Animation Portfolio
Animation
Arts, Audio/Visual Technology, and Communications
Lesson Plan
Performance Objective
 Upon completion of this assignment, the students will create an animation portfolio for college
acceptance or employment.
Specific Objective
 Students will be able to define the terms associated with a portfolio creation.
 Students will be able to identify uses for a portfolio.
 Students will be able to identify the benefits of creating and maintaining a portfolio.
 Students will be able to identify a personal goal and purpose for a portfolio.
 Students will be able to determine various types of content elements based on portfolio purpose.
Terms
Portfolio
Skills
Web portfolio
CV
Transcript
Resume
Multimedia
Brand identity
Web page
Certification
Time
When taught as written, this lesson should take approximately 1 week to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
AAVTC: Animation: Animation Portfolio
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130.83. (c) Knowledge and Skills
(2) The student understands professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals
(4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for animation projects.
(8) The student develops employability characteristics. The student is expected to:
(C) demonstrate skills related to seeking and applying for employment
(E) demonstrate skills in evaluating and comparing employment opportunities
(9) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to complete work tasks.
(10) The student develops an understanding of animation. The student is expected to:
(I) publish and deliver the product in a variety of media;
(J) research the history and evolution of animation by:
(ii) describing how changing technology is affecting the industry;
(v) comparing various styles of animation; and
(vi) exploring emerging and innovative animation technologies and software;
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Multimedia Artist and Animator
O*Net Number: 27-1014.00
Reported Job Titles: Animator, Creative Director, Art Director, Artist, Graphic Artist, Graphic Designer,
Illustrator, 3D Artist, 3D Animator, Animation Director
Tasks:
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Create two-dimensional and three-dimensional images depicting objects in motion or illustrating a
process using computer animation or modeling programs.
Design complex graphics and animation using independent judgment, creativity, and computer
equipment.
AAVTC: Animation: Animation Portfolio
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
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Make objects or characters appear lifelike by manipulating light, color, texture, shadow, and
transparency, or manipulating static images to give the illusion of motion.
Apply story development, directing, cinematography, and editing to animation to create storyboards
that show the flow of the animation and map out key scenes and characters.
Participate in design and production of multimedia campaigns, handling budgeting and scheduling, and
assisting with such responsibilities as production coordination, background design and progress
tracking.
Create basic designs, drawings, and illustrations for product labels, cartons, direct mail, or television.
Script, plan, and create animated narrative sequences under tight deadlines, using computer software
and hand-drawing techniques.
Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
PREPARATION
 Review and familiarize yourself with the terminology, website links, and different portfolio styles and
types.
 Have information and websites ready to go prior to the start of the lesson.
 Teacher should have several examples of different types of portfolios (including your own) for students
to review and discuss.
 Do an online search for sites that assist students in creating professional portfolios for animation or
sites that give the required elements for animation portfolios.
REFERENCES
Williams, A.G., & Hall, K. J. (2001). Creating your career portfolio: At a glance guide for students (2nd ed.).
Upper Saddle River, NJ: Prentice-Hall Inc.
Savannah College of Art and Design (SCAD), Graduation preparation tips. What is a portfolio?
https://www.scad.edu/admission/portfolio-and-writing-guidelines/graduate/preparation-tips
School of Visual Arts, New York City, Undergraduate section. Portfolio Guidelines.
http://www.sva.edu/attend-sva/undergraduate/portfolio-guidelines
University of Kent, Careers and Employability Service. How to create a portfolio.
http://www.kent.ac.uk/careers/cv/portfolios.htm
Clarke University, Career Services. What is a Portfolio?
http://www.clarke.edu/page.aspx?id=4278
Reese, Luke. Digital Portfolio.
https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf
AAVTC: Animation: Animation Portfolio
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SUNY College of Potsdam, Career Planning. Guide to Your Career Portfolio.
http://www.potsdam.edu/offices/career/prepare/upload/Portfolio-Guide.pdf
Simmons, A., & Lumsden, J. Preparing a Portfolio.
http://www.career.fsu.edu/experience/document/portfolio-guide.html
INSTRUCTIONAL AIDS
 Lesson Plan: Animation Portfolio
 Slide Presentation: Animation Portfolio
 Animation Portfolio Grading Rubric
 Animation Terms handout
 Teacher computer and projection unit
 Online websites (teacher-directed)
INTRODUCTION
This lesson will introduce the concept of creating an animation portfolio. In preparation for the class, conduct
an online search for websites that assist students in creating professional portfolios for animation, or websites
that give the required elements for animation portfolios. (See several examples listed in the References
above.)
Display and discuss the slide presentation with class. Students may take notes. (Optional)
Emphasize to students that, when submitting a portfolio to the schools of their choice, the portfolio will play
an important role in the admission review process. Portfolios are reviewed with the goal of identifying the
creative and technical skills, abilities and potential of each applicant. The students’ portfolios should reflect
their unique talents and experiences.
At the end of the portfolio discussion, the teacher will assign a student project to create their own animation
portfolio using the guidelines presented in the slideshow.
AAVTC: Animation: Animation Portfolio
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Outline
MI
Outline
Instructor Notes
Go through the slide presentation with
students. Discuss the following:
I. What is a portfolio?
II. What employers want
III. What schools want
IV. What clients want
V. Why do you need an animation
portfolio?
VI. What are the general portfolio
requirements?
VII. What should your portfolio contain?
Slide 1: Introduce this lesson by
doing an online search for sites
that assist students in creating
professional portfolios for
animation or sites that give the
required elements for animation
portfolios.
Slide 3: Talk about the different
types of jobs that require a
portfolio. Give examples.
Slide 4: Discuss what schools
require in a portfolio, and
explain that different schools
have individual portfolio
recommendations. Give
examples.
Slide 5: Talk about the different
organizations that support or
promote artists. Give examples.
Slide 6: Talk about the many
reasons why you would need a
portfolio.
Slide 7: Have the students go
online to identify schools in the
stated areas of study and
research the portfolio
requirements.
Slides 8-10: Review items that
should be included in students’
portfolios. Emphasize
importance of proofreading.
AAVTC: Animation: Animation Portfolio
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Instructor Notes
Outline
MI
VIII. What are the different types of
portfolios?
Slide 11: Allow students to
research the internet for
different types of portfolios,
writing a brief synopsis of each.
IX. What are school and employers looking
for in a portfolio?
X. Student Project
Slide 13: Explain the assignment
for creating an animation
portfolio using the guidelines
presented in the slide
presentation.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
AAVTC: Animation: Animation Portfolio
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Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Throughout the slide presentation, the teacher will stop periodically for the class to participate in short
activities.
 In Slide #7, the students will use the internet to identify schools in their areas of study and research
their portfolio requirements.

In Slide #11, the students will search online for examples of different types of portfolios, writing a brief
description of each type.
Read through the Animation Terms handout with students to make sure they understand all terminology.
The teacher should show examples of exemplary traditional and digital portfolios.
Independent Practice
Students will work individually to create their animation portfolios.
If students do not have a resume, this would be the perfect time to create one. View some sample resumes
and discuss the information that should be included in a resume.
Ongoing practice: Students should continually update their animation portfolio throughout their course of
study. Regular examination by the teacher should be done to ensure students are keeping their portfolio
updated.
Summary
Review
At the conclusion of this lesson, students should be familiar with various animation portfolio terms and have
some experience in developing their own animation portfolio, including a multimedia portfolio, a web
portfolio, and a DVD portfolio. Students should understand the importance of keeping their portfolios current
and learn how to develop targeted portfolios to meet specific school and employer requirements.
Evaluation
Informal Assessment
Any and all of the following may be used as informal assessments…
 Teacher observation of active participation in class activities, including online research
 Students may share their portfolio progress with the class. Encourage peer constructive criticism.
AAVTC: Animation: Animation Portfolio
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Formal Assessment
Any and all of the following may be used as formal assessments…
 Students may submit their completed portfolios to be viewed by other students and evaluated by the
teacher.
 Teacher may assess each portfolio for content and professional appearance using the Animation
Portfolio Grading Rubric. Assessment should be conducted during various grading periods as well as at
the end of the course to ensure portfolios are used throughout the course as a way of documenting
work that may be presented to potential schools and employers.
 Notes on slide show presentation
Enrichment
Extension
Encourage students to submit their portfolios to a potential employer or school of their choice.
Have the students work in groups to do a “mock” employer review of a potential employee’s portfolio.
Students may take this opportunity to update their pieces of work that they feel could be improved.
AAVTC: Animation: Animation Portfolio
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ANIMATION TERMS
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Portfolio
A portfolio is a collection of materials that illustrates an individual’s skills, qualifications,
education, training, and experiences
Skill
A learned ability, specially a trade or technique, which required special training or was
developed through manual proficiency
Web portfolio
An electronic portfolio of an artist’s work, maintained in a digital format, which facilitates
uploading to online sources, including those that cater to artists
CV – Curriculum Vitae
An outline of a person's educational and professional history, usually prepared for job
applications
Transcript
An official record of a student’s academic work, listing courses taken and grades received
Resume
A brief written account of personal, educational, and professional qualifications and experience
which is prepared by an applicant for a job
Multimedia
The combined use of several media, such as sound and full-motion video, used in computer
applications
Brand identity
The visible elements of a brand, such as colors, design, logo type, name, and/or symbol, which
together distinguish the owner’s identity in the consumers' mind
Web page
A single, usually hypertext document on the World Wide Web that may incorporate text,
graphics, sounds, etc.
Certification
The act of certifying, or the state of being certified
AAVTC: Animation: Animation Portfolio
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Animation Portfolio Grading Rubric
CRITERIA
Story Idea
(20 points)
Storyboard
(20 points)
EXCEPTIONAL
ABOVE
AVERAGE
BELOW
AVERAGE
UNACCEPTABLE
17-20 points
9-16 points
1-8 points
0 points
Excellent
project. Work
is complete
and presents a
unified whole.
Story idea is
very good, but
project lacks
unity.
Story idea is
good but
project still
needs work.
Story idea
needs work.
Project is
incomplete.
17-20 points
9-16 points
1-8 points
0 points
Storyboard is
developed to
reflect the
team’s theme.
Storyboard
somewhat
reflects the
theme.
17-20 points
9 -16 points
Animation is
Animation
Concepts/Skills smooth.
Technology is
(20 points)
successfully
incorporated.
Animation is
generally
smooth.
Technology is
incorporated.
27-30 points
15-26 points
Creativity
(30 points)
Collaboration
(10 points)
Ideas are
original and
exceptionally
creative.
Ideas are
original and
creative.
9-10 points
5-8 points
Group worked
exceptionally
well together.
Group worked
well together.
Storyboard is
not fully
developed.
Storyboard is
unfinished and
incomplete.
1-8 points
Animation is
generally
smooth.
Technology is
somewhat
successfully
incorporated.
1-14 points
0 points
Animation is
jumpy/skips
around.
Technology
incorporation
unsuccessful.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
1-4 points
0 points
0 points
Group worked Group did not
somewhat well work well
together.
together.
COMMENTS:
TOTAL POINTS:
AAVTC: Animation: Animation Portfolio
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POINTS