ࡱ> OQNa jbjbtt $*``````` 6.2(-------,h/R1-`-&``-&&&.``-&t4"````-&&+``-  9,-.06.Q,\n2&n20-&`  Photo-shop Animation Project Designed by Andrew Arkelin 5th grade Two weeks Focus: Creating a digital animation around a photo collage. Objectives: (D5.6) The student will show a conscious effort to plan a work of art using their individual creativity (ideas). (D5.18) The student will continue to develop an awareness that media determines the character of the composition. (T5.6) The student will find and create a work of art that shows an awareness of texture-natural and man-made in a work of art. Motivational Resources: Video examples of photo-shop animation Examples of photo collage Art Materials: Photoshop software 3-5 digital cameras Computer lab Introduction: Collage and animation have been an art form for quite some time. Members of the cubist and Dada movements were some of the first artist to experiment with collage. Pablo Picasso used it in his Guitar piece in 1913 and Dadaist Francis Picabia used photographs to add another medium to his oil paintings. From there artists became more daring with their technique and content and collage began to evolve with technology. Now almost anyone can create photo collage using simple software on a computer. The same can be said for animation. The idea goes as far back as the late 1800s when Eadweard Mubybridge began taking photos of animals in motion. However the combination of the two has been difficult until the integration of digital software in the last couple of decades. Combining two mediums that are so versatile to begin with opens up a world of possibilities for an artist. Taking a complex idea like this one might seem out of reach for an elementary classroom. I plan on creating a simpler project that uses these two mediums. First the students will create a creature using photographic collage. The goal is to create an image bank that all the students will have access to. Depending on the schools resources this will involve either groups of students sharing a camera to collect images or, in the worst-case scenario, myself collecting photos to be used. After their creatures have been created the student will be asked to create a simple animation that their character will star in. This will be done using simple photo-shop animation tools such as the paintbrush and shape tool. By duplicating layers and using additive and reductive techniques the students should come up with interesting and unique animations. Instructional Procedure: Day 1 (Intro to assignment): The first day of class will be spent discussing forms of both animation and collage. I will show example via web so we can move through the material at a relatively fast pace. The class size and resources will determine how the rest of the class is spent. If the students are able to take photos themselves we will use the remainder of the class doing that. If we are using an image bank I have created we will jump right into how to use photo-shop to create collage. Day 2 (Demo/Workday): Based on the previous class the first portion will be used to either start the demo of photo-shop or conclude it. For the remainder of the class the students will work on their photo collage creatures using the class image bank. Day 3 (Workday): Students will use this day to complete their photo collages. Once they are complete we will begin discussing how to use photo-shop as a tool to animate. We will only cover basic additive and reductive processes to keep things simple. I will show them how to use tools such as the paint bucket, brush, and shape-making tool. They will also need to know how to duplicate layers and make copies of them. Day 4 (Demo/Workday): I will begin class by either starting or finishing the photo-shop demo. Ill want students to follow along on their computers so they can begin working out the kinks as Im teaching. For the remainder of class students will have the opportunity to work on their animations and have them keep in mind that they need to be finished by the end of next class. Day 5 (Workday): Students will use all of class time to complete their animations. I only want to see about 10-15 slides so they should have enough time to complete these. I will focus on making my way around the class to assist each student with their project and answer any questions as needed. Day 6 (Critique): We will end the two-week project with an informal critique. Ideally what I would like to do is put all the projects on to a single source such as a flash drive, portable hard drive, or public folder. From there the class can view the projects as a whole. Each student will have the opportunity to discuss his or her process both creatively and technically. Students will give mostly positively feedback and I might suggest possibilities on how they could take their ideas further. DBAE art Production: Art History: We will discuss the origins of collage and animation in art history and how they have brought us to this point today. Art Production: Although students will be producing all of their work digitally they will have to keep in mind traditional ideas of composition, color theory, and movement. Art Criticism: Students will be evaluated through a critique led by myself with student participation involved. Aesthetics: Although this is a digital collage and animation project basic aesthetic cannot be ignored and students will be graded on this as well. Art appreciation: By taking the time to discuss the origins of these art forms the student will hopefully realize how art from the past has a direct relationship to the art they are creating in the present. Evaluation/Assessment: Rather than having the students turn in their work Id rather have them share what they have created with the class. As they are showing their pieces I will take the time to evaluate each students work. I will grade them based on creativity, technique, as well as participation and effort. Bibliography:  HYPERLINK "http://www.artlex.com/ArtLex/c/collage.html" http://www.artlex.com/ArtLex/c/collage.html  HYPERLINK "http://collagemuseum.com/" http://collagemuseum.com/ http://joshuamosley.com/UPenn/courses/Ani/AnimationHistory.html 8:<-.ghiٺj%h'kpUh6h'kp0Jjh'kpU h'kph'kpjh'kph'kpUhOC;h'kpH*h'kph'kph'kpCJ 89CMN |@[\kl & Fgd'kp & Fgd'kp & Fgd'kpgd'kp$a$gd'kp# vw$%[\  z{ & Fgd'kpgd'kp,- & F gd'kp & Fgd'kpgd'kp ":p'kp/ =!"#$%%DyK ,http://www.artlex.com/ArtLex/c/collage.htmlyK Xhttp://www.artlex.com/ArtLex/c/collage.htmlDyK http://collagemuseum.com/yK 4http://collagemuseum.com/<@< NormalCJaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No List0U@0 'kp Hyperlink>*B** z z z4B89CMN |@[\kl#v w $%[\  z{,-000000000000000p` 0p`ƀ 0p` 0p`00000000 00 00000000 00 00 0000000000000000000p`0p`0p`0p`0p`0p`0p`0p`0p`00p`0p`0p`0p` 0p`0p` 0p`0p` 0p`0p` 0p`0p` 0p`0p`0p`0p`00p` 0ƀ 0׀ 0ƀ89CMN |@[\kl#v w $%[\  z{,-h0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oh0IX8oj0IX8oh0IX8oh0IX8oh0IX8oh0IX8ohjhjhjhjhjhjhj 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j 0!j0h0IX8oh0IX8oh0IX8oh0IX8o-hXX  | Љ_¢"bz6:\+h8,g2)hG`R[Y*:nckDb(|h4h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJo(hHoh  ^ `OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJo(hHoh  ^ `OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJo(hHoh  ^ `OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJo(hHoh  ^ `OJQJo(hH | g2)hGR[Yb(|_\+":nc                                                                                  @ZZd ZZF` @UnknownGTimes New Roman5Symbol3 Arial? 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