BAA [

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BAA [ Classic Animation 11 ] Framework
District Name: Okanagan Skaha
District Number: 67
Developed by: Fine Arts Department
Date Developed: October 19, 2004
School Name: Penticton Secondary School
Principal’s Name: Peter Corcoran
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Classic Animation
Grade Level of Course: 11
Number of Course Credits: 4 or 2
(2 credits: This version of the course concentrates on creating animation sequences that demonstrate specific
animation problems: stretch, walk cycle, distortion, weight, squash, simplification, exaggeration, fast vrs slow
actions, and antics. These experiments will be explored using a variety of techniques including drawing, pixilation,
claymation, cut-outs and toy animation. The culmination of this exploration will be to create a final muli-media
digital presentation in a group activity. Students will learn basic process for downloading images from a digital
camera and basic editing using a variety of programs. Number of hours: 60.)
Number of Hours of Instruction: 120
Prerequisite(s): none
Special Training, Facilities or Equipment Required: Digital cameras, tripods, editing stations, computers,
Photoshop, ImageReady, 3D animation program (3dMax or Maya).
Course Synopsis: This course is designed to introduce the basics of animation through an exploration of
traditional classic and 3D technology. Students will use original imagery to develop short films in a variety of
techniques, and will create two major movies. In addition to drawing, students will use found objects, digital
photography, and video. Classes will focus on experiential learning through practical demonstrations and labs.
Evaluation will be based on performance in both group and individual settings.
BAA [ Course Name and Grade Level ] Framework
1
Rationale: The aim of Classic Animation is to allow students the opportunity to apply knowledge, skills and
attitudes which will enable them to gain a visual understanding of the imagery and techniques employed throughout
the world. Students will be exposed to a variety of technology which will enable them to gain a better understanding
of visual concepts and animation techniques that are still available today. The culmination of this exploration will
be to create a muli-media digital presentation that includes the elements and principles of design, using technology
readily available and used in the industry today. The skills acquired through practical lab work and co-operative
learning will enhance the student’s animation porfolio, and to expose them to the potential of an animation career.
Organizational Structure:
Unit/Topic
Title
Time
Unit 1
Animation basics
10 hours
Unit 2
Group classic animation project (drawing)
15 hours
Unit 3
Pixalation/Toy/Clay/3D
40 hours
Unit 4
Video Special FX
15 hours
Unit 5
Major project
40 hours
Total Hours
120 hours
Unit/Topic/Module Descriptions:
Unit 1: Animation Basics
Time: 10 hours
Overview
Students will explore creating animation sequences that demonstrate specific animation problems: stretch, walk
cycle, distortion, weight, squash, simplification, exaggeration, fast vrs slow actions, and antics. The teacher will
demonstrate products and techniques and the students will show their learning through practical labs. Students will
also strengthen their drawing skills with the figure, portraits, perspective and architecture. Students will learn basic
process for downloading images from a digital camera and basic editing using a variety of programs.
Curriculum Organizers and Learning Outcomes
Problem Solving
It is expected that students will:
 Create several sequences that demonstrate mastery over specific animation techniques
 Master the basic figure, portrait, one and two point perspective
Communication
It is expected that students will:
 use tools such as the digital camera, usb cables, pc and mac computers, Photoshop, ImageReady and Imovie
 use appropriate language when discussing the technology related to developing animation imagery
Technology
It is expected that students will:
 use the appropriate tool, technique and method when creating each of the animation sequences
 maintain an orderly and safe animation studio
Self and Society
It is expected students will:
 Demonstrate knowledge of the technology used to create animation images
BAA [ Course Name and Grade Level ] Framework
2

Demonstrate an interest in exploring their environment in search of meaningful and exciting imagery.
Unit 2: Group Classic Animation project
Time: 15 hours
Overview
Students will brainstorm, pitch, script, and produce a short classic animation movie as a class, learning to draw the
same character and using that character in the project. The animation will be in drawing form, colored with pencil
crayons, photographed digitally, transferred onto an editing station where music and folioed sound fx will be added.
Curriculum Organizers and Learning Outcomes
Problem Solving
It is expected that students will:
 identify and use the basic animation techniques from the first unit
 use appropriate criteria of the elements and principles of design when evaluating their imagery
Communication
It is expected that students will:
 work as a group to develop a project concept that the entire class can help animate
 use appropriate language when discussing the animation through the elements and principles of design.
Technology
It is expected that students will:
 use the appropriate tool, technique and method when creating their animation
 use a digital camera properly
 properly transfer the images to an editing station
 edit their section
 folio their own sound fx
Self and Society
It is expected students will:
 demonstrate knowledge of the use and care of a digital equipment.
 demonstrate a willingness to maintain the cleanliness of the studio
 demonstrate a willingness to work with a group of students in a team project
Unit 3: Pixalation/Toy/Clay/3D
Time: 40 hours
Overview
Students will explore in smaller groups the four other main means of creating animation. In the case of the 3D
animation, students will individually with a series of tutorials learning the basics of whatever 3D animation program
is available. Time is restricted by the amount of computers available (currently only three in the room). The
teacher will demonstrate advanced techniques in animation, and the students will develop images that demonstrate
their knowledge of animation technique. Students will compare and contrast their imagery in co-operative group
assignments to be presented to the class in video form.
Curriculum Organizers and Learning Outcomes
Problem Solving
It is expected that students will:
 identify similarities and differences in the various forms of animation as the create their imagery
 use appropriate criteria of the elements and principles of design when evaluating their imagery
Communication
It is expected that students will:
 create original short scripts that demonstrate the particular animation technique
 use appropriate language when discussing their animation with the elements and principles of design.
Technology
It is expected that students will:
BAA [ Course Name and Grade Level ] Framework
3

use the appropriate tool, technique and method when creating their personally meaningful imagery
Self and Society
 As in Unit 2
Unit 4: Video Special FX
Time: 15 hours
Overview
Students will explore personally meaningful imagery through an understanding of the techniques used by special fx
artists in manipulating individual frames from video footage. The teacher will demonstrate the art of doctoring
individual frames for special fx using Photoshop and ImageReady. Students will compare and contrast their
imagery in a co-operative group assignment to be presented to the class as a scene within a short video. Students
will be asked to create a special effect such as flying, evaporating, melting, stretching, gunshot, etc.
Curriculum Organizers and Learning Outcomes
Problem Solving
It is expected that students will:
 Alter at least one second of footage from a video sequence in a short movie
 use appropriate criteria of the elements and principles of design when evaluating their imagery using the Special
FX techniques.
Communication
It is expected that students will:
 use a digital video camera and film a short movie sequence
 use an editing station to edit their short movie and to save individual frames for special fx
 edit and create the effect with Photoshop and ImageReady
 use the appropriate language of the elements and principles of design when discussing their imagery.
Technology
It is expected that students will:
 use the appropriate tool, technique and method when creating their personally meaningful imagery
 use a tri-pod correctly
 use a digital video camera
 download their images on a computer
 use Imageready in Photoshop to create video clips
 use IMovie to put their movie together
Self and Society
 As in Unit 2
Unit 5: Major Project
Time: 40 hours
Overview
Students will explore story telling in a multi-media platform that uses digital imagery, video, and animation to create
their own original animated movie. The teacher will demonstrate products and techniques and the students will
show their learning through the completion of the project. Some of the products which may be included in this unit
are: digital cameras, tri-pods, Photoshop, Imageready, Imovie, video editing, sound editing. Any of the animations
studied may be used the the students for this final project. Students will create an animation that will be presented to
the class, will appear in our film festival, and possibly be sent to an animation festival competition.
Curriculum Organizers and Learning Outcomes
Problem Solving
It is expected that students will:
 Use the elements and principles of design, and the animation techniques to create a visually stimulating and
entertaining movie
 use appropriate criteria of the elements and principles of design when evaluating their video
Communication
It is expected that students will:
BAA [ Course Name and Grade Level ] Framework
4


use a variety of technologies to create their animation
use appropriate language when discussing their video (elements and principles of design).
Technology
It is expected that students will:
 use the appropriate tool, technique and method when creating their personally meaningful imagery
 use any or all of the following: digital camera, digital video camera, Photoshop, ImageReady, 3DAnimation,
tripod, usb cable.
 use a movie editing program
Self and Society
It is expected students will:
 demonstrate knowledge of the use of classic animation techniques.
 demonstrate knowledge in editing a movie.
 demonstrate a willingness to maintain the cleanliness of their editing station.
 demonstrate a willingness to work with a group of students in a team project.
Instructional Component:
 direct instruction
 demonstration
 videotape
 group work
 practical lab work
 modelling
 analysis of own and classmates projects
Assessment Component:


70% of the grade will be based on practical lab work which will be teacher, peer and self assessed. This will
reflect the practical nature of this course.
30 % of the grade will be based on daily attendance, effort and achievement on a variety of projects, group
activities and tests. This will encourage students’ active daily participation in the course.
Learning Resources:
 handouts created by instructor.
 A variety of animation manuals and magazines.
 Internet
Additional Information:
Animation has been taught at Penticton Secondary School since 1999 and has inspired a number of students to seek
employment in this fast growing field. Recently several of our graduates returned to talk to the current students in
the program about their jobs. A number of our graduates are working in the field and have been part of the teams
that produced major films. Several are working for large animation firms in Vancouver.
BAA [ Course Name and Grade Level ] Framework
5
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