LESSON 1
Learning Objectives
Students will:
1. Recognize different processes of animating.
2. Represent movement through the use of technology and traditional materials.
3. Demonstrate an appreciation for various uses of technology.Materials
Activity One
1. Show various examples of animation, popular examples that students will be interested in. Discuss how images seen at a rapid rate can create the illusion of motion/movement. Demonstrate a flip book on you tube or online that will capture the students attention. Explain/Review animations. Introduce some basic terms and concepts such as:
Students themselves could even look up examples of animation that they are interested in, and research on how they are created.
Activity Two
Explain how viewing a series of images at a certain rate can create the illusion of movement. Have students look at various examples of animation and then describe what they see, what they think the process is, and how technology may have been used to create it.
In partners or in a group, students will answer: What is animation? (viewing a series of images/frames to represent/create the illusion of movement/motion) and; What kind of lines have they created? (smooth, crisp, hard, soft, thick, thin, continuous, scratchy, etc.)
Activity Three
Show examples of hand-drawn frame-by-frame animation and stop motion. As a class, compare and contrast the examples seen. Discuss the integration of technology in the animation process. Encourage students to think about how they would use the technologies available to them to help them animate. If you were given a digital camera, how would you create an animation/the illusion of movement?
LESSON TWO
Learning Objectives
Students will:
1. Recognize different processes of animating.
2. Represent movement through the use of technology and traditional materials.
3. Demonstrate an appreciation for various uses of technology.Materials
Activity One
Demonstrate how to create a basic flipbook animation. For this activity, students are encouraged to practice the basic idea of frame-by-frame animating. For the purpose of this activity, students will create a flipbook animation of strings and abstract shapes. Emphasis will be placed on how a large amount of frames/images may be required to create longer animations. Remind students that it will take anywhere from 12 to 30 frames/images to make a one-second animation.
Students will individually create their flipbooks. However, they are encouraged to discuss their process and experience with their nearby classmates. Students should be encouraged to practice problem solving and help one another when needed. How does positioning affect your drawing? How does materials affect it? How does a change in the environment affect it? Did you discover something that you would continue to use or do to help you draw? (Ex: Drawing with music helps me concentrate.)
Demonstrate a frame-by-frame animation. Use examples online and create a quick one for the students. Emphasize the fact that for the purpose of this unit, frame-by-frame animations are like the flipbooks students created in the first class.
Activity Two
GROUP ASSIGNMENT – Frame-by-Frame Animation
In groups, students will be given a tripod, digital camera (or laptop) and a large sheet of newsprint.
Students will create a frame-by-frame animation with strings and abstract shapes as their subject. Using their digital camera, students will photograph each frame/image in their animation.
Students may use their choice of drawing materials. This activity is similar to their flipbooks, however, students will produce a group animation that will be compiled into an animated video clip. Throughout the acvivity, students must use their knowledge of the elements of art and principles of design to create an effective piece.
What are some questions we can ask our selves as we animate? (Ex: What will my lines look like? Do I want people to focus more on the lines in my animation or the subject? How can I create a mood or emotion with my mark making and make it interesting for audiences?)
Students will be able to use the majority of class time to start this project.
Lesson Three
Activity One
Students are encouraged to view each other’s flipbooks and describe and discuss their process, any difficulties they had, and what they could do differently in the future if creating another flip book. Think about the last animated movie/commercial/youtube clip that you saw. Imagine the process the artist/animator has taken to create it. Does this change your appreciation for it? We will also discuss one in class and go through various steps, putting them on the board.
Activity Two
1. Have students wrap up their group animations by transferring their photographs into appropriate folders onto the class hard drive. (Access to a computer lab may be required.)
2. Regroup as a class and discuss some of the things they noticed as they were creating their animations.
3. Have students think about their process and technique.
Think about the methods of animation we saw in the past two classes. Can you think of other ways to create an illusion of movement? Such as optical illusions.
*Students will continue practicing frame-by-frame animation, this time using the computer.
*By next class, students will present and critique their group animations.
Did your group discover something about animation that you would continue to use? Did your group discover something about another group’s animation that you would like to do?
What were some challenges you faced as a group in general?
SPONGE ACTIVITY
Learning Objectives:
Students will:
1. Recognize computer and other technologies as a tool in creating art.
2. Demonstrate an understanding of basic concepts of animation.
3. Solve problems related to the use of technology in art making.
Materials
Activity One
Have students share their string animations (Group Assignment) from last class. This can be an informal presentation/critique, and show various examples of 2D computer animation. Focus is placed on frame-by-frame animation. Discuss and review how images seen at a rapid rate can create the illusion of motion/movement. As well as review terms and concepts taught, such as:
Activity Two
Show examples of PowerPoint animations. Emphasis will be placed on ‘PowerPoint Art.' Discuss the process and any effects students would like to recreate as seen in the example. Can you think of any other programs on the computer that can be used to help you create an animation?
Activity Three
Introduce the PowerPoint interface. Demonstrate how to create frame-by-frame animations using PowerPoint. (It is just like a flipbook animation where each frame/image is drawn and viewed one after the other to create the illusion of movement. In PowerPoint, each frame/image is a slide.) Have students play around with the program and the drawing tools available in PowerPoint. Students may share with their classmates any interesting tools or effects they find.
*Depending on the students’ knowledge of computers and the program, this class may be used as a tutorial workshop to familiarize students with using the computers (logging in, saving, etc.) and working in PowerPoint.
*Students should spend most of this studio time experimenting and familiarizing themselves with PowerPoint. Are there different ways of creating an effect?
Lesson Five
Learning Objectives:
Students will:
1. Recognize computer and other technologies as a tool in creating art.
2. Demonstrate an understanding of basic concepts of animation.
3. Solve problems related to the use of technology in art making.
Activity One
Review the PowerPoint interface. Demonstrate how to create frame-by-frame animations using PowerPoint.
ASSIGNMENT – PowerPoint Art
Individually, students will use PowerPoint to create an animated piece. Using their knowledge of animation and the tools in PowerPoint, students will create an abstract animation. Emphasis will be placed on experimentation, however, students may wish to create a storyline to help them get started if they wish.
The purpose of this activity is to get students thinking about technology as a tool in art. Students are encouraged to take risks and not be afraid to try and solve problems they may face in their art making. What questions should you ask yourself as you create your PowerPoint Art? (Who is my audience? Do I have an objective or goal for my art – message?)
Activity Two
As a class, have students discuss some possible ways of animating and how PowerPoint can be used as a tool for producing art. Have students save their final PowerPoint Art in appropriate folders on the computer. Students will also share and critique their work throughout, and at the end of the process.
SPONGE ACTIVITY
Other Activities
Creating a Thaumatrope:
A thaumatrope is when two images combine into one. You take a piece of cardboard, or stiff paper, and on one side you draw a simple image, and on the other you draw another simple image. You attach a string to either end of the card board and when you spin it, the images combine. I will show some examples of this, faces, bird in a bird cage, and also brainstorm for other ideas that kids may have for their thaumatrope.
Learning Objectives
Students will:
1. Recognize different processes of animating.
2. Represent movement through the use of technology and traditional materials.
3. Demonstrate an appreciation for various uses of technology.Materials
- Drawing materials (pencil, markers, pastel, vine charcoal, etc.)
- Post-its/Sticky notes or stapled paper
- Large newsprint or bulletin board paper
- Cameras with tripods (enough for each assigned group of students) OR Laptops with built-in cameras (enough for each assigned group of students)
Activity One
1. Show various examples of animation, popular examples that students will be interested in. Discuss how images seen at a rapid rate can create the illusion of motion/movement. Demonstrate a flip book on you tube or online that will capture the students attention. Explain/Review animations. Introduce some basic terms and concepts such as:
- Persistence of vision
- Motion/Movement
- Frames/Images
- Frame by Frame
Students themselves could even look up examples of animation that they are interested in, and research on how they are created.
Activity Two
Explain how viewing a series of images at a certain rate can create the illusion of movement. Have students look at various examples of animation and then describe what they see, what they think the process is, and how technology may have been used to create it.
In partners or in a group, students will answer: What is animation? (viewing a series of images/frames to represent/create the illusion of movement/motion) and; What kind of lines have they created? (smooth, crisp, hard, soft, thick, thin, continuous, scratchy, etc.)
Activity Three
Show examples of hand-drawn frame-by-frame animation and stop motion. As a class, compare and contrast the examples seen. Discuss the integration of technology in the animation process. Encourage students to think about how they would use the technologies available to them to help them animate. If you were given a digital camera, how would you create an animation/the illusion of movement?
LESSON TWO
Learning Objectives
Students will:
1. Recognize different processes of animating.
2. Represent movement through the use of technology and traditional materials.
3. Demonstrate an appreciation for various uses of technology.Materials
- Drawing materials (pencil, markers, pastel, vine charcoal, etc.)
- Post-its/Sticky notes or stapled paper
- Large newsprint or bulletin board paper
- Cameras with tripods (enough for each assigned group of students) OR Laptops with built-in cameras (enough for each assigned group of students)
Activity One
Demonstrate how to create a basic flipbook animation. For this activity, students are encouraged to practice the basic idea of frame-by-frame animating. For the purpose of this activity, students will create a flipbook animation of strings and abstract shapes. Emphasis will be placed on how a large amount of frames/images may be required to create longer animations. Remind students that it will take anywhere from 12 to 30 frames/images to make a one-second animation.
Students will individually create their flipbooks. However, they are encouraged to discuss their process and experience with their nearby classmates. Students should be encouraged to practice problem solving and help one another when needed. How does positioning affect your drawing? How does materials affect it? How does a change in the environment affect it? Did you discover something that you would continue to use or do to help you draw? (Ex: Drawing with music helps me concentrate.)
Demonstrate a frame-by-frame animation. Use examples online and create a quick one for the students. Emphasize the fact that for the purpose of this unit, frame-by-frame animations are like the flipbooks students created in the first class.
Activity Two
GROUP ASSIGNMENT – Frame-by-Frame Animation
In groups, students will be given a tripod, digital camera (or laptop) and a large sheet of newsprint.
Students will create a frame-by-frame animation with strings and abstract shapes as their subject. Using their digital camera, students will photograph each frame/image in their animation.
Students may use their choice of drawing materials. This activity is similar to their flipbooks, however, students will produce a group animation that will be compiled into an animated video clip. Throughout the acvivity, students must use their knowledge of the elements of art and principles of design to create an effective piece.
What are some questions we can ask our selves as we animate? (Ex: What will my lines look like? Do I want people to focus more on the lines in my animation or the subject? How can I create a mood or emotion with my mark making and make it interesting for audiences?)
Students will be able to use the majority of class time to start this project.
Lesson Three
Activity One
Students are encouraged to view each other’s flipbooks and describe and discuss their process, any difficulties they had, and what they could do differently in the future if creating another flip book. Think about the last animated movie/commercial/youtube clip that you saw. Imagine the process the artist/animator has taken to create it. Does this change your appreciation for it? We will also discuss one in class and go through various steps, putting them on the board.
Activity Two
1. Have students wrap up their group animations by transferring their photographs into appropriate folders onto the class hard drive. (Access to a computer lab may be required.)
2. Regroup as a class and discuss some of the things they noticed as they were creating their animations.
3. Have students think about their process and technique.
Think about the methods of animation we saw in the past two classes. Can you think of other ways to create an illusion of movement? Such as optical illusions.
*Students will continue practicing frame-by-frame animation, this time using the computer.
*By next class, students will present and critique their group animations.
Did your group discover something about animation that you would continue to use? Did your group discover something about another group’s animation that you would like to do?
What were some challenges you faced as a group in general?
SPONGE ACTIVITY
- Flipbook animations
- Artist Trading Cards: ‘illusions’
Learning Objectives:
Students will:
1. Recognize computer and other technologies as a tool in creating art.
2. Demonstrate an understanding of basic concepts of animation.
3. Solve problems related to the use of technology in art making.
Materials
- Sketchbooks (for planning)
- Computers/Laptops (one for each student, with Microsoft PowerPoint or Adobe Flash)
- Portable hard drive (optional)
Activity One
Have students share their string animations (Group Assignment) from last class. This can be an informal presentation/critique, and show various examples of 2D computer animation. Focus is placed on frame-by-frame animation. Discuss and review how images seen at a rapid rate can create the illusion of motion/movement. As well as review terms and concepts taught, such as:
- Persistence of vision
- Motion/Movement
- Frames/Images
- Frame by Frame
Activity Two
Show examples of PowerPoint animations. Emphasis will be placed on ‘PowerPoint Art.' Discuss the process and any effects students would like to recreate as seen in the example. Can you think of any other programs on the computer that can be used to help you create an animation?
Activity Three
Introduce the PowerPoint interface. Demonstrate how to create frame-by-frame animations using PowerPoint. (It is just like a flipbook animation where each frame/image is drawn and viewed one after the other to create the illusion of movement. In PowerPoint, each frame/image is a slide.) Have students play around with the program and the drawing tools available in PowerPoint. Students may share with their classmates any interesting tools or effects they find.
*Depending on the students’ knowledge of computers and the program, this class may be used as a tutorial workshop to familiarize students with using the computers (logging in, saving, etc.) and working in PowerPoint.
*Students should spend most of this studio time experimenting and familiarizing themselves with PowerPoint. Are there different ways of creating an effect?
Lesson Five
Learning Objectives:
Students will:
1. Recognize computer and other technologies as a tool in creating art.
2. Demonstrate an understanding of basic concepts of animation.
3. Solve problems related to the use of technology in art making.
Activity One
Review the PowerPoint interface. Demonstrate how to create frame-by-frame animations using PowerPoint.
ASSIGNMENT – PowerPoint Art
Individually, students will use PowerPoint to create an animated piece. Using their knowledge of animation and the tools in PowerPoint, students will create an abstract animation. Emphasis will be placed on experimentation, however, students may wish to create a storyline to help them get started if they wish.
The purpose of this activity is to get students thinking about technology as a tool in art. Students are encouraged to take risks and not be afraid to try and solve problems they may face in their art making. What questions should you ask yourself as you create your PowerPoint Art? (Who is my audience? Do I have an objective or goal for my art – message?)
Activity Two
As a class, have students discuss some possible ways of animating and how PowerPoint can be used as a tool for producing art. Have students save their final PowerPoint Art in appropriate folders on the computer. Students will also share and critique their work throughout, and at the end of the process.
SPONGE ACTIVITY
- Mini animations using PowerPoint (could be compiled into one big animation)
- Artist Trading Cards: ‘illusions’
Other Activities
Creating a Thaumatrope:
A thaumatrope is when two images combine into one. You take a piece of cardboard, or stiff paper, and on one side you draw a simple image, and on the other you draw another simple image. You attach a string to either end of the card board and when you spin it, the images combine. I will show some examples of this, faces, bird in a bird cage, and also brainstorm for other ideas that kids may have for their thaumatrope.