Animation Station

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Cassandra Udovich
Digital Methods in Art Education
11/3/11

Lesson Plan: Animation Station
Grade Level: 8
Time needed: 4 Class periods
Focus: Students will create an interactive environment which involves pixilation and chalkboard animation.
Objectives:
A. Students will demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software. (6.1.2.2.1)
B. Students will analyze the meaning and functions of media arts. (6.1.3.2.2)
C. Students will analyze the elements in media arts such as image, sound, space, time, motion and sequence. (6.1.1.2.1)
D. Students will participate in critique by presenting their animation to the class.

Motivational Resources
• Power Point explaining the process of chalkboard animation.
• Students will see professional and amateur examples of animation.
• Students will have access to the textbook Beginners Guide to Animation: Everything You Need to Know to Get Started by. Mary Murphy

Art Materials:
• Chalk (white and colored)
• Chalkboard (may be portable)
• Eraser
• Wet Rag
• Storyboard
• Digital Camera (must have a large memory card)
• Digital Camera Stand
• Photoshop
• Garageband

Introduction to the Lesson:
Animation is defined as " A graphic representation of drawings to show movement within those drawings". Through a series of pictures a story can be told. Some people say that the first animated feature film was created by Winsor McCay called "Sinking of the Lisitania" in 1918. Prior to that ambitious artists would take photographs one picture at a time which started around 1910. It is said that Walt Disney's Steamboat Willie was the first animation that incorporated sound to animated movies. The first full-length animated feature film was Snow White and the Seven Dwarfs in 1937. Animations have evolved drastically, especially with introducing the movie Toy Story produced in 1995. Today there are many forms of animation. Clay, paper cut-out, whiteboard, chalk, sand and pixilation are other resources available to create an animation.

Class 1: Introduction: The students will have the opportunity to view amateur and professional animations via Youtube and Vimeo. Once class begins students will watch videos for inspiration. Students will be working with chalkboard animation. With chalkboard animation the student will be asked to work in groups. Groups may be 2-3 students, ad students will be asked to create storyboards. For this assignment students must construct a building on the chalkboard. Once the student creates the building they must go from their 3D form to enter the 2D chalkboard animation. Students will be asked to create an environment and an obstacle. The student must solve the problem or escape the obstacle and re-enter the scene in closing as a 3D character. Students WILL NOT BE ALLOWED TO USE WEAPONS OR DIE IN THEIR VIDEO. All students will participate be either taking photographs or entering the scene. Storyboards will be due for review by the instructor at the end of class period 1.

Class 2: Students will work on their animations while in class today. Each group of students will need chalk, chalkboard, eraser, wet rag, digital camera, camera stand, and storyboard. Students will need to place their camera on the camera stand and prepare to start their animation. Each digital camera should have their photo size default to small. The Digital camera should also be on the "AI" setting. Students will take pictures of little movements to create their short film. The instructor will be available to answer any technical issues.

Class 3: Students will upload their projects onto Photoshop. Their photos will then be organized and condensed into a smaller file. Students will then upload their video project to Garageband and add sounds or music to their video as they see fit.

Class 4: Students will enter class with their finished work, and share their animations with their peers. Students will be encouraged to talk about color choices, techniques, triumphs, and complications with their project. This in class critique will allow the opportunity for all students to review their peers and take note of many techniques and story outcomes.

Evaluation/Assessment: Students created a short chalkboard animation with sound through digital media. Students will assess their work as well as their classmates with in progress critique.

Discipline Based Art Education:
Art Production: Students made a chalkboard animation
Art History: Student learned about the origin or animation and how they may create their own.
Art Criticism: Students were asked to participate in a critique
Aesthetic: The students learned about animations and textures , and how to use a digital camera.


Bibliography

Meyer, Paul. N.p., n.d. Web. 9 Nov. 2011. Path: http://www.fi.edu/fellows/fellow5/may99/History/history.html.

"Sinking of the Lusitania 1918 Animation"
N.p., n.d. Web. 10 Nov. 2011. Path: http://www.youtube.com/watch?v=AYKdXABWaFg&feature=share.

"Amazing Chalk board animation!!"
N.p., n.d. Web. 10 Nov. 2011. Path: http://www.youtube.com/watch?v=w8s-BiX6jhs&feature=share.

Murphy, Mary. Beginner's Guide to Animation: Everything you need to get started. New York: Watson-Guptil Publications, 2008. Print.


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This page contains a single entry by udovi012 published on December 7, 2011 5:05 PM.

How much Digital Media do you see a day? was the previous entry in this blog.

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