Melissa Kirchoff
Landscape Stop
Motion
Grade Level: 4-5th Grade
Time Needed: 5
classes
Focus: This lesson
is for students to be introduced to the history and methods of stop motion, and
to create a digital story of the transitions in landscapes due to weather.
Objectives:
A. (4.1.1.2.1) Describe the
use of elements in media arts such as image, sound, space, time, motion and
sequence.
B. (6.1.2.2.1) Students will demonstrate use of a variety of tools,
materials and techniques in media arts based on the characteristics of the
hardware and software.
C. I would like my
students to learn how to use found materials to create a digital media piece.
Motivational Resources:
Materials:
Introduction to the Lesson:
Stop-motion is an animation technique to make a physically manipulated object(s) to move on its own. The object is moved in small increments between individually photographed frames, creating the illusion of movement when the series of frames is played as a continuous sequence.
Stop motion has been around for a long time and has been heavily associate with film-making. Some of the first stop motions were "The Humpty Dumpty Circus" (1898) and the "Fun in a Bakery Shop" (1902). In 1907 the film "The Haunted Hotel" was successful in the box office and the stop motion animation was a hit to the audience. Later in 1912, the first successful clay animation movie hit the cinema.
Clay is often used in stop-motion to transform figures. This type of stop-motion is called clay-mation. Although you can use any object to create a stop-motion animation. In this project we will be using found objects in nature such as sticks, rocks, pinecones, and leaves to create a landscape and use the idea of weather to transform the landscape. For example, a huge wave can transform a beach or a volcano can transform a forest into lava.
Instructional Procedure:
Class 1: We will
start by having a discussion about the history of stop motion and the
techniques used in stop motion. Once we go over the techniques and tools we
will get up and take a hike outside around the school. The students will be
given a bag and asked to collect sticks, small rocks, sand, leaves, and
pinecones. Once the students each collect objects, the class will return to the
class room. Now the teacher will explain what we will be doing with the
objects. We will discuss the idea of the storyboard and look at the landscape
and weather movies and images. The students will be split into groups of 4 or 5
and then be asked to brainstorm their ideas. Once each group decides on a
theme, they will begin story boarding their transformation.
Class 2: The
students will have time to finish their storyboards at the beginning of class.
After all the group's storyboards are finished, the students will be asked to
help set up the cameras, tripods and back drops. Once the equipment is set up
the groups will start setting up their landscape. I will emphasize the
importance of moving the objects very slowly each frame. The students will
shoot their landscape transformations.
Class 3: Students
will set up and continue with their landscape transitions. All groups will
finish capturing their stop-motions in this class period. Once the students are
finished taking the photos, they will then upload the images into a singe
folder on a computer. The students will open Photoshop and have a tutorial on
opening images, selecting all, copying them and pasting the images into a
single layered document.
Class 4: Once all
the frames are put into a layered document, the students will be instructed to
create an animation from the document in Photoshop. This is done in the
animation window. Remind the students to save their work often. Once their
final animation is complete, the students must export their animation into a
Quicktime movie. This final document should be saved on a hard drive or CD.
Class 5: Now we will
have our final critique. Students will display their work on their computer
screen. In the same groups, students will rotate around the room and view each
group's videos. Students will be asked to share one thought about the work
being viewed. Students will write down their thoughts and when all the groups
are finished viewing everyone's animations we will come together as one group
and share what everyone wrote down.
Assessment:
The students will be graded using a
rubric. They will be observed throughout the class periods on how they worked
with their peers, listened to directions, used equipment with respect
(including computers), and participation during critique.
DBAE:
Art Production: We made animations with found objects and digital methods.
Aesthetics: We discussed how stop motion is an animation form and that found objects can be used to create a piece of artwork.
Art History: We discussed the history of stop motion and how it has been used throughout history.
Art Criticism: We held an in class critique.
Bibliography
Reilly, Dermy. A
Brief History of Stop Motion Animation.
Copyright (c) 2007 www.stopmotioncentral.com.
Delahoyde, Michael. Stop-Motion Animation. Washington State University.
http://www.wsu.edu/~delahoyd/stopmo.html.
Links of Examples:
Examples of Stop Motion
http://www.slashfilm.com/2009/02/04/geekbomb-a-brief-history-of-stop-motion-animation/
Art Clokey's Gumby and Davey and
Goliath
http://www.youtube.com/watch?v=hJ-zQpC4uaM
Rudolph the
Red-Nosed Reindeer
http://www.youtube.com/watch?v=8xqACmJvqaU
PES Stop Motion
http://www.youtube.com/user/pesfilm?blend=2&ob=4
Stop Motion
Animation
http://www.youtube.com/watch?v=1f9zOtvGy60&feature=PlayList&p=2741746D63030F4B&index=0
Plan for Non Computer Equipped Room::
Melissa Kirchoff
Flip Book
Animation
Grade Level: 2-3th
Grade
Time Needed: 3
classes
Focus: In this lesson students will create movement using
simple flipbook techniques and will be able to define basic animation
vocabulary: persistence of vision, registration, key frames, and tweening.
Objectives:
A. (0.1.2.5.1) Identify the
tools, materials and techniques from a variety of two- and three-dimensional
media such as drawing, printmaking, ceramics or sculpture.
B. (0.4.1.2.1) Compare and contrast the characteristics of a variety of
media artworks.
C. I would like my
students to create a 2-D flipbook and understand how the method is considered
animation.
Motivational Resources:
Materials:
Introduction to the Lesson:
Animation is about creating an
illusion. Flipbooks are a type of animation made with many sheets of paper,
that display drawings that gradually change from one page to the next. Flipping
the pages creates movement because of vision phenomenon. When the pages are
seen in quick succession, they become animated. Flipbooks evolved from
thaumatropes, zoetropes from the nineteenth century that utilized for
entertainment.
Persistence of vision = As the eye sees a series of still images very
quickly, our eyes have sensors that retain each image for a moment, making us
perceive the series as one continuous image.
Registration = Flipbooks use the registration system to keep
images perfectly aligned. Animation boards, paper, and pegs can be used to make
sure each drawing is in line with those preceding and following it so that all
parts of the image, including the changing and non-changing shapes, are
smoothly coordinated.
Key Frames = Frames containing important changes in the subject
of animation; i.e. changes in the drawing, changes in the set up, important
stages of movement, etc.
Tween = is actually
short for "in-between", and refers to the creation of successive
frames of animation between key frames.
Instructional Procedure:
Class 1: We will
start by having a discussion about flipbooks and discuss the terminology. Then
we will view samples of flipbooks and point out the different characteristics
about them. We will also identify the terms we discussed and where you can see
them. Once the discussion is finished the students will pick an animal they
want to animate and plan the character out on scrap paper. The students will the be given then
index cards and they will number the cards and begin drawing the first image.
Remind the students to use color and only slightly changed the action on each
page.
Class 2: The
students will continue drawing their characters in sequence on the index cards.
When all the images are drawn, staple the cards in order along the left side.
Class 3: The
students will have a group critique. Each student will partner up and look at
eachother's flipbook. When everybody is finished, as a group each student will
share what they liked about their partner's flip book.
Assessment:
The students will be graded using a
rubric. They will be observed on how well they worked, listened to directions,
used materials with respect, and participation.
DBAE:
Art Production: We
made flipbooks with traditional materials.
Aesthetics: We
discussed how flipbooks are an animation form.
Art History: We
discussed the history and terminology of flipbooks.
Art Criticism: We
held an in class critique.
Bibliography
Animation Terms: http://animation.about.com/od/glossaryofterms/g/tween_def.htm
Links of Examples:
WinsorMcCay's Gertie the Dinosaur
http://www.youtube.com/watch?v=UY40DHs9vc4
The B.F.A. program in art education K-12 is for students who wish to receive licensure to teach art in Minnesota; it is offered in cooperation with the College of Education and Human Services Professions (CEHSP). The program prepares art teachers for kindergarten through the twelfth grade and provides a foundation in a variety of studio areas, art history, and art education methods. To qualify for this program, pre-art education students must pass a portfolio review (ART 0903). In addition to completing liberal education and art courses, each student must gain admission to the Secondary Teacher Education Program (STEP) licensure program during the junior year to complete the education courses required by the State Department of Education and Board of Teaching.
Click HERE to view the Art Ed B.F.A. requirements.
With a permanent collection of over 6,000 art objects representing a range of cultures and periods of art history, the Tweed Museum of Art on the campus of the University of Minnesota Duluth is a major cultural and educational resource for the Upper Midwest.
In the 1920s and early 1930s, George P. Tweed and his wife Alice began collecting 19th and early 20th century European and American painting, including examples of the French Barbizon School and Impressionist influenced American Landscape painting. After the death of Mr. Tweed in 1946, Mrs. Tweed saw the potential of the Tweed Collection as an educational resource for the community and the University. She generously developed the funding for the present building which was dedicated in 1958.
Museum Hours:
Tuesday 9:00am - 8:00pm
Wednesday - Friday 9:00am - 4:30pm
Saturday and Sunday 1:00pm - 5:00pm
Closed Mondays and University Holidays
Information
218.726.8222 or 218.726.7823
Museum Store
218.726.6139
Fax
218.726.8503
tma@d.umn.edu
Address
Tweed Museum of Art
University of Minnesota Duluth
1201 Ordean Court
Duluth, MN 55812-2496
Day 4
Was special because we got to do stop motion! Before our students got
into the room we set up a green screen and spot lights. We had gourds
and mini pumpkins as objects and our plan was to move the pumpkins
across the area to gang up on the 'ugly pumpkin'. Our students came
into the room and we explained our goals for day 4. Our students seemed
excited to experiment with this new kind of animation technique. Both
students took turns and moved the pumpkins and took the photos of the
scene. The end product turned out really good and I think we were all
really proud. Once we got done doing stop motion we went back to the
computers and worked hard in iMovie bringing the animation to life. In
addition both of the students collaborated to make the final scene of
our animation::: The Jack-O-Lanterns. Each student took a few photos of
themselves with funny faces and then in Photoshop they layered their
faces on top of the pumpkin and applied filters to make the final
product. The students then created a flip book like animation in
Photoshop and then sent it to iMovie to add visual effects and sound.
Both students finished some iMovie sequences which helped us stay on
track!
Day 5
Was our final day to complete our animation. We had two halfs of the
animation, each done by one student, that we had to make into one final
animation. Each student continued to work in iMovie selecting sounds
and music and transitions to make the animation whole. Both students
did great in picking effects and neither overused or underused them.
The students were able to move around in iMovie and use all the
different tools with efficiency. Garageband was also introduced on day
5. Having no background in Garageband it was fun learning from our
students, they knew more than I did! On day 5 our group was able to
finish our final version of our animation. We did have a few sound
editing issues to complete after the students left, but most of the
work was completed by the students in class! This was great because it
showed the awesome effort by our students! Overall the experience was
exhausting, but very very educational. It was a great opportunity to
have hands on experience teaching students animation techniques and
software. 
Mass media is EVERYWHERE in the United States. Publications we have in the U.S. can also be found in Europe, along with their own publications. Advertisements in Europe are also more provocative. They are a little more revealing and open, simply due to culture. If they want you to notice something... they will achieve that.