Lesson Plan #1The Hook

Approach: Responsive/Arts and Society

Component: Cultural/Historical, Critical/Responsive

Common essential learning’s: Communication, Critical and Creative Thinking, Technological literacy, Independent Learning

Objectives: Students will experience a wide variety of Animation. They will respond critically about the types of animations.

Description of Lesson: The class is required to think critically and display keen observation skills when viewing a variety of different animations. Scenes will be shown from a selection of iconic films; students must write a short paragraph answering directed questions, and participate in a group discussion

Set: Begin by brainstorming all of the numerous forms of animation that the class are familiar with. These could be short films, television shows, fill length films etc. Record all ideas on the board.

Development: Have students watch scenes from five different animations. Then divide students into small groups to discuss

Which was your favourite style of art ? Why? Why or why not did you like the others? What was the medium used in the animation? What role did colour and texture play within these animations? What particular style of animation was used? Does this style

resemble any other style of art? Make connections between each of the films (What was similar,

what was different)

Closure: Have each student write a paragraph about what they learnt from their group discussions focusing on the questions posed by the teacher. Open the discussion up to the entire group then and allow students to share their responses.

Assessment: The Teacher will mark all of the written paragraph reflections. Attention will be paid to the quality of each answer as well as ability to answer art based questions

Materials: Projector, Television, Method of Showing films

Resources: A scene from Coraline by Henry Selick Steamboat Willie by Walt Disney A scene from Spirited Away by Hayao Miyazaki Pixar’s Geri’s Game by Jan Pinkava A Scene from Disney’s 101 Dalmations

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Lesson Plan #2Inquiry based learning discussion of history and styles of

animation

"Tell me and I forget, show me and I remember, involve me and I understand”

Approach to studying Art: Art in Society

Components: Cultural historical

Objectives: 1. Students will gain a vast knowledge about animation

2. Students will be assessed on group work and social development

3. Students will have to use independent learning skills within their groups to acquire the best possible information

4. Group discussion stimulates critical thinking, knowledge sharing and healthy conversation

Common essential learning’s: Communication, Independent learning, Personal and social development, Technological literacy

Description of Lesson: Students will be divided into groups and assigned a sub-topic within the realm of animation. Students will then use the inquiry based learning model to research and share information in a class discussion.

Set: As students tend to enjoy group work, it may only be necessary to let the class divide into groups of their choice. Students should still be excited about the unit from lesson #1 (The Hook) There needs to be a mandatory 5 groups.

Development: After the class has been divided into 5 different groups the Teacher can then distribute the topics for independent research. The Teacher will also give each group different sub-topics to guide the research in the right direction. These sub-topics also include Profile: Which encourages students to gather information on a key person. As well as Critical Questions: Which directs students into researching specific answers for questions The five different topics are:

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1. Early Animation - Precursors to animation (cave paintings, clay pots, murals)

- Praxinoscope, Flip Book Animation

- Film: The Enchanted Man, Humourous Phases of Funny Faces

- Profile: Emilie Cole

- Critical Question: Look into the relationship of sound and colour in animation

2. The Golden Years of Animation- Cell System Animation, Transparencies, Rotoscoping

- Profile: Walt & Roy Disney

- Warner Brothers, MGM Cartoons, Hanna- Barbera, Cartoon Network

- Critical Question: Why does your group think animation (cartoon) peaked in popularity during the 1970’s and 1980’s?

3. Modern Animation- Computer Animation

- Pixar, & Dreamworks

- 3D films

- Critical Question: Disney named The Princess and the Frog as it’s last classically animated full length feature film. Why do you think Disney chose to do this? What do you foresee in the future of Animation?

4. Summary of Stop Motion Animation- Stop motion in film and television

- History of Clay-mation & Stop Motion

- Different types of Stop Motion techniques (3 main ones)

- Research: The Humpty Dumpty Circus

5. Cultural Styles of Animation- Primarily Japanese- World animation styles- Two main ones: Japanese, Russian

- Profile: Hayao Miyazaki & Studio Ghibli

- Rise of Japanese Animation

- Critical Question: Why do your group believe that this is a huge western interest in Anime? What about these films are appealing to a wide audience?

Closure: After students have completed their research the entire group will then begin a discussion, in which all researched knowledge is shared.

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Assessment:

Students will be assessed on the following:1. Amount of effort and thoroughness of research

2. Involvement and willingness to participate in group discussion

3. Ability to work with peers efficiently and effectively

Materials:

StudentsComputer Lab/ Library

Lesson Plan #3Creating and proposing a unique storyboard

Approach: Expression/Personal Development

Component: Creative/Productive, Cultural/ Historical

Common essential learning’s: Communication, Critical and Creative Thinking, Independent learning, Personal & Social values and skills

Objectives: 1. Students will be required to acquire a knowledge of

storyboarding, through teacher directed instruction

2. Students must conceptualize, plan and create a successful storyboard

3. Students will demonstrate a firm understanding about the process of storyboarding as well as the ability to create and artistic, creative, aesthetically pleasing and unique piece

4. Students should display a professional attitude in regards to sharing their work.

Description of lesson: Students will become familiar with the process of storyboarding and it’s use in animation. After a firm understanding of the process is acquired; students will begin to formulate their own storyboard. The focus of this assignment is the

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principles of design. (Balance, Rhythm, Emphasis, Variety, Contrast, Scale, Harmony, Unity) Students must design creative and unique storyboards. A variety of perspective is encouraged. As a final result students must present their work to the class. This presentation is encouraged to be professional, as though they are proposing their work to co-animators working on a film.

Set: Spark a discussion about what the first step of animation may be. After the initial guess and answer period has passed show the class the Youtube video “Story Board – The Lion King”. This video displays the process of storyboarding and it’s uses.

Development: Students will select a novel from their own personal library, this book should NOT have already been adapted into a movie- as the point is to create unique storyboards. Each student will then draw their own storyboard. There is a minimum requirement of 10 cells, however students may wish to develop their scene more. The focus is creating a distinctive scene that encompasses unique camera angles and a display of artistic merit. If time permits students may colour their work with water colour or coloured pencils.

Closure: The students will present their work to the entire class. This presentation should be professional and well planned. The class may engage in a healthy “crit” of the work. Asking questions about why certain elements were used and comments about style, etc.

Assessment: Students will be assessed on the following

1. Use of creativity in their storyboard, is it unique? Is it well planned? Does it demonstrate a sense of flow and reality. Is there careful use of the elements of design?

2. Personal skill of the actual drawing of the storyboard, does it look professional and clean or is it rushed and sloppy

3. Ability to talk professionally about their artwork. Professional artists and animators often deal with meetings and business settings. The ability to “sell” one’s work is a skill that is key.

Materials: A projector, computer, cell paper, pencils, water colour paint (optional)

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Resources: Youtube video: “Story Board – The Lion King” http://www.youtube.com/watch?v=gO49iR0HguE

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Lesson Plan #4 The Artistic Value of Set Design

Approach: Responsive/Arts and Society/ Personal Development

Component: Critical/Responsive, Cultural/Historical, Creative /Productive

Common essential learning’s: Communication, Critical and Creative Thinking, Independent Learning, Personal & Social Values & Skills

Objectives: 1. Students will become aware of the artistic value of sets

and set design

2. Students will improve technical drawing skills

3. Students will demonstrate an ability to successfully answer questions and reflect on experiences

Description of Lesson: This lesson has a primary focus on the use of set design within the world of Theatre. To tie this lesson into the Art 30 curriculum students must pay specific attention to the design of the set. Set’s design is a highly visual component of theatre. Students will write a short reflection about the set design, construction and their impressions. They will also complete either a sketch of the set or a re-design of the set for the production.

Set: Before going to the production, the teacher will present these questions to the students for them to consider during the performance. Questions such as:

What items are presented as part of the set? What is the scale of the set in relation to reality? Are any of the props or set representative of certain characters

or events? How are the objects positioned within the set? What do you like/dislike about the set design? How would you

change these What was the most visually aesthetically pleasing component of

this play’s design.

Development: The class will go on a field trip to watch a live performance at a venue such as the Globe Theatre, Regina Little Theatre Company, Or a high school production. After viewing the play

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they will complete a sketch of the set design. Or the set design that they would have enjoyed. This sketch should be detailed, and creative. Special attention should be paid to textures. If students choose to design a minimalistic set- their work must be detailed and professionally executed.

Closure: Students must write a one page reflection based on what they saw in relation to the questions posed by the teachers as well as their own personal feelings regarding the set design.

Assessment: Students will be assessed on the following:

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1. Did students demonstrate a sound knowledge of set design and the principles of design

2. Effort, creativity and uniqueness of their set sketch. Or ability to duplicate the set from the performance.

Materials: A local production, Globe theatre has the most active yearly season. Often 6 or more plays per season. The sets are often minimalistic and theatre in the round is perfect for this assignment.

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Lesson Plan #5Armature and an Artist study of Wilf Perreault

Approach: Responsive/Artistic Heritage, Expression/ Personal Development

Components: Critical/Responsive, Cultural/Historical, Creative/ Productive

Common essential learning’s: Critical and Creative Thinking, Technological Literacy, Independent learning

Objectives: 1. Students will become familiar with the creation of

armature and the specific artist Wilf Perreault.

2. Students will display a wide knowledge and ability to work with the elements of art. Specifically they will be focusing on form and proportion

3. Students will explore and understand the different kinds of the element form. (open and closed forms, active and stable, freestanding and relief, holograms)

Description of Lesson: This lesson involves a classroom visit by artist Wilf Perrault. If Mr. Perreault is unable to make a classroom visit, the Teacher must educate his/her students about Perrault’s theory, artistic trends, style and work. Students will become familiar with the work done by Perreault as well as other artists (Darcy Zink) that also create forms of armature. They will create a miniature armature using instruction given by the Teacher. The resources ….

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Wilf Perrault-Reginald the Grasshopper, Albert Steret & Leopold Cresent

Darcy Zink- Untitled- Lewvan Drive and Saskatchewan Drive

http://www.essortment.com/make-sculptural-wire-armature-51705.html

and

http://www.instructables.com/id/CREATING-A-FIGURE-ARMATURE-FOR-SCULPTURE/

…should be used for teaching proper technique.

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Set: The Teacher must give a short description of what Armature is, it’s use and importance in character design and animation. The teacher will also explain the artistic element of form. And the importance of form in artwork, especially in 3 dimensional art. The Teacher will then give a short introduction of Wilf Perreault, and the style of his work. If Perreault is unable to make it to the class the teacher is then responsible to direct a lesson about local artists Wilf Perrault and Darcy Zink Development: After the lecture by Wilf Perreault and his creative process. Students will begin their own creative process. An important part of any creative process is to sketch, students will be encouraged to sketch their work. After sketching their work and planning how to execute their 3D armature. Students will begin their own creations. Teacher should encourage a human figure for their armature. By using human form students can create a better understanding of proportions. The teacher should make a proportion chart available to the students. Realism and attention to proportion and detail is encouraged.

Beginning steps of Armature Work

Closure: Each student will write a short letter to Wilf Perreault thanking him for the information and his guidance. If Wilf Perreault is unable to make a classroom visit then this lesson leads directly into lesson #6.

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Assessment: Students will be assed on the following

1. Comprehension and display of design element Form

2. Students work will be critiqued on how well executed and realistic to human proportion it is.

3. Quality of work

Materials: aluminium armature wire, Small gauge galvanized steel wire, Wire cutters, Pliers, A base made from plywood or similar

Resources: Wilf Perreault, http://www.essortment.com/make-sculptural-wire-armature-51705.html, http://www.instructables.com/id/CREATING-A-FIGURE-ARMATURE-FOR-SCULPTURE/

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Lesson Plan #6Skill building with Apoxie Sculpt Putty/Plasticine / Clay

Approach: Expression/Personal Development

Component: Creative/Productive, Cultural/Historical

Common Essential learning’s: Communication, Critical & Creative thinking, Independent Learning, Personal & Social Values and Skills

Objectives: 1. Students will continue to gain knowledge about

armature and working with different mediums to create successful pieces of visual art

2. Students will gain knowledge of the elements of design and art through experiencing the complexities of creating a model

3. Students will improve sculpting skills and learn technique

Description of Lesson: Students will continue work on the finished armatures from lesson five. Students will now have the chance to apply musculature, form and shape to their characters by using one of the three options. 1. Apoxie Sculpt Putty (Advanced)/ Clay (intermediate) / Clay (beginners)

Set: A set is not particularly necessary. However, the teacher should deliver a quick lesson about the importance of clay models. How to properly apply musculature to characters and the differences between Apoxie Sculpt Putty/ Plasticine/ Clay.

Development: Students are given the choice between the three different mediums to work with. The teacher should also offer advice about the proper medium for each individual students. The students should carefully apply musculature, shape and form to their armature characters from lesson #5. The end result must display technique and skill in sculpting, proportion, and realism.

Closure: The finished armatures should be displayed for the class to observe. The teacher will direct the students in a structured “critique” of the work. Having peers evaluate the positives and negatives of their colleagues work. This crit should have a focus on the positive aspects, and only offer suggestions for improvement.

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Assessment: Students will be assessed on the following

1. Students have displayed knowledge of primarily form and proportion. Realism is also of the utmost importance

2. Students have displayed growth and skill in sculpting techniques

Materials: Apoxie Sculpt Putty, Plasticine, Clay, Armatures from lesson #5

Resources: http://www.essortment.com/make-sculptural-wire-armature-51705.html, http://www.instructables.com/id/CREATING-A-FIGURE-ARMATURE-FOR-SCULPTURE/step6/FINAL-STEPS/

Armature figure with completed musculature

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Proportion Chart

Lesson Plan #7Camera Shots, Angles and Movement

Approach: Responsive/Arts and Society

Component: Critical/Responsive

Common Essential Learning’s: Communication, Technological Literacy, Independent Learning

Objectives:.

Students will

1. Gain a working knowledge of the camera2. Begin to understand the techniques used to create

various effects3. Engage in lively conversation and discuss different

types of camera work in an assortment of films.

Description of Lesson: Students will gain a firm understanding that film is a part of the visual arts world. The teacher will give a brief explanation about the variety of Camera angles used in films and their significance to the viewer. Students will then watch a selection of scenes from prolific films and pay specific attention to Camera use and cinematography. This lesson concludes with a quick group discussion.

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Set: Students will be given a quick lecture by the teacher about film as a form of visual art. Then the teacher will inform the students about the different types of camera angles, shots and frames.

Development: Students will watch select scenes from Scott Pilgrim, Inception, Good Fella’s and Psycho. They will keep track of the different types of camera work within each film. Students should be have a firm understanding of the different kinds of cinematography.

Closure: The class will have a group discussion about what they have seen. Which shots were most effective to the audience. What shots were more common and basic. What movies used more creative camera angles and framing.. etc. Class discussion should be lively and will informed

Assessment: Students will be assed on their participation during class discussion and display of comprehension about the different kinds of camera angles and shots.

Materials: Video, television, paper, pencil/ pen

Resources: Scott Pilgrim, Inception, Good Fellas, Psycho

Lesson Plan #8 Working With Stop Motion Program (Istop & Final Cut Pro)

Approach: Personal Development/ Response

Component: Creative/ Productive

Common essential Learnings: Communication, Numeracy, Critical and Creative thinking, Technological Literacy, Independent Learning

Objectives: Students will have a general knowledge of the program and will be able to follow the steps shown by the teacher.

Description of Lesson: Students will become familiar with the technological aspect of stop motion films. Students will create their own stop-motion film using pictures taken by the teacher. This short film will be presented to the rest of the class.

Set: Working on the computer today, and learning/ experimenting with stop motion animation.

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Development: Teacher will have already taken photo’s for the students to work with, and be in the program ready for them to work with. Depending on the amount of computers students will have to work on, students may be grouped up or may work individually. The students will then learn how to “streamline” (organize the Photo’s in a certain way) the photo’s and create a flowing short stop motion piece.

Closure: Students will then show their piece to the rest of the class. Each group or individual student will be given a chance to discuss with the whole class what their favourite part of working with the program was. The students will also discuss if they found the program easy or difficult to work with and why.

Assessment: Students will be assessed on whether or not they completed the stop motion piece and whether or not they made an effort to participate in the whole class discussion. This lesson will be worth 10%.

Materials: Will need computers, teacher will need a number of jump drives (memory sticks) with photos they have taken for the students, and will need a stop motion program on all computers.

Resources: None.

Lesson Plan #9Mini Animation Using Paper

Approach: Personal Development, Expression, Art in Society

Component: Creative/ Productive

Common essential learning’s: Communication, Personal & Social Values & Skills, Critical and Creative thinking

Objectives: How to create images using repetitive imagery that progresses slowly to create a moving image.

Description of lesson: Students will create short “flipbook animations” and share them with their peers.

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Set: Show students a YOUTUBE video displaying an example of “Flipbook Animation”Here is the link: http://www.youtube.com/watch?v=QRHFJQeFY5oIt would be great to show other examples of flipbook animation using youtube.com so students can see the different examples of animation through flipbook.

Development: Give each group a sticky note pad to begin their flipbook animation progress. Students will develop a story using 20 – 30 pages of sticky notes and learn how to make a moving image.

Closure: Students will combine with another group and show what they have created. Students will reflect through journal what the opposite groups story was about!

Assessment: The teacher will then collect the student’s responses and mark based on whether or not they completed what was asked of them. This is worth 5%

Materials: Method to show Youtube video

Resources: http://www.youtube.com/watch?v=QRHFJQeFY5o

Adaptations for Elementary and Middle Years

Lesson #1: The Hook

Elementary: The student’s would simply watch Steamboat Willie, Pixar’s Geri’s Game, 101 Dalmatians and participate in a class discussion, guided by the teachers. The teacher would ask questions such as:

What did they like about the animations? What did the not like about the animations?

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What were some of the differences and similarities between the three?

Middle Years: The student’s would watch all of the animations and participate in a class discussion, guided by the teachers. The teacher would ask questions such as:

What did they like about each animation? What did the not like about each animation? What were some of the differences between them?

What types of mediums did they see?

Lesson #2: Inquiry based learning discussion of history and styles of animation

Elementary: Students would not have to participate in research. Depending of grade/reading level. The teacher may hand out booklets of information that already include the answers.

Middle Years: No changes are necessary.

Lesson #3: Creating and proposing a unique storyboard

Elementary: Watch the youtube video and discuss as a class how storyboarding is accomplished. Then have the students create a five frame storyboard.

Middle Years: Watch the youtube video and discuss as a class how storyboarding is accomplished. Then have the students create a seven frame storyboard.

Lesson #4: The Artistic Value of Set Design

Elementary: The students would go see a live production and then simply discuss what they saw through a teacher guided conversation about the relation between the sets and the play they saw.

Middle Years: No changes are necessary

Lesson #5: Armature and an Artist study of Wilf Perreault

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Elementary: Rather than writing a letter to Wilf Perreault, Students will create thank you cards. Students are not required to create a human form out of armature. Wire should be substituted to a material that is not hazardous.

Middle Years: It is not mandatory that students create a human form.

Lesson #6: Skill building with Apoxie Sculpt Putty/Plasticine / Clay

Elementary: All students would use Plasticine for this activity.

Middle Years: Students will have a choice between Plasticine and Clay. Apoxie Sculpt Putty is not an option for middle years students.

Lesson #7: Camera Shots, Angles and Movement

Elementary: Students are not required to participate in group discussion about the use of camera angles. The teacher may choose to highlight only a few different types of camera angles.

Middle Years: No changes are necessary

Lesson #8: Working With Stop Motion Program (Istop & Final Cut Pro)

Elementary: No changes are necessary

Middle Years: No changes are necessary

Lesson #9: Mini Animation Using Paper

Elementary: No changes are neccessary

Middle Years: No changes are necessary

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