Computer Animation Arts

Following on from my earlier post regarding writing your film reviews (and ultimately your essays), here is the link again for a guide to developing an academic writing style - See  HERE!

I'm just browsing the shelves of the library (as you do!) and I have come across a really useful and accessible study skills book, that would be particularly useful for students that struggle with critical thinking, drafting essays and methods of analysis. It is called 'Study Skills for Art, Design & Media Students' and is written by Stewart Mann (707.1 Mann)  If you have struggled this year with the writing aspect of the course, I would encourage you to have a look at this book...There are currently 6 copies available, on the bottom shelf by the window! 

Apologies for the mixed messaging between the brief and the timetable regarding your essay hand-in - human error, I'm afraid - mine!  The official essay hand-in is indeed Thursday 7th Dec between 11am and 12 noon at the Campus Registry Office - as per your timetable.  Spread the word!  

Today, dear First Years, you are going to briefed in your Contextual Studies unit - DON'T PANIC!     In the coming weeks you will be looking at subjects such as Classicism, Psychoanalysis, Semiotics... and many of you will get jittery at the thought of writing an essay encompassing these areas of study.    But why?  Those of you that have been writing your film reviews have already maybe touched on these areas, possibly without even realising it! You have already improved your writing styles and have practised using the Harvard Method for referencing.  You have researched sources for quotes.  You have been putting the films you have watched into context.  You have been making comparisons between the old films of the 1920s and their modern counterparts.    You have been practising writing your essay! :) 

  So, here you are - in preparation for tonight's film review....  

So, as the film reviews continue to trickle through, here are some more general tips for successful writing... Tip number 3 - The reader is not your friend. By this I mean, keep your writing impersonal and academic.   No gushing! No exclamation marks!! The reader doesn’t need to know that you loved the film…’it was brilliant!’   What does this actually tell the reader? Be specific, for example ‘the use of light and shadow added greatly to the overall menacing atmosphere’ is better than ‘ I loved the way he used light and shadow to give a spooky feeling!’   It is also recommended that you write in the 3 rd person, which can seem a bit odd to start with, but it is well worth getting into the habit of doing this early on, as it will make your actual essay and dissertation writing so much easier. There is a document available in the Space and Environment Unit, Teaching Materials, Essays and Articles, which gives you a whole list of alternatives to using ‘ I think’ e...

Hello 1st years! Great to see some of you grabbing the bull by the horns and getting your first reviews out there! :) I just wanted to make a quick general point - when I provide you with feedback, please don't worry about going back and editing the review to fit my suggestions; just take the advice on board, and apply to the next review :)  You have way too much to be getting on with, to keep re-editing the same film review to get it perfect.  Also, if you edit the existing post, we lose the record of how you are progressing... Looking forward to reading some more in the very near future!

The Avery Index , Arts Bibliographic Modern , British Humanities Index , and the Design and Applied Arts Index are key resources for finding art-centric information in journal and newspaper articles.  See below for a reminder/refresher re. accessing the resource.

Art Full Text is a database where you can search for journal articles - see below for a reminder/refresher on how to access and use the database etc.   

JSTOR is a database where you can search for journal articles - an invaluable resource for your written assignments and dissertation.  See below for a refresher/reminder re. accessing the database.

Just featuring this extremely useful resourse for the benefit of Second years about to tackle Postmodernism. Would be a good idea to check out before the lecture series begins. It features: Easy to digest definitions for key Postmodern vocabulary. Lists of films, books, art, television broken down into the various strata and ideas of Postmodernism. Tons of links various archived journals, news articles and studies. Links to purchase various Postmodern texts. So yes, use this site to take you to more detailed and in-depth sources and analysis. Enjoy. Click here to be taken to OnPostmodernism.com

Okay - see below - some general guidance notes re. the written assignment for Unit 3 (and subsequent written assignments too). Much of what's included below is a repeat of advice given previously, or on an individual basis. The essay criteria is NOT written in stone, but it has been designed to ensure students formulate focused, content-specific responses. Please use it when preparing your assignments. I'm looking for a BIG improvement come submission time, so do please invest the time in reading, research, structure and polishing. For previously published guidance notes on avoiding writing in the first person , use of footnotes , general do's & don'ts , and referencing specific sources , follow links.

When writing a written assignment, it is really important to remember that you're NOT writing it for your tutor - by that I mean, you shouldn't structure it for an audience already familiar with the key terms, ideas or content. Assuming prior knowledge on the half of the reader encourages students to 'cut corners'. Students assume that their 'enlightened reader' already knows the meaning of what they're discussing and so fail to introduce or define their ideas adequately. This is, perhaps, one of the most common weaknesses in student writing, wherein ideas and concepts are asserted , but not explained . A well-structured written assignment will, like a perfectly packed suitcase, contain within itself everything the unenlightened reader needs to know in order to follow its argument easily. In assessment terms, students have to 'show that they know'. Your tutor is always looking for the proof of your understanding. When you've only got 1,500...

All CGAA students are now engaging with academic writing - year one students have 1,500 words on production design and their ongoing film reviews, year two have 2,000 words on postmodernism to submit and year three have 8,000 words of dissertation to produce. Achieving the appropriate tone and style by which to approach your written assignments is key - and doing away with your overly-conversational and too personal first person habit is a good place to start. Courtesy of Tracey Ashmore - see below - a 'conversion chart' from the first person to the third .

As promised, I've put together a non-exhaustive list of 'hints & tips' inspired by my recent experience of reading your debut assignments. Some of what follows will repeat feedback given to specific students, but I thought I'd open things up to everyone, as it's really important that students seek to improve and polish this aspect of their degree studies. So - in no particular order: Stop using the first person! i.e. ‘I think that, I believe that, In my opinon, If you ask me…' Instead of ‘My essay is looking at Vincenzo Natali's 2009 film Splice’ consider ‘This assignment examines Vincenzo Natali's 2009 film Splice…’ Instead of ‘For my research I have looked at Nightmare Movies by Kim Newman, The David Cronenberg Companion by Bodie Horrace and How To Turn A Baboon Inside Out by Seth Brundle’ consider ‘Sources for research include Nightmare Movies by Kim Newman, The David Cronenberg Companion by Bodie Horrace and How To Turn A Baboon Inside O...