DIGITAL NARRATIVE > Media Art Lesson
Folk and fairy tales provide a rich starting point for a digital media project. Passed down from oral storytellers through literary traditions to new media, they are always altered by retelling to reflect the needs of the storyteller and the aesthetics of the time. Because the story is so well known, it can be altered significantly and still remain resonant and recognizable to the contemporary audience.
Step 1 > CHOOSE A TALE
Select a well-know folk tale or myth to retell using contemporary media. When choosing a story to translate into time and motion media, look for clear characters, action and settings. A story that involves transformation or metamorphosis can work well for animation. Dramatic characters and conflicts make for fun play-acting in video projects.
Step 2 > SEQUENCING
Break the story down into scenes that include specific characters engaged in key actions and settings. Identify all the characters, settings, props and dramatic moments in the storyline. Notice the arc of the story and the emotional mood of each scene. If you plan to create a very short work, simplify the narrative into as few words possible.
Step 3 > DEFINE UNITY
Define the ways that you will create visual unity throughout this media artwork. Choose a limited color palette for use on your project. Using line, texture, shape and color in a consistant style thoughout the piece will help create unity, even when a team of artists contributes to the whole. Identifying these stylistic elements is important in both individual and group projects. Visual qualities of characters and places need to be rendered in a consistant style for continuity.
Step 4 > CREATE SURPRISE
Explore the ways that you will create surprise within your unified project by storyboarding the scenes. Scale shifts, unusual shot angles, and dynamic motion can make your work come alive. Sketch out the key moments in the story, blocking in areas of dark and light, positive and negative space. When storyboarding a scene, consider a variety of compositional strategies. Avoid plunking the character in the middle of the frame. Experiement with asymmetrical composition, dramatic angles, perspective, close ups, mid-range, and overview shots in different scenes.
Step 5 > DIVIDING TASKS
Break down tasks for a team project, either one person per scene or one person per creative job. Assign a team leader, and/or designate portions of work to specific artists who have skills in those areas. Some love creating background art, others may enjoy character design, while another may excel with music and sound effects. Video projects may require a cast of actors and a director, camera crew, lighting, costume and prop makers. Animation is enhanced with narration and other voice work and sound effects. Make sure everyone knows their job and has time to prepare for it.
Step 6 > PRODUCTION
By doing the planning above, production should follow along more smoothly. Media projects can be notoriously time consuming. Keeping the story length very short from the start will help keep this in check. The team leader needs to keep track of progress on various scenes, checking that the elements that create unity and surprise are working across the board. Saving digital work frequently, naming and backing up files in a systematic way, will prevent the nightmare of lost hours of work!
Step 7 > EDITING
Editing down the video and sound can be the most labor intensive of all. Editing is also a very creative task, requiring a grasp of how all the pieces can come together as a whole. Editors make tough choices, cutting out pieces that run too long or too slow. The editor can use a fast rhythm to create emotional tension or slow-motion timing to give a scene a dreamlike quality. Guide your students to be selective when applying special effects and transitions to a project. These effects should fit with the stylistic unity of the work, when overused they can make the work very amateurish.
Clark and Andrew spent time at Woodland Middle School, providing a multi-day lesson in stop motion animation. Their lesson used two poems by Robert Frost as the thematic structure for claymation interpretations.
read more on their blogs...
Wanda Gag’s graphic art is distinguished by its use of dramatic shadows and highlights, as well as its sinuous, flowing shapes and lines...
This week about eighty 2nd grade students from Lowell school in Duluth visited the Tweed to see the Wanda Gag show. Our Art Ed students, Lydia, Andy, and Aily tested some simple drawing and animation lessons with these school children. It went well!
millions of cats by millions of kids
Read more on Lydia's blog...
Andy at the sand table
More about Wanda Gag on the Tweed website: