Lesson Plane

Objective: Through the process of creative thinking and visual expression students will learn basic means of composing a story as a class and individually continue to create imagery to contribute to the final product being a computer animated film of their original art work.

Rationale: Students will leave having an enhanced feeling of self image and creativity provided by sharing their art in an animated movie featuring the entire classroom’s input. It promotes independence as well as team spirit.

Students will gain some understanding of the process necessary for creating movies, practice brainstorming, learn to develop one concept or idea, break it down, and reassemble it to form a final product. Students will practice collaboration using cooperation, use a variety of art techniques, mediums, and skills, gain a greater understanding of the creative process through brainstorming, creating multiple sketches, and then developing one complete, quality work of art to contribute to the collaborative project. Students will also be exposed to the possibility of creating movies as a career, as well as explore other art related careers. In addition to the above, this project can be integrated with other academic subjects to create an interdisciplinary lesson which functions as an educational tool for the visual arts as well as language arts, history, science, cultural awareness, or virtually any other elementary subject.

Preparation: Read through the entire lesson plan, have enough disclaimer forms for each student, as well as materials for art production.

Procedure:

Week1: Introduce the lesson by asking the students of they think they could make a movie. To stimulate creative thinking ask how they could do it. Call on students to express their ideas and answers. Explain that what they just did was brainstorm, and explain what brainstorming means. Ask students to brainstorm ideas for a movie that they would like to make. Give examples such as drawing from various experiences they have had, such as a birthday celebration, discovering something new, something frightening, or encourage innovative and unrealistic thinking to arrive at new concepts. As the students brainstorm, write their ideas on a large sheet of paper with a marker, for the whole class to see. This is also where the lesson could become interdisciplinary and topics being studied in other subjects may be used as a point of departure for the creation of the visual imagery for the class movie. For example, students could develop the movie about recycling or dinosaurs, relating to science topics, or the discovery of America in history.

After brainstorming, guide students in arriving at one idea to focus on as the theme of the class movie and explain the process of doing so, which is as follows:

1.) Students will brainstorm ideas and decide on one to be the main concept of their movie.

2.) The teacher will guide the students in creating a storyboard as a plan to follow for their production.

3.) Students will then create characters and backgrounds separately to be composed for the movie.

4.) Imagery will be sent to Little Director for digital formatting and computer editing, resulting in the creation of an animated movie on DVD.

Hand out the Little Director “character” submission forms, including the disclaimer, which must be signed by a parent and returned.

If time allows, this class period, begin developing the story, reminding students that it needs to have a beginning, middle, and end.

Week 2: Begin class by reinforcing the meaning of a storyboard, and how this will be used to organize their movie. (A storyboard is a series of simple pictures depicting important changes of scene and action in a planned film or video production) Using one long sheet of paper (several feet) or many single sheets of paper create a storyboard of images that visually describe the story. These will be simple sketches in each frame, or even words that convey the idea. Teachers must consider the number of students along with the number of frames. Since some students will be creating only characters, make sure that there are enough frames for students, but not too many frames and not enough students.

It is important to design the storyboard with the class, so that students learn to work together, and also understand how their original ideas will be transformed into an animated movie.

When the entire story, characters, and storyboard are complete the teacher will assign characters and backgrounds to students to draw. If there is enough time, students may begin sketching their ideas for their images. Creating the whole storyboard may take more than one class, depending on how the students work.

Week 3: Students should create sketches of their images, to be approved by the teacher.

Second and third grades:

Creating sketches for a final artwork may be a new concept for students, yet it teaches students to think alternatively, and not always go with the first idea they come to. Sketching is part of the creative process. Also, final artworks may look nothing like the ideas portrayed in the sketch. This is acceptable at this level and helps to get students used to working that way.

Final artworks can be created using any 2 dimensional media, which can be decided on by the teacher. Some suggested mediums are crayon, colored pencil, marker, oil pastels, chalk pastels, watercolor, tempera paint, cut paper and glue, magazine collage, or mixed media. During this class period a demonstration on the use of a new material or technique, and practicing that technique or use of material may also be done. The teacher may need to give two separate demonstrations to students, one demonstration for those working on backgrounds and another for those working on characters. It will be beneficial to have students that are working on characters sit together, and those working on backgrounds sit together to avoid confusion and distraction.

Week 4: Students should use their sketches to begin creating their final artwork. The number of days needed to complete a final artwork may vary depending on the media, and the student’s work ethic. Two days should be sufficient for second and third graders, and two to three days for fourth graders.

Week 5: Students should continue creating or complete their final artwork. Discuss sound with regards to the story with the students. Are there any noises that they relate to certain images, or parts of the story? Record any additional audio information that can be used to enhance their visual story.

Week 6: Organize the artwork to correctly portray the story prior to class. This may be done on the floor or in a hallway, by placing the artworks sequentially next to each other. Have the class walk past each image and edit and make any necessary changes. With any remaining time, explain that some people actually do this as their job. Ask students to brainstorm other possible art related careers. Encourage students to think of more nontraditional jobs. Younger students may not understand some of the careers, but try to get them to understand how art is used in the career. Using images of those professionals found through internet image searches may be helpful.

For ideas go to www.ub-careers.buffalo.edu/cdo/cartcare.htm.

Week 7: Watch the completed movie, and guide students in a discussion of the movie. Ask about their favorite parts and any changes they might make to make it better. Explain that professionals do this many times before releasing work to the public. If time allows view movies from other class periods. Present each student with a Little Director certificate and DVD of the movie.

* Adaptations should be made to fit the needs of the students with regards to their age and capabilities. For older students, the teacher should challenge their creative thinking with the creation of the storyboard, and also with the complexity and quality of their artwork.

SYLLABUS

K1-K10

Objective: Through the process of creative thinking and visual expression students will learn basic means of composing a story as a class and individually continue to create imagery to contribute to the final product being a computer animated film of their original art work.

Expectations: Students will be expected to participate in class discussions, collaborate and cooperate with others to form the storyboard, create sketches for a final artwork, and complete a quality artwork to be included in the movie. Students will be expected to behave appropriately and follow normal classroom rules.

Topics/Class Schedule:

Class 1: Project introduction, expectations, hand out disclaimer forms, begin developing the story

Class 2: Discuss and create a storyboard and assign students characters or backgrounds, begin sketches if time allows

Class 3: Demonstration of new media or technique, complete sketches of images, begin creating final artwork

Class 4: Begin or continue final artwork

Class 5: Complete final artwork, discuss audio

Class 6: Organize images and discuss other possibilities for art related careers

Class 7: View and discuss the movie, and movies from other class periods if time allows, present Little Director certificates and DVD’s

Grading Policy: Students will be graded on the following items:

– participation is class discussions

– cooperation with others

– completion of preliminary sketches

– Final Artwork:

o completed on time

o portrays the assigned subject matter

o image is a complete artwork (attention to entire image surface- though some parts may be left empty intentionally as part of the complete piece- not just forgotten)

o image shows proper use/development of a new technique or use of material

o image shows adequate detail, creativity, and high quality craftsmanship

Important:

Disclaimer forms must be returned by the assigned date in order for student’s artwork to be included in the animation of the movie. Each student’s artwork is a necessary part of the final, whole piece. Artwork without a consent form will not be included, which will affect the quality of the whole movie, if parts are missing. Be sure to return the disclaimer forms on time.

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