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Revised 9/7/2013

//Animation & Visual Effects

Redefine Reality with Imagination!

Career Cluster(s): Information Technology/Arts A/V & Communications

College Credit: Over 30 hours available

Length: Up to 1200 hours (400 hours theory/800 lab hours)

Career Majors: Special FX Technician, 3D Modeler, 3D Animator, Motion Graphics Artist

Oklahoma’s Promise/OCAS

Two technology credits available

Certification(s):

Adobe Certified Associate:

Visual Communication with Photoshop Enhanced Rich Media Communication using Flash Graphic Design & Illustration using Illustrator

Apple Certified User: Final Cut Pro, Associate Oklahoma Department of CareerTech:

3D Modeler 3D Animator Motion Graphics Artist

Program Objective: Students will use groundbreaking, creative tools to achieve extraordinary results limited only by their imaginations, as they create, revise, optimize and export graphics, 2D and/or 3D models and animations, and special effects that support motion graphics, animation, the Web or mobile devices in an environment that supports teamwork, problem-solving, and lifelong learning. Specific Learning Competencies - Upon successful completion of this course, the student will be able to:

1. Understand the fundamentals of digital & perspective drawing and develop digital illustrations for animation and/or motion graphics.

2. Develop surface materials textures for 3D models and scenes. 3. Develop characters and/or character parts for 2D and/or 3D models and animations. 4. Understand and employ design, typography, and color principles, while creating visually appealing

products. 5. Manipulate, troubleshoot, compress, publish and export graphics, illustrations, and/or animations. 6. Demonstrate proficiency in the use of digital imaging techniques, software, and equipment. 7. Apply the following features appropriately: color, efficiency and automation, file management, filters

and effects, textures and effects, lighting, image properties, layers, masks and channels, etc. 8. Utilize various features of a digital drawing tablet, scanner, cameras, and other digital devices to

develop products designed to increase dramatic or entertainment value of productions. 9. Use time management to produce products according to production schedule. 10. Demonstrate knowledge of copyright, digital citizenship, and intellectual property protection issues. 11. Show increased reality by using perspective and receding planes.

Revised 9/7/2013

12. Utilize depth of field and light to set the mood for the story. 13. Use digital tools, i.e., cameras, writing tablets, Internet, for researching, planning, development and/or

revision of content for graphics, models, special effects, and animations. 14. Understand and apply the principles of animation: squash/stretch; timing/weight; archs; secondary

animation; anticipation; follow thru/overlap, to create realistic animations. 15. Use dynamic, grammatically correct, communication skills for digital marketing. 16. Apply successful strategies and customer service techniques to build customer relations through digital

marketing. 17. Utilize various digital marketing tools, communication skills, and applications to prepare a digital

portfolio. 18. Apply principles and elements of color design, typography, and interactive marketing techniques. 19. Design and evaluate layouts and/or digital media products for visual appeal to the target audience. 20. Analyze and evaluate elements of a problem to develop creative, innovative solutions. 21. Understand camera orientation, angles and movements; Frame the shot to achieve a desired effect. 22. Interpret how different light sources, textures, and shadows affect a scene or object and create

effective lighting. 23. Generate and optimize projects to various formats for a wide degree of playback compatibility using

appropriate software. 24. Design complex graphics, special effects, and animations, using independent judgment, creativity, and

computer equipment. 25. Apply 2D and/or 3D modeling and animation solutions for interactive media presentations. 26. Demonstrate proficiency in developing professional motion graphics and/or special effects. 27. Pass industry certifications appropriate for career major.

Applied Academics: Upon successful completion of this course, the students will have demonstrated the following through the integration of academics: Creativity and Innovation - Demonstrate creative thinking, construct knowledge, and develop innovate products and processes using technology. Students will:

1. Apply existing knowledge to generate new ideas, products, and processes. 2. Create original works as a means of personal or group expression. 3. Use models and simulations to explore complex systems and issues.

Communication and Collaboration – Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Students will:

4. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

5. Develop cultural understanding and global awareness by engaging with learners of different cultures, and/or completing projects that require and understanding of different cultures.

6. Contribute to project teams to produce original works or solve problems. Research and Information Fluency – Apply digital tools to gather, evaluate, and use information. Students will:

7. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

8. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Critical Thinking, Problem Solving, and Decision Making – Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will:

9. Identify and define authentic problems and significant questions for investigation. 10. Plan and manage activities to develop a solution or complete a project. 11. Collect and analyze data to identify solutions and/or make informed decisions. 12. Use multiple processes and diverse perspectives to explore alternative solutions.

Digital Citizenship – Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will: 13. Advocate and practice safe, legal, and responsible use of information and technology. 14. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 15. Demonstrate personal responsibility for lifelong learning.

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Technology Operations and Concepts – Demonstrate a sound understanding of technology concepts, systems, and operations. Students will: 16. Understand and use technology systems. 17. Select and use applications effectively and productively. 18. Troubleshoot systems and applications. 19. Transfer current knowledge to learning of new technologies.

Professional Skills: Upon successful completion of this course, the students will have demonstrated the following through the emphasis on and integration of professional skills:

• Positive Work Ethic/”An honest day’s work for an honest day’s pay”/Going “above and beyond”

• Diversity/Acceptance/Respect • Positive Attitude: Flexibility Adaptability, Inspirational/Motivational

• Lifelong Learning, Problem-Solving and Troubleshooting

• Teamwork and Communication

• Caring and Compassion

• Responsibility/Accountability/Initiative • Honest and Integrity

• Conflict Resolution/Anger Management Instruction: Design Theory/Techniques Illustration Tools & Techniques Graphics Modeling Animation Special Effects

Revised 9/7/20134

Methods of Instruction include: Individualized Instruction, with an emphasis on the integration of professional, technical, and academic skills.

Methods of Evaluation: Assignments, computerized tests, and project-based learning. Francis Tuttle requires mastery of 85% or above on all units of instruction. Students are allowed a maximum of three times to achieve mastery on most units, and all grades are recorded. Your curriculum grade is based on an average of your assignments and tests taken during the grading period multiplied by your learning contract progress rate. Grading Scale: A 90-100 B 80-89 C 70-79 D 60-69

F 0-59

Recommended Certifications: Dependent upon career major selected.

Recognized Primary Course Textbooks and Instructional Resources: Lynda Online Learning Library Digital Tutors Online Learning Library Adobe Curriculum O’Reilly Peach Pit Press Against the Clock New Riders Friends of Ed Internet resources and tutorials Imagination and Creativity The following is a document prepared by Autodesk for the application of Maya and the Autodesk Animation Academy in the classroom. Maya is the primary tool for this program.

Autodesk Animation Academy National Academic Standards

Cross Reference

This cross reference addresses the following academic standard sets: • Science Content • Math • Language Arts • Technology • Visual Arts

General Academic Cross Reference – Across all Animation Academy projects:

Revised 9/7/2013

1. Employability/Professional 1.1. Professional Skills

• Use drawing media and related materials (e.g., paper, printers, scanners, digital cameras)

M3a, M3b, M3i, M3j, T3, T8, T24, T25, T26, T27, T30, T32

• Create freehand sketches/storyboarding S1a, S1e, S6b, M3a, M3b, M3i, M4a, L4, L5, L12

• Prepare a comprehensive scientific presentation

S1a, S6b, S8a, S8b, L4, L5, L6, L8, L12, T8, T17, T22, T23, T24, T25, T26, T27, T28, T29, T31

• Meet deadlines S2a, L4, L5, L12, T25, T27 • Cooperate with a team S2a, L4, L5, L12 • Teaching Others S1a, S1c, S2a, S6b, S7f, S8a, L4, L5, L12 • Research background information

S1a, S1b, S2a, S6b, S7f, S8a, S8b, M1a, M1e, M1h, M1i, M3a, M3b, M3j, M3m, M4a, M5c, L3, L7, L8, T1, T2, T3, T7, T8, T17, T22, T23, T24, T25, T26, T27, T30, T32, T33, T34

• Interviewing/Journalism skills L3, L4, L5, L6, L7, L8, L12, T1, T2, T3, T7, T8, T17, T22, T23, T24, T24, T25, T26, T27, T28, T29, T30, T31, T32, T33, T34

2. Computer Skills 2.1. Hardware

• Demonstrate proper care of equipment T17, T21, T23 • Operate and adjust input devices

(e.g., mouse, keyboard, tablet) T17, T21, T23

• Operate and adjust output device (printer)

T17, T21, T23

• Correct handling and operation of storage media

T17, T21, T23

• Start and shut down work station T17, T21, T23 • Adjust monitor controls for comfort and

usability T17, T21, T23

• Recognize availability of information services (e.g., email, internet)

T3, T17, T23, T27, T28, T29, T30, T31, T32, T33, T34

2.2. Software • Ability to open, edit, and save a file

T21, T23

• Use one or more programs to achieve desired results

T1, T2, T3, T8, T17, T21, T22, T23, T24, T25, T26, T27, T28, T29, T30, T31, T32, T33, T34

• Efficiency in using one or more programs T1, T2, T3, T8, T17, T21, T22, T23, T24, T25, T26, T27, T28, T29, T30, T31, T32, T33, T34

2.3. Physical and Safety Needs • Demonstrate an understanding of

ergonomic T3, T7, T8, T17, T21, T23, T24, T25, T26, T27, T28, T29, T30, T31, T32, T33, T34

• Create and maintain a work environment

L3, L4, L5, L6, L8, T3, T7, T8, T17, T21, T23, T24, T25, T26, T27, T28, T29, T30, T31, T32,

Revised 9/7/2013

T33, T34 3. 3D Animation Skills -‐ Maya

3.1. Animation Software UI and General Features • Understanding Menu bars, Attribute

Editor, etc. T17, T23, T24, T25, T26, T27

• Software navigation/interaction T17, T23, T24, T25, T26, T27, A1a • Help files L7, L8, T17, T23, T24, T25, T26, T27, A1a • Coordinate system M3e, M3f, T17, T23, T24, T25, T26, T27, A1a • Orthographic/Perspective Panels M3e, M3f, T17, T23, T24, T25, T26, T27, A1a • Panel Navigation M3e, M3f, T17, T23, T24, T25, T26, T27 • Panel Shading T17, T23, T24, T25, T26, T27, A1a • Selecting objects and object sets M3a, T17, T23, T24, T25, T26, T27, A1a, A2c • Positional Transformations M3g, M3h, T17, T23, T24, T25, T26, T27,

A1a • Organizing objects by groups, selection

sets, layers S1a, M3a, M3b, M4a, T17, T23, T24, T25, T26, T27, A1a, A2c

3.2. Modeling • Setting Units, Grids and, Snaps S1a, M4a, T8, T17, T22, T24, T25, T26, T27,

T32, A1a, A2c • Creating NURBS Curves S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m,

M4a, L8, L12, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• NURBS modeling S1e, M2f, M2k, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, L8, L12, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• NURBS component editing S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• NURBS surface editing S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• NURBS Surface/Text objects S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Creating 3D primitives S1e, M2f, M2k, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Head’s Up Display S1a, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a

• Object Duplication S1a, M3g, M3h, T17, T23, T24, T25, T26, T27, A1a, A1b, A1c, A6c

• 3D modeling with Deformers S1e, M2f, M2k, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• 3D Component editing S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

Revised 9/7/2013

• Boolean 3D objects S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• 3D Types: Poly, Polygon Proxy, Subdiv, NURBS Surface

S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Box Modeling S1e, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

3.3. Cameras • Aim vs. Free cameras S1a, S1e, M3a, M3b, M3e, M3f, M4a, T3,

T8, T17, T22, T24, T25, T26, T27, T32, T34, A1a, A6c

• Camera focal length and parameters S1a, M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

• Ortho/Perspective cameras S1a, S1e, M3a, M3b, M3e, M3f, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

• Rendering camera views S1a, M3a, M3b, L4, L8, L12, T8, T17, T22, T24, T25, T26, T27, T31, T32, T34, A1a, A1b, A1c, A6c

• Camera Navigation M3e, M3f, T17, T23, T24, T25, T26, T27, A1a, A6c

3.4. Lighting • Standard light theory, Angle of Incidence S1a, S1b, S3b, M3g, M3h, L4, L7, L12, T3,

T7, T8, T17, T22, T24, T25, T26, T27, T32, T33, T34, A1a, A6c

• Three point studio lighting S1a, S1b, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, T33, T34, A1a, A6c

• Basic color theory S1a, S1b, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, T33, T34, A1a, A6c

• Define common light types: Point, Spot, Directional

S1a, S1e, M3a, M3b, M3e, M3f, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

• Scale and transforms for lights S1a, M3e, M3f, M3g, M3h, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Lighting Tools S1a, S1e, M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1c, A6c

3.5. Rendering • Define Maya Software renderer T3, T8, T17, T22, T24, T25, T26, T27, T32,

A1a, A6c • Render Layers S1a, T3, T8, T17, T22, T24, T25, T26, T27,

T32, A1a, A1b, A1c, A6c • Basic rendering options S1a, S1b, M1e, M4a, T3, T8, T17, T22, T24,

T25, T26, T27, T32, A1a, A1b, A1c, A6c • Print Sizing S1a, S1b, M1e, M4a, T3, T8, T17, T22, T24,

T25, T26, T27, T32, A1a, A1b, A1c, A6c • Render View window T3, T8, T17, T22, T24, T25, T26, T27, T32 • Assign Renderer Panel T3, T8, T17, T22, T24, T25, T26, T27, T32

Revised 9/7/2013

• Compressed files vs. still sequences M1e, T3, T8, T17, T22, T24, T25, T26, T27, T32

3.6. Materials • Hypershade Access T8, T17, T22, T24, T25, T26, T27, T32, A1a,

A6c • Define Shaders and Nodes S1a, S1e, T3, T8, T17, T22, T24, T25, T26,

T27, T32, T34, A1a, A1b, A1c, A6c • Define Textures S1a, M1i, M4a, T3, T8, T17, T22, T24, T25,

T26, T27, T32, T34, A1a, A1b, A1c, A6c • Place 2D and 3D Texture Nodes S1a, M4a, T8, T17, T22, T24, T25, T26, T27,

T32, A1a, A1b • Hypershade UI T8, T17, T22, T24, T25, T26, T27, T32, A1a,

A1b, A1c, A6c • Create simple shader S1e, M4a, T8, T17, T22, T24, T25, T26, T27,

T32 • Common Material Attributes and

Specular Shading M1i, T7, T8, T17, T22, T24, T25, T26, T27, T32

• Other shader parameters M1h, M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Create and Edit UV Mapping S1a, M1i, M3a, M3b, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Using Materials and Shading Networks S1a, S1e, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A2c, A6c

• Changing Shader Types S1a, S1b, S1e, S3b, S6b, M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T31, T32, T34, A1a, A1b, A1c, A6c

3.7. Global Illumination • mental ray: Lighting with GI vs. without

S1a, S1b, S1e, S6b, M1i, M3a, M3b, M3e, M3f, M4a, T8, T17, T22, T24, T25, T26, T27, T31, T32, T34, A1a, A1b, A1c, A6c

• Global Illumination explanation S1a, S1b, S1e, S6b, M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T31, T32, T34, A1a, A1b, A1c, A6c

3.8. Animation • Define keyframe S1a, S1b, S3d, M1e, M2o, M3g, M3h, T3,

T7, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Editing Position in the Graph Editor S1b, S3d, M2o, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Animation UI M1i, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A6c

• Create keys (position) M3b, M3e, M3f, M3g, M3h, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Create keys (rotation) M3b, M3e, M3f, M3g, M3h, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Inverse and Forward Kinematics S1a, S1b, S1e, S3d, S6b, M3a, M3b, M3e,

Revised 9/7/2013

M3f, M3g, M3h, M3i, M3m, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Constraints S1b, S3d, M3b, M3e, M3f, M3g, M3h, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Preview/Render animation S1a, S1b, M1e, M4a, L4, L12, T3, T8, T17, T22, T24, T25, T26, T27, T31, T32, T34, A1a, A1b, A1c

3.9. Effects • Effects definitions S1a, S1e, S6b, M1i, M4a, T8, T17, T22, T24,

T25, T26, T27, T32. A1a, A6c • Environment Fog S1a, S1e, S6b, M1i, M3a, M3b, M3e, M3f,

M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Particles S1a, S1b, S1e, S3d, S6b, M1h, M1i, M3a, M3b, M3e, M3f, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T32, T34, A1a, A1b, A1c, A6c

• Particle Tool vs. Create Emitter vs. Emit from Object

S1a, S1b, S1e, S3d, S6b, M1h, M1i, M3a, M3b, M3e, M3f, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T32, T34, A1a, A1b, A1c, A6c

• Material Effects S1a, M1i, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T32, T34, A1a, A1b, A1c, A6c

• Object effects S1a, S1b, S1e, S3d, S6b, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T32, T34, A1a, A1b, A1c, A6c

3.10. Inverse Kinematics • Define IK/FK S1a, S1b, S1e, S3d, S6b, M3a, M3b, M3g,

M3h, M3i, M3m, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

• Parent/Child hierarchy S1a, M3a, M3b, M3h, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

• Introduce ik RPsolver S1a, S1b, S1e, S3d, S6b, M3a, M3b, M3h, M3m, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Use Influence Objects S1a, M3a, M3b, M3h, M3m, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

3.11. Physical Dynamics • Define Dynamics and its purpose S1a, S1b, S1e, S3d, S6b, M1i, M3a, M3b,

M3g, M3h, M3i, M3j, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A6c

• Discuss Dynamics solutions S1a, S1b, S1e, S3d, S6b, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3m, M4a, T3, T8,

Revised 9/7/2013

T17, T22, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A1b, A1c, A6c

3.12. Scripting • Define scripting T3, T8, T17, T22, T24, T25, T26, T27, T32 • Open a script S1a, L6, L12, T3, T8, T17, T22, T24, T25, T26,

T27, T32 • Scripts in different forms S1a, T3, T8, T17, T22, T24, T25, T26, T27,

T32 • Macro recording T3, T8, T17, T22, T24, T25, T26, T27, T32

3.13. Scene Assembly (basic composition) • Culmination of the elements into a

completed scene S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A2c, A6c

• Visor S1a, L7, L12, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A2c

• Import S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A2c

• Reference Objects S1a, M3e, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A2c

• Save Selected S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A2c

• Create and Save Projects S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a

• Quick Rename S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a

• Color Chooser S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a

• Rendering Options S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Image Plane: Rendered S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Image Plane: Panel S1a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Shadow, Reflection, and Layer Options S1a, S1b, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

• Preview S1a, L4, L12, M1e, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c

• Final render S1a, L4, L12, M1e, M4a, T8, T17, T22, T24, T25, T26, T27, T31, T32 T34, A1a, A1b, A1c, A6c

• File Output type; Compression and quality

S1a, M1e, T3, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c

Revised 9/7/2013

Project Cross Reference

Ricky the Rat's Wild Ride 1. Preparation:

1.1. Causes of Weather Systems S1a, S1b, S1c, S2a, S3d, S5c, S6b, S7f, S8a, S8b, L3, L8, L12, T3, T8, A5a

1.2. How do Tornados form? S1a, S1b, S1c, S2a, S3d, S5c, S6b, S7f, S8a, S8b, L3, L8, L12, T3, T8, A5a

1.3. Researching tornadoes. S1a, S1b, S1c, S2a, S3d, S5c, S6b, S7f, S8a, S8b, M3a, M3i, M3j, L3, L4, L5, L6, L7, L8, L12, T3, T8, T17, T23, T24, T25, T26, T27, T28, T29, T30, T31, T32, T33, T34, A5a

1.4. Assess information on project L3, L4, L5, L6, L7, L8, L12, A3b, A3d, A5a 2. Modeling and Materials

2.1. Introduction T17, T23, T24, T25, T26, T27 2.2. Modeling 5 styles of wooden blocks S1a, S1b, S1c, S1e, M1h, M1i, M3a, M3b,

M3e, M3f, M3g, M3h, M3i, M3m, M4a, L3, L7, L8, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, A1a, A1b, A1c, A2b

2.3. Modeling an open cardboard box S1a, S1b, S1c, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3j, M3m, M4a, L3, L7, L8, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, A1a, A1b, A1c, A2b

2.4. Modeling a bucket with handle S1a, S1b, S1c, S3d, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3m, M4a, L3, L7, L8, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, A1a, A1b, A1c, A2b

2.5. Modeling a section of track S1a, S1b, S1c, S3d, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3m, M4a, L3, L7, L8, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, A1a, A1b, A1c, A2b

2.6. Modeling an antique washboard S1a, S1b, S1c, S3d, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3m, M4a, L3, L7, L8, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, A1a, A1b, A1c, A2b

2.7. Creating materials for the scene objects S1a, S1b, S1c, S1e, S6b, L3, L7, L8, T3, T8, T17, T22, T23, T24, T25, T26, T27, T33, T34, A1a, A1b, A1c, A6c

2.8. Assembling the track sections to create your layout

3. Lighting and Animation 3.1. Introduction to animation concepts and the

Maya UI animation tools S1a, S1b, S1c, S1e, S4e, S2a, S6b, S8a, S8b, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3j, M3m, M4a, L3, L7, L8, T3, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A1b, A1c

3.2. Creating a path animation using curve-‐on-‐ S1a, S1b, S1c, S1e, S2a, S6b, S8a, S8b,

Revised 9/7/2013

surface M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3j, M3m, M4a, L3, L7, L8, T3, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A1b, A1c

3.3. Creating motion path markers to vary the path animation speed

S1b, S3d, M2o, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

3.4. Introduction to lighting in Maya S1a, S1b, T3, T7, T8, T17, T22, T24, T25, T26, T27, T32, T33, T34, A1a, A6c

3.5. Creating your scene and adding lights S1a, S1e, M3a, M3b, M3e, M3f, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A6c

3.6. Creating and animating a camera and aim, and rendering preview animations and still images

S1a, S1b, S1c, S1e, S2a, S6b, S8a, S8b, M1h, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3j, M3m, M4a, L3, L7, L8, T3, T8, T17, T22, T23, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A1b, A1c, A6c

4. Extras 4.1. Introduction to mapping in Maya S1a, S1e, T3, T8, T17, T22, T24, T25, T26,

T27, T32, T34, A1a, A1b, A1c, A6c 4.2. UV unwrap, editing and creating maps in

Adobe Photoshop

S1a, S1b, S1c, S1e, S6b, S8a, S8b, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3i, M3j, M3m, M4a, M5c, L7, L8, T3, T8, T17, T22, T23, T24, T25, T26, T27, T30, T31, T32, T33, T34, A1a, A1b, A1c, A6c

4.3. Introduction to dynamics S1a, S1b, S1e, S3d, S6b, M1i, M3a, M3b, M3g, M3h, M3i, M3j, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A6c

4.4. Using dynamics to animate a car launcher S1a, S1b, S1e, S3d, S6b, M1i, M3a, M3b, M3e, M3f, M3g, M3h, M3m, M4a, T3, T8, T17, T22, T24, T25, T26, T27, T31, T32, T33, T34, A1a, A1b, A1c, A6c

4.5. Adding and animating 3-‐dimensional text S1e, M2f, M2k, M3a, M3b, M3e, M3f, M3i, M3j, M3m, M4a, T8, T17, T22, T24, T25, T26, T27, T32, A1a, A1b, A1c, A6c

Revised 9/7/2013

◄ Appendix A -‐ Tables of Academic Standards † Note: Marked standards are addressed in the Animation Academy.

◄ †Science Content Standards from NCSESA Grades: 9 – 12 National Council for Science Education Standards Assessment

◄ S1 †Unifying Concepts and Processes a) †Systems, order and organization b) †Evidence, models, and explanation c) †Change, constancy and explanation d) Evolution and equilibrium e) †Form and Function

◄ S2 †Science as Inquiry In the vision presented by the Standards, inquiry is a step beyond "science as a process," in which students learn skills, such as observation, inference, and experimentation. The new vision includes the "processes of science" and requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop.

a) †Abilities necessary to do scientific inquiry b) Understanding and applying scientific method

◄ S3 †Physical Sciences The standards for physical science, life science, and earth and space science describe the subject matter of science using three widely accepted divisions of the domain of science. Science subject matter focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

a) Structure of atoms b) †Structure and properties of matter c) Chemical reactions d) †Motions and forces e) Conservation of energy and increase in disorder f) Interactions of energy and matter

◄ S4 †Life Sciences

a) The cell b) Molecular basis of heredity c) Biological evolution d) Interdependence of organisms e) †Matter, energy, and organization in living systems f) Behavior of organisms

◄ S5 †Earth and Space Sciences

a) †Energy in the earth system b) Origin and evolution of the earth system c) †Meteorology d) Geochemical cycles e) Origin and evolution of the universe f) †Astronomy

Revised 9/7/2013

◄ S6 †Science and Technology The science and technology standards establish connections between the natural and designed worlds and provide students with opportunities to develop decision-‐making abilities. They are not standards for technology education; rather, these standards emphasize abilities associated with the process of design and fundamental understandings about the enterprise of science and its various linkages with technology.

a) Characteristics of technological design b) †Understanding relationship between science and technology

◄ S7 †Science and Societal Challenges An important purpose of science education is to give students a means to understand and act on personal and social issues. The science in personal and social perspectives standards help students develop decision-‐making skills.

a) Personal and community health b) Population growth c) Natural resources d) Environmental quality e) Natural and human-‐induced hazards f) †Science and technology in local, national, and global challenges

◄ S8 †History and Enterprise of Science In learning science, students need to understand that science reflects its history and is an ongoing, changing enterprise. The standards for the history and nature of science recommend the use of history in school science programs to clarify different aspects of scientific inquiry, the human aspects of science, and the role that science has played in the development of various cultures.

a) †Science as a human endeavor b) †Nature of scientific knowledge c) Historical perspectives

◄ †Math Standards from NCTM Grades: 9 – 12 National Council of Teachers of Mathematics

M1 †Number and Operations ◄ †Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

a) †Develop a deeper understanding of very large and very small numbers and of various representations of them; b) Compare and contrast the properties of numbers and number systems, including the rational and real numbers,

and understand complex numbers as solutions to quadratic equations that do not have real solutions; c) Understand vectors and matrices as systems that have some of the properties of the real-‐number system; d) Use number-‐theory arguments to justify relationships involving whole numbers.

◄ †Understand meanings of operations and how they relate to one another. e) †Judge the effects of such operations as multiplication, division, and computing powers and roots on the

magnitudes of quantities; f) Develop an understanding of properties of, and representations for, the addition and multiplication of vectors and

matrices; g) Develop an understanding of permutations and combinations as counting techniques.

◄ †Compute fluently and make reasonable estimates.

h) †Develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-‐and-‐pencil calculations for simple cases and technology for more-‐complicated cases;

i) †Judge the reasonableness of numerical computations and their results.

Revised 9/7/2013

M2 †Algebra Standard ◄ †Understand patterns, relations, and functions.

a) Generalize patterns using explicitly defined and recursively defined functions; b) Understand relations and functions and select, convert flexibly among, and use various representations for them; c) Analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and

global behavior; d) Understand and perform transformations such as arithmetically combining, composing, and inverting commonly

used functions, using technology to perform such operations on more-‐complicated symbolic expressions; e) Understand and compare the properties of classes of functions, including exponential, polynomial, rational,

logarithmic, and periodic functions; f) †Interpret representations of functions of two variables.

◄ †Represent and analyze mathematical situations and structures using algebraic symbols.

g) Understand the meaning of equivalent forms of expressions, equations, inequalities, and relations; h) Write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally

or with paper and pencil in simple cases and using technology in all cases; i) Use symbolic algebra to represent and explain mathematical relationships; j) Use a variety of symbolic representations, including recursive and parametric equations, for functions and

relations; k) †Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out

by technology. ◄ Use mathematical models to represent and understand quantitative relationships.

l) Identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;

m) Use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts;

n) Draw reasonable conclusions about a situation being modeled. ◄ †Analyze change in various contexts.

o) †Approximate and interpret rates of change from graphical and numerical data.

M3 †Geometry Standard ◄ †Analyze characteristics and properties of two and three dimensional geometric shapes and develop mathematical arguments about geometric relationships.

a) †Analyze properties and determine attributes of two-‐ and three-‐dimensional objects; b) †Explore relationships (including congruence and similarity) among classes of two-‐ and three-‐dimensional

geometric objects, make and test conjectures about them, and solve problems involving them; c) Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by

others; d) Use trigonometric relationships to determine lengths and angle measures.

◄ †Specify locations and describe spatial relationships using coordinate geometry and other representational systems.

e) †Use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations;

f) †Investigate conjectures and solve problems involving two-‐ and three-‐dimensional objects represented with Cartesian coordinates.

Revised 9/7/2013

◄ †Apply transformations and use symmetry to analyze mathematical situations. g) †Understand and represent translations, reflections, rotations, and dilations of objects in the plane by using

sketches, coordinates, vectors, function notation, and matrices; h) †Use various representations to help understand the effects of simple transformations and their compositions.

◄ †Use visualization, spatial reasoning, and geometric modeling to solve problems.

i) †Draw and construct representations of two-‐ and three-‐dimensional geometric objects using a variety of tools; j) †Visualize three-‐dimensional objects and spaces from different perspectives and analyze their cross sections; k) Use vertex-‐edge graphs to model and solve problems; l) Use geometric models to gain insights into, and answer questions in, other areas of mathematics; m) †Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such

as art and architecture. M4 †Measurement Standard ◄ †Understand measurable attributes of objects and the units, systems, and processes of measurement.

a) †Make decisions about units and scales that are appropriate for problem situations involving measurement.

◄ Apply appropriate techniques, tools, and formulas to determine measurements. b) Analyze precision, accuracy, and approximate error in measurement situations; c) Understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres,

and cylinders; d) Apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement

situations; e) Use unit analysis to check measurement computations.

M5 †Data Analysis and Probability Standard ◄ †Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

a) Understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;

b) Know the characteristics of well-‐designed studies, including the role of randomization in surveys and experiments; c) †Understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the

term variable; d) Understand histograms, parallel box plots, and scatterplots and use them to display data; e) Compute basic statistics and understand the distinction between a statistic and a parameter.

◄ Select and use appropriate statistical methods to analyze data

f) For univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;

g) For bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools;

h) Display and discuss bivariate data where at least one variable is categorical; i) Recognize how linear transformations of univariate data affect shape, center, and spread; j) Identify trends in bivariate data and find functions that model the data or transform the data so that they can be

modeled. ◄ Develop and evaluate inferences and predictions that are based on data

k) Use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;

Revised 9/7/2013

l) Understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;

m) Evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions;

n) Understand how basic statistical techniques are used to monitor process characteristics in the workplace. ◄ Understand and apply basic concepts of probability

o) Understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases;

p) Use simulations to construct empirical probability distributions; q) Compute and interpret the expected value of random variables in simple cases; r) Understand the concepts of conditional probability and independent events; s) Understand how to compute the probability of a compound event.

◄ †Language Arts Standards from NCTE Grades: 9 – 12

National Council of Teachers of English ◄ L1 Reading for Perspective

Students read a wide range of print and non-‐print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

◄ L2 Understanding the Human Experience

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

◄ L3 †Evaluation Strategies

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-‐letter correspondence, sentence structure, context, graphics).

◄ L4 †Communication Skills

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

◄ L5 †Communication Strategies

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

◄ L6 †Applying Knowledge

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-‐print texts.

◄ L7 †Evaluating Data

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-‐print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Revised 9/7/2013

◄ L8 †Developing Research Skills

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

◄ L9 Multicultural Understanding

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

◄ L10 Applying Non-‐English Perspectives Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

◄ L11 Participating in Society

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. ◄ L12 †Applying Language Skills

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

◄ †Technology Standards from ITEA* Grades: 9 -‐ 12

International Technical Educators Association *Note: The ITEA standards address technology concepts. They are numbered 1-‐20. We’ve included additional standards which address applied technology and related psycho-‐motor skills which we gathered from various state standards. These additions are numbered 21-‐34. ◄ †The Nature of Technology

1. †Develop an understanding of the characteristics and scope of technology. 2. Develop an understanding of the core concepts of technology. 3. †Develop an understanding of the relationships among technologies and the connections between technology and

other fields of study. ◄ †Technology and Society

4. Develop an understanding of the cultural, social, economic, and political effects of technology. 5. Develop an understanding of the effects of technology on the environment. 6. Develop an understanding of the role of society in the development and use of technology. 7. †Develop an understanding of the influence of technology on history.

◄ †Design

8. †Develop an understanding of the attributes of design. 9. Develop an understanding of engineering design. 10. Develop an understanding of the role of troubleshooting, research and development, invention and innovation, and

experimentation in problem solving. ◄ Abilities for a Technological World

11. Develop abilities to apply the design process. 12. Develop abilities to use and maintain technological products and systems. 13. Develop abilities to assess the impact of products and systems.

Revised 9/7/2013

◄ †The Designed World

14. Develop an understanding of and be able to select and use medical technologies. 15. Develop an understanding of and be able to select and use agricultural and related biotechnologies. 16. Develop an understanding of and be able to select and use energy and power technologies. 17. †Develop an understanding of and be able to select and use information and communication technologies. 18. Develop an understanding of and be able to select and use transportation technologies. 19. Develop an understanding of and be able to select and use manufacturing technologies. 20. Develop an understanding of and be able to select and use construction technologies.

◄ †Basic Technology Operations*

21. †Demonstrate a sound understanding of the nature and operation of technology systems. 22. †Understanding and demonstrating modeling, scenarios. 23. †Show proficiency in the use of technology.

◄ †Technology Productivity Tools*

24. †Use technology tools to enhance learning, increase productivity, and promote creativity. 25. †Use productivity tools to collaborate in constructing technology-‐enhanced models, prepare publications, and

produce other creative works. 26. †Practice responsible use of technology systems, information, and software. 27. †Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits,

and productivity.

◄ †Technology Communication Tools*

28. †Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 29. †Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

◄ †Technology Research Tools*

30. †Use technology to locate, evaluate, and collect information from a variety of sources. 31. Use technology tools to process data and report results. 32. †Evaluate and select new information resources and technological innovations based on the appropriateness for

specific tasks.

◄ †Technology Problem-‐Solving and Decision-‐Making Tools*

33. †Use technology resources for solving problems and making informed decisions. 34. †Employ technology in the development of strategies for solving problems in the real world.

◄ †Visual Arts Standards from NAEA Grades: 9 – 12

National Art Education Association

◄ † 1 Understanding and Applying Media, Techniques, and Processes Proficient

Revised 9/7/2013

a) †Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.

b) †Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.

Advanced c) †Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium. d) †Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as

analysis, synthesis, and evaluation.

◄ † 2 Using Knowledge of Structures and Functions Proficient a) †Students demonstrate the ability to form and defend judgments about the characteristics and structures to

accomplish commercial, personal, communal, or other purposes of art. b) †Students evaluate the effectiveness of artworks in terms of organizational structures and functions. c) †Students create artworks that use organizational principles and functions to solve specific visual arts problems. Advanced d) Students demonstrate the ability to compare two or more perspectives about the use of organizational principles

and functions in artwork and to defend personal evaluations of these perspectives. e) Students create multiple solutions to specific visual arts problems that demonstrate competence in producing

effective relationships between structural choices and artistic functions.

◄ † 3 Choosing and Evaluating a Range of Subject Matter, Symbols and Ideas Proficient a) †Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are

related to history and culture. b) †Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily

life. Advanced c) †Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in

the work of others. d) †Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols,

and images are used in the students' works and in significant works by others.

◄ † 4 Understanding the Visual Arts in Relation to History and Cultures Proficient a) Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of

works of art. b) †Students describe the function and explore the meaning of specific art objects within varied cultures, times, and

places. c) Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying

conclusions made in the analysis and using such conclusions to inform their own art making. Advanced d) Students analyze and interpret artworks for relationships among form, context, purposes, and critical models,

showing understanding of the work of critics, historians, aestheticians, and artists. e) Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to

formulate analyses, evaluations, and interpretations of meaning.

◄ † 5 Reflecting Upon and Assessing the Characteristics and Merits of Their Work and the Work of Others Proficient

Revised 9/7/2013

a) †Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.

b) †Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.

c) Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.

Advanced d) †Students correlate responses to works of visual art with various techniques for communicating meanings, ideas,

attitudes, views, and intentions. ◄ † 6 Making Connections Between Visual Arts and Other Disciplines

Proficient a) Students compare the materials, technologies, media, and processes of the visual arts with those of other arts

disciplines as they are used in creation and types of analysis. b) Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or

themes in the humanities or sciences. Advanced c) †Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts

disciplines, the humanities, or the sciences.

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