Learning agreement and Timetable


Learning Agreement

Name: David Merta

Course: BA Illustration

Level: 5

Unit: Convergence/Divergence

Unit Code: ILL515

Credit point: 45

Study hours: 450 hours

Tutor(s): Sharon Beeden, David Callow


Synopsis of study

Researching the words convergence and divergence I focused on synonyms such as absorbed, blend, combined, merged and mostly symbiosis.

Symbiosis – A relationship between two organisms that live in intimate contact with each other; includes mutualism (both organisms benefit, they rely on each other for survival), parasitism (one organism benefits at its host’s expense) and commensalism (one partner benefits and the other is neither benefitted nor harmed). UCMP Glossary, (2009), [online], Available from: http://www.ucmp.berkeley.edu/glossary/gloss5ecol.html [Accessed on 17. 02. 2011]

A good example of mutually beneficial symbiosis is the clownfish and the sea anemone. The clownfish can come in contact with the stinging tentacles of the sea anemone and not be harmed by them. At the same time, it receives protection from its enemies. The clownfish feeds the anemone by gathering nutrients and also leaving nutritional waste on the tentacles.

I found it intriguing how different species learnt to live alongside each other in harmony, helping each other to survive.

Ethically, there is nothing in the phenomena of symbiosis to justify the sentimentalism they have excited in certain writers. Practically, in some instances, symbiosis seems to result in mutual advantage. In all cases it results advantageously to one of the parties, and we can never be sure that the other would not have been nearly as well off, if left to itself. ROSCOE POUND, 1893  (in Sapp, 1994, p. 15)

It gives me many areas I can focus on, such as evolution, food chain, protection, dependence, extinction issue.

The final outcome will be screen based, in form of a short film or sequence of images with an associated sound track and it will inform the audience. I may apply symbiosis in more broad interpretation, explaining this phenomenon more loosely, not restricted to the physical needs of a species, but looking at the relationships between them. The final piece should be visually attractive to all age groups.  I would not like to specifies the process at this stage of the project, but it will be most likely be produced by Adobe aftereffect software of traditional and digital drawn images combined together. As a primary research I visited Loro Park in Tenerife where I took some photos of relevant species that I will use as a drawing reference and I am also planning to visit Oceanarium in Bournemouth for the same reason.

In the addition to this, I would like to participate on competitions available to me. I am currently working on submission for Penguin publishing competition as well as I am taking part in monthly event called ‘This is something’, where chosen illustrators showcase their work in joined exhibition. I will consider joining the other competition only when I will be sure I can deliver strong outcomes without decreasing the quality of the final piece for this project.



A1 To provide an awareness of how screen-based technologies are transforming the way that audiences are consuming information how Illustration can enhance a specific concept and effect a target audience.

A2 To develop my creative solutions and skills in relation to the technology available to illustrators towards a screen based presentation.

A3 To inform my creative ambitions with career planning within the digital/technological and inter-active industries.

A4 To provide opportunities for me to demonstrate the development of my transferable skills, including self-organization and problem solving.


Learning Outcomes:

On completion of the unit I will be able to:

LO1 Demonstrate my knowledge of new and evolving technologies for the illustrator and the possible effectiveness for clients and other audience contexts.

LO2   Demonstrate my practical application of traditional and technology skills in the creation of a screen-based presentation to peer group.

LO3  Apply visual expression, intellectual enquiry and communication within a digital context.

LO4   Critically reflect on my approach to the project and the final design solution.

Assessment requirements:

Body of work including a presentation of final outcome/s and developmental work.     (Tutor Assessed) 100%

Assessment Criteria (specific criteria related to the learning outcomes and linked to the statement of generic assessment criteria matrix):

Evidence of understanding through synthesis and development – demonstrated through creative solutions, decisions and judgments and that are reflected upon in the presentation (LO1, LO3, LO4)

Evidence of knowledge and technical processes – In use of advanced digital media equipment and processes (LO2)

Evidence of understanding through research and analysis – interpreted through analysis and critical evaluation of visuals and information, ideas and concepts and then developed and externalized to produce solutions. (LO1, LO4)

Evidence of realization through the communication of ideas – demonstrated through the communication of solutions presented effectively and understood by others. (LO1, LO3)

Evidence of understanding through critical evaluation and reflection – Informs idea development to resolution through project work and in relation to professional contexts, and career development. (LO4)

Reference Material:

Chong, A. (2007). Digital animation. Lausanne: AVA Academia.

Holmes, D. (2005). Communication theory: media, technology and society. London: Sage.

Kress G. and van Leeuwen T.(2006). Reading images: the grammar of visual design. 2nd ed. London: Routledge.

Wells, P. and Hardstaff, J. (2008). Re-imagining animation: contemporary moving image cultures. Lausanne: AVA Academia.

Gehman, C. and Reinke, S. (2005). The sharpest point: animation at the end of cinema. Toronto, ON.:YYZ Books.

Mirzoeff, N., (2009). An introduction to visual culture. London: Routledge.

Onedotzero (2004). Motionblur: onedotzero: graphic moving image makers. London: Laurence King.

Sapp, Jan. Evolution by Association: A History of Symbiosis. Cary, NC, USA: Oxford University Press, 1994. [Online] Available from: http://site.ebrary.com/lib/aib/Doc?id=10142226&ppg=20 [Accessed on 17. 02. 2011]

Tufte, E. (1997). Visual explanations: images and quantities, evidence and narrative. Cheshire, CT.: Graphics Press.

UCMP Glossary, 2009, [online], Available from: http://www.ucmp.berkeley.edu/glossary/gloss5ecol.html [Accessed on 17. 02. 2011]

Walker, J., and Chaplin, S. (1994). Visual culture: an introduction. Manchester: Manchester University Press.

Wells, P., Quinn, J, and Mills, L. (2008). Basics animation: drawing for animation. Lausanne: AVA Academia.

Whitbread, D. (2009). The design manual. 2nd ed. Sydney, NSW.: University of New South Wales Press.

Zeegen, L. (2007). Secrets of digital illustration. Crans-Pres-Celigny: RotoVision.



Action plan/time plan

Week 1 –     What is a learning agreement? Workshop. Independent study, Introduction to blog workshop, Bespoke hand in all works.

Week 2 –    T-shirt workshop with Marcus Oakley and workshop with paper cinema. Independent study relating to research and my proposal of work relating to the learning agreement.

Week 3 –    Learning agreement consultations and after effect refresher workshops with Ed. Go to the peepshow collective talk on Tuesday. Studio practice.

Week 4 –     Send learning agreement to Wendy Williams, Faculty Assistant. Independent study. Stop frame I movie workshop. Moving things forward,  ‘Inklings’ and how to progress from here. Designated learning agreement amendment consultations as required

Week 5 –     Independent study at home or in the studio. Mid year review one to one discussion about my progression within the level 5 experience, group tutorials and all day IT support with Ed on Thursday.

Week 6 –    Group tutorials with David, IT support with Ed, studio practice.

Week 7 –    Partnered tutorials, independent study, IT support with Ed, Working on animation. Cross-year surgeries with the course leader.

Week 8 –    Crit, presentation of all works produced to date. Independent study.

Week 9 –    What’s involved in student-led seminars/presentations? Working on animation. Looking at my developing realizations in relation to my learning Agreements.

Week 10 –  Finishing written assignment, all day print day with Ed, optional tutorials.

Week 11 –  Show & tell event, Submission of the contemporary, Practice and debate unit, assessment guidelines, looking at the level 5 grading matrix in relation to the learning outcomes, trouble shooting consultations, last minute questions and answers.

Week 12 –   Submissions of the convergence/divergence unit, assessment critiques of the hand in.

Week 13 –   Assessment critiques of the convergence/divergence unit


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