Wallace and Gromit’s Birthday Surprise! - Cracking Ideascrackingideas.com/sites/default/files/competition_documents/CI2016... · AGE 8-11 Cracking Ideas ® Competition About this

AGE

8-11

Cracking Ideas® Competition

About this resource and curricula links

Wallace and Gromit’s Birthday Surprise

Making Rockets

Storyboarding

PLUS cracking curricula linked classroom activities supporting:D&T, Science, Art & Design, Literacy, English, PSHE and regional equivalents

Creativity and storytelling

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Wallace and Gromit’s Birthday Surprise!Create a cracking storyboard

Contents

www.crackingideas.comfor free teaching resources and competitions

The competition closes

22nd July 2016

Send us your entries

Online

You can upload entries atcrackingideas.com/competitions

By post

Send your entries with a completed entry form (download from crackingideas.com/competitions) to:

Cracking IdeasIntellectual Property OfficeFREEPOST CF4185NewportNP20 1ZZ

Teachers/group leaders – please ensure one entry form is submitted for class/group entries, and that individual entries are labelled with the child’s and school/group name.

One winning entry in each age category will win:

• A visit from an Aardman expert formodel-making workshop sessions and a screening in your school

• PLUS a multi-user licence for the Animate It! software by Kudlian for your school.

Please read the competition terms and conditions at

www.crackingideas.com/competitions

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More cracking activitiesWe’ve developed some cracking activities to help young people get creative and develop their own unique ideas for the competition (and they’re UK curricula linked too!). Read on to find out more about using the ‘My ideas have value’ assembly to launch the competition, the ‘Wallace and Gromit’s Birthday Surprise’ storyboarding activity and our ‘Making Rockets’ activity.

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Visit WallaceAndGromit.com for games, activities and fun!

CREATIVE SOFTWARE

Wallace and Gromit want to go on a special birthday trip but where will they go? There’s only one place that Wallace wants to go – and that’s into space! But how do they get there? We need you to create the story of their birthday surprise as a storyboard. We’d love to see your story come to life so if you have time, you could turn your storyboard into a film too!

You can enter your cracking idea for a storyboard as an individual or as a group.

Wallace and Gromit’s Birthday Surprise

Cracking Ideas® CompetitionThis year’s Cracking Ideas® competition is all about developing unique ideas and having fun with creativity. The Intellectual Property Office are celebrating the 40th birthday of the world-famous Aardman studios and, with the help of Wallace and Gromit, Morph, Shaun the Sheep and Timmy too, we need young people aged 4–18 to develop some cracking ideas to help celebrate this special birthday.

Get cracking and take part!

Cross-curricula links

ENGLAND 2014

Art & Design; English – Spoken language; Science – Working scientifically, Materials, Forces; PSHE

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NORTHERN IRELAND

Language and Literacy – Talking and Listening; Science and Technology – Movement and Energy; Personal Development and Mutual Understanding; Personal Development

SCOTLAND

Literacy and English – Listening and Talking; Sciences – Forces; Health and Wellbeing –Social Wellbeing

WALES 2015

Art & Design; English – Oracy; Science – Communication, Enquiry

The activities specifically address the learning outcomes for Design and Technology for 8 to 11-year-olds, but will also challenge children’s creativity and storytelling skills as they design and make a rocket and storyboard a new space adventure as a birthday surprise for Wallace and Gromit.

Cracking Ideas Competition, age 8-11Cracking Ideas Competition, age 8-11

It is not essential to undertake all the activities to enter the competition

Options for a one-off activity, extended project or fast-track competition entryare provided under Step 2. MAKING ROCKETS

Begin by showing/reminding children of Wallace and Gromit’s first trip to the moon:

youtube.com/watch?v=Kb0ooQKbflM (3 mins)

Discuss the feasibility of Wallace and Gromit’s rocket design. Use this discussion to develop the understanding that creativity, particularly in relation to film and animation, does not need to be grounded by realityor feasibility.

Introduce the task allowing for blue-sky thinking timein paired or small groups to elicit initial thoughts,responses and ideas.

1. StarterQuestions you could ask:

• Can you explain how Wallace’s rocket is going to fly?

• Do you think his ideas would work in real life and can you explain why you think that?

• What difficulties would Wallace face in real life?

Wallace and Gromit’sBirthday Surprise

The Cracking Ideas® resources have been designed to stimulate children’s imaginations and creativity both in school and beyond and can be used either as a one-off storyboarding activity towards competition entry, or developed beyond the Design and Technology lesson provided into a space themed extended project with cross-curricular links to Science.

However you choose to use the resources, by incorporating the ‘My ideas have value’ assembly you will also be supporting youngsters to understand that creativity has a value called intellectual property (IP), which can be protected to help ensure that the unique ideas, creations or work of an individual or group cannot be copied or reused without crediting or benefiting the creator. Further information on IP and the role of the Intellectual Property Office can be found here: www.crackingideas.com/aboutip

About this resource

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England: Design & Technology (Key Stage 2)

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes and computer-aided design.

NI: Art & Design (Key Stage 2)

Engage with observing, investigating, and responding to first-hand experiences, memory and imagination; collect, examine and select resource material to use in the development of ideas.

Scotland: Art & Design (Second level)

I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.

Wales: Design & Technology (Key Stage 2)

Develop a simple specification for their products indicating their intentions and approach. Develop and communicate their design ideas in a variety of ways,using ICT and models where appropriate.

Designing


Moving on from initial group responses, focus children onto their individual rocket designs.

Brainstorm a list of design criteria for your rockets to adhere to, using the key considerations overleaf to decide on your approach based upon the time available and/or desired learning outcomes.

You might want to show the children Nick Park from Aardman sketching Wallace and Gromit’s rocket from ‘A grand day out’.

youtube.com/watch?v=6jwp-0oEoJM (watch from 18:24)

N.B. if you used the ‘My ideas have value’ assembly ask children, ‘why do you think Nick signs his sketch at the end?’ to remind them about what they’ve learned about IP and discuss the relevance of IP with respect to the designs they are about to create.

Developing Ideas A and B

Using the brainstormed list of criteria as a starting point children create a rocketdesign specification;

Consider:

• How big will the rockets be? Big enough to house your storyboard characters? Or small enough to be launched effectively?

• What will the rockets be made of?

Discuss possible design ideas. N.B. ensure children understand the difference between being influenced by someone else’s design and copying it outright. Remind them of IP as introduced in the ‘My ideas have value’ assembly (don’t worry if you didn’t get chanceto use the assembly just visit:

youtube.com/watch?v=8d2hJlOCYj0(1:15)

to show a very engaging short introductionto IP and its significance to children’s own design ideas).

Children sketch individual design responses [use the ‘My Rocket Design’ template] and list possible materials required to make their design.

Developing Ideas B

Children may like to research real rocket designs.

Here is a useful link to the BBC guide torocket science:

bbc.co.uk/guides/zqcmvcwChildren will need to consider material properties with respect to the suitability of their use in producing a working prototype.

Possible considerations:

• Weight• Suitability to hold liquid or gas• Durability

Discuss how your choice of method of propulsion will affect the design of the rockets.

‘My RocketDesign’ template

YOU WILL NEED

‘Making Rockets’evaluation sheet

My Rocket DeSIGN

Design criteria:

8-11 resource support materials My rocket design (competition entry)


Materials:

© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office

Name:

Evaluation SheET

How unique is your design?

8-11 resource support materials ‘Making Rockets’ evaluation sheet


Does it meet your criteria?

What went well? What could be improved?

My critera Yes / No


Name:

2. Making rocketsFAST TRACK TO COMPETITION ENTRY

For anyone looking to fast track to competition entry an easy-to-make template of Wallace and Gromit’s ‘A Grand Day Out’ rocket can be downloaded as a storyboard stimulus at

wallaceandgromit.com/resources allowing you to skip straight toStep 3. STORYBOARDING on page 10.

Key considerationsA. Will the rockets be aesthetically pleasing in design, manually propelled, to use as props in your Birthday Surprise storyboards?

Or

B. Will the rockets be functional models for launch propelled by air or water, by chemical reaction or mechanically powered?

Your design choices here will clearly affect the length of time required to complete the activity as well as the process of designing and making:

• rocket designs responding to option A can be purely creative and can therefore be achieved within a single extended Art/ Design Technology or topic session.• rocket designs responding to option B are better suited to an extended project or themed topic approach over a series of sessions allowing for additional time to research ideas, investigate materials and test feasibility of designs. Teachers using this option will also be able to meet some of the learning objectives for Science referenced under cross-curricular links, page 4.

Both of the above options are explored on page 7 alongside the relevant Design and Technology learning objectives and their regional equivalents.

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Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.


Evaluate their own and others’ work and how it was made, explain and share their ideas, discuss difficulties and review and modify work to find solutions.


Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within artand design.


Discuss their products, and evaluate their work, e.g. explain why and how they made their product and what they think about its function, features.

Evaluating

Developing Ideas A and B

Children self and peer assess their designswith respect to their original specificationsand their creativity [Use the ‘MakingRockets’ evaluation sheet].

Consider:

• Uniqueness of design*• How well their final design meets their original criteria• Identify features they are particularly satisfied with• Identify elements that they could improve.

* Remind children of the value of theirindividual designs with respect to IP. If youare videoing children’s responses perhapsthey could indicate key design features and discuss any influences. N.B. now would be a good time to (re)play the intro to IP film clip from the ‘My ideas have value’ assembly to support children in their evaluation of their design’s creativity:

youtube.com/watch?v=8d2hJlOCYj0

Evaluating Ideas B

Children test launch** their designs and evaluate their functionality as well as overall design.

If more than one method of propulsion isused then effectiveness and comparison of methods could also be evaluated. Forexample, children could measure how far the rockets travel, or how high they go.Recording the ‘flight’ on video might be agood idea so that the children can make comparisons later. Remember to get them to evaluate the creativity of their designs too.Use the ‘intro to IP’ film clip from the ‘Myideas have value’ assembly to remind themwhy their creative input into theirdesign matters.


Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.


Use a range of media, materials, tools and processes such as: drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction, selecting which is appropriate in order to realise personal ideas and intentions.


I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.


Work to their specification to make products. Choose appropriate materials, equipment, tools and techniques, from a range made available to them.

Making

Communicating Ideas A and B

Using the materials available together with their design specification for reference, children make their rockets.

Communicating Ideas B

If rockets are designed and made to be launched then you will need to add additional time for testing, which, in case of disaster, may be best left until after the storyboarding is complete.

Below are some links to external websites containing ideas/instructions for different methods of propulsion:

Air powered

www.planet-science.com/categories/experiments/technology/2012/03/make-an-air-rocket.aspxWater powered

www.bbc.co.uk/bang/handson/waterbottlerockets.shtmlChemically powered

www.stevespanglerscience.com/lab/experiments/acid-base-rocket

www.instructables.com/id/Mentos-and-Diet-Coke-RocketMechanically powered

www.instructables.com/id/50-Foot-Rubber-Band-Rocket/

** Ensure that any launch activity is risk assessed appropriately and that the required level of supervision is adhered to.

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Cracking Ideas Competition, age 8-11

3. Storyboarding

Cracking Ideas®

Generator

YOU WILL NEED

Wallace and Gromit’s Birthday Surprise planning sheet

Wallace and Gromit’sstoryboard template

cracking iDeasgenEratoR

8-11 resource support materials Cracking Ideas® Generator


Use the prompts and key words generated by the Cracking Ideas® Generator to help you think of a good story for your Birthday Surprise journey into space.

Write down any ideas that come to you on Post-it notes so that you can organise and rearrange them.

Whose story is it?Who is your main character?

Wallace gromit shaun

good bad sinister madPicture your rocket shooting into space;

where is it going? What can you see?

Moon sun planet

cheese Earth starsWhat do you enjoy doing? What would a great birthday

surprise be for you?

Presents celebration

friends animals

new technology experiences

Close your eyes and imagine you are a character in the story. How

do you feel? What will you do next?

Now open your eyes and think about what your audience would

like to see/feel?

Fun excitement

contraptions suspense

What sort of ending will your space

adventure have?

Happy intense

funny surprise


spaceman sheep

bizarre dramatic

cliffhanger

humour drama relief

Example Wallace and Gromit storyboards can be found here:

www.telegraph.co.uk/culture/culturepicturegalleries/6395400/Wallace-and-Gromit-storyboard-drawings.html

Getting startedChildren use the rockets they have made as a stimulus to support the individual storyboarding of a new space adventure for Wallace and Gromit’s Birthday Surprise.

Did you know that in the original ‘A Grand Day Out’ script, the 3-minute-long rocket-building sequence was a single sentence? This is why storyboarding is important to develop ideas and demonstrate the action involved in the proposed film or animation.

You can watch a film clip introduced by Merlin Crossingham, the Creative Director of Wallace and Gromit, to demonstrate the storyboarding process here:

www.youtube.com/watch?v=3EZWYpEXPV0

Key considerationsA. The plot i. Will the making of the rocket be included in the storyboard (as in the original ‘A Grand Day Out’)?

ii. Will the storyboard focus on the journey into space and/or your final destination?

iii. What will your birthday surprise be? • Will it be someone or something at the destination? • Or someone they meet along the way?

B. The characters i. Who will be the main focus of the story?

ii. Will you use Wallace and Gromit or create your own new character(s)?

iii. Will you, yourself, be in the story?

Questions you could ask:

• How well do you think the pictures tell the story?

• What could you do to improve your storyboard?

• What challenges do you see in turning these into an animation? How might you overcome them?

Split children into small groups and use the ‘Cracking Ideas® Generator’ to help them get their creative juices flowing.

Then use the ‘Wallace and Gromit’s Birthday Surprise planning sheet’ to help individualsstructure their ideas.

Finally, use ‘Wallace and Gromit’s storyboard template’ to realise children’s creative talent. Don’t forget to include dialogue and sound effects! Remind them to sign and date their work too, so that they can benefit from their IP should anyone decide to use their ideas. Copyright is the automatic right given to your storyboard creations (provided of course that the work is new and original), which means that they can’t be copied, distributed or used without permission. To find out more about copyright go to www.gov.uk/copyright

Share and peer evaluate finished storyboards.

SToryboarD8-11 resource support materials Wallace and Gromit’s storyboard template

Plan your Wallace and Gromit Birthday Surprise using this storyboard template. Draw a series of pictures to show the events and use the space underneath to explain the action and sound effects.

Action:


Action: Action: Action:

Action: Action: Action: Action:

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Name: Story title

Telephone: Email:

Region: Age:England 4-7 yearsWales 8-11 yearsScotland N. Ireland 12-16 years

Address / School:

birthday planning shEetName:

8-11 resource support materials Wallace and Gromit’s Birthday Surprise planning sheet


Who is your story about? Write the names of your characters here

then...

next

First...

Problem / main idea


Solution / outcome

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Now you are ready to enter your storyboards into the Cracking Ideas® competition. Follow the guide on page 2 to submit entries online or in the post. If you are submitting multiple entries, please ensure that each entry has the pupil’s name, class and school name.

4. Send us your storyboards

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Documents

Wallace and Gromit’s Birthday Surprise! - Cracking Ideascrackingideas.com/sites/default/files/competition_documents/CI2016... · AGE 8-11 Cracking Ideas ® Competition About this