator of the hips motion. Pay
particular attention to the tilt, twist and
swivel of the hips as well as the
relationship to the feet and legs, (for a
good reference, look at "The Animator's
Survival Kit", pages 146 & 147).

For delivery: A QT movie of your
previous Ball with Legs, your revised
version, the Ball with Hips, and your Max
file. During peer critique session, you
should keep notes on the suggestions of
your cohort.

14.

Critique of Ball with Tail and
Legs revised.

video lecture on Overlapping
and Weight.

DUE: Week05, Day 01.

05
Day 01
09 Ball with Spine, Hips, Legs and Tail (5
points)
Add to and revise your ball-with-tail-
with-legs-with-hips-walk by creating and
incorporating a spine. Focus on
effectively incorporating the movement
of the hips upwards through the spine and
outwards through the tail.

For delivery: Once again, all previous
version of the ball with legs, plus this
one, in a QT movie, (h.264), and your
Max project file.



14.
Critique of Ball with Hips,
Legs and Tail.

After the critique session, before
the end of class, turn in a Word
doc file listing at least 5 specific
points of improvement. This
document will count for 1 out of
the 5 points on this assignment.
05
Day 02

10

Ball with Spine, Hips, and Legs and
Tail revised (10 points)
Revise your ball walk with spine
animation to include more character.
Change your character's posture from the
beginning of the walk to the end.
Demonstrate a change in thoughts and
feelings with the spine, tail and legs.

For delivery: As before, include all
previous versions of the ball with legs
with this one in a QT movie, (h.264), and
your Max file. You must also include a
Word doc listing the improvements you
made to your walk to bring it more
character.



14.

Critique of Ball with Spine,
Hips, Legs and Tail.

After critique: You must also
turn in a Word doc listing 5
points for adding more character
to your walk.
06
Day 01
11 Skinning a
rig,
adjusting
for proper
deformatio
n.
"Ball" with Shoulders (10 points)
Create SIMPLE geometry for your
"walker", from the feet up to the
shoulders, (you may abandon the sphere
"Ball" at this point, but you should still
have some hips). Add a skin modifier to
your character mesh, and add all the
bones to this. Incorporate the shoulders
into your walk while adjusting the
envelopes on your skin for appropriate
deformation.

14.
Critique of Ball with Spine,
Hips, Legs and Tail revised.

Demo on working with the Skin
modifier.



06
Day 02
12 Shoulders revised, (10 points)
Address the points of improvement from
the original Shoulders walk. Your
shoulders should roll, tilt and twist in
response to the movements of the rest of
the body and imply the weight of the
arms. Your mesh should deform
smoothly, twisting, wrinkling and folding
appropriately.

For delivery: Only this version and the
previous (shoulders) version of the
animation, in a QT movie, (h.264), and
your Max file.


14.
Critique of Ball with
Shoulders.

In your cohorts, show your work
to your peers, and offer tips,
tricks and critiques for
improving your walk with
shoulders and skin. Turn in a
Word document detailing at least
three points for improvement in
both the smoothness and
character of the walk animation
and at least three points for
improvement in the technical
accomplishment of the mesh
deformation.
07
Day 01
13 Arms, (10 points)
Extend your characters walk to its' arms.
Add bones and mesh, and 'skin' the arms,
along with the rest of your characters'
body, to walk and deform naturally.
Clean up any problems with the previous
assignment, and make sure that your
geometry is deforming appropriately.

For delivery: ONLY this and the two
previous assignments, (shoulders and
revised shoulders), along with this one, in
a QT movie, (h.264), and your Max file.



14.
Critique of Shoulders revised.

video lecture on Arms.
07
Day 02
14 Arms revised, (10 points)
Address and implement the points that
you wrote down from peer critique. Be
ready to articulate what you changed and
how you changed it. DO NOT add a
head, (or if you do, DO NOT give it
character); we are after the structure of
the walk, the arms in particular, to reveal
our character. The head comes later. For
delivery:This and the three previous
assignments, (shoulders and revised
shoulders, arms), in a QT movie, (h.264),
and your Max file.


14.
Critique of Arms.

After peer critiques, write down
and turn in, (in a Word
document), 3 points for
improvement technically and 3
points for improvement in the
animation


08
Day 01
15 Planning out
your
animation.
Step keyframe
interpolation.
Getting A Head, (10 points)
Add a head to your character. You may
add a nose, eyes, chin or other indicator
of "front", but do not animate the facial
features. Through body language alone,
and with a neutral facial expression,
animate your character walking on to the
scene, observing something it sees, (but
we do not), then reacting to it.
Success will be measured by how clearly
we understand:
1. who the character is
2. what they are thinking and feeling
3. what they see
4. how what they see changes their
emotions.
For delivery: This scene as a QuickTime
movie, (h.264), and your Max file, saved
in a folder labeled:
Lastname_Firstname_AHead.



14 and:
5. Apply
industry-
standard
storyboard and
scripting
techniques to
animation.
6. Identify
camera
techniques in
computer
animation.
7. Analyze real
world
observation and
apply to
animation.
8. Utilize
industry
standard
blocking
techniques in
the pre-
planning
process.

Critique of Arms
revised.
08
Day 02
16 Acting and
staging.
A Head revised, (20 points)
Based on the 5 points for improvement on
your head, revise and improve your walk.
Through body language alone, and with
a neutral facial expression, animate your
character walking on to the scene,
observing something it sees, (but we do
not), then reacting to it.
Success will be measured by how clearly
we understand:
1. who the character is
2. what they are thinking and feeling
3. what they see
4. how it changes their emotions.
For delivery: This scene as a QuickTime
movie, (h.264), and your Max file, saved
in a folder labeled:
Lastname_Firstname_Ahead revised.



1 8.
Critique of A Head.


09
Day
01
17 Transfer of
weight.
Using the Link
Constraint.
Lifting a Heavy Weight, (20 points)
Your character walks in, lifts something
heavy and puts it down somewhere else.
Success will be measured on technical
achievement, (how the rig and skin
function), and a clear demonstration of
your understanding and use of the
fundamental principles of animation. The
transfer of weight should be clear and
evident.
For delivery: This version only, (heavy
v01), in a QuickTime movie, plus your
Max scene file.


18.
Critique/Presentation of
A Head revised.
09
Day
02
18 Transfer of
weight.
Using the Link
Constraint.
Lifting a Heavy Weight revised (20
points)
Using the feedback from your group,
revise and refine your first Heavy Lifting
scene. Again, you must demonstrate all
ten of principles of animation, and the
mechanics of the rig need to work.
For delivery: The first Heavy Weight
movie, and the revised Heavy Weight
movie, all QuickTime, h.264.

DUE: Week 10, Class 02.


18.
Critique of Lifting a
Heavy Weight.
10
Day
01
19 Transfer of
weight.
Using the Link
Constraint.
18.
Informal peer critique
sessions. Continue work
on revisions.
10
Day
02
20 Transfer of
weight.
Using the Link
Constraint.
Pushing OR Pulling a Heavy Weight
(20 points)
You may continue from your "Lifting"
assignment, or create a new scene. Your
character must either push or pull a heavy
weight in your scene. The character
should be "not pushing/pulling", then
"pushing/pulling", then "not
pushing/pulling". Show us the transfer
of weight, and how they feel about it. For
delivery: A QuickTime movie of this
scene only, in a 16X9 (HDTV) aspect
ratio, compressed with h.264. You may
use multiple camera angles.

DUE: Week 11, Class 02.

18.
Critique/Presentation of
Lifting a Heavy Weight
revised.

11
Day
01
21 Transfer of
weight.
Using the Link
Constraint.
18.
Informal peer critique
sessions. Continue work
on revisions.
11
Day
02
22 Transfer of
weight.
Using the Link
Constraint.
18.
Critique final Pushing
OR Pulling a Heavy
Weight assignment.

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LasL 8evlslon: 1/28/14 age 1 of 17

W|nter uarter 2014 Sy||abus

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