SYLLABUS

✱ CONCEPTUALIZE: Utilize time-based mediums as a tool to expand your creative practices.

✱ ANALYZE: To understand the fundamental principles of time, image and sequences by analyzing motion across a variety of media.

✱ MAKE: To adapt motion as a tool for communication, presentation and documentation.

✱ ITERATE: To learn softwares through iterative experimentation.  

✱ REFLECT: To prioritize specificity of intention while creating digital work.

✱ Developing narratives using technical processes of animation. 

✱ Learning the technical vocabulary to inspect motion.

✱ Identify and replicate qualities in motion using a structured approach. 

✱ Selecting and using appropriate tools to craft projects using motion.

✱ Developing skills to understand and streamline motion workflows in professional settings.

While After Effects is our primary tool, my goal is to help you think like an animator first – understanding concepts like timing, spacing, and movement – which will lead to more meaningful software exploration. Since After Effects can be complicated to grasp in 5 weeks, we'll dedicate significant in-class time to hands-on work. I've designed the assignments to be flexible, allowing you to shape them around your personal interests and learning goals. Your growth will be evaluated based on how you apply animation principles through the software and your progressive improvement in using After Effects as a creative tool. Think of the software not as the end goal, but as the medium through which you'll express your understanding of motion and animation.

Grades will be based on contribution to the class and the effort made to develop work that furthers your conceptual and artistic concerns. There are many factors in and out of the classroom that contribute to your wellbeing, workload, and priorities in school. While some students may have the privilege of focusing solely on school, others may have obligations outside of the classroom that require their time and energy. I will take this into consideration when grading. There will be time to work on projects during our class sessions, but students should expect to work outside of class hours.

The final grade is based on the following:

Week 1 – 10%

Week 2 – 10%

Week 3 – 10%

Week 4 – 20%

Week 5 – 40%

Class Contribution – 10%

You are expected to come prepared for each class session. While three unexcused absences will result in failing the course, I understand that life circumstances and health situations may arise. If you anticipate missing a class, please inform me in advance– we can work together to find appropriate accommodations. Whether you need to attend remotely or take an absence, I'm here to support your wellbeing and academic success. Please don't hesitate to reach out if you have any concerns or circumstances that might affect your class attendance. Clear communication will help us find solutions that work for everyone.

See More: Academic Code of Conduct

Rhode Island School of Design is built on what is now called College Hill, part of the ancestral homelands of the Narragansett Nation, the only federally recognized tribe in Rhode Island. Indigenous people from many nations—near and far—live, study and work in Providence today. RISD community members are committed to actively addressing the many violent legacies of colonialism in our daily work. The amplification of Native voices and histories is crucial to rectifying the destructive past, and we gratefully acknowledge the ongoing critical contributions of Indigenous people across our state, region, and nation. 

This classroom celebrates diversity as a fundamental strength and resource that enriches our learning experience. I am committed to creating an inclusive environment where students from all backgrounds - regardless of gender, sexual orientation, abilities, age, body size, socioeconomic circumstances, ethnicity, race, culture, or religion - feel valued and heard. This course embraces diverse influences and encourages you to discover your own personal inspirations. Learning happens through thoughtful engagement, respectful dialogue, and active listening. While differences in perspectives may arise, these moments offer opportunities for collective growth and understanding. As your instructor, I aim to foster a space where self-expression flourishes and where every student feels empowered to share their unique voice. Clear communication and honest dialogue will help us build a supportive community where everyone can thrive. 

Additional Resources- Office of Equity & Compliance, Office of Intercultural Student Engagement

Rhode Island School of Design is committed to providing equal opportunity for all students. If you are a student with a disability who needs accommodations to complete the requirements of this class, you must contact the Office of Disability Support Services. I also encourage you to discuss your learning needs with me during the first week of term so that we may arrange reasonable accommodations based on your Disability Support Services accommodations letter.