Stop Motion Animation

Lesson Plan Resources

Dates: ____________________ Lesson: Storyboard & Character Design Session: 1 National Standards 1 Generate and conceptualize artistic ideas and work. 2 Organize and develop artistic ideas and work. Anchors Cr.1.1.5 Combine ideas to generate an innovative idea for art making. Cr.1.2.4 Collaboratively set goals and create artwork that is meaningful and has purpose to the makers. Cr.2.3.3 Individually or collaboratively construct representations, diagrams, or maps of places that are part of the students' everyday lives. Interdisciplinary CC.1.5. Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CC2.2.3.A.1Representandsolveproblemsinvolvingmultiplicationanddivision.

Supplies/Resources Pencils Storyboard Templates Blank paper for sketching Assessment • Use of time • Working collaboratively Notes: Teacher may instruct students how to multiply the frames per second to determine how many photos need to be take. To enrich and extend, have students determine how many more photos are needed to get a certain length film.

Objective(s) Learners demonstrate mastery of skills, knowledge & dispositions: • Plan an animation sequence using images and words. • Work cooperatively in a group Anticipatory Set Who can name an animated movie? What type of animation was used to create that movie? Input / Procedures • Students will work in groups to create a storyboard for their video. • Provide a template that outlines the expectations for length • Discuss jobs and roles. Students should create a plan that uses all

members. Rotate jobs as needed. • Students begin to create storyboard on paper. • Groups that are done early may begin to design characters and/or props

for the recording. • Teacher may wish to assign students to bring a shoebox to store all

materials in from week to week. Modeling Teacher Guided/Independent Practice Group Check for Understanding Teacher circulates and observes student mastery, providing targeted feedback, remediation and enrichment as necessary. Closure Application in future lesson

Dates: ____________________ Lesson: Animation Sessions: 4 National Standards 1 Generate and conceptualize artistic ideas and work. 2 Organize and develop artistic ideas and work. 3 Refine and complete artistic work. 5. Develop and refine artistic techniques and work for presentation. Anchors Cr.1.1.4 Brainstorm multiple approaches to a creative art or design problem. Cr.2.1.5 Experiment and develop skills in multiple art-making techniques and approaches through practice. Cr.2.2.4 When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Cr.3.1.4 Revise artwork in progress on the basis of insights gained through peer discussion. Pr.5.1.4 Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and physical or digital formats. Supplies/Resources Dry erase boards & markers Modeling Clay & wire, toothpicks Ipads (Stop Motion App) Props Notes: Teacher may provide hand over hand for students with OT in 504. Teacher could connect with music classes to provide background music for videos.

Objective(s) Learners demonstrate mastery of skills, knowledge & dispositions: • Integrate modern technology to create art • Generalize about the effects of visual structures (elements & principles)

and reflect upon effect in work • Apply knowledge of art elements to sculpture Anticipatory Set Has anyone seen the movie Shaun the Sheep or Chicken Run? Do you know how they are made? Has anyone used boomerang to create a video? Input / Procedures Session 1 • Set up a sample mini-animation studio using a shoebox. • Show students how to create simple backgrounds using colored paper • Show how to hide string, toothpicks and other items holding clay in place • Model the Stop Motion Studio app for ipads, emphasize good work habits.

Consistent placement of ipad, not blocking light source. • Students begin creating background box, props and characters from

modeling clay and paper. • Store all work into shoebox at end of session. Session 2 & 3 • Students set up box from last time and begin recording. Remind them to

make small movements and play back frequently to test. Session 3 & 4 • As students finish, provide dry erase boards and markers for them to

create a title sequence or credit page. Modeling Teacher, Media & Peers Guided/Independent Practice Group Check for Understanding Teacher circulates and observes student mastery, providing targeted feedback, remediation and enrichment as necessary. Teach others Closure Self-reflection & Group reflection (use a rubric to evaluate) Watch all videos in class (may extend into the following week)

Use a shoebox to easily set up and store animation pieces from week to week. Use sideways like a diorama. The lid or flaps of box may be cut and used to create additional space.

Cardboard is scored down center with a scissor.

Qtips, popsicle sticks and toothpicks help create pieces of different heights. Use more clay at the bottom to weigh items down.

Session 1

___ copy paper

___ Pencils

___ Scissors

___ String

___ Straws

Sessions 2, 3, 4 & 5

___ Shoeboxes (1 per group)

___ Construction Paper

___ Crayons or Markers

___ Modeling Clay

___ Wire, String, Popsicle Sticks

___ Tape

___ Recording device (Tablet, Phone, Laptop)

___ Stop Motion App (free)

___ One week before introducing project request students bring in

shoeboxes. One box per group/project. Allocate storage for all project boxes for the course of the project.

___ Create teacher sample to share. This will also help you plan modifications for your population.

___ Print a copy of the lesson plans for your planbook.

___ Photocopy accompanying worksheets. ___ Photocopy evaluation rubrics (1 per student) ___ Gather relevant books, posters, video clips you will use. ___ Hang or post vocabulary, standards and objectives in highly visible area of room or substitute your own favorite posters. ___ Prepare, count, organize materials for each class. ___ Test any video links or presentations with your technology.