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Animations & Cartoons
Unit 4 ~ MYP 1
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Mindmapping • What do we allready know
about anima3ons and cartoons?
-‐ Make a crea*ve mindmap inside
your developmental workbook and write
down all the things that come
to mind when you think about
anima*ons and cartoons.
-‐ See the example below the get
ideas for the lay-‐out of your
mindmap -‐ Use coloured pencils or
filled *pped pens if you like
to make your mindmap
look more aArac*ve -‐ How more
words you write down and the
more connec*ons you make the
beAer your mindmap will become
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History of Animation Anima*on refers to
the recording of any image
which goes through changes over
*me to portray the illusion
of mo*on. During this
lesson we will take a look
at how the technique of making
anima*ons changed, so we will
focus on the History of
Anima*on
Humans were already interested
in depic*ng moving figures a
long, long *me ago. Evidence of
this dates back to the early
Paleolithic cave pain*ngs.
The animals depicted in these
pain*ngs were oIen depicted with
mul*ple sets of legs in
superimposed posi*ons. Because these
pain*ngs are prehistoric they could
be explained a number of ways,
such as the ar*st simply
changing is mind about the
leg’s posi*on with no means of
erasing, but it’s very likely
that they are early aAempts to
convey mo*on. [1]
In this video of Marc
Enzema is shown how it works,
and why we think the illusion
of mo*on is depicted in cave
pain*ngs.
Guiding
Q
ues3on: How did anim
a*on evolved over *me?
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• In 1510 we can find
drawings/sketches made by the Italian
ar*st Leonardo da Vinci. In the
image you can see how detailed
the drawings of the upper body
are with less facial image. The
sketches show mul*ple angles of
the figure as it rotates.
Because the drawings only show
small changes form one angle to
the next, the drawing imply
mo*on in a single figure.
• Even though some of these early
examples may appear similar to
an animated series of drawings,
the lack of equipment to show
them in mo*on causes them to
fall short of being true
anima*on.
Later on numerous devices were
invented to display animated images,
these devices were used to
entertain, amaze and some*mes even
frighten people. But the majority
of these devices only projected
images that they could only be
viewed by a single person at
any one *me.
I’m Leonardo da Vinci a
well-‐known Italian Rennaissance polymath:
painter, sculptor,
architect, musician, mathema*cian, engineer,
inventor, anatomist, geologist, cartographer,
botanist, and writer. You might
know me as the ar*st who
painted ‘the last supper’, ‘the
vitruvian man’ or perhaps the
‘mona lisa’
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The magic lantern was invented
around 1650 and was a early
predecessor of the modern day
projector. It consists a transparent
oil pain*ng, a simple lens and
a candle or oil lamp. In
a darkened room, the image
would appear projected onto an
flat surface. The images could
be placed in a frame which
could hold several images at
ones, you would have to push
the frame to the leI or
right to see the next image.
It was often used to project demonic,
frightening images in order to convince people that were
witnessing the supernatural.
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-‐ Open your laptops and developmental
workbooks
-‐ Open internet and go the
www.google.com -‐ Google the word
‘Thaumatrope’
-‐ Inside your developmental workbook
you will write down: -‐ What
is a Thaumatrope? -‐ When was
it invented -‐ What is it used
for? -‐ What does it look
like? -‐ What is it made of?
-‐ How can you make one
yourself? -‐ Make a small sketch
of how it
looks like
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Make your research page look good!
You could use text boxes,
coloured papers, pictures, coloured
pencils and so on. Keep
in mind that this is always
important for each page you
make!
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The Thaumatrope was a simple
toy used in the Victorian era,
invented in 1824. A thaumatrope
is a small circular disk or
card with two different pictures
on each side that was aAached
to a piece of string or a
pair of strings running through
the centre. When the string is
twirled quickly between the fingers,
the two pictures appear to
combine into a single image.
The thaumatrope demonstrates the Phi
phenomenon, the brain's ability to
persistently perceive an image. Its
inven*on is oIen credited to
Sir John Herschel.
Go to the website below to get some ideas for your
own thaumatrope
http://www.dickbalzer.com/
Flash_Gallery.361.0.html If your still not totally
sure about how to make your own thaumatrope, watch the video
below
https://
www.youtube.com/watch?
v=gLNJ_FQTRMQ
Assignment:
-‐ Create your own Thaumatrope
-‐ It can depict whatever you
want
-‐ Colour it and make something
beau*ful
S
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• The phenakistoscope was invented in
1831 it consists a disk with
series of images slots.
• The Zoetrope concept was suggested
in 1834 by Willem George
Horner, and from the 1860s
markted as the Zoetrope.
• The first flip book was
patented in 1868 by John Barnes
Linnet as the kineograph. A
filp book is just a book
with par*culary springy pages that
have an animated series of
images printed near the unbound
edge. A viewer can bend back
and then rapidly releases them
one at a *me so that each
image viewed spring out of view
to reveal the next image. It
works kind of the same as
the phenakistoscope and the zoetrope.
• The praxinoscope was invented in
1877 in France, by Charles-‐émile
Reynaud, who was a French
science theatre. He was the
first one that was able to
project the first anima*on in
public, Pauvre Pierrot, at the
Musée Grévin in Paris. In 1888
he brought the Théâtre Op*que
on the market. That device is
what he used for his first
anima*on.
• Answer the
Guiding Ques*on [How did anima+on
evolved over +me?] inside your
developmental workbook.
Then
explain which inven*on you think
was most usefull for nowadays
anima*on
techniques?
F
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Animation Techniques Innumerable approaches to
crea*ng anima*ons have arisen
throughout the years. Here is a
brief account of some of the
non tradi*onal techniques commonly
used nowadays.
Stop mo*on This process
is used for many produc*ons,
for example, the most common
types of puppets are clay
puppets, as used in The
California Raisins and Wallace and
Gromit. And figures made out of
various rubbers, cloths and plas*cs
resins, such as The nightmire
before christmas. Some*mes even
objects are used, such as with
the films of Jan Svankmajer.
As we have seen some
lessons ago, you can also make
a drawn anima*on, this is
perfect to combine with the
stop mo*on technique.
Something to take in account is
that making a stop mo*on
anima*on takes up a lot of
*me, as you have to take
a photo, change the seong, take
a photo and so on.
Computer-‐generated imagery (CGI) is
a revolu*onized anima*on. The first
fully computer-‐animated
feature film was Pixar’s Toy Story
in 1995. A big
difference with tradi*onal anima*on
is that drawing is replaced by
3D modeling, almost like a
virtual version of stop-‐mo*on,
though a form of anima*on that
combines the two worlds can be
considered to be computer aided
anima*on but on 2D computer
drawing.
Ques3on:
W
hich anima*on techniques do w
e use now?
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Answer the Guiding
Ques*on [Which anima+on technques do
we use now?] inside your
developmental workbook.
Then
explain how you could use these
techniques yourself
F
Enrichment assignment:
Go to the website below
Find out how many
Animated films Walt Disney already
made over the years.
hAp://www.disneyanima*on.com/studio/our-‐films
Enrichment assignment:
Go to the website below
Find out how many jobs their
are and how many people work
at the anima*on studio of Walt
Disney
hAp://www.disneyanima*on.com/careers
Enrichment assignment:
Go to the website below and
find out how Wallace and Gromit
and the were rabbit is made.
hAps://www.youtube.com/watch?v=qW5X1S6VKQ8
Enrichment assignment:
Go to the website below and
find out how the film Avatar
is made
hAps://www.youtube.com/watch?v=xq_nRfoBSm0
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Brainstorm assignment
1. Create a folder in your Design
folder called: Cartoons and
Anima*ons.
1. Share the folder with Mr. De
Klerk with Mrs. Mathijssen and
with your team member
2. Create a new document called:
Brainstrorm assignment 3. In your
group you use one laptop on
which you look up 3 stop-‐mo*on
anima*ons that you like and that
inspire you for making your own
stop-‐mo*on anima*on.
4. Add the youtube link and
proper cita*ons for the video
5. For each video you write a
mo*va*on:
-‐ Why did you choose this
video? What do you like about
it and?
-‐ Describe what the key
features are!
7. Put the names of
both team members in the footer
of the document.
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The final assignment
For the final assignment we are
going to make our own anima*on,
by using the stop mo*on
technique. But to do this we
will have to go through some
design steps to ensure that we
get a good result. For this
assignment you can work in
pairs and one group of 3.
-‐ Designing characters
[forma*ve] -‐ Designing the
background [forma*ve] -‐ Making
a story board [forma*ve] -‐
Crea*ng the characters and the
background -‐ Shoot the
photo’s -‐ Edit the
photo’s and s*ck them together
by using Imovie or windows
movie maker -‐ Produce the
final anima*on [Summa*ve]
During this process we will
be keeping a procces log, that
means that each lesson you will
have to write down what you
did exactly and how you think
it went and what you want
to do next *me and so on,
basically your reflect on your
progress each lesson. And of
course you will reflect on your
final product aIer it’s finished
[Summa*ve]
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Examples of Stopmotion animations
Check out the weblinks below to get some ideas for your own
animation video, some of these may not be doable in the time that
we have but some parts of it definitly are.
• https://www.youtube.com/watch?v=7uJ82Hn-g3U •
https://www.youtube.com/watch?v=cJdGeMVEcYE •
https://www.youtube.com/watch?v=clQTRs47CFw •
https://www.youtube.com/watch?v=3DFzjP6PbnU •
https://www.youtube.com/watch?v=vrpXomMjrqE •
https://www.youtube.com/watch?v=JycC1ZkZM4s
Note down what kind of animation you like and why in your
Proccess log. And you can always look up more examples on
www.youtube.com
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Making a Storyboard A storyboard is a
tools that is used in film
and anima*on. The
storyboarding process, in the form
it is known today, was
developed at the Walt Disney
Studio during the early 1930s,
aIer several years of similar
processes being in use at Walt
Disney and other anima*on studios.
Simply you just draw the
main frames of your movie and
note down what happens, the *me
of the frame and what kind
of sound should go along with
the frame.
Draw 8 frames in your
developmental workbook (use 2 pages,
4 on one page)
Make a big textbox under each
frame. Now draw the outline of
your story together with your
group members and make sure to
also plan the sounds. Don’t
make it to difficult for
yourself!
Don’t forget to update your
process log, if your storyboard
is finished ask the teacher to
copy it
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Creating props • Today you will start
crea*ng and collec*ng props that
you need for your movie,
such as: -‐ Objects -‐
Making things out of paper
-‐ Making different drawings on
paper -‐ Making a
background
• Take a picture of everything
you have collected or made,
print this for next lesson
so you can s*ck this inside
your workbooks for your process
log and don’t forget to update
your process log.
• Make a planning, divide the
tasks within your group
-‐ Make sure you write this
down in your process log
• Sort out how and were your
going to shoot your movie
(inside the classroom)
-‐ What kind of ligh*ng do
you need (do you need to
bring an extra lamp?) -‐
Where should my camera (laptop
or actual camera) be placed and
how to hold it into posi*on
so that it doesn’t move? Note
everything down in your proccess
log
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Shooting the photos • Today you are going
to shoot the photo’s for your
movie
• Some simple hints and *ps to
make sure you get a good
result: -‐ The camera can’t
move or this should be planned
-‐ Move your object slowly,
just a *ny *ny bit per
photo
otherwise the movements between the
photos will be to
quick.
-‐ All photos need to be
taken during this hour, so
hurry up -‐ One person
takes the photo’s the other(s)
move the
objects -‐ The
background/environment can’t change so
also not the
ligh*ng -‐ Make sure
you save your photos in a
save place so that
they can’t be lost.
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Editing your animation • Upload your photos
in Imovie or Windows Movie
Maker • Put them in the
correct order if they aren’t •
Insert a *tle frame and add the
name of your movie • Add a
last frame were you put your
names and year group • Play
the movie and see what happens:
-‐ It might be that it
goes to fast (change the *me
seongs for the frames,
make them last longer) -‐
It might be that the screen
seems to zoom in (in Imovie
this is called the ‘Ken
Burns effect’ look it up and
undo it)
• When the visual video is done
it’s *me to add the sounds
to it, on your screen
you will see a separate row
for sound.
• Upload the recorded sounds and
drag them to the sound row,
in the posi*on you want
them
• It might be that the sound
last to long (go to sound
seongs and take of some
*me for that specific sound
effect)
• Play it and see if everything
plays correctly • When totally
finished, save your movie and
share it with your
teacher!
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Bibliography • Title page:
Pink Phanter. Digital image.
Making Sense out of the World.
Making Sense out of the World,
13 Feb. 2013. Web. 06 May
2014.
• Video history of Anima3on
[Slide 2]:
"History of Anima*on | MIT
Video." MIT Video. Ed. Stephanie
Stender and Andres Lombada.
MassachuseAs Ins*tute of Technology,
n.d. Web. 06 May 2014. .
• Video Prehistoric anima*ons [Slide
2:]
"Marc Azema Anima*on.mov." YouTube.
YouTube, 01 May 2012. Web. 06
May 2014. .
• Muscle study [Slide 3]
The muscles of the shoulder,
arm and neck, c.1510-‐11: Many
of the sketches date from the
winter of 1510-‐11, when he
dissected some 20 corpses at
the medical school of the
University of Pavia
• How to do a thraumatope [slide
7] "(tutorial) How to Do
a Thaumatrope [stopmo*on]." YouTube.
YouTube, 28 Nov. 2012. Web. 06
May 2014. .
• Zoetrope [slide 8] "Things -‐
Zoetrope." YouTube. YouTube, 14 Dec.
2008. Web. 06 May 2014. .
• kineograph, you and me flipbook
[slide 8]
"You & Me Flipbook." YouTube.
YouTube, 12 Feb. 2013. Web. 06
May 2014. .
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• Praxinoscope [slide 8] "My
Praxinoscope." YouTube. YouTube, 29
July 2008. Web. 06 May 2014.
.
• Pauvre Pierrot [slide 8]
"Pauvre Pierrot Emile Reynaud
1892." YouTube. YouTube, 31 Mar.
2012. Web. 06 May 2014. .
• Theatre Op*que [slide 8]
"Théâtre Op*que D'Ãmile Reynaud.
Museu Del Cinema." YouTube. YouTube,
17 Nov. 2009. Web. 06 May
2014. .
• Stop mo*on [slide 9]
"How It's Made -‐ Stop-‐Frame
Anima*on." YouTube. YouTube, 11 Mar.
2012. Web. 06 May 2014. .
• Wallace and Grommit [slide 9]
"Wallace Gets Porridge in His
Crackers." YouTube. YouTube, 01 Nov.
2009. Web. 06 May 2014. .
• Computer anima*on [slide 9]
"How It's Made -‐ Anima*on."
YouTube. YouTube, 19 June 2007.
Web. 06 May 2014. .
• Teacher's Guide Series: Anima*on
| Ac*vity 1." Oscars.org. Academy
of Mo*on Picture Arts and
Sciences,
2014. Web. 06 May 2014. .
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Vocabulary list • Paleolithic: (Age, Era of
Period) is a prehistoric period
of human history dis*nguished by
the
development of the most primi*ve
stone tools.
