Stop Motion Animation

4th and 5th grade Club
CLAY STOP MOTION ANIMATION
Objective:
The students will utilize new technology (digital camera, movie maker software, clip music, ect….) in conjunction with sculpture techniques to create their short animated film. The students will work as a team to develop storyboards, set designs, sets, main characters, dialogue cards, ect. The students will rotate jobs on filming days so everyone will be a camera man, animator, director, set designer, ect. Utilizing an overhead as a class the students will use movie maker to put together slides and edit them to make the short animated feature.
Assignment:
The students will make a short animated film using a stop motion technique and windows movie maker.
The sets will be made of mixed media (paper mache—paint—glued sand, rocks, ect)—the figures will be make form plasticine.
Students will develop a sequenced story board and text will be on full sheets of paper and then photographed just like the action portion of the video (in the manner of old fashioned silent movies)—the plasticine figures will move a little each picture and then assembled together in movie maker to simulate movement on the screen.


Materials:
SETS—card board box, paint, mixed media, found objects
CHARACTERS- plasticine
Essential Questions:
• Define stop motion animation- and be able to explain the process
• Describe how to use a digital camera
• Use correct vocabulary
• Become familiar with jobs in the art industry
• Basic understanding of simple computer program techniques
• Demonstrate knowledge of film’s subject




Curriculum Objective 4th
-1.03 1.04 2.01 2.02 3.01 3.02 3.03 3.04 4.02 4.03 4.04 6.03 7.017.01 8.01 8.02
Curriculum Objective 5th
-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 3.01 3.02 3.04 3.05 3.07 5.01 5.04 5.07 6.02 7.01 7.02 7.03 8.01 8.03

STEM ACADEMY


Class Instruction That Works
Implementation Plan


Strategy Activity Description SCOS Objective Implementation Date
Identifying similarities and differences

S-The fundamental basic technique of animation is still the same (refer to Flip Books)
D-in quality and equipment advances
S-In each frame-background-lighting
D-Changes made from frame to frame to show movement are very small 4th-2.01 2.02 3.04 5.01 5.04
7.02 8.01

5th- 2.01 2.02 3.07 5.01 5.04 5.07 7.01 7.02 7.03 8.01 8.03
Summarizing and notetaking
The students will have a basic understanding of animation—
The students will have to summarize on storyboards
4th-1.03 1.04 2.01 2.02 4.02 4.03 4.04 7.02
5th-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 6.02 7.01 7.02
Reinforcing effort and providing recognition
As I monitor student work and progress I continually provide oral feedback and specific compliments—between students studio time I check on the project and leave prepare feedback—leave notes for them---viewing their work in progress will give them feedback and let them see what needs to be changed what is not working correctly
Homework and practice

During studio class time the students put into practice the animation concepts discussed 4th-1.03 1.04 2.01 2.02 3.01 3.02 3.03 3.04 4.02 4.03 4.04 6.03 7.017.01 8.01 8.02
5th-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 3.01 3.02 3.04 3.05 3.07 5.01 5.04 5.07 6.02 7.01 7.02 7.03 8.01 8.03
Nonlinguistic representations

The project will start with a storyboard outlining the animated short
From this character sketches and then plasticine characters, and sets
The pictures will be taken and then put into a computer program, edited and the animation created 4th-1.03 1.04 3.01 3.02 3.03 3.04 4.02 4.03 4.04 6.03

5th-1.01 1.02 1.03 3.01 3.02 3.03 3.04 3.05 3.07 6.02 7.01 7.02 8.01 8.03
Cooperative learning
The students will work in groups and share the responsibility of different jobs on different days. Developing a sense of why each job is important and how they need to rely on the other people in the team to work effectively as a whole. 4th-2.01 2.02 4.02 4.03 4.04 6.03 7.01 8.02

5th- 2.01 2.02 2.03 6.02 7.01 7.02 8.01 8.03
Setting objectives and providing feedback
Each day the students have an objective or goal to reach. As I monitor student progress I give continual oral feedback, redirections, and advice. The students also give each other ideas and help. 4th-1.03 1.04 2.01 2.02 3.01 3.02 3.03 3.04 4.02 4.03 4.04 6.03 7.017.01 8.01 8.02
5th-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 3.01 3.02 3.04 3.05 3.07 5.01 5.04 5.07 6.02 7.01 7.02 7.03 8.01 8.03
Generating and testing hypotheses
The students hypothesize in regards to how the final film will look---From here they will break the idea down into small parts and make each part happen—the set, the characters, the action 4th-1.03 1.04 2.01 2.02 3.01 3.02 3.03 3.04 4.02 4.03 4.04 6.03 7.01
5th-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 3.01 3.02 3.03 3.04 3.05 3.07 6.02 7.01 7.02 8.03
Cues, questions, and advance organizers
The students will use storyboarding techniques to organize their ideas and set the foundation for the overall plan.
The photos will be organized on the computer program (Movie Maker) 4th-1.03 1.04 2.01 2.02 3.01 3.02 3.01 3.04 4.02 4.03 4.04 6.03 7.01
5th-1.01 1.02 1.03 2.01 2.02 2.03 2.04 2.05 3.01 3.02 3.03 3.04 3.05 3.07 6.02 7.01 7.02 8.01 8.03


Reflections


Strategy Reflection on implantation of strategy

Identifying similarities and differences


-The students will discuss how the individual pictures can only have small differences in composition
otherwise the finished product will appear jumpy.
-Students will discover how the lighting and shadows need to remain consistent or else it will create a
strobe effect in the finished product.
-Students will discover how in editing the process is similar and consistent between each slide

Summarizing and notetaking

-The storyboard will summarize the overall idea
-

Reinforcing effort and providing recognition

Verbal praise gives the student’s confidence to move forward. Redirection helps correct any mistakes early in the process.

Homework and practice


In class the students will be collectively creating an animated short


Nonlinguistic representations


-Storyboard, sets, character sketches, characters
Cooperative learning

-Students will work in groups –rotation jobs and gaining an understanding of why all jobs are important to rely on one another

Setting objectives and providing feedback
-Daily goals, verbal feedback and focusing in class, review of project to see what is working and what needs to be changed to set daily goals and move forward

Generating and testing hypotheses
-Understanding the animation process-breaking it down and making each part work –if something is not going as planned rethinking and planning and discovering what needs to be changed to make it work

Cues, questions, and advance organizers
Storyboarding, Movie Maker, Character Sketches