Transcript
Page 1: Cartoons - Visual Artsisb-visualarts.weebly.com/.../unit_4_~_animations___cartoons_~_myp… · The’magic’lantern’was’invented’around’1650’and’was’aearly’ predecessor’of’the’modern’day’projector.’Itconsists’atransparentoil’

Animations & Cartoons

Unit 4 ~ MYP 1

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Mindmapping •  What  do  we  allready  know  about  anima3ons  and  cartoons?  

-­‐  Make  a  crea*ve  mindmap  inside  your  developmental  workbook  and  write  down  all  the  things  that  come  to  mind  when  you  think  about  anima*ons  and  cartoons.  

-­‐  See  the  example  below  the  get  ideas  for  the  lay-­‐out  of  your  mindmap  -­‐  Use  coloured  pencils  or  filled  *pped  pens  if  you  like  to  make  your  mindmap  

look  more  aArac*ve  -­‐  How  more  words  you  write  down  and  the  more  connec*ons  you  make  the  

beAer  your  mindmap  will  become  

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History of Animation  Anima*on  refers  to  the  recording  of  any  image  which  goes  through  changes  over  *me  to  portray    the  illusion  of  mo*on.      During  this  lesson  we  will  take  a  look  at  how  the  technique  of  making  anima*ons  changed,  so  we  will  focus  on  the  History  of  Anima*on  

   Humans  were  already  interested  in  depic*ng  moving  figures  a  long,  long  *me  ago.  Evidence  of  this  dates  back  to  the  early  Paleolithic  cave  pain*ngs.      The  animals  depicted  in  these  pain*ngs  were  oIen  depicted  with  mul*ple  sets  of  legs  in  superimposed  posi*ons.  Because  these  pain*ngs  are  prehistoric  they  could  be  explained  a  number  of  ways,  such  as  the  ar*st  simply  changing  is  mind  about  the  leg’s  posi*on  with  no  means  of  erasing,  but  it’s  very  likely  that  they  are  early  aAempts  to  convey  mo*on.  [1]  

   In  this  video  of  Marc  Enzema  is  shown  how  it  works,  and  why  we  think  the  illusion  of  mo*on  is  depicted  in  cave  pain*ngs.    

                                 Guiding  Q

ues3on:  How  did  anim

a*on  evolved  over  *me?  

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•  In  1510  we  can  find  drawings/sketches  made  by  the  Italian  ar*st  Leonardo  da  Vinci.  In  the  image  you  can  see  how  detailed  the  drawings  of  the  upper  body  are  with  less  facial  image.  The  sketches  show  mul*ple  angles  of  the  figure  as  it  rotates.  Because  the  drawings  only  show  small  changes  form  one  angle  to  the  next,  the  drawing  imply  mo*on  in  a  single  figure.    

•  Even  though  some  of  these  early  examples  may  appear  similar  to  an  animated  series  of  drawings,  the  lack  of  equipment  to  show  them  in  mo*on  causes  them  to  fall  short  of  being  true  anima*on.    

Later  on  numerous  devices  were  invented  to  display  animated  images,  these  devices  were  used  to  entertain,  amaze  and  some*mes  even  frighten  people.  But  the  majority  of  these  devices  only  projected  images  that  they  could  only  be  viewed  by  a  single  person  at  any  one  *me.    

I’m  Leonardo  da  Vinci    a  well-­‐known  Italian  Rennaissance  polymath:  painter,  sculptor,  

architect,  musician,  mathema*cian,  engineer,  

inventor,  anatomist,  geologist,  cartographer,  

botanist,  and  writer.  You  might  know  me  as  the  ar*st  who  

painted  ‘the  last  supper’,  ‘the  vitruvian  man’  or  perhaps  the    

‘mona  lisa’

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The  magic  lantern  was  invented  around  1650  and  was  a  early  predecessor  of  the  modern  day  projector.  It  consists  a  transparent  oil  pain*ng,  a  simple  lens  and  a  candle  or  oil  lamp.  In  a  darkened  room,  the  image  would  appear  projected  onto  an  flat  surface.  The  images  could  be  placed  in  a  frame  which  could  hold  several  images  at  ones,  you  would  have  to  push  the  frame  to  the  leI  or  right  to  see  the  next  image.    

It was often used to project demonic,

frightening images in order to convince people that were witnessing the supernatural.

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-­‐  Open  your  laptops  and  developmental  workbooks  

-­‐  Open  internet  and  go  the  www.google.com  

-­‐  Google  the  word    ‘Thaumatrope’  

-­‐  Inside  your  developmental  workbook  you  will  write  down:  -­‐  What  is  a  Thaumatrope?  -­‐  When  was  it  invented  -­‐  What  is  it  used  for?  -­‐  What  does  it  look  like?  -­‐  What  is  it  made  of?  -­‐  How  can  you  make  one  yourself?  -­‐  Make  a  small  sketch  of  how  it    

 looks  like  

F

Make  your  research  page  look  good!  You  could  use  text  boxes,  coloured  papers,  pictures,  coloured  pencils  and  so  on.    Keep  in  mind  that  this  is  always  important  for  each  page  you  make!  

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 The  Thaumatrope  was  a  simple  toy  used  in  the  Victorian  era,  invented  in  1824.  A  thaumatrope  is  a  small  circular  disk  or  card  with  two  different  pictures  on  each  side  that  was  aAached  to  a  piece  of  string  or  a  pair  of  strings  running  through  the  centre.  When  the  string  is  twirled  quickly  between  the  fingers,  the  two  pictures  appear  to  combine  into  a  single  image.  The  thaumatrope  demonstrates  the  Phi  phenomenon,  the  brain's  ability  to  persistently  perceive  an  image.  Its  inven*on  is  oIen  credited  to  Sir  John  Herschel.    

Go to the website below to get some ideas for your

own thaumatrope

http://www.dickbalzer.com/

Flash_Gallery.361.0.html If your still not totally

sure about how to make your own thaumatrope, watch the video below

https://

www.youtube.com/watch?

v=gLNJ_FQTRMQ

Assignment:  

-­‐   Create  your  own  Thaumatrope  

-­‐   It  can  depict  whatever  you  want  

-­‐   Colour  it  and  make  something  beau*ful  

S

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•  The  phenakistoscope  was  invented  in  1831  it  consists  a  disk  with  series  of  images  slots.    

•  The  Zoetrope  concept  was  suggested  in  1834  by  Willem  George  Horner,  and  from  the  1860s  markted  as  the  Zoetrope.  

•   The  first  flip  book  was  patented  in  1868  by  John  Barnes  Linnet  as  the  kineograph.  A  filp  book  is  just  a  book  with  par*culary  springy  pages  that  have  an  animated  series  of  images  printed  near  the  unbound  edge.  A  viewer  can  bend  back  and  then  rapidly  releases  them  one  at  a  *me  so  that  each  image  viewed  spring  out  of  view  to  reveal  the  next  image.  It  works  kind  of  the  same  as  the  phenakistoscope  and  the  zoetrope.    

•  The  praxinoscope  was  invented  in  1877  in  France,  by  Charles-­‐émile  Reynaud,  who  was  a  French  science  theatre.  He  was  the  first  one  that  was  able  to  project  the  first  anima*on  in  public,  Pauvre  Pierrot,  at  the  Musée  Grévin  in  Paris.  In  1888  he  brought  the  Théâtre  Op*que  on  the  market.  That  device  is  what  he  used  for  his  first  anima*on.  

•             Answer  the  Guiding  Ques*on  [How  did  anima+on  evolved  over  +me?]  inside  your            

                       developmental  workbook.  

                                 Then  explain  which  inven*on  you  think  was  most  usefull  for  nowadays  anima*on            

                                           techniques?    

F

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Animation Techniques  Innumerable  approaches  to  crea*ng  anima*ons  have  arisen  throughout  the  years.  Here  is  a  brief  account  of  some  of  the  non  tradi*onal  techniques  commonly  used  nowadays.    

   Stop  mo*on    This  process  is  used  for  many  produc*ons,  for  example,  the  most  common  types  of  puppets  are  clay  puppets,  as  used  in  The  California  Raisins  and  Wallace  and  Gromit.  And  figures  made  out  of  various  rubbers,  cloths  and  plas*cs  resins,  such  as  The  nightmire  before  christmas.  Some*mes  even  objects  are  used,  such  as  with  the  films  of  Jan  Svankmajer.      As  we  have  seen  some  lessons  ago,  you  can  also  make  a  drawn  anima*on,  this  is  perfect  to  combine  with  the  stop  mo*on  technique.      Something  to  take  in  account  is  that  making  a  stop  mo*on  anima*on  takes  up  a  lot  of  *me,  as  you  have  to  take  a  photo,  change  the  seong,  take  a  photo  and  so  on.    

                 Computer-­‐generated  imagery  (CGI)  is  a  revolu*onized  anima*on.  The  first  fully  computer-­‐animated  

feature  film  was  Pixar’s  Toy  Story  in  1995.      A  big  difference  with  tradi*onal  anima*on  is  that  drawing  is  replaced  by  3D  modeling,  almost  like  a  virtual  version  of  stop-­‐mo*on,  though  a  form  of  anima*on  that  combines  the  two  worlds  can  be  considered  to  be  computer  aided  anima*on  but  on  2D  computer  drawing.    

                                 Ques3on:  W

hich  anima*on  techniques  do  w

e  use  now?  

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         Answer  the  Guiding  Ques*on  [Which  anima+on  technques  do  we  use  now?]  inside  your            

                       developmental  workbook.  

                                 Then  explain  how  you  could  use  these  techniques  yourself    

F

Enrichment  assignment:  

Go  to  the  website  below  

Find  out  how  many  

Animated  films  Walt  Disney  already  made  over  the  years.    

hAp://www.disneyanima*on.com/studio/our-­‐films  

Enrichment  assignment:  

Go  to  the  website  below  

Find  out  how  many  jobs  their  are  and  how  many  people  work  at  the  anima*on  studio  of  Walt  Disney  

hAp://www.disneyanima*on.com/careers  

Enrichment  assignment:  

Go  to  the  website  below  and  find  out  how  Wallace  and  Gromit  and  the  were  rabbit  is  made.  

hAps://www.youtube.com/watch?v=qW5X1S6VKQ8  

Enrichment  assignment:  

Go  to  the  website  below  and  find  out  how  the  film  Avatar  is  made  

hAps://www.youtube.com/watch?v=xq_nRfoBSm0  

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Brainstorm assignment

1.  Create  a  folder  in  your  Design  folder  called:  Cartoons  and      Anima*ons.  

1.  Share  the  folder  with  Mr.  De  Klerk  with  Mrs.  Mathijssen  and  with  your  team  member  

2.  Create  a  new  document  called:  Brainstrorm  assignment  

3.  In  your  group  you  use  one  laptop  on  which  you  look  up  3  stop-­‐mo*on  anima*ons  that  you  like  and  that  inspire  you  for  making  your  own  stop-­‐mo*on  anima*on.  

4.  Add  the  youtube  link  and  proper  cita*ons  for  the  video  5.  For  each  video  you  write  a  mo*va*on:  

 -­‐  Why  did  you  choose  this  video?  What  do  you  like  about  it  and?  

 -­‐  Describe  what  the  key  features  are!  

7.      Put  the  names  of  both  team  members  in  the  footer  of  the  document.

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The final assignment              For  the  final  assignment  we  are  going  to  make  our  own  anima*on,  by  using  the  stop  mo*on  

technique.  But  to  do  this  we  will  have  to  go  through  some  design  steps  to  ensure  that  we  get  a  good  result.  For  this  assignment  you  can  work  in  pairs  and  one  group  of  3.  

   -­‐  Designing  characters  [forma*ve]    -­‐  Designing  the  background  [forma*ve]    -­‐  Making  a  story  board  [forma*ve]    -­‐  Crea*ng  the  characters  and  the  background    -­‐  Shoot  the  photo’s      -­‐  Edit  the  photo’s  and  s*ck  them  together  by  using  Imovie  or  windows  movie  maker    -­‐  Produce  the  final  anima*on  [Summa*ve]  

   During  this  process  we  will  be  keeping  a  procces  log,  that  means  that  each  lesson  you  will  have  to  write  down  what  you  did  exactly  and  how  you  think  it  went  and  what  you  want  to  do  next  *me  and  so  on,  basically  your  reflect  on  your  progress  each  lesson.  And  of  course  you  will  reflect  on  your  final  product  aIer  it’s  finished  [Summa*ve]  

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Examples of Stopmotion animations

Check out the weblinks below to get some ideas for your own animation video, some of these may not be doable in the time that we have but some parts of it definitly are.

•  https://www.youtube.com/watch?v=7uJ82Hn-g3U •  https://www.youtube.com/watch?v=cJdGeMVEcYE •  https://www.youtube.com/watch?v=clQTRs47CFw •  https://www.youtube.com/watch?v=3DFzjP6PbnU •  https://www.youtube.com/watch?v=vrpXomMjrqE •  https://www.youtube.com/watch?v=JycC1ZkZM4s

Note down what kind of animation you like and why in your Proccess log. And you can always look up more examples on www.youtube.com

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Making a Storyboard  A  storyboard  is  a  tools  that  is  used  in  film  and  anima*on.        The  storyboarding  process,  in  the  form  it  is  known  today,  was  developed  at  the  Walt  Disney  Studio  during  the  early  1930s,  aIer  several  years  of  similar  processes  being  in  use  at  Walt  Disney  and  other  anima*on  studios.    Simply  you  just  draw  the  main  frames  of  your  movie  and  note  down  what  happens,  the  *me  of  the  frame  and  what  kind  of  sound  should  go  along  with  the  frame.    

Draw  8  frames  in  your  developmental  workbook  (use  2  pages,  4  on  one  page)  

Make  a  big  textbox  under  each  frame.  Now  draw  the  outline  of  your  story  together  with  your  group  members  and  make  sure  to  also  plan  the  sounds.  Don’t  make  it  to  difficult  for  yourself!  

Don’t  forget  to  update  your  process  log,  if  your  storyboard  is  finished  ask  the  teacher  to  copy  it  

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Creating props •  Today  you  will  start  crea*ng  and  collec*ng  props  that  you  need  for  your  movie,  

such  as:    -­‐  Objects    -­‐  Making  things  out  of  paper    -­‐  Making  different  drawings  on  paper      -­‐  Making  a  background    

 •  Take  a  picture  of  everything  you  have  collected  or  made,  print  this  for  next  lesson  

so  you  can  s*ck  this  inside  your  workbooks  for  your  process  log  and  don’t  forget  to  update  your  process  log.    

 •  Make  a  planning,  divide  the  tasks  within  your  group  

 -­‐  Make  sure  you  write  this  down  in  your  process  log    •  Sort  out  how  and  were  your  going  to  shoot  your  movie  (inside  the  classroom)  

 -­‐  What  kind  of  ligh*ng  do  you  need  (do  you  need  to  bring  an  extra  lamp?)    -­‐  Where  should  my  camera  (laptop  or  actual  camera)  be  placed  and  how  to  hold  it  into  posi*on  so  that  it  doesn’t  move?  Note  everything  down  in  your  proccess  log  

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Shooting the photos •  Today  you  are  going  to  shoot  the  photo’s  for  your  movie  

•  Some  simple  hints  and  *ps  to  make  sure  you  get  a  good  result:    -­‐  The  camera  can’t  move  or  this  should  be  planned    -­‐  Move  your  object  slowly,  just  a  *ny  *ny  bit  per  photo          

                   otherwise  the  movements  between  the  photos  will  be  to                        quick.    

 -­‐  All  photos  need  to  be  taken  during  this  hour,  so  hurry  up    -­‐  One  person  takes  the  photo’s  the  other(s)  move  the          

                     objects    -­‐  The  background/environment  can’t  change  so  also  not  the    

                     ligh*ng      -­‐  Make  sure  you  save  your  photos  in  a  save  place  so  that    

                     they  can’t  be  lost.    

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Editing your animation •  Upload  your  photos  in  Imovie  or  Windows  Movie  Maker  •  Put  them  in  the  correct  order  if  they  aren’t  •  Insert  a  *tle  frame  and  add  the  name  of  your  movie  •  Add  a  last  frame  were  you  put  your  names  and  year  group  •  Play  the  movie  and  see  what  happens:  

 -­‐  It  might  be  that  it  goes  to  fast  (change  the  *me  seongs  for  the      frames,  make  them  last  longer)    -­‐  It  might  be  that  the  screen  seems  to  zoom  in  (in  Imovie  this  is      called  the  ‘Ken  Burns  effect’  look  it  up  and  undo  it)  

•  When  the  visual  video  is  done  it’s  *me  to  add  the  sounds  to  it,      on  your  screen  you  will  see  a  separate  row  for  sound.    

•  Upload  the  recorded  sounds  and  drag  them  to  the  sound  row,      in  the  posi*on  you  want  them  

•  It  might  be  that  the  sound  last  to  long  (go  to  sound  seongs      and  take  of  some  *me  for  that  specific  sound  effect)  

•  Play  it  and  see  if  everything  plays  correctly  •  When  totally  finished,  save  your  movie  and  share  it  with  your    

 teacher!  

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Bibliography •  Title  page:    

 Pink  Phanter.  Digital  image.  Making  Sense  out  of  the  World.  Making  Sense  out  of  the  World,  13  Feb.  2013.  Web.  06  May  2014.    

 •  Video  history  of  Anima3on  [Slide  2]:  

 "History  of  Anima*on  |  MIT  Video."  MIT  Video.  Ed.  Stephanie  Stender  and  Andres  Lombada.  MassachuseAs  Ins*tute  of  Technology,  n.d.  Web.  06  May  2014.  <hAp://mit.tv/Ac9egn>.    

 •  Video  Prehistoric  anima*ons  [Slide  2:]  

 "Marc  Azema  Anima*on.mov."  YouTube.  YouTube,  01  May  2012.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=x8exsw6yKXw>.    

 •  Muscle  study  [Slide  3]  

 The  muscles  of  the  shoulder,  arm  and  neck,  c.1510-­‐11:  Many  of  the  sketches  date  from  the  winter  of  1510-­‐11,  when  he  dissected  some  20  corpses  at  the  medical  school  of  the  University  of  Pavia    

•  How  to  do  a  thraumatope  [slide  7]    "(tutorial)  How  to  Do  a  Thaumatrope  [stopmo*on]."  YouTube.  YouTube,  28  Nov.  2012.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=gLNJ_FQTRMQ>.      

•  Zoetrope  [slide  8]    "Things  -­‐  Zoetrope."  YouTube.  YouTube,  14  Dec.  2008.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=-­‐3yarT_h2ws>.  

 •  kineograph,  you  and  me  flipbook  [slide  8]  

 "You  &  Me  Flipbook."  YouTube.  YouTube,  12  Feb.  2013.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=gna3InxPTNI>.  

 

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•  Praxinoscope  [slide  8]    "My  Praxinoscope."  YouTube.  YouTube,  29  July  2008.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=xOItdZOGnx8>.  

 •  Pauvre  Pierrot  [slide  8]  

 "Pauvre  Pierrot  Emile  Reynaud  1892."  YouTube.  YouTube,  31  Mar.  2012.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=6awj6b9aQ8U>.  

 •  Theatre  Op*que  [slide  8]  

 "Théâtre  Op*que  D'Ã�mile  Reynaud.  Museu  Del  Cinema."  YouTube.  YouTube,  17  Nov.  2009.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=e4zQ49zgclM>.  

 •  Stop  mo*on  [slide  9]  

 "How  It's  Made  -­‐  Stop-­‐Frame  Anima*on."  YouTube.  YouTube,  11  Mar.  2012.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=irOecGxh36g>.  

•  Wallace  and  Grommit  [slide  9]    "Wallace  Gets  Porridge  in  His  Crackers."  YouTube.  YouTube,  01  Nov.  2009.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=sJQUPT6Wsag>.  

•  Computer  anima*on  [slide  9]    "How  It's  Made  -­‐  Anima*on."  YouTube.  YouTube,  19  June  2007.  Web.  06  May  2014.  <hAps://www.youtube.com/watch?v=0g1eb8O9j1M>.  

 •  Teacher's  Guide  Series:  Anima*on  |  Ac*vity  1."  Oscars.org.  Academy  of  Mo*on  Picture  Arts  and  Sciences,  

2014.  Web.  06  May  2014.  <hAp://www.oscars.org/educa*on-­‐outreach/teachersguide/anima*on/ac*vity1.html>.    

 

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Vocabulary list •  Paleolithic:  (Age,  Era  of  Period)  is  a  prehistoric  period  of  human  history  dis*nguished  by  the  

development  of  the  most  primi*ve  stone  tools.