What is animation?

Art and Design

Subjects

Animation, stop-frame, animator, movie, character, flip book, CGI (Computer Generated Imagery)

Key words

• To understand what animation is.• To understand the premise of stop frame animation.

Learning objectives

Lesson activityStarter: What is animation?

Ask the class to name some of their favourite animated movies and explain why they like them. These suggestions can be written on the IWB. Prompt with suggestions such as Shrek, Madagascar, How to Train Your Dragon and Kung Fu Panda if required.

Now show slides xx-xx which demonstrate some of the different styles of animation; traditional, stop-frame and computer-generated. Encourage children to look at each type and comment on some of the differences they notice in creative style.

Explain how animation is the process of displaying still images in a very rapid sequence to create the illusion of movement.

Show slides xx-xx which, using Shrek animation, demonstrates how the image has been repeatedly replaced by a new image that is similar, but slightly advanced in time. This technique shows how the illusion of movement is achieved.

Pupils should now be given Worksheet 1 and asked to attempt to draw the next frame in each of the three sequences.

Task 1 and 2: Make a flick or flip book

You may want to create your own flick book to show children before starting this task. Explain that a flip or flick book is a book with a series of pictures that change gradually from one page to the next, so that when the pages are turned rapidly, the pictures appear to move.

Using a simple design – such as a ball bouncing, stick man jumping or a simply-drawn bird flying, ask pupils to create their own version using 10 images.

Explain that the smaller the movements between each page, the smoother the movement will be when they flick their finished book.

For help with this activity, you can use the template on Worksheet 2 which features a progressed drawing which children can copy or trace into the right hand corners of their books.

Once they have drawn all 10 pictures, they can flick the corners of the book and watch the pictures move.

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What is animation? (cont.)

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Lesson activityPlenary: Using Worksheet 3, children should list three key learnings they will take away from

today’s lesson.

Cross-curricular / extension opportunities:

Science: investigate the workings of the human eye with your class, including the Persistence of Vision theory which enables us to see multiple rapidly moving images as a single image. Other optical illusions can also be explored.

History: Children can be directed to the work of Edward Muybridge, an English photographer and the first person to discover that when a horse is galloping, there is a split second when all four hooves are off the ground. He created a device which helped animate his photographs into short moving sequences, laying the groundwork for the future of motion pictures.

Children can be encouraged to explore some early forms of animation, such as the Thaumatrope, which means “turning wonder,” which was one of the first optical toys. We have included a template and instructions for making your own Thaumatrope within these materials.

This four week block of lessons should be used before and after a visit to Shrek’s Adventure! London. Armed with an understanding of how animation is created, children will be able to take inspiration from their visit to the attraction to create their own group stop-frame animation in lesson 4.

Homework Notes

Lesson plan 1 : page 2

Creating a story

English, Art and Design

Subjects

Sequence, beginning, middle, end, characters, scene, storyboard

Key words

• To appreciate the importance of a storyboard in the story planning process.

• To create their own storyboard.

Learning objectives

Lesson activityStarter: What is a story board?

Ask children what they think are the key parts of a story. Talk about the beginning, the middle and the end of a story and how each part has its own function. The beginning being where you introduce your readers to your character and setting. The middle is where you share a problem that needs to be solved and the end tells readers how that problem is resolved and what happens to the characters. You could encourage children to think of a twist or a surprise ending to their story.

Explain that another term for a storyboard is a sequence of events or putting things into their proper order. So before an animation is created, the animator (or film maker) needs to know the correct order or sequence in which to put things.

Using slides xx-xx children should put the story into the correct order to help them understand the importance of this process.

Task 1: Animation brainstorm

Divide the class into small groups. Explain that together, in their groups, they will be working on a short stop-frame animated sequence in the coming lessons but first need to scope out their animation.

Ask children to imagine they are about to climb aboard a 4D Magical Flying Bus ride in Shrek’s Adventure! London. This time, they can go anywhere they want to! They can either choose one of the Far Far Away destinations like The Poison Apple Pub or Shrek’s Swamp; or they can select another destination such as Africa (like the characters in Madagascar) or Kung Fu Panda’s Ancient China. To do this you might want to use the ‘Settings dice’ which you will find within this lesson’s folder. Using this dice, children can share their thoughts on what they think their chosen setting might be like, encouraging speaking and listening skills.

Next, groups should be assigned a means of creating their animation (such as LEGO, Plasticine, Play-Doh or split-pin puppets). Split pin puppets are made from paper or card and body parts are connected using ‘split pins’ to make them move. Character templates can be found within these lesson materials. Another option is to suggest children create their own drawn animations, slowly adding to an image in each frame like a Christmas tree being decorated or a snowman being built.

Once children have their chosen animation tools and chosen setting, groups should use Worksheet 1 to plan what their animated sequence is going to be.

Lesson plan 2 : page 1

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Creating a story (cont.)

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Lesson activityTask 2: Creating your own storyboard

Before you commence this task, explain that as with all animation, theirs should begin with a storyboard process where groups can plan out their animation and create a short script for their characters. Explain that other information like accompanying music and sound effects can also be added to a storyboard to help the animators understand what should be happening in each scene.

This is a good rehearsal in written dialogue and the use of speech marks. Worksheet 2 contains an 8 frame storyboard template and should be used to complete this task.

Children will need to be reminded that their final animation will be very short so not to make the sequence too complicated.

Plenary As a group, children should volunteer one key learning they will take away from today’s lesson.

Cross-curricular / extension opportunities:

Numeracy: Working with the understanding that it takes 26 frames to create 5 seconds of animation, a series of mathematical questions can be set requiring pupils to utilise their multiplication and division skills.

Children can be tasked with researching aspects of their chosen setting as a homework exercise.

Children should attempt this lesson following their trip to Shrek’s Adventure! London as their visit will provide stimulus for their stop motion settings. Before delivery of this lesson you may find it useful to cut out and assemble the ‘settings dice’ included with these materials as children may wish to use this tool to select the setting for their sequence.

Homework Notes

Lesson plan 2 : page 2

Creating your characters & setting

Art and Design, DT

Subjects

Background, setting, props, characters

Key words

• To work with different materials and processes to achieve a finished item.

• To work collaboratively in a group to complete a finished set piece.

Learning objectives

Lesson activity

Lesson plan 3: page 1

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Starter: Lesson brief

Recap on the previous lessons and inform groups that this lesson will be their opportunity to create the background for their animation, the character/s and any props they think they will need.

Assign roles to each group member, so they are clear what they will be making during the session and how.

Task 1 and 2: Creating your background, characters and props

Creating the backgounds:

Using an A2 sheet of paper, groups should draw or paint the background setting they selected in the last lesson.

Alternatively, a large cardboard box or shoe box can be themed and used as the setting instead. This approach allows groups to make an active background, whereby a cut can be made in the back of the box and items moved slowly (frame-by-frame) as part of the animation. This could work well for a setting sun or the Magical Flying Bus blazing across the sky.

Creating the characters:

Children will also need to create their characters using their chosen material. Any groups working with the character split-pin puppets should cut them out and colour them in from the templates provided before inserting split-pins through the areas marked on the templates. Teacher assistance will be required for this.

Children choosing to work with the split-pin puppets might like to glue an ice lolly stick to the back of their characters so that they are able to stand them vertically during the animation process. They will also need Blu Tack or modelling clay to ensure their characters can stand without falling over. Alternatively they can create a 2D background and animate their characters flat against it.

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Lesson activity

Invite children to bring in any items that can be used in their animation. They may have small toys/props that will benefit their sequence.

This lesson requires groups to create their characters and backgrounds for their animation. You may wish to extend this lesson over a few sessions depending on the complexity of the characters and set designs.On the next page is a list of art and craft materials you might wish to include for pupils to work with.

Homework Notes

Task 1 and 2: Creating your background, characters and props (cont.)

Advise any children creating characters from Play-Doh or Plasticine to ensure they are sturdy enough to stand.

Ensure that children work together to make sure the characters fit inside the backdrop and that the props are proportionate in scale to the characters.

Creating the props: Groups should also use this lesson as an opportunity to create any props they feel might be necessary for their animated sequence.

Once the characters, backgrounds and props have been created, they should be left overnight to dry.

Plenary: Ask groups to highlight any problems they encountered during the lesson. How did they overcome these problems? What might they do differently if asked to do this task again?

Cross-curricular / extension opportunities:

Music: Now that groups have a completed storyboard, they should think about whether they would like to include any sound effects, dialogue or music to their sequence. If so, thought should be given to how the necessary sound effects will be created and any dialogue should be recorded.

Drama and ICT: Children can be tasked with researching how sound effects are created in movies. This function is performed by a foley artist, whose job it is to create incidental sounds in a film and is designed to make the experience more realilstic for the audience. Here are a few ways these sound effects are made: Fire: crunching up cellophane or wax paper, Rain: sprinkling rice or seed onto a metal sheet or other thin surface, Walking through leaves: crunching cornflakes or crisps together with your hands or feet, Can children think of any other imaginative ways to create a range of sound effects?

Creating your characters & setting (cont.)

Lesson plan 3: page 2

(cont.)

Art and craft materials

Cardboard boxes and toilet roll tubes

Cotton wool (for clouds)

Ice lolly sticks

Pipe cleaners

Glue

Googly eyes

Paints

A2 sheets of paper

Plasticine / Play-Doh

LEGO

Blu Tack

Scraps of wallpaper or wrapping paper

Tissue paper

Creating your characters & setting (cont.)

Lesson plan 3: page 3

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Filming your sequence

ICT, Art and Design

Subjects

Stop motion, frame, narration, dialogue, storyboard, credits, props

Key words

• To create a stop-frame animation.• To work in a small group and take turns to

assume the assigned roles in the process.

Learning objectives

Lesson activityStarter: Preparation for filming

Working in their assigned groups ask children to set up their background scenes and props in accordance with their storyboards.

Ensure each camera is set up at the best possible angle to capture the best photograph. You may want to mark the position of each group’s camera to ensure that they know where to return this to in the event of it being accidentally moved.

For the same reason, children may also want to mark out positions of any props they are using.

Re-cap that they will be capturing as many frames as they can within the allocated time.

Nominate a role for each group member, with the instruction that roles are swapped every few frames to ensure all group members have a turn at all jobs.

Task 1 and 2: Filming

Once groups have set up their first frame, they should take the first picture (carefully ensuring not to move the position of the camera).

Then the child nominated to animate the character and setting should move the character on a tiny bit so the photographer can take the second frame. Groups can be encouraged to move more than one thing in each frame.

Ensure that groups continually refer to their storyboards to ensure they keep their sequence on track.

Once all frames have been shot, children can create a credits page which will show at the end of their sequence to credit the members of the group.

Lesson plan 4 : page 1

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Filming your sequence (cont.)

Lesson activityEditing the movies

Following this lesson, groups should import their final work into a movie maker package. This will show the results of all their hard work!

Most movie maker software options allow sound to be added; this is where sound effects and dialogue can come in. Alternatively you can even encourage children to create live sound effects as the sequence plays.

Plenary: To further reinforce the process of creating stop frame animation, ask children to write some simple instructions explaining the method of creating a sequence. The instructions should be written as if they will be read by someone who has never attempted stop frame before.?

Cross-curricular /extension opportunities:

Numeracy: children can time their finished sequences to see how long it is. Using this calculation they can then be set mathematical questions relating to the number of frames required to create sequences of different lengths.

Numeracy: Once the total running time of the sequence has been calculated, questions relating to time can also be posed, such as; what time would you need to start the screening in order to finish at 3.30?

Children can put together publicity materials for a special screening for parents. They can be tasked with making flyers and posters to promote the event and use the screening as a school fundraiser.

This lesson requires groups to film their short sequence stop-frame. Each group will need a digital camera or tablet (preferably with a small tripod).

You may find that additional spot lighting is required at each work station to ensure the set is adequately lit. Pupils working with the split-pin characters may wish to animate and film their sequence from above.

Once groups have taken all their frames, their work can be uploaded onto a computer and imported into a movie maker package. There are many free movie maker software options available online including I Can Animate and Stop Motion Pro.

Homework Notes

Lesson plan 4: page 2

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