Module 1 - ENTRY EVENT
MODULE 1 - What will drive your creativity
What issue is important to you and how can you express your stance on this issue through moods, emotions, props, and movement in a team environment?
MODULE 1 - STOP MOTION ANIMATION LECTURE
Login to EduCanon and view the Module 1 Lecture. The lecture quiz to measure mastery of the content is graded. You cannot participate in the class discussion or project appropriately until you have learned the lecture content. (NOTE: EXAMPLE LECTURE FOR MODULE 1 DONE IN CLASS)
Module 1 - Student Voice & Choice
Your Options for the Team Project:
Option 1: 30-second minimum black and white clay-mation using gray ball clay and other materials; should resemble an 'old-style' film. Must be meaningful and emotional. Sound effects and music are required.
Option 2: 30-second minimum full color clay-mation using Plasticine clay (play-doo like clay) and other materials as required. Must be meaningful and emotional. Sound effects and music are required.
Option 3: 30-second minimum full color Lego or fully custom built (cardboard, metal, clay, paint, paper, photos, etc.) animation using various materials. Must be meaningful and emotional. Sound effects and music are required.
Option 1: 30-second minimum black and white clay-mation using gray ball clay and other materials; should resemble an 'old-style' film. Must be meaningful and emotional. Sound effects and music are required.
Option 2: 30-second minimum full color clay-mation using Plasticine clay (play-doo like clay) and other materials as required. Must be meaningful and emotional. Sound effects and music are required.
Option 3: 30-second minimum full color Lego or fully custom built (cardboard, metal, clay, paint, paper, photos, etc.) animation using various materials. Must be meaningful and emotional. Sound effects and music are required.
About the moduleTime: Twelve class meetings.
Art Concept: Depicting and describing a narrative through time arts. Artmaking Processes and Techniques: Use processes and technical aspects of stop-motion and Frame-based animation to demonstrate basic knowledge of time arts. Art Elements/Principles of Design: Shape, Form, Color, Contrast, Emphasis, and Unity Overview: As a result of this unit in time arts, students will gain an understanding of the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence. Rationale: Through the exploration of animation techniques students will be able to describe and depict emotions and expressions with processes, traditional tools and modern technologies used in the arts. |
I CAN |
...apply skills and demonstrate basic knowledge of film-making. I can create stop-motion claymation figures or abstract compositions to describe or depict an emotion or mood.
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TIMELINE
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team_work_plan.pdf | |
File Size: | 563 kb |
File Type: |
storyboard_template.png | |
File Size: | 59 kb |
File Type: | png |
project_self_reflection.pdf | |
File Size: | 125 kb |
File Type: |
Day One:
(Teacher Directed): Introduction of animation as art form.
• Presentations - INTRO EVENTS & MAKING STOP MOTION ANIMATION
• Students choose teams
• Distribute assignment requirements (minimum of 30 seconds of video)
Day Two:
(Guided Practice) Students will:
• Break into teams to discuss roles in film-making process (DIRECTOR/PHOTO/SET)
• Groups will brainstorm ideas for film theme
• Homework Assignment: create eight sketches for a story board ideas
Days Three through Five:
(Teacher Directed)
• View early Disney short film and work by William Kentridge
• Talk about various techniques of animation (stop-motion and Frame-based animation.)
• Discuss animation as an art form / aesthetic questions
• Identify the components of film processes, technologies, and composition elements
(Guided Practice) Students will
• Work in groups to develop film projects
Day Six:
(Guided Practice) Students will
• Critic group story boards
• Decide orally in group discussion whether story boards are an art form or tool in the artmaking process
Day Seven:
(Guided Practice) Students will
• Group work on animation production
• Create clay models and digitally photograph each movement in animation
• Read segment in text, The Visual Experience, page 194 from chapter on careers in art in regards to Film and Television.
• Fifteen question Take-home test over Chapter 14 – Careers in Art
Day Eight:
(Guided Practice) Students will
• Self-grade take-home test as a class
• Group work on animation process
• Groups may go to computer lab to edit segments into animation
Day Nine:
(Guided Practice) Students will
• Group work on animation production
• Question and answer on individual group work
Day Ten:
(Guided Practice) Students will
• Quiz on terminology and techniques
• Group work on animation production
• Home-work assignment: In writing in a page or less students will interview parent/guardian to ask what is their favorite childhood animation and why.
Days Eleven and Twelve:
• View group productions
• Critique and analyze successes
• Plan for public premier of student work as fundraiser for art department and community service projects
• Question the validity of animation as an art form
• Class voting for “Academy Awards”
(Teacher Directed)
Closure:
• Ask about techniques and terminology as well as successes in problem solving as a group
(Teacher Directed): Introduction of animation as art form.
• Presentations - INTRO EVENTS & MAKING STOP MOTION ANIMATION
• Students choose teams
• Distribute assignment requirements (minimum of 30 seconds of video)
Day Two:
(Guided Practice) Students will:
• Break into teams to discuss roles in film-making process (DIRECTOR/PHOTO/SET)
• Groups will brainstorm ideas for film theme
• Homework Assignment: create eight sketches for a story board ideas
Days Three through Five:
(Teacher Directed)
• View early Disney short film and work by William Kentridge
• Talk about various techniques of animation (stop-motion and Frame-based animation.)
• Discuss animation as an art form / aesthetic questions
• Identify the components of film processes, technologies, and composition elements
(Guided Practice) Students will
• Work in groups to develop film projects
Day Six:
(Guided Practice) Students will
• Critic group story boards
• Decide orally in group discussion whether story boards are an art form or tool in the artmaking process
Day Seven:
(Guided Practice) Students will
• Group work on animation production
• Create clay models and digitally photograph each movement in animation
• Read segment in text, The Visual Experience, page 194 from chapter on careers in art in regards to Film and Television.
• Fifteen question Take-home test over Chapter 14 – Careers in Art
Day Eight:
(Guided Practice) Students will
• Self-grade take-home test as a class
• Group work on animation process
• Groups may go to computer lab to edit segments into animation
Day Nine:
(Guided Practice) Students will
• Group work on animation production
• Question and answer on individual group work
Day Ten:
(Guided Practice) Students will
• Quiz on terminology and techniques
• Group work on animation production
• Home-work assignment: In writing in a page or less students will interview parent/guardian to ask what is their favorite childhood animation and why.
Days Eleven and Twelve:
• View group productions
• Critique and analyze successes
• Plan for public premier of student work as fundraiser for art department and community service projects
• Question the validity of animation as an art form
• Class voting for “Academy Awards”
(Teacher Directed)
Closure:
• Ask about techniques and terminology as well as successes in problem solving as a group