Animation
Animation Team Project
Arts, AV, Technology, and Communication
Lesson Plan
Performance Objective
• Upon completion of this assignment, the students will work in teams to produce a Stop-Motion
animation video to completion.
Specific Objective
• Students will be able to list the steps in making a Stop-Motion animation
• Students will be able to demonstrate knowledge of video editing software and stop motion animation
• Students will be able to explain terms specific to Stop-Motion Animation.
• Students will be able to work in teams to plan, script, storyboard, shoot and edit a Stop-Motion
animation video.
Terms
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Stop-Motion
Claymation
Animate
Storyboard
Frame
Frame rate
Background
Sequence
Cut-out Animation
Scene
Time
When taught as written, this lesson should take approximately 6-7 weeks to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
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130.83. (c) Knowledge and Skills
(2) The student understands professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals
(4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for animation projects.
(6) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) demonstrate leadership skills;
(B) demonstrate teamwork and conflict-management skills;
(C) conduct and participate in meetings
(9) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to complete work tasks.
(10) The student develops an understanding of animation. The student is expected to:
(D) demonstrate knowledge of sound editing;
(F) acquire information in a variety of electronic formats;
(G) evaluate visual information by:
(i) recognizing the use of principles and elements of design; and
(ii) recognizing the use of typography;
(I) publish and deliver the product in a variety of media;
(J) research the history and evolution of animation by:
(i) explaining the history of animation;
(ii) describing how changing technology is affecting the industry;
(iii) analyzing the use of symbols in the animation of diverse cultures;
(iv) comparing current animation technologies with historical technologies;
(v) comparing various styles of animation; and
(vi) exploring emerging and innovative animation technologies and software;
(K) understand and apply animation principles, elements, and techniques by:
(i) describing and using audience identification, script writing, character design, storyboarding,
audio uses, and delivery formats;
(ii) describing and using cell, stop motion, inbetweening/tweening, motion paths, masking,
looping, scripting/programming, and interactivity;
(iii) describing lighting and camera shots;
(iv) describing and using flip books, Claymation, and cut-outs;
(v) rendering; and
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(vi) describing and using postproduction processes such as editing, titles, credits, and special
effects;
(L) evaluate a product using critical-thinking skills;
(M) present oral or written evaluations of animation projects by:
(i) identifying the intended audience;
(ii) describing aesthetics;
(iii) explaining the storyline;
(iv) summarizing subject matter; and
(v) discussing the use of sound; and
(N) create animation projects using a variety of techniques and software programs.
Interdisciplinary Correlations:
English-English I
• 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
• 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
• 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Multimedia Artist and Animator
O*Net Number: 27-1014.00
Reported Job Titles: Animator, Creative Director, Art Director, Artist, Graphic Artist, Graphic Designer,
Illustrator, 3D Artist, 3D Animator, Animation Director
Tasks: Create two-dimensional and three-dimensional images depicting objects in motion or illustrating a
process, using computer animation or modeling programs.
Design complex graphics and animation, using independent judgment, creativity, and computer equipment.
Make objects or characters appear lifelike by manipulating light, color, texture, shadow, and transparency, or
manipulating static images to give the illusion of motion.
Apply story development, directing, cinematography, and editing to animation to create storyboards that
show the flow of the animation and map out key scenes and characters.
Participate in design and production of multimedia campaigns, handling budgeting and scheduling, and
assisting with such responsibilities as production coordination, background design and progress tracking.
Create basic designs, drawings, and illustrations for product labels, cartons, direct mail, or television.
Script, plan, and create animated narrative sequences under tight deadlines, using computer software and
hand drawing techniques.
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Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
PREPARATION
• Review and familiarize yourself with the terminology, website links, and different Stop-Motion
techniques.
• Have information, video clips, and websites ready to go prior to the start of the lesson.
• Teacher should have several examples of different types of stop-motion animation for students to
review and discuss.
REFERENCES
Johnston, O. & Thomas, F. (1981). The Illusion of Life: Disney animation. New York, NY: Walt Disney
Productions.
Murphy, Mary (2008). Beginner’s Guide to Animation. Everything You Need to Know to Get Started. New York,
NY: Watson-Guptill Publications
Williams, R. (2002). The Animator’s Survival Kit. London: Faber and Faber.
INSTRUCTIONAL AIDS
• Lesson: Animation Team Project
• Team Project Slide Presentation: Stop-Motion Animation
• Stop-Motion Animation Grading Rubric
• Storyboard Template
• Animation Terms Handout
• Teacher Computer/Projection Unit
• Online Websites (Teacher-directed)
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INTRODUCTION
Search online for a variety of Stop-Motion videos to show the class. Examine different types of Stop-Motion
animations. (Examples: paper, clay, action figures, humans, etc.)
Begin a discussion of the videos by asking students to explain how they are similar and how they think the
different effects were achieved.
The teacher should review terms and concepts from the Animation History lesson and should conduct a Q&A
to do a quick review for understanding.
Explain that students will work in teams to create a Stop-Motion video. The progression of steps for the team
projects will include the following:
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Brainstorming: Assign students to their groups. Allow time for students to brainstorm and discuss
different ideas for a Stop-Motion animation team project.
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Scripting: Scripting is where students write out their plan for their animation project in story-form.
•
Storyboarding: Once the groups decide on their idea, they will create a storyboard for their ideas.
Storyboarding helps the students visualize the animation before they film it.
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Setup: Groups will bring all materials needed and create the backgrounds for filming.
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Filming: Students will work as a team to set up, film, edit, and complete a Stop-Motion video.
As students work in teams, remind them to consider the following:
• What is the subject matter or idea?
• What type of characters will you create?
• What will be the length of the animation?
• What materials or objects will you need to collect?
• What kind of background will you need?
• What are the different shots you will need?
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Outline
MI
Outline
Go through the slide presentation with
students. Discuss the following:
I. What is Stop-Motion Animation?
II. Stop-Motion Techniques
A. Claymation
B. Hand-drawn images
C. Paper cutouts
D. Blocks
E. Action figures
F. People
III. Stop-Motion Examples
IV. The Process for Creating Stop-Motion
Animation
A. Brainstorm
B. Create a script
C. Create a storyboard
D. Design and construct a set
E. Take still-image pictures
F. Film, edit, and complete a stopmotion video
V. Scripting
A. Decide on a theme
B. Write the ideas in story form
C. Determine animation length and
number of frames
VI. Storyboarding
A. Create a visual picture of the
project
B. Sketch and label pictures in
sequence
C. Identify needed materials
D. Identify the shots needed for
filming
Instructor Notes
Introduce this lesson by
searching online for a variety of
stop-motion animations to show
students.
Note: The teacher may want to
review terms and concepts from
the Animation History lesson.
Slide 3: Talk about the different
videos and ask the student how
they think the videos were
made.
Note: To spark the imagination,
engage students in a critical
viewing of stop-motion
animations and encourage them
to brainstorm ideas.
Slide 6: Scripting is putting
thoughts and ideas in story form.
Scripting allows students to
“visualize” what will happen in
the animation process. Once the
script is written the groups are
ready for storyboarding.
Slide 7: Storyboarding ensures
the group’s ideas are well
thought out before the students
ever begin filming. It saves time
by identifying the problems
groups may possibly encounter.
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MI
Outline
VII. Materials Needed for Set-Up
A. Digital camera
B. Tripod
C. Materials for background
D. Designated area where project
VIII. Creating Backgrounds
A. Gather props and supplies
B. Create a 3D set with background,
middle ground, and foreground
Instructor Notes
Note: Groups should consider
the following:
What role will each member of
the group perform?
What objects, materials, and
supplies will the group require
for filming?
Identify the different shots that
the group will require for the
project.
IX. Photographing the Project
A. Take still image pictures
B. Mark camera angles and other
information needed for filming
C. Shoot and edit the video using
industry-standard software
X. The Completed Project
A. 2-3 minutes in length
B. Include music
C. Include voice-over
D. Retouch images using photo editing
software
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Multiple Intelligences Guide
Existent
Interperso
ialist
nal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
GUIDED PRACTICE
The teacher will go through the lesson using the Animation Team Project Slide Presentation.
Go over the Animation Terms handout with students to make sure they understand all animation terminology.
Students should experiment with different mediums for animation, including clay, action figures, snaptogether blocks, toys, paper cut-outs, and people.
The teacher should model proper camera handling techniques for students and have students practice in
groups.
Pass out cameras and tripods to students in small groups and let them practice setting up the camera and
tripod.
Allow students time to practice filming some of the animation mediums.
During this time, the teacher should walk around the classroom, observing and re-teaching where needed.
INDEPENDENT PRACTICE
Students will work in groups to complete a Stop-Motion animation video.
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Divide students into groups of three
Provide each group with a camera and tripod
In groups, students will:
o discuss and brainstorm ideas for stop-motion animation project
o write a script
o create a storyboard using the attached template
o design and build a set
o shoot and edit a stop-motion animation video
Each team will:
o create a Stop-Motion video
 2-3 minutes in length
 Include music and voice over
 Include retouching of images using a photo editing program, if needed.
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Summary
Review
Review talking points and key terms from the slide presentation and the Animation Terms Handout.
Evaluation
Informal Assessment
Students will be informally assessed through the following method(s):
• The teacher will move throughout the classroom and give suggestions as the students work on the
different phases of their project.
Formal Assessment
• Groups will submit their completed projects to be viewed by other students and evaluated by the
teacher.
• An assessment of the group’s video will be based on the attached rubric.
• The teacher will assess understanding of objective concepts when checking the group’s projects.
Enrichment
Extension
Encourage students to add more complexity to their projects or to record a different type of animation.
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ANIMATION TERMS
•
Stop-Motion
A filming technique in which objects (such as clay models) are photographed in a series of slightly
different positions so when the images are put together, they seem to move.
•
Claymation
An animation process using clay or plasticine figures that are moved and filmed using stop-motion
photography.
•
Animate
To make something, (such as a drawing) appear to move by creating a series of drawings, pictures,
etc., and showing them in rapid succession.
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Storyboard
A visual plan for all the scenes and shots in an animation project. The storyboard indicates what will
happen, when it will happen, and how the objects in a scene are laid out.
•
Frame
Motion picture film is made up of a string of individual frames that, when viewed in rapid
succession, create the illusion of movement. There are twenty-four frames per second of film.
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Frame rate
The number of frames per second at which a film is intended to be viewed.
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Background
The part of the scene that is the farthest to the rear. The background is the artwork on which the
animation takes place.
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Sequence
A series of scenes dealing with the development of a single, main plot point.
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Cut-out Animation
The process of animating characters, made from several pieces, by moving them around frame by
frame. Cut-out animation can either be computer generated or done traditionally using paper.
•
Scene
A shot or series of shots that constitutes a unit of action.
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STORYBOARD TEMPLATE
STUDENT NAME(S)
PROJECT NAME
SCENE #
SHOT
SCENE #
SHOT
SCENE #
SHOT
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Stop-Motion Animation Grading Rubric
CRITERIA
Story Idea
(20 points)
Storyboard
(20 points)
Animation
Concepts
/Skills
(20 points)
EXCEPTIONAL
ABOVE
AVERAGE
BELOW
AVERAGE
UNACCEPTABLE
9-10 points
5-8 points
1-4 points
0 points
Story idea is
good but
project still
needs work.
Story idea
needs work.
Project is
incomplete.
Excellent
project. Work
is complete
and presents a
unified whole.
Story idea is
very good, but
project lacks
unity.
27-30 points
15-26 points
Storyboard is
developed to
reflect the
team’s theme.
17-20 points
9 -16 points
Animation is
smooth.
Technology is
successfully
incorporated.
Animation is
generally
smooth.
Technology is
incorporated.
27-30 points
Creativity
(30 points)
Ideas are
original and
exceptionally
creative.
9-10 points
Collaboration
(10 points)
COMMENTS:
Storyboard
somewhat
reflects the
theme.
Group worked
exceptionally
well together.
15-26 points
Ideas are
original and
creative.
5-8 points
Group worked
well together.
1-14 points
0 points
Storyboard is
not fully
developed.
Storyboard is
unfinished and
incomplete.
1-8 points
Animation is
generally
smooth.
Technology is
somewhat
successfully
incorporated.
1-14 points
0 points
Animation is
jumpy/skips
around.
Technology
incorporation
unsuccessful.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
1-4 points
0 points
0 points
Group worked Group did not
somewhat well work well
together.
together.
TOTAL POINTS:
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POINTS