Anim 30102 Fall 20131

Storyboarding- Advanced Story StructureInstructor: James Caswell james.caswell1@sheridanc.on.ca

Office hours: Thursday 12-4 (by appointment.) Room A160.

Detailed Description

Students learn how to prepare a script from written and visual sources and work in groups to create storyboards for a story reel. Topics include: multiple conflicts, climactic resolution, suspense, character motivation and complex story arcs. Through a combination of interactive lecture, discussion, demonstration and studio work, students develop storyboards to be used in the production of group films

Course Critical Performance

By the end of this course, students will have demonstrated the ability to create a storyboard and, working within a group, produce a story reel.

Learning Outcomes

To achieve the critical performance, students will have demonstrated the ability to:

1. Create a script that conveys individual expression, style and creativity.

2. Pitch an individual story that reflects thoughtful and coherent visual and written development.

3. Develop a variety of co-operative strategies and leadership skills within the context of the group story production.

4. Complete individual and collaborative work in accordance with prescribed story production timelines.

5. Generate storyboards that exhibit visual continuity and consistency among the group collaborators for the story reel.

6. Collaborate effectively on the pre-production story visualization, development and research for use in the final group story reel.

7. Incorporate sophisticated elements of story (multiple conflict, complex character development and story arc) into the development of the storyboard.

8. Produce a story reel digitally that uses effective sound, timing, recording, editing and performance processes for the final production.

Textbook(s): Recommended but not required.

Mackendrick, Alexander, On Film-making: An Introduction to the Craft of the Director.

Russin Robin, Screenplay: Writing The Picture.

Scott Jeffery, How To Write For Animation.

Canemaker, John, Paper Dreams: The Art & Artists of Disney Storyboards.

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Evaluation Plan

Students demonstrate their learning in the following ways:

Assignment 1: Pitch Concept (Individual) 10%

Assignment 2: Story Reel (Group) 30%

Assignment 3: Storyboard Test (Individual) 25%

Assignment 4: Lecia Reel/Board (Group) 20%

Assignment 5: Story Analysis (Individual) 15%

Total: 100%

Schedule

WEEK 1

Lecture: Introduction/ Rules for the Road

Lab: Story Exercise.

WEEK 2

Lecture: Group Selection

Lab: Assignment #1: Pitch

WEEK 3

Lecture: Visual Grammar

Lab: Assignment#2: A: Rough ideas, Index cards WRITTEN ONLY.

WEEK 4

Lecture: Dramatic Construction

Lab: Assignment#2: B: GROUP BOARD ROUGH PASS

WEEK 5

Lecture: GUEST LECTURE

Lab: Assignment#2: C: GROUP BOARD REVISON PASS

Assignment#3: Thumbnails due.

WEEK 6

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Lecture: Presentation Techniques/Rehearsal

Lab: GROUP BOARD REVISON

WEEK 7

Lecture: Assignment#2: D: Present Story Reel

Lab: Assignment#3: Roughs due.

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READING WEEK

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WEEK 8

Lecture: The Monomyth

Lab: Review Comments/ Revise Story Reel

WEEK 9

Lecture: Story Analysis #1

Lab: Assignment#3: Final Board Due

Revise Story Reel

WEEK 10

Lecture: Transmedia Storytelling

Lab: Revise Story Reel (FACULTY COMMENT PERIOD TBA)

WEEK 11

Lecture: Story Analysis #2

Lab: Revise Story Reel

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WEEK 12

Lecture: Editing style

Lab: Revise Group Lecia/ Conformed Board.

WEEK 13

Lecture: Assignment#5: Story Analysis Test

Lab: Assignment#4: A: Conformed Production Board

Review of Group Lecia / Conformed Board.

WEEK 14

Lecture: Assignment#4: B: LECIA Reel

Lab: 2nd Semester Preparation.

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ASSIGNTMENT #1: Premise/Sketch/Present INDIVIDUAL MARK

You will produce a premise, inspirational sketch and present your idea for the GROUP project that comprises the bulk of the 3rd year of the BAA Animation program.

You will produce:

A. A logline: a brief sentence or “elevator pitch” that describes your story. Think tweet length (140 characters.)

B. A synopsis: one or two paragraphs that will explain the character and conflicts of the story. The theme or moral should be explicit. This is the: who, what, where, when, and why of the story. Both of these are considered part of the premise.

C. An inspirational sketch: the sketch can be black & white or colour but must communicate the essence of the story. It is a launch pad of the storyboarding process, not a concept illustration. The sketch can be presented under the document camera or as a digital file.

D. Present. You will present their premise and sketch for class critique.

Deliverables: Value: 10%

Logline, synopsis and sketch can be on a single page.

One (1) electronic copy (PDF) submitted to HAND_IN folder.

One (1) hard copy of premise and sketch after the presentation. PLEASE REMEMBER THIS.

Due: Week 2 in lab.

Course Critical Performance and Learning Outcomes

Pitch an individual story that reflects thoughtful and coherent visual and written development.

Apply strong storytelling abilities that feature character, emotion and movement.

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ASSIGNTMENT #2: Story Development/ Story Reel GROUP MARK

Working as a group, you will produce rough story ideas, inspirational sketches, research material, a Storyboard through many iterations, and, “pitch” the group story (describe and act out.)

At every stage, you are expected to give and receive “notes” (suggestions for the better communication of the story.) The application of these notes is an integral part of the storyboard process.

The first pass will be written. On index cards, break the story concept into a beginning, middle and end. One card per beat. Brainstorm situations that develop the story and character. Develop a shot list from these cards. This will facilitate the division of labour drawing the board. Each member should illustrate a concept of one of the story situations.

Deliverables:

A. Index Card Breakdown / Inspirational Sketches Value: 5%

Due: in Lab Week 3

B. Rough Boards (2nd Pass) Value: 5%

Due: in Lab Week 4

C. Revision Passes in Lab Value: 5%

Due: in Lab Week 5-6

D. Pitch Story in Lecture Value: 15%

One (1) electronic copy (PDF preferred) of visuals to be pitched in the lecture.

One (1) PDF of the presentation to be submitted to HAND_IN folder.

Due: Week 7 in the lecture period.

Course Critical Performance and Learning Outcomes

Generate storyboards that exhibit visual continuity and consistency.

Develop a variety of co-operative strategies and leadership skills within the context of the group story production.

Collaborate effectively on the pre-production story visualization, development and research for use in the final group story reel.

Incorporate sophisticated elements of story (multiple conflict, complex character development and story arc) into the development of the storyboard.

Demonstrate practical knowledge of cinematic language, acting and staging and the ability to express story and character through drawings.

Present work in a clear and entertaining way with the ability to invent action and express it through drawing.

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ASSIGNTMENT #3: The Storyboard Test INDIVIDUAL MARK

THIS ASSIGNMENT RUNS CONCURRANTLY (AT THE SAME TIME) AS THE GROUP PROJECT. YOU ARE REPONSIBLE TO YOUR GROUP FOR YOUR WORK AS WELL.

This assignment will simulate a storyboard test from a production company.

You will be required to produce: thumbnails, rough board, and a clean timed, properly labeled board (A Lecia or story reel can also be developed but is not necessary.)

You are required to storyboard the script in as many board pages as you think necessary. In an actual situation, you should watch a number of the episodes of the program to recognize who the audience is, similar shows, the attitudes of the characters, etc. As this is a sample case, this is NOT required.

This assignment is to show your thinking process on how to interpret and illustrate the script as presented. DO NOT focus on making elaborately rendered drawings, but demonstrate how you communicate the action in the script, the acting in the dialogue and that the characters and BGs are in the style of the show. Be as close to model as possible. Size relations are particularly important. Rough/ loose drawings are fine but be clear as to what’s going on.

These tests typically take a day or two to complete so you should judge you time accordingly.

Last April (2013,) DHX in Vancouver assigned 23 of similar tests to graduates. 3 were selected.

Elements Supplied:

Board template, character models, location design, and script.

Deliverables:

A. Thumbnails: Value: 5%

To be reviewed / marked in the lab.

Due: in Lab Week 5

B. Rough Board Value: 10%

To be reviewed the lab.

Due: in Lab Week 7

C. Final clean timed Board Value: 10%

One (1) hard copy in lab and one (1) electronic copy (PDF) submitted to HAND_IN folder.

Due: Lab Week 9

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Course Critical Performance and Learning Outcomes

Generate storyboards that exhibit visual continuity and consistency.

Complete individual work in accordance with prescribed story production timelines.

Demonstrate practical knowledge of cinematic language, acting and staging and the ability to express story and character through drawings.

Present work in a clear and entertaining way with the ability to invent action and express it through drawing.

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ASSIGNTMENT #4: Conformed Board/Lecia Reel GROUP MARK

The group will refine their story pitch, assemble and conform a production (conformed) storyboard and complete a Lecia or story reel for the 3rd year group project.

Again, at every stage, you are expected to give and receive “notes” (suggestions for the better communication of the story.) The application of these notes is an integral part of the storyboard process.

Deliverables:

A. Final Production Board Value: 10%

The board will be clean and timed with appropriate details: numbered pages and scenes, shot description, dialogue, proper screen direction, sound notes, special effects indications and slugging notes (rough timing of the scenes.) The final board should be done in ToonBoom Storyboard Pro.

One (1) hard copy in the lab and one (1) electronic copy (PDF) PER GROUP to be submitted in HAND_IN folder. The hard copy will be a reference for the production going forward.

B. Lecia Reel Value: 10%

One (1) electronic copy (.mov) submitted to HAND_IN folder prior to lecture.

Due in Lecture Week 14

Course Critical Performance and Learning Outcomes

Pitch an individual story that reflects thoughtful and coherent visual and written development.

Develop a variety of co-operative strategies and leadership skills within the context of the group story production.

Produce a story reel digitally that uses effective sound, timing, recording, editing and performance processes for the final production.

Incorporate sophisticated elements of story (multiple conflict, complex character development and story arc) into the development of the storyboard.

Complete individual and collaborative work in accordance with prescribed story production timelines.

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ASSIGNTMENT #5: Story Analysis Test INDIVIDUAL MARK

In the week 13 lecture, a project will be screened. You will be required to analyze the story of the project. In point form, you will describe the beginning, middle and end, the protagonist, the theme, the mood, the genre, and give your opinion of the story. This is your chance to demonstrate and improve your analytical skills.

A board artist must be able to review such projects to deconstruct with respect to their story aspects: line of action, spine, protagonists, plot, characters, theme, etc. to accomplish his/her job.

Deliverables: Value: 15%

Attendance and test writing in the lecture Week 13.

Course Critical Performance and Learning Outcomes

Analyze the elements of story from a visual presentation, deconstruct, comment and defend in written and verbal form.

Please address questions personally in lab or by email: james.caswell1@sheridanc.on.ca

IF YOU HAVE A QUESTION, SOMEONE ELSE MIGHT AS WELL. PLEASE ASK.