riabeekmanportfolio.weebly.comriabeekmanportfolio.weebly.com/.../7/24273675/animation_unit_pl… · Web viewART Unit – Drawing and Animation. Established Goals. TRANSFER GOAL

ART Unit – Drawing and AnimationEstablished Goals TRANSFER GOAL

Students will:

GLO Component 1: ANALYSIS: Students will study and analyze the individual character of natural objects or forms.GLO Component 4: MAIN FORMS AND PROPORTIONS: Students will modify forms by abstraction, distortion and other transformations.GLO Component 5: ACTIONS AND VIEW- POINTS: Students will refine methods and techniques for more effortless image making.GLO Component 10 (i): EXPRESSION:1) Students will illustrate or tell a story.2) Students will create an original composition, object or space based on supplied motivation.GLO Component 2: ASSESSMENT: Students will impose standards on designed objects and invent improved versions.GLO Component 3: APPRECIATION: Students will interpret artworks for their symbolic meaning.

Students will understand the process of animation and how it is constructed. Students will know what types of animation exist. Students will understand the

impact an artwork can have and the symbolism it might represent across cultures. Students will become digitally aware of animation programs.

MEANINGEnduring Understandings:Students will understand that…

U1 – The construction of animation is a complex process that involves many steps and that a series of images showing movement, if viewed in quick succession, will affect what is seen.

U2 – Transformation can be seen in natural forms, the aboriginal culture, and can be illustrated through story telling.

U3 – Reflection and critical thinking is key to improving upon and appreciating individual artwork.

Essential Questions:Students will keep considering…

Q 1 – How is movement portrayed in animated media of today and through the drawing process?

Q2 – What can the aboriginal culture teach us about transformation?

Q3 – How can we use animation to tell stories?

ACQUISITION OF KNOWLEDGE & SKILLSStudents will know…

In order to create fluid movement in an animation, the actions depicted need to display tiny changes.

Normal every day movements need to be explored and examined in order to construct them properly in animation.

Students will be skilled at…

Making gesture drawings or scribble drawings to show action or movement.

Making a series of drawings to simulate movement.

Utilizing computers and specific computer programs to explore, design, compose, and animate serial drawings.

Creating and illustrating a story using transformation as the theme.

Critiquing and reflecting on an individual’s created artwork.

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STAGE 2 – Evidence Evaluative CriteriaPerformance is judged in terms of –

Assessment Evidence

Critique Following final

assignment.Formative Assessments Graffiti Wall Exit Slip

Art Projects Rubric Criteria Project Guidelines Checklists Proposals

Participation In class discussion Peer Review

Transfer Task:Students will need to show their learning by: Demonstrating that they understand the concept of animation through 3 summative assessments throughout the unit. Following the final project, students will participate in a Critique showcasing their work.

Unit Plan RationaleGrade 5: Art Unit – Drawing and Animation

Erin HildebrandtSection F

My rationale for designing this unit is to inform my students about the creative process of animation and to understand that this process is complex and intricate. I want my students to critically explore the elements of every day movement, the notion of transformation, and to visually create and narrate an animated story. I will treat each and every student as an artistic and creative individual and throughout the unit I will provide them opportunities to express their personal artistic styles.

My learning objectives for this unit are; 1) Shapes, objects, and people move in particular structured ways, 2) The construction of animation is a complex process that involves many steps, 3) A series of images showing movement viewed in quick succession will affect what is seen. 4) Transformation can be seen in natural forms and can be illustrated through story telling, and 5) Reflection is key to improving upon and appreciating individual artwork.

This unit will introduce the concept of animation, from a historical perspective, and then continue to scaffold and build upon the students learning, through a series of art projects. Students will begin by learning about the first historical product of animation, the Zoetrope, creating their own zoetrope alongside a series of images showing simple movement, such as a ball bouncing, a person sitting, etc. As the unit progresses, students will practice and learn more techniques involved in animation and the next animation projects will incorporate a theme of transformation. The first themed project will have students create their own flipbook, illustrating a story, which will show the transformation of one shape to another. The last themed project will be the student’s final performance task. Working in groups of 5, the students will utilize a computer program to create their animation, and will once again illustrate a story, but this time demonstrating more than one transformation.

In this unit, I will implement several instructional strategies in order to differentiate my instruction. These strategies will include differentiated topics for art projects, demonstrations, exit slips, hands-on practice, critiques, class discussions, peer and self-assessments, and a pre-assessment. Each of these strategies will inform my teaching and allow me to differentiate my

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instruction further based on the needs of each individual student. When planning the activities, materials and lessons for this unit, I considered Digital Connectivity Culture, Gender, Ethnicity, and 21st Century Learning in order to create an engaging, challenging, and successful learning environment for each student in my classroom.

Digital Connectivity Culture In my unit, I will use a variety of technologies to engage my students in their learning during instruction and I will also utilize digital technologies to let them practice animation skills learned and to assist them in the creation of multiple projects. As a teacher, it will be very important to incorporate modern technologies that work to engage and motivate my students, using digital examples that are relatable. At the beginning of my Unit, the introduction to Animation, I will show relevant slides of the animation process and also introduce the history of animation, showing the artist and inventor Muybridge. Moving through the unit, at the beginning of each lesson, I will continually provide examples of animation through videos and images on the Smart Board. Some traditional technologies I will implement will be physical examples of the roots of animation, such as, the zoetrope and flipbooks, as well as student drawn serial images showing movement. Many of my lessons will be comprised of work periods to allow the students to interact with more traditional technologies, such as, paper, pencils, scissors & art supplies.

The students will have access to individual Acer laptops, which they will be utilizing to complete their final animation project. The students will be using the program, Monkey Jam to create their animations, as well as traditional technologies like charcoal, newsprint, whiteboards, and whiteboard pens. Throughout my unit, I strived to incorporate digital technology in order to fit into the culture that is the digital age, but I also wanted to incorporate hands-on learning using traditional methods of technology, for demonstrative instruction and self-exploration.

GenderIn my grade 5 class, there are more boys than girls and knowing this ratio, I will strive to

show a balance of both male and female artists and animation movie clips that engage both genders. The animated movie clips I will be showing will be the Lego movie and toy story, so the students can understand the process and then experience the final animated result. Both of these films can engage each gender because they are family friendly and relatable to the student’s age group. As part of one of the work sessions, I will ask the students to bring a figurine that can stand on it’s own, so they can practice with the animation program they will be using for their final project. Giving the students the option to bring an item from home, guarantees that the objects are catered to that individuals interest and gender becomes a non-issue. I want students to gain an appreciation for all artwork and understand that gender is irrelevant when you are discussing or critiquing artwork. My classroom will be inclusive to any student that wants to learn and grow as an artist, and I expect my students to have respect for every individual in the classroom regardless of age, race, or gender.

EthnicityThroughout the three grade 5 classes that I will be teaching Art to, there is one aboriginal

student, who is part of the Blackfoot nation, and several immigrants from other countries, such as Nepal. Regardless of ethnicity, I will strive to make every student feel welcome as an artist. I will encourage students to incorporate their nationalities into their animation projects and future artwork.

Knowing I have an aboriginal student in my classroom, and since Aboriginal history and culture is a large part of Alberta’s history, I will be incorporating aboriginal myths and themes into two of the animation projects. The Aboriginal theme that I will be using is the notion of Transformation. Many aboriginal myths and stories tell of men transforming into a spirit animal

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and the Aboriginal culture cherishes the environment and believes animals are sacred creatures. I hope to express these ideals through the Aboriginal art I will show in my unit, and I will encourage the aboriginal student in the class to express their heritage and culture through art.

I want my students to view any cultural art in a non-stereotypical way and value it based on its artistic components and elements. The final project in this unit requires students to collaborate and illustrate a story of transformation. Collaboration serves as a good motivator for students because they will have to work together socially and artistically to develop their ideas and create their final animation. To ensure that each student, regardless of ethnicity, participates in the final project, I will assign roles for each individual in the group, and ask that the roles alternate so everyone in the group has a chance to experience each role’s responsibilities.

21st Century LearningThroughout this unit, I will use the 21st century learning curriculum that has been adapted

by the school: cooperation, courage, caring, and concern, and incorporate this learning into my unit instruction and classroom environment. My T.A. informed me that her classroom rules are based on the notion of respect, mutual respect for each other, respect for art materials, and respect for the student’s learning. This notion of respect will fit into the way I teach this unit, by creating critical thinkers, ones who will think outside the box, incorporating projects that are student centered and constantly using project based learning to inform my instruction. Through my final project, I will utilize collaboration to provide the students an opportunity to think critically about how the theme of transformation can represent many aspects of culture and society. I will make my students aware of the impact a piece of art work can have and how Art can illustrate the ideals of 21st century learning, through creativity, innovation, digital literacy, and self-direction.

Unit Plan Sequence:

1) Pre-Assessment - Graffiti Wall2) Introduction to Animation Process and Product through Power-point (Encounters: Muybridge) 3) Introduction to Zoetropes Project using Pixar Zoetrope Video & showing zoetrope demonstration video

(subject demonstrate simple movement)4) Create Zoetropes and two animation strips demonstrating simple movement5) Exit Slips – Their impression of the first project; What the students have learned? What they want to

learn? Where they still need further instruction? 6) Introduction to Transformation & Metamorphosis through Aboriginal Culture (Encounter: Jackson

Beardy, Thunder-dancer, Metamorphosis, and Thunderbird & BLU.7) Introduction to Flipbooks Project, demonstration, & how to instructions (demonstrate a simple

transformation and metamorphosis from animal to human or vice versa) Encounter: 2 types of flipbook videos

8) Work Period for Flip Books9) Peer Review of Flip Books10)Introduction to animation programs & group work exploratory classes11)Practice & Experimentation with program for final project by bringing in standing figurine12)Introduction to Final Project (demonstrate and expand on metamorphosis, include at least two

transformation) 13)Work in groups to complete story board proposal for project14)Project work time 15)Critique

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Animation Terminology:

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Lesson Summaries:

Lesson 1-3

To begin the unit of animation, students will complete a KWL chart and a Graffiti wall (the students will continue to add to the wall once the unit progresses) showing the teacher what they know regarding animation. During these three lessons, the students will be introduced to the history of animation and the artist encounter, Muybridge. The students will gain an understanding of the process of animation and the steps that are involved to create fluid animated movement. Zoetrope’s will be introduced to the students through the video, Pixar’s Zoetrope. Students will then create a Zoetrope and two filmstrips demonstrating their knowledge of the steps of animation and simple character movement, such as a ball bouncing. As the students are working, they will be shown the artist encounters, Duchamp and Degas, to further enhance their knowledge of how movement can be portrayed in art. Students will be expected to be creative and exploratory, practice animation, and understand that small drawn movements will create a fluid animated product. To conclude the lessons, the students will complete an exit slip, making the teacher aware of the understandings that were achieved.

Lesson 4-6

Throughout the course of these next lessons, the students will be introduced one of many animation processes, Flipbooks and their history. Students will be introduced to the theme of the unit, Transformation & Metamorphosis, a theme portrayed in many aboriginal stories. The artist encounter that will represent this theme is Jackson Beardy. The artist, BLU, will also be introduced as an artist who portrays the theme of transformation, using stop-motion. Prior to beginning the next project, students will be provided time to practice creating a Flipbook in their exploratory sketchbooks. The students will then create Flipbooks, using post-it notes, demonstrating transformation of an animal to object, or vice-versa. Following the completion of the student’s flipbooks, they will participate in a peer review of their completed product. This process allows the students opportunities to reflect on self and classmates work. Throughout these three lessons, flipbook video examples will be shown to the students to provide inspiration and spark creativity.

Lesson 7-9

These lessons will be devoted to introducing Stop-motion animation to the students, through exploratory time to use particular animation programs. These programs include ABCYAanimate, Pivot, and MonkeyJam. The students will be provided work time to explore and create animations using these programs to gain an further understanding of the animation process and in order to inform their final project. The students will also be given an opportunity to bring in a figurine (which can stand on its own) that they can use when exploring the program MonkeyJam. These exploratory work periods will allow the students to gain experience using the program that will be used in the final project. The final project will be introduced, and the students will be working in groups, have assigned roles in the group, and need to create a hand drawn stop-motion animation, using either whiteboards or newsprint. In order to prepare properly before they begin production on their animations, the students will be asked to meet as a group, brainstorm and create a storyboard proposal of their animation. The theme of the final project will remain metamorphosis and transformation and the students will be asked to portray at least two transformations for their completed project.

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Lesson 10–16

The following lessons will consist of work periods for the students to work on their final project animations. The students will be provided formative feedback throughout these lessons, giving input into their ideas and providing support and help when needed. The students will be expected to work as an animating team, each having specific roles on the team, in order to have a final product that demonstrates their knowledge. Once the projects are completed, a critique will take place to showcase the final animations. A set of guiding critique questions will be provided and each group will fill out a 3 stars and a wish template for each group’s animation during the critique to hand in and to complete their final mark. The critique will conclude the animation unit.

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Lesson #1-3

Introduction to Animation: History, Process, & Product / Zoetrope Project Date

Subject/Grade Level Art: Grade 5

Time Duration 3 X 30 min lessons

Unit Drawing & Animation Teacher Erin Hildebrandt

OUTCOMES FROM ALBERTA PROGRAM OF STUDIESGeneral Learning Outcomes:

REFLECTIONAnalysis: Students will study and analyze the individual character of natural objects or forms.DEPICTIONActions & View-points: Students will refine methods and techniques for more effortless image making.

Specific Learning Outcomes:

REFLECTION:C. Students will understand that the condition under which a series of images is viewed affects what is seen.

DEPICTION:A. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms, plotting the position of extremities, are useful to depict actions.B. Using a finder or viewing frame helps to see an action within a format

LEARNING OBJECTIVESStudents will:

1. Students will assess what they already know regarding animation.2. Students will understand the historical background of how animation was created.3. Students will understand the complex process involved in animation.4. Students will create a Zoetrope and demonstrate knowledge of creating movement.

ASSESSMENTSObservations: Students are engaged with the Teacher & Presented Material (eye contact, head nods,

etc.) Will observe students as they complete the KWL charts and add a word to the Graffiti

wall. Formatively assess student’s answers during any group discussion.

Key Questions: Pre-Assessment (KWL Chart) What do you know about Animation?

Discussion (Graffiti Wall) Give me one word that describes what you know about Animation?

Questions How can we use different drawing techniques within an image to create

movement in a series of frames?Products/Performances:

Students will discuss and collaborate to create a Graffiti wall on the topic of Animation as a pre-assessment and ongoing formative assessment

Students will create a Zoetrope and two animated strips demonstrating basic movement.

Students will complete an Exit Slip following the 3 sessions.LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

http://www.learnalberta.ca/Home.aspx How to: Make a Zoetrope Video

https://www.youtube.com/watch?v=eXgPPAhMuG8 Pixar’s Zoetrope https://www.youtube.com/watch?

v=5khDGKGv088 http://www.muybridge.org http://www.stevespanglerscience.com/lab/

experiments/build-a-zoetrope

Poster Board for Graffiti Wall KWL Chart for Pre-Assessment History of Animation PowerPoint Zoetrope Exemplars Zoetrope Template Circular Cardboard Containers (4”) Ruler Plastic Thumbtack

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http://www.stevespanglerscience.com/lab/experiments/build-a-zoetrope

http://www.stevespanglerscience.com/lab/experiments/build-a-zoetrope

http://www.muybridge.org/

https://www.youtube.com/watch?v=5khDGKGv088

https://www.youtube.com/watch?v=5khDGKGv088

https://www.youtube.com/watch?v=eXgPPAhMuG8

http://www.learnalberta.ca/Home.aspx

Marker Utility Knife Scissors Electrical Tape

PROCEDUREPrior to lessons Session 1

- Prepare KWL Charts- Hang up poster board for Graffiti wall- Prepare History of Animation Power-pointSession 2- Prepare Pixar Zoetrope Video (Attention Grabber)- Prepare materials for Zoetrope creation- Prepare How to create a zoetrope videoSession 3- Have Zoetrope material available- Prepare Exit Slip

Introduction TimeAssessment of Prior Knowledge Pre-Assessment (KWL Chart & Graffiti wall) 5 min

Expectations for Learning and Behaviour

Students will respect classmates Students will respect teacher and have full attention of power-

point Students will raise their hands when asking a question

Body TimeLearning Session #1 Introduction to the History of Animation

Lesson begins with Pre-Assessments (see above) Following Pre-assessment, students will then be introduced to the

History of Animation using a power-point presentation. Power point will contain the Unit Plan overview so the students will

have an idea of what they will be learning along with simple “I Can” statements from the essential questions.

During the Power point, students will be able to ask questions about the animation process.

Lesson will conclude with students adding to the Graffiti wall with one word they learned from the lesson. (5 min)

Encounter: Eadweard Muybridge

25 min

Teacher Notes: Assessments/ Differentiation

During power point, be sure to watch the students to make sure that they are engaged and actively listening.

Keep notes of what is observed and how well the students are engaging with the content of the lesson.

Use the formative assessment, thumbs up strategy, to check for understanding throughout the introduction.

During class discussion and the graffiti wall, make sure students are sharing input constructively.

Learning Session #2 Introduction to the Zoetrope Project (20%) Lesson begins with “Pixar Zoetrope” Video (Attention Grabber)

(5 min) Provide exemplars of Zoetrope Explain Zoetrope Project Guidelines Show How to: Video on creating Zoetrope

(5 min) Provide materials to the students to create their Zoetrope Provide work time to construct Zoetrope

(15 min) Cleanup

30 min

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(5 min)Students will be able to continue zoetrope creation next class


Make sure students are working quietly on zoetrope. Make sure students are working with materials safely &

respectfully Teacher will continually walk around the room to check for

understanding and assist students when help is needed.Learning Session #3 Work period to complete Zoetrope

Students will be provided time in this class to complete their zoetrope and movement scenes

Once students have completed their zoetrope, they will hand in for assessment

Clean Up & Exit Slip(5 min)

Students will do an exit slip to ensure understanding of content.

30 min


Throughout the activity move around the room viewing students work and providing feedback.

If students have any questions or if several students are asking the same questions, use the clap strategy to gain students attention to answer any questions.

Provide feedback and answer any questions that arise. Observe the students interaction with the Art materials If a student finishes early, they can sketch and practice animated

movements in their art journals.Closure Time

Consolidation of Learning:

Once students have handed in their Zoetrope projects, they will complete and hand in their exit slips.

5 min

Feedback From Students:

Exit Slip: Write down either 1 question about a concept that you are having trouble with or a take-away from any content learned.

Feedback To Students Offer feedback while walking around the room during the work period.

Sponge Activity/Activities

Exploratory SketchbookStudents will be able to explore the process of animation and practice demonstrating movement in their sketchbook.

KWL Chart – Pre-Assessment

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Exit Slip 11

Write down either 1 question or a Take-Away from class on the Film Reel

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Muybridge Animation Video to demonstrate basic animation

Images that demonstrate movement in animation

Edgar DegasMarcel Duchamp

Lesson Introduction to Theme of Transformation & Metamorphosis / Flip book Project Date

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#3-6Subject/Grade Level Art: Grade 5

Time Duration 3 X 30 min sessions



DEPICTIONMain Forms & Proportions: Students will modify forms by abstraction, distortion and other transformations.Actions & View-points: Students will refine methods and techniques for more effortless image making.EXPRESSIONPurpose 5: Students will create an original composition, object or space based on supplied motivation


DEPICTION:C: Students will understand that the metamorphosis and transformation of shapes can be

depicted where one shape becomes another.A. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms,

plotting the position of extremities, are useful to depict actions.EXPRESSION:A: Students will understand how to create an original composition, using space, objects,

and referencing outside sources.LEARNING OBJECTIVES

Students will: Students will use what they already know regarding animation to inform their flipbooks. Students will become familiar with the notion of transformation through an aboriginal encounter Students will understand the complex process and steps involved in animation. Students will create a flipbook that demonstrates the theme of transformation (human to animal or vice

versa).ASSESSMENTS

Observations: Students are engaged with the Teacher & Presented Material (eye contact, head nods, etc.)

Formatively assess student’s answers during group discussion & work periodsKey Questions: How can we use different drawing techniques within an image to create

movement in a series of frames? How can studying various media influence the way we create and visualize

a story? How can the process of animation demonstrate the movement of actions

and show transformation?Products/Performances:

Students will create a flip book that demonstrates the theme of transformation & metamorphosis

Students will complete a peer review of completed flipbooks Students will add to the graffiti wall once new concepts are learned

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT http://www.learnalberta.ca/Home.aspx History of Flipbook Powerpoint https://www.youtube.com/watch?v=6wZ9TYNADWk -

Post it Flip Book Exemplar http://www.flipbook.info/history.php https://vimeo.com/10793428 - man to whale

transformation https://www.youtube.com/watch?v=yICL-LlYtNk - man

to werewolf. https://www.youtube.com/watch?v=gDc1__9gXDU - man

Poster Board for Graffiti Wall Sketchbook Power-point of Flipbooks Flip Books Exemplars Post-it notes Stapler Pencils / Pencil crayons Sharpies Erasers Hole-punch & string

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https://www.youtube.com/watch?v=gDc1__9gXDU

https://www.youtube.com/watch?v=yICL-LlYtNk

https://vimeo.com/10793428

http://www.flipbook.info/history.php

https://www.youtube.com/watch?v=6wZ9TYNADWk


to plane to meteorite https://www.youtube.com/watch?v=Y33sFnW9_so -

Video to end this section of the unit and precursor final project.

Peer Review guiding questions


- Prepare History of Flipbooks PowerPoint- Prepare artist encounter images- Prepare Flipbook project guidelines- Prepare flip book exemplarsSession 2- Prepare Post it Note Flipbook Video- Prepare final flipbook post-it note materialSession 3- Prepare Peer Review of flipbook

Introduction TimeExpectations for Learning and Behaviour

Students will respect classmates Students will respect teacher and have full attention of power-

point Students will raise their hands when asking a question

Body TimeLearning Session #1 Introduction to the History of Flipbooks & Flip book Project

Lesson begins with a brief introduction to the history of flipbooks Following flipbook history, students will be introduced to Artist

encounters of transformation and metamorphosis (Jackson Beardy & Blu)

(10 min) The Flipbook project theme and guidelines will be introduced. Demonstration of How to build the flip-book for the final project

(sticky notes & staples OR hole-punch & string) Flip book exemplars will be provided for the students to explore

and gain ideas. Prior to beginning the project, students will have the opportunity

and will be urged to practice the flipbook movements in their exploratory sketchbook with a focus on transformation.

(15 min) Lesson will conclude with clean-up & students adding to the

Graffiti wall with one word they learned from the lesson.(5 min)

Encounter: Jackson Beardy, - Thunder-dancer, Metamorphosis, and

Thunderbird Blu - Transform

30 min


During power point, be sure to watch the students to make sure that they are engaged and actively listening.


Use the formative assessment, thumbs up strategy, to check for understanding throughout the introduction.


Learning Session #2 Flip Book Project (25%) Lesson begins with “Post-it” Flipbook Video (Attention Grabber)

(5 min) Provide exemplars of Flipbooks while students work, both

physical examples and video examples. https://vimeo.com/10793428 - man to whale

30 min

15

https://vimeo.com/10793428

https://www.youtube.com/watch?v=Y33sFnW9_so

transformation https://www.youtube.com/watch?v=yICL-LlYtNk - man

to werewolf. https://www.youtube.com/watch?v=gDc1__9gXDU - man

to plane to meteorite Provide work time to work on flip-book project

(20 min) Cleanup

(5 min)Students will continue Flipbooks next class


Make sure students are working quietly on flipbooks. Remind students that they must tell a story of transformation in

their flipbook project. Make sure students are working with materials safely &

respectfully Teacher will continually walk around the room to check for

understanding and assist students when help is needed.Learning Session #3 Peer Share & Work period to complete Flip Books

To begin this lesson, students will share their ideas and what they have for their flipbooks already. This assessment is to provide the students formative peer feedback of their projects.

Peer feedback will be completed with 2 fellow peers. (Students will need to find a peer they do not sit with to share (Groups of 3)

Peer share guiding questions will be provided to provide input(5 min)

Students will be provided time in this class to complete their Flipbooks.

(15 min) Clean Up

(5 min)

30 min


Throughout the activity move around the room viewing students work and providing feedback.

If students have any questions or if several students are asking the same questions, use the clap strategy to gain students attention to answer any questions.

Provide feedback and answer any questions that arise. Observe the students interaction with the Art materials If a student finishes early, they can sketch and practice animated

movements in their art journals.Closure Time

Consolidation of Learning:

Once students have completed this section of the unit, they will be able to view a more advanced stop motion animation to transition them into the final project.

5 min

Feedback From Students: Students will add to the graffiti wall a concept they have learned.


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https://www.youtube.com/watch?v=gDc1__9gXDU

https://www.youtube.com/watch?v=yICL-LlYtNk



Blu - Transform

Jackson Beardy, - Thunder-dancer, Metamorphosis, and Thunderbird

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Flipbook Peer Review

Name: __________________________________

Please provide your peer with 3 stars (what you love) and a wish (a suggestion) regarding their flipbook!!

Peer FeedbackResponse 1:

Response 2:

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Lesson #7- 9

Introduction to Stop Motion Animation & Exploration for Final Performance Task Date

Subject/Grade Level Art: Grade 5

Time Duration 3 X 30 min sessions



DEPICTIONMain Forms & Proportions: Students will modify forms by abstraction, distortion and other transformations.Actions & View-points: Students will refine methods and techniques for more effortless image making.REFLECTION:Appreciation: Students will interpret artworks for their symbolic meaning.EXPRESSIONPurpose 2: Students will illustrate or tell a story.Purpose 5: Students will create an original composition, object or space based on supplied motivation


DEPICTION:C: Students will understand that the metamorphosis and transformation of shapes can be

depicted where one shape becomes another.1. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms,

plotting the position of extremities, are useful to depict actions.REFLECTION:C: Students will understand that artworks contain symbolic representations of a subject or theme.EXPRESSION:B: Students will understand how to visually represent, create and illustrate a storyA: Students will understand how to create an original composition, using space, objects,

and referencing outside sources.LEARNING OBJECTIVES

Students will: Students will use what they already know about animation and explore animation programs. Students will apply the notion of transformation while they explore and practice with animation. Students will understand the complex process and steps involved in animation. Students will collaborate and brainstorm for the final project.

ASSESSMENTSObservations: Students are engaged with the Teacher & Presented Material (eye contact, head nods,

etc.) Formatively assess student’s answers during group discussion & work periods

Key Questions: How can we use different drawing techniques within an image to create movement in a series of frames?

How can studying various media influence the way we create and visualize a story?

How can the process of animation demonstrate the movement of actions and show transformation?

Products/Performances:

Students will explore and work with specific animation programs in order to further understand the animation process.

Students will complete a mind map/brainstorm within their final groups to create their storyboard.

Students will add to the graffiti wall once new concepts are learned.

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LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT http://www.learnalberta.ca/Home.aspx Lego Movie Video How to do a brick animation:

https://www.youtube.com/watch?v=ukFWYe-ZeTw http://www.abcya.com/animate.htm Blu Monkey Jam Pivot – Animation Program

Student brought figurines Acer Laptops (Monkey Jam) (Possibility of I-pads) Pivot (Computer Program) Whiteboards & Whiteboard pens Newsprint Charcoal


- Prepare Lego Video- Prepare Acer laptops with ABCya animate program & monkey jam- Prepare figurines that the students can use if they didn’t bring anySession 2- Prepare Material for exploratory animationSession 3- Prepare to introduce Final Performance Task: Guidelines, Rubric, Groups, & Group roles.

Introduction TimeExpectations for Learning and Behaviour

Students will respect classmates Students will respect teacher Students will raise their hands when asking a question

Body TimeLearning Session #1 Introduction to Animation and exploring types of animation

programs Lesson will begin with an introduction to Lego Movie How to

video. This video will inform the students how brick film animations are made.

Students will then be introduced to 3 types of animation programs (ABCya animate, Monkey jam, and Pivot)

Each program will be demonstrated so the students are aware of basic operation.

(15 min) Students will then split into groups of 8-9 and will do exploratory

centers of the animation programs introduced.(15 min)

Students will use figurines from home to use and practice with the program Monkey Jam. This will give them time to practice with the program they will be using for their final project.

The other two programs will be used, as exploratory tools, to gain a better sense of the steps the students need to achieve to create a fluid movement in their animations.

Students will have 12-15 minutes with each program. Exploratory class will continue into following classes.

30 min


During any videos, be sure to watch the students to make sure that they are engaged and actively listening.


Be sure to check with each group to check for questions and assist where needed.


Learning Session #2 Continuation of Exploratory Class Students will continue to explore animation programs, going to

the program next on their list. The next two programs will be complete during this class

(15 min each center)

30 min

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http://www.abcya.com/animate.htm

https://www.youtube.com/watch?v=ukFWYe-ZeTw


Final Performance Task will be introduced in following class.Teacher Notes: Assessments/ Differentiation

Make sure students are working quietly when exploring animation programs

Make sure students are working with materials safely & respectfully

Teacher will continually walk around the room to check for understanding and assist students when help is needed.

Learning Session #3 Introduction to Final Performance Task To begin this lesson, teacher will formatively assess students

thoughts regarding the exploratory centers during a class group discussion, students will share their thoughts and understanding of the animation programs and be provided the opportunity to ask any questions.

Students will then be introduced to the final performance task project. The guidelines, rubric, and groups will be discussed.

Students will be given the opportunity to ask any questions regarding the final task.

(10 min) Students will then be given time meet in their groups, assign the

group roles, and brainstorm to create a mind map proposal story board for their final projects.

(15 min) Students will hand in their proposal at the end of class so the

teacher can review the group’s ideas. Teacher will look over proposals and provide any feedback to the

groups the following class.

30 min

Teacher Notes: Assessments/ Differentiation Provide feedback and answer any questions that arise.

Closure TimeConsolidation of Learning:

Finalize lessons with a question period to make sure the students understand the final project.

Feedback From Students: Students will add to the graffiti wall a concept they have learned.




Lessons #10 - 16

Students will be provided 4-5 work periods to complete their final performance task. Following completion of Final project, students will participate in a final critique, taking up to 2 classes.

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Task TitleTeacher Erin Hildebrandt

Subject Art

Topic/Focus Drawing & Animation

Performance Task Overview

Performance Task for the Unit of Animation is composed of two parts:

1. Stop-motion animation (45%) : Students will illustrate a story using the theme of transformation & metamorphosis. Students will be able to choose two approaches to their animation; 1) Using Charcoal & Paper OR 2) Using whiteboards and whiteboard pens. Students will need to demonstrate at least two transformations during their animation. Students will need to use drawing techniques to complete their animation, but will also have the option to use physical objects in their animation.

2. Critique (10%) : Students will participate in a final critique of their animation projects using the strategy, 3 Stars and a Wish. A 3 stars and a Wish template will be provided to each group that is critiquing and will be handed in following each group presentation as part of the critique mark. Guiding questions will also be provided to the students to keep the conversation on track and to maintain a constructive and comfortable atmosphere where the students feel safe to share and receive feedback. As part of the grade of the critique, past participation in formative assessments will also be considered.

Materials

Sketching Paper (Cartridge Paper) Charcoal Pencils Eraser Whiteboards Whiteboard Pens

Acer Laptops Monkey Jam Program I-pads (if available)

Learner Outcomes Assessment CriteriaStudents provide evidence of their learning as they…General Outcomes Specific Outcomes

GLO Component 3: APPRECIATION: Students will interpret artworks for their symbolic meaning.

SLO Concept C: Students will understand that artworks contain symbolic representations of a subject or theme.

Completion / Time and Effort (Process) This section includes work done

preparing for the final project and on the completion of the final group animation. The process of understanding animation is an important portion of this assignment alongside the product.

I will ask myself: Do I see preparatory work for this project; storyboards, sketches, and experimentation.

GLO Component 5: ACTIONS AND VIEW- POINTS: Students will refine methods and techniques for more effortless image making.

GLO Component 1: ANALYSIS: Students will study and analyze the individual character of natural objects or forms.

SLO Concept A: Students will understand different drawing techniques such as; seeing basic shapes, noticing the direction of forms, and plotting the position of extremities, are useful to depict actions.

SLO Concept B: Students will understand that using a structured viewing frame helps to see an action depicted within a format.

SLO Concept C: Students will understand that the condition under which a series of

Understanding of Content (Cognitive) Does the final product

demonstrate that you understood what the assignment and unit were about?

I will ask myself: Does the student’s animation video demonstrate a clear understanding of the concepts taught?

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images is viewed affects what is seen.

GLO Component 4: MAIN FORMS AND PROPORTIONS: Students will modify forms by abstraction, distortion and other transformations.

SLO Concept C: Students will understand that the metamorphosis and transformation of shapes can be depicted where one shape becomes another.

Craftsmanship & Tool/Material Responsibility (Psycho-Motor)

How well did the students construct their final animation, did the students use all materials properly, and did the students use their learned knowledge of animation appropriately in the final prodcut.

I will ask myself: Was the student’s work done carefully, deliberately, and in a high quality manner?

GLO Component 10 (i): EXPRESSION

Purpose 2: Students will illustrate or tell a story.

Purpose 5: Students will create an original composition, object or space based on supplied motivation.

SLO Concepts B: Students will understand how to visually represent, create and illustrate a story.

SLO Component A: Students will understand how to create an original composition, using space, objects, and referencing outside sources.

Creativity (Effective) Is the final animation project eye

catching and innovative, does it have cohesive composition and movement, and does it demonstrate transformation of shape.

I will ask myself: Did the student group take risks? Did the students go above and beyond the requirements of the assignment?

GLO Component 2: ASSESSMENT: Students will impose standards on designed objects and invent improved versions.

SLO Concept B: Students will understand that designed objects can be evaluated on the basis of function and attractiveness.

SLO Concept C: Students will understand that criteria are necessary for the evaluation of designed objects.

Critique Critique will consist of utilizing

the strategy 3 stars and a wish and the class will critique each group’s completed animation with constructive criticism and respect.

Guided critique questions from the teacher will be used to maintain a confortable environment for each student to share their work.

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Assessment Criteria Level

Criteria4

Excellent3

Proficient2

Adequate1

Limited *Insufficient /

Blank *

Creativity(X 2)

The student’s artwork reflects an exceptional

level of creativity and risk taking. The student’s

personal interpretation of

the final task demonstrates a unique, original and expressive point of view.

The student’s artwork

demonstrates substantial

creativity and risk taking. The

student’s personal

interpretation of the final task

demonstrates a unique point of view and some

originality.


demonstrates minimal

creativity and risk taking. The final product shows

little evidence of personal point of

view and originality.


demonstrates no evidence of

creativity and risk taking. The final product does not reflect a unique

and original point of view.

No score is awarded because there is

insufficient evidence of student

performance based on the requirements

of the assessment task.

Understanding of Content

(X 2)


demonstrates a comprehensive understanding of

the concept(s) taught. There is a strong evidence of learning and

effective application of the lesson’s content.


demonstrates a substantial

understanding of the concept(s)

taught. There is evidence of

learning and satisfactory

application of the lesson’s content


demonstrates minimal

understanding of the concept(s)

taught. Evidence of learning and

the application of the lesson’s content is somewhat

lacking.


demonstrates no understanding of the concept(s) taught. There is

no apparent relationship between the

student’s artwork and the lesson’s

content.





Craftsmanship & Tool/Material Responsibility

The student’s use of art media,

materials and resources are consistently

appropriate. The student

demonstrates extensive care and attention to detail in the final

product.


materials and resources are

generally appropriate. The

student demonstrates a

reasonable amount of care and attention to detail in the final

product.


materials and resources are

seldom appropriate. The

students completion of the

product demonstrates

minimal care and partial attention

to detail

Art media, materials and resources are

inappropriately used. The student’s

completion of product is

hurried with no care for attention

to detail.





Completion / Time and Effort

All of the requirements are completed to the

best of the student’s ability. Significant time and effort went

into the completion of the

assignment.

Some of the requirements are complete and the artwork requires finishing touches.

Sufficient time and effort went

into the assignment.

Minimum requirements are complete and the artwork requires some additional work. Limited time and effort went into the assignment

None of the requirements are complete and the artwork requires plenty of work.

Insufficient time and effort went

into the assignment





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Critique Particpation

Demonstrated by each group actively participating in the critique and the 3 Stars and a Wish template handed in following completion of the final project critique.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.* Every group will be graded and each individual will be given the same mark as the group.

Final Grade

Performance Task: /24

Critique: /6

Total Marks/30

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Documents

riabeekmanportfolio.weebly.comriabeekmanportfolio.weebly.com/.../7/24273675/animation_unit_pl… · Web viewART Unit – Drawing and Animation. Established Goals. TRANSFER GOAL