EDTECH 541                          Stop Motion Animation Project  Your Name: Todd SparksLesson Title: Stop Motion Animati...
•   Students will incorporate the use of computer software and websites to create the       animation and voice narration....
o A Problem Solving Workbook (PSW) is handed out to each group and we              go over the contents of it. The PSW con...
•   Learn how to use a digital camera for downloading the pictures taken and       importing.   •   The students learn how...
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541 video enhanced lesson

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A lesson plan for creating stop motion animation at a middle school level.

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541 video enhanced lesson

  1. 1. EDTECH 541  Stop Motion Animation Project  Your Name: Todd SparksLesson Title: Stop Motion AnimationIntroduction: This unit of instruction is designed for the 9th grade Foundations of Technology course to be taken after completing the 8th grade Exploring Technology course. The areas of concentration with this unit will include computer software utilization, digital camera manipulation, solid object construction and manipulation, audio software utilization, cooperative learning and engagement with peers.Content Area and Grade or Age Level of Students: Communication Technology for9th grade.Objectives: • Students will identify how communication technology is used in video production. • Students will work cooperatively in small groups to accomplish their desired goal. • Students will utilize specifications (criteria and constraints) in order to maximize a solution in their design work. • Students will investigate and research data that will be useful in developing a design solution. • Students will brainstorm and creatively generate a multitude of possible solutions to the stated problem or opportunity. • Students will implement the chosen solution. They will develop and communicate their design using technical sketching and/or drawing techniques, make physical models. • Students will utilize a digital camera to capture the animated movements of their characters and props. • Students will follow a constructed storyboard to stay organized when shooting the pictures.
  2. 2. • Students will incorporate the use of computer software and websites to create the animation and voice narration. • Students will use websites for locating sound effects that enhance their animated project. • Students will present their solution in a professional manner using a web site to view their video.Standards Addressed: Utah State Standards 2.1, 2.2, 2.3 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8 5.1, 5.2, 5.3 6.1Relative Advantage: • The students are able to create a project that incorporates some of the same techniques the professionals use. • This project allows the students to understand an industries creation processes which equates into jobs. • The students gain further skills and knowledge not previously none before participating in the activity. • The students gain knowledge of websites and programs that can be used outside the classroom. • The websites allow for additional inputs that enhance the projects that create more interest in the subject.Timeline: • This takes approximately 8 class periods to complete. • Day 1 o I show a few examples of previous projects to start the class discussion about our new lesson.  I mention computer graphic design and animation  Digital manipulation  Set and prop building  Character creation o I show a short section of the movie Chicken Run and play the producers narration on how the movie was created from the brainstorming sessions through to the actually shooting of the animation. o We then talk about brainstorming and storyboards. • Day 2 o Then divide into groups of 2 to 4, it is to hard for one student to do alone and any more then 4 there is not enough for them to do. Based on the project complexity I may suggest adding another team member or reduce a team member, never going under 2 or over 4.
  3. 3. o A Problem Solving Workbook (PSW) is handed out to each group and we go over the contents of it. The PSW contains all the information for the project, objectives, standards covered, instructions, storyboard, daily logs, character sketch-up sheets and website resources for additional information.  A booklet is available to all students after instructions are given for the use of the hardware and software. • Day 3 - 5 o This gets the students started with design work, on sets, characters and props, and then constructing them. All of which has its own set of instruction and demonstrations from me. • Day 5 - 7 o Now the students start producing the project and go through more instruction and demonstrations on how to accomplish their goal. • Day 8 (more if needed) o Finally the group is ready to edit their project and still more instruction and demonstrations. • Last day o The students watch the other group projects and answer question about the videos. o We discuss the videos and provide feedback to the groups. The groups can use the feedback to reproduce their video for additional credit. I have made a video of how to use the software for project creation and have it available to the students on my YouTube channel.Materials: • The students will receive a PSW form me. • Writing utensils, the student is responsible for. • The teacher supplies the computers, cameras, tripods, software, and connection cables. • The teacher and YouTube supply the instructional materials. • Projector • Whiteboard if the group chooses to use it. • The materials for constructing sets, props, and characters are supplied by the teacher unless the group has a specific set of materials they want to use and provide for themselves.Grouping Strategies: I have 14 computers in my classroom and a computer lab nextdoor is available if needed. The computer lab has 34 computers.Learning Activities: • Brainstorm about possible ideas for the project. • Learn how to use Windows Movie Maker software for creating the animated movie.
  4. 4. • Learn how to use a digital camera for downloading the pictures taken and importing. • The students learn how to manage and organize folders in the computer for storing information. • Students learn how to review and import sound effects. • Students learn how to use audio software for recording and manipulating audio. • Students learn how to share video files for viewing.Assessment: • Visual cooperative learning • Completed backdrops, props, and characters • Produced audio for the project • Produced video for the project • Daily log entries • StoryboardAdaptations for Learners with Special Needs: • Paired with higher level students • Modified requirements for the project • Modified use of the computer through teacher aids • Teacher assistance • Allowing for outside assistance (parents and friends)Resources: Windows Movie Maker Audacity School email account Sound Effects http://www.pdsounds.org/ http://www.partnersinrhyme.com/pir/PIRsfx.shtml Music(royalty free and free) http://freeplaymusic.com/References: Clay Animation Made Easy http://www.sfsu.edu/~teachers/workshops/clayanimation/stepone.html How To Create Clay Animation in 5 Easy Steps

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