Final Animation


Collage Lesson Plan

Picasso Inspired Digitally Rendered Collage


Grade Level: Eighth Grade

Time Needed: Three Class Periods


Focus: Using Photoshop, the students will create a digital collage of themselves inspired by collages made by Pablo Picasso.



a. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

b. Demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software.

c. Using inspiration from Picasso, students will create digital collages.


Motivational Resources:

            Slideshow of Picasso's works- his collages and paintings, prints of Picasso's works throughout the room, images such as: and http://teachers.westport.k12 Picass2.jpg


Art Materials:

            Macintosh computer with camera, mouse, keyboard, Photoshop software, Photo Booth program, Printer, ink, paper


Introduction to the Lesson:

   defines collage as "a picture or design created by adhering such basically flat elements as newspaper, wallpaper, printed test and illustrations, photographs, cloth, string, etc. to a flat surface."  Many artists have worked with this idea.  Pablo Picasso, Kurt Schwitters, and Robert Rauschenberg are a few of these artists.  Although all of these artists create collage work, each artist has a very personal and different way of creating their work.  Some artists stick strictly to paper and glue, while other artists branch out and bring different forms of media into their art.  Digital collage is very different but still shares the same basic principles.

            Pablo Picasso is a great example of an artist who used collage in his work.  He was born in 1881 and died in 1901.  Picasso was born in Spain, and much of his education came from his father.  His father recognized Picasso's amazing talent.  Picasso is probably best known for the different periods in his painting, such as the Blue Period and the Rose Period.  He also is known from his work with Cubism.  The Blue Period was during a state of mourning as the death of a friend triggered the use of these colors.  Picasso's color palette eventually moved towards warmer colors such as pinks and yellows.  Picasso's interest in multiple views of an object let to the Cubism movement.  This movement is arguably what Picasso is most known for.  The division of canvas and different perspectives can help inspire the idea of collage.


Instructional Procedure:

Class 1:  The students will be introduced to the Photoshop program.  The students will begin class by taking pictures of themselves with the Photo Booth program on the Mac computer.  These pictures will then be brought into Photoshop, and the class will learn basic uses and tools of the program.  The students will also look at the artist Pablo Picasso, specifically his collages and a few paintings.  The class will be asked to draw inspiration from Picasso when creating their own collages.  The students will begin their collage with the pictures they took at the beginning of class.  They will be encouraged to add different shapes, colors, and patterns to this initial image.


Class 2: The class will continue working on their Picasso inspired collages.  The students will be encouraged to use many layers and think about the digital media they are using.  The students should be breaking up their faces and thinking about the cubism movement and the style used in Picasso's works.  Near the end of class the students will have a chance to walk around the room and see what their classmates are doing.  Helpfully suggestions will be welcomed to strengthen everyone's work.


Class 3: The students will have the first portion of the class to finish and make any changes to their collages.  As the students finish they will have the opportunity to print their collages.  As students are printing the images will be displayed throughout the room along with comment sheet; the students will be able to give the artist their input on each collage.  There will be a brief, overall critique about the project and the outcome.



            The class will participate in a group critique of the project.  Each student will be given a piece of paper with the other students' comments about the work.


DBAE Checklist:

            Art Production: Digitally rendered collage

            Aesthetics: Collage inspire by that of Pablo Picasso

            Art History: Pablo Picasso

            Art Criticism: Class showing and critique



"Janson's Legacy Honored in Gallery of Art Exhibition." Record. 2002. Washington

University in St. Louis. 11 Dec 2009. <>.


"Pablo Picasso." The Art History Archives- Biography & Artworks. The Art History

Archives. 11 Dec 2009. <>.



 "Picasso Collage Portraits." Picasso Collage Portraits. Westport Public Schools.

            11 Dec 2009. <>.



Chalkboard Lesson Plan

Chalk or Whiteboard Animations


Grade Level: Seventh Grade


Time Needed: Five Class Periods


Focus: The Student will design and create an original chalkboard or white board animation inspired by an original piece of writing about transformation.



a. Analyze the meanings and functions of visual art

b. Create original two- and three- dimensional artwork in a variety of artistic contexts.

c. Create visual piece of art based personal writings


Motivational Resources:

            Videos of chalk and whiteboard animations such as h?v=uuGaqLT-gO4 and  Work by the artist Blu will also be looked at.


Art Materials:

            Pencils, pens, paper, chalk or markers, chalkboard or whiteboard, digital camera, tripod, computer for generation of animation


Introduction to the Lesson:

            Chalk and whiteboard animation are fairly new ideas in animation.  This kind of animation is great for almost any classroom setting.  All one really needs is a chalkboard or whiteboard and something to draw with.  The actual animation is created using stop motion animation techniques.  The artist draws an initial image on the board and adds and subtracts to this image to create a sense of motion and animation.  Chalk and whiteboard animation has its roots in line animation, or drawn animation in general.  It's just a new medium.  Drawn animation became popular around the beginning of the twentieth century.  Drawings were made on cells and then these cells were strung together to create movement.  Disney is probably the most well known user of cell animation.

            One of the successful artists using animation similar to chalk and whiteboard animation is Blu.  Blu uses the same idea but on a bigger scale.  He uses graffiti art to create animations that often take place on the sides of buildings or streets or sidewalks.  Blu is from Argentina.  His work focuses on the development of man and the constant change in man's surroundings.  His work constantly shows the idea of morphing and transformation.


Instructional Procedure:

Class 1: After being introduced to chalk and white board animation, students will be divided into numerous small groups.  Each group will be asked to write their own short story.  This story must be original and deal with the ideas of transformation.  The idea of transformation is the topic of these stories because chalk and white board animation lend itself to illustration transformation.  After completing this story, each group will begin story boarding.  This storyboard will eventually turn into the chalk or white board animation.


Class 2: Each group will continue storyboarding their creative writing piece about transformation.  When storyboarding is complete, the group will begin the actual animation process.  The chalkboard will be split up into equal sections for each group.  The group will begin drawing, adding, and subtracting to the illustrations on the board.  Each group will have a camera set up on a tripod in front of the chalkboard.  A member of the group will be assigned to take the pictures of the changes in illustrations.  To create a more successful animation, every change in the chalkboard drawing should be documented.  The more pictures taken, the more successful the animation will be..


Class 3:  The groups will continue to work on their chalkboard animations.  The class will be instructed to finish their chalkboard drawings sometime during this class period.  Once the illustrations are complete and all the pictures have been taken, the rendering and editing for the animations will begin.  The groups will take turns rendering and editing their animations in Photoshop and iMovie.  A few groups will begin this today, while the rest of the groups will wait until the next class period.


Class 4: Editing of the animations will continue during this class period.  The groups that still have to use the computers will be able to render and edit their animations today.  The teams that aren't using the computers will either be doing finishing touches on their chalkboard illustrations or experiment with chalkboard animation.


Class 5:  This final class will be allotted for a class showing and critique of the animations.  The class will watch each group's animation and give the group feedback on things they liked about their animation.  Before the animation is shown, the group will explain the story and ideas behind their animation.



            The class will watch each video and then give the group feedback on what was successful about the animation and what needed work.


DBAE Checklist:

            Art Production: chalk or whiteboard animation

            Aesthetics: chalk and whiteboard animation

            Art History: history of animation, chalk and whiteboard animation specifically

            Art Criticism: showing and critique



Blu. "Video." Blu. 2009. Blu. 11 Dec 2009. <>.


"Firekites Autumn Story- chalk animation." 2009. YouTube. 11 Dec 2009.



Day 5 of Digital Art Workshop

Day five marked the final day to work with the students on our tales of transformation.  We had to take these different images and animations and turn them into a flowing, body of work.  The students had begun this the class before.  Each student went through the different transitions, sounds, effects, etc. to see which would fit best into their story.  Neither student seemed to get overwhelmed or caught up in the many, many choices iMovie has to offer.  Garage Band was all introduced during day five.  The students seemed very interested in learning more about Garage Band; I was also interested in discovering what could be done with it.  There was a portion of the final audio that came from Garage Band.  The students got almost everything done during this final class period.  Transitions seemed to all be in place, and most of the video had audio to accompany it.  There were only a few more things to finished.  Overall I thought this was a really great experience.  I'm not sure if I will ever get an experience like this during my education again.  The chance to work with students and digital arts such as Photoshop is really great.  There is a lot I'll be able to take away from this experience.  The kids were great and really excited to learn new things, and that helped make this such a great experience. 

Day 4 of Digital Art Workshop

Day four of the Digital Art Workshop was another day to work on our story of The Ugly Pumpkin.  We began day four using stop motion animation.  Before class began we made a stage and set up a camera.  The students worked with small pumpkins and gourds to illustrate a scene of isolation.  With small movements and many pictures being taken, we were able to create a really great scene.  The kids seemed to enjoy trying this kind of animation, and I was really happy with the way it turned out.  Once finished with the stop motion scene, it was back to the computers.  To help bring the students into the tale we were creating each student took numerous pictures of themselves using Photobooth.  These pictures were then used to turn the ugly pumpkin into a jack-o-lantern showing the faces of the students.  We finished rendering the images and all Photoshop animation.  We were able to begin animating in iMovie.  It seemed easiest to split the story in half and have one student work on one half while the other student worked on the other half.  Day four was very productive.  We got everything done that we were hoping to finish.  Now it was time to edit our film.

Day 3 of Digital Art Workshop

The third day of the workshop I began working with my other mentors and our students on our tale of transformation.  Our group was making a story based on The Ugly Duckling. Our story would be called The Ugly Pumpkin, and the visuals were inspired by Andy Warhol and the Pop Art movement.  The mentors and storytellers went through our storyboard and thought of how each part of the story could be created and animated.  (The storyboard had been made previous to this class.)  The story was divided among the students, and they began working.  Since initial images had been made during day two, we were able to start animating quickly.  The students manipulated different elements of their images in Photoshop to show change and created simple animation in Photoshop.  Each student seemed to have caught on very quickly to the different ideas of Photoshop.  They were really able to plow through tasks that needed to be done.  I was excited about how much was accomplished but knew there was still a great deal to do.

Day 2 of Digital Art Workshop

On the second day of the Digital Art Workshop, Whitney and I met with the students at the beginning for the session in the Tweed Museum of Art.  While at the Tweed, we discussed chalk, whiteboard, and graffiti animation.  The students looked at different example and then were given to chance to work on their own chalkboard animation.  All the students seemed to think this type of animation was very interesting and commented to amazing the examples were.  A few students helped with the chalkboard animation.  They turned a man into a werewolf.  They were encouraged to make the man move and change size.  Some of the students really seemed to catch on and were doing well.  We had a very limited time with the students on Day 2 though.  These animations, like most, take a lot of time to complete.

Day 1 of Digital Art Workshop

The Digital Methods in Art Education class put on an after school workshop for youth ages ten to fourteen.  On the first day of the Digital Art Workshop the students were introduced to Photoshop and the idea of using Photoshop as an animation tool.  While a few children had some prior experience in Photoshop, for many children this was a whole new experience.  I worked with one young girl who had never used Photoshop before.  She, and most of her peers, appeared quite excited to learn about this new tool.  Each student began by taking a picture of him or herself.  They were then instructed to transform these images into something new.  These transformations were done with an additive process, using tools such as the "paint brush."  The students seemed to really enjoy this activity, and I enjoyed seeing what new things each student would think of creating.  Photoshop can be confusing (I am still learning new things about it every day), and I think the students did a really great job at taking all this new information in and using is to create their animations.

Digital Collage Image 2


Digital Collage Image 1




Powered by Movable Type 4.31-en