Course Profile Communications Technology,
Grade 10, Open, Catholic
Unit 3: Short Animations
Time: 22 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4
This unit introduces students to the fundamental principles of traditional and computer-generated animation. Students develop scripts, storyboards, and flipbooks prior to creating computer animation. Students learn and apply composition and 2-D modelling techniques and discover how image sequences interact with audio to create animated short films. Critical evaluation and problem solving help students make decisions in light of gospel values with an informed moral conscience.
Ontario Catholic School Graduate Expectations: CGE1d, g, i; CGE2a, b, c, d, e; CGE3a, b, c, d, e, f; CGE4a, b, c, d, e, f; CGE5a, b, c, d, e, g, h; CGE6e; CGE7a, b, d, e, f, g, i, j.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.02, TFV.03, TFV.04, SPV.02, SPV.03, SPV.04, ICV.01, ICV.02, ICV.03.
Specific Expectations: TF1.01, TF1.02, TF1.06, TF1.07, SP1.07, SP1.08, SP1.09, IC1.01, IC1.02, IC1.03, IC1.04, IC1.05.
|
Activity 1 |
Animated Text |
330 minutes |
|
Activity 2 |
2-D Animation to Music/Poem: “The Joys of Life” |
330 minutes |
|
Activity 3 |
2-D Original Story/Cartoon |
330 minutes |
|
Activity 4 |
Web Animations |
330 minutes |
· Students should be familiar with the operation of a computer and be able to save, import, export, and create files.
· Previous experience from Unit 2 with storyboarding, digital audio recording, and editing is beneficial.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and the correct use of any copyrighted materials.
· Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.
· Students are expected to keep a daily log sheet recording notes of their accomplishments.
· The teacher must provide a safe work environment for all students stress the correct and safe use of all equipment and materials.
· The teacher should investigate the software that is accessible and available at the school site or available through the board system that is suitable for the activities.
· Prepare appropriate teacher-produced and collected resources and support materials, including examples of classical animation techniques (flipbooks, zoetropes, thaumatropes, cels), previous student animations, and industry samples.
· The activities explore a variety of animation production methods as well as the safe and correct use of related equipment.
· Teachers should investigate potential cross-curricular connections with other subject areas and community links.
· Teachers should refer to Unit 6. The careers unit can be most effectively delivered by the integration of topics throughout the unit activities.
· Classroom teachers work closely with the student services department to co-ordinate the planning of the unit.
· Students have the opportunity to explore a variety of career options in the Communications Technology field.
· Students should be reminded at the start of the unit that their Student Manuals (see Overview Appendix I) should include career research information for this unit. This content is used to complete their career presentation at the completion of the course (see Appendix 6.1a).
· Each activity provides the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. Teaching/learning strategies that allow for career links in the unit activities should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Animation industry to share their education and career paths with the students.
Throughout all the activities in this unit, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· Animated productions combine a variety of academic and applied learning strategies, including independent and group work, problem solving, co-operation, communication, time management, brainstorming new ideas, presenting, and report writing. The student-centred, activity-based mode of delivery provides students with opportunities to develop individual and group skills.
· Teachers provide their expertise and the material and equipment resources required for the completion of each task.
· Assessment and evaluation are based on testing, product development and product delivery using a variety of media, and include both diagnostic and summative methods.
· Assessment is an ongoing daily process that will include: log/journal entries, portfolios, regular practical and theory tests and/or quizzes, activity worksheets and exercises, project evaluation criteria, student/group presentations, conferences, self and/or peer critiques, checklists, and rubrics.
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software manuals and tutorial exercises.
Various samples of activity project work.
The school Library/Resource Centre.
Blair, Preston. Cartoon Animation. Laguna Hills, California: Walter Foster Publishing Corporation, 1994. ISBN 1-5601-0084-2
Eddy, Sandra. GIF Animator's Guide. USA: IDG Books Worldwide, 1997. ISBN 1-5582-8561-X
Hahn, Don. Animation Magic Book. New York: H.B. Fenn & Co., 1998. ISBN 0-7868-3072-7
Jenkins, Patrick. Flipbook Animation & Other Ways to Make Cartoons Move. Toronto: Kids Can Press Ltd., 1991. ISBN 1-5507-4007-5
Laybourne, Kit. The Animation
Book. Indianopolis: The Crown Publishing Group, 1998.
ISBN 0-5178-8602-2
Locke, Lafe. Film Animation Techniques: A Beginner’s Guide and Handbook. USA: Betterway Publications, Inc., 1992. ISBN 1-5587-0236-9
Lutz, E.G. Animated Cartoons: How They Are Made; Their Origin & Development. New York: Applewood Books, 1998. ISBN 1-5570-9474-8
Morrison, M. “Becoming a Computer Animator”, Bring Illustrations to Life. USA: Sams Publishing, 1994. ISBN 0-6723-0463-5
McKelvey, Roy. Hypergraphics: Design for the Internet. London: Watson-Guptill Publications, Inc., 1997. ISBN 2-8804-6313-0
O’Rourke, Michael. Principles of Three-Dimensional Computer Animation. USA: W.W. Norton & Company, 1995. ISBN 0-393-70202-2
Parkin, George. Animation
Funstation. Los Angeles, California: Price Stern Sloane, Inc., 1995.
ISBN 0-8431-3990-0
Parkin, George. Animation. USA: Putnam Publishing Group, 1996. ISBN 0-8431-3990-0
Street, Rita. Computer
Animation: A Whole New World. USA: Rockport Publishers, 1998.
ISBN 0-1564-9377-2
Thomas, Bob. Disney's Art of Animation. New York: Hyperion, 1992. ISBN 1-5628-2899-1
White, Tony. The Animator’s Workbook: Step-by-Step Techniques of Drawn Animation. New York: Watson-Guptil Publications, 1986. ISBN 0-8230-0229-2
Angelfire
http://angelfire.lycos.com/doc/graphics.html
Provides instruction on making animated GIFs, from creating the original images
through animation and presentation on the web.
Animation Stand
http://www.animationstand.com/gallery
A good source of animation clips and cels.
AutoDesk
http://www.AutoDesk.com
A good source of animation tips, clips, cels, and links to other animation
sites.
Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital animation.
Digital Video Magazine
http://www.dv.com
A good source of digital animation.
Moving Pix Company
http://www.movingpixco.com
A good source of animation clips and cels.
Pulsar
http://www.pulsar.to.it/pages/grafica3.html
A site providing details about the key concepts of animation including storyboards
and frames. Stop motion, 2-D, 3-D animation and video production are covered.
Old House
http://www.old.myhouse.com/anim/page16htm
History of animation is outlined with essays, illustrations, and clips from
classic works. Contains a how-to section for animated GIFs.
Warner Brothers
http://www.warnerbrothers.com
The Warner Brothers site provides lessons in Animation 101. The site describes
the animation process from writers to sound effects. Sample animations are
available.
Web Monkey
http://www.webmonkey.com
Interactive site provides tutorials, tips, and articles.
Time: 330 minutes
Using available 3-D animation software, students design and construct an animated personal identity text. Students apply composition and typographic principles, along with motion paths, lighting, sound, and 3-D modelling techniques to accentuate the overall visual effect of the text. The use of this completed animation in computer presentations, video, or web pages is also explored.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be:
An Effective Communicator who
CGE2b – presents information and ideas clearly and honestly and with sensitivity to others.
A Reflective and Creative Thinker who
CGE3d – makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6a – relates to family members in a loving, compassionate, and respectful manner.
A Responsible Citizen who
CGE7f – respects and affirms the diversity and interdependence of the world's peoples and cultures.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;
TFV.03 – identify and describe the processes of capturing still images;
SPV.02 – produce audio-video and/or animated productions;
SPV.03 – compose, capture, and process still images;
SPV.04 – use computer graphics software competently;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.02 – identify basic composition and typographic principles;
TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;
TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;
SP1.07 – create simple animations using video cameras;
SP1.08 – edit audio-video and/or animated productions;
SP1.09 – create still images using composition techniques;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to uphold and observe copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Cross-curricular connections to English, Religion, Music, and Visual Arts.
· For the benefit of the teacher and student, ALL relevant software manuals and step-by-step procedure lists need to be available throughout the activity.
· A collection of text and object animations from television, video, and film is needed to provide students with finished examples.
· It is vital that teachers establish compatibility for all software programs and external equipment that are integrated into this activity.
· Storyboards, copyright free music, CD, or audio cassette, and sound effects collections are great assets.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Animation industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.
· Remind students to update the career research section of their Student Manual.
Students should be familiar with basic computer functions such as creating and saving files, converting files to different formats, as well as importing and exporting files between programs.
Throughout this activity, the teacher will:
· monitor and observe all student activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good;
· The teacher reviews with the class the concepts involved such as frames, key frames, background, character, storyboard, story line, etc.
· Students review principles of graphic design (proximity, alignment, repetition, and contrast).
· The teacher introduces typography and how its appropriate use adds an overall sense of design to a finished product. The teacher reviews how primary and complementary colours enhance the overall effectiveness of graphic elements. The class views collected samples and discusses the practical application of typographic elements, colour, and design principles. Design principles, typographic elements and colour use are evaluated in an assignment that requires recognition and labelling of elements from samples and/or a written quiz.
· The teacher emphasizes the need for a storyboard before the production begins. The storyboard reflects the proposed typeface, a general indication of text colour and size, proposed lighting plan, motion paths for text and objects, and approximate running times. The storyboard also indicates all audio sources used in the soundtrack. Text/object motion paths and run times determine the overall length of the animation. Storyboards are evaluated for clarity, creativity, and attention to detail.
· Students use a digital camera (or video camera attached to a computer) to capture a self-portrait. They save it in a picture file to use as a background in the final animation. Students manipulate the image in a paint program (e.g., Adobe Photoshop, Corel Photo Paint). Students save the image in a format compatible to the animation software.
· The teacher introduces elements of a 3-D text (face, side, bevels, and back) and discusses primary and complementary colours – what works well and what does not. Led by the teacher’s example, students discover that changing one or more of the text elements changes the overall appearance and effectiveness of the animation.
· The teacher introduces concepts of lighting (ambient light, highlighting; front, side, top, and bottom lighting), defines basic lighting terms, and demonstrates how an overall lighting design affects the text. Students explore the possibilities and limitations of a chosen lighting plan and its impact on their test.
· The teacher introduces motion paths for text (e.g., entering the screen, spins, turns, bounces, rolls, holding positions, dropouts, and blow-a-ways). For the student to employ effective text animation and balanced use of screen space, the teacher demonstrates grouping and ungrouping letters to create individual units (first and last names) that are positioned as the student wishes. Students discover that co-ordinated motion paths add readability and interest to the animation. The teacher discusses the dangers of overusing motion paths and the resulting distractions that often detract from the overall design.
· The teacher introduces the use of sound by recording a soundtrack with voice-over.
· The student records a music track equal in time to the animation. A voice-over track identifying or containing information about the student is recorded. The music and voice-over tracks are mixed to create a final soundtrack. Students then save the file and export it to the animation software.
· After the soundtrack is inserted into the animation, the student creates a final AVI or appropriate video file and exports it to other computer applications, to a web page, or prints it to videotape. Settings for creating the final video file (e.g., resolution, compression, dithering, frame rate, etc.) depend on the proposed use of the file. If necessary, different video file formats are created for different purposes.
· Students present their final work to the class.
· Diagnostic assessment includes students' awareness of animation concepts through the use of a skills inventory checklist.
· Observation checklists and student conferences, relevant to the available equipment, are used to evaluate the processes of image capture.
· To assess the lighting portion of the activity, observations of particular skills are recorded on checklists.
· Pencil and paper quizzes can be employed for theoretical material like composition and typographic principles.
· The final summative evaluation is allocated to the individual student, peer, and teacher.
· Various technical and aesthetic categories should be considered as part of the final mark depending on the final use of the animation.
· Summative assessment of completion of lists:
· Performance assessment of the completed lists by the teacher.
· Summative assessment of finished product:
· Performance assessment of the finished project (see Appendix 3.1).
· Summative assessment of students' knowledge with a unit test.
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students with special needs can be given appropriate timelines for completion.
· Students work with a partner or in small groups.
· Peer tutoring is given to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.
· Peer tutors assist students with special needs when handling equipment.
· Students with special needs are accommodated in this activity by changing the requirements of the animation or by altering the steps of the production process (e.g., as skill building activities, students are provided pre-determined storyboards to complete or are given existing animations to alter).
· Students with special artistic abilities may wish to add original drawings, music, or other media to the final animation.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software tutorials and manuals.
The school Library/Resource Centre.
Books
Morrison, M. “Becoming a Computer Animator”, Bring Illustrations to Life. USA: Sams Publishing, 1994. ISBN 0-6723-0463-5
O’Rourke, Michael. Principles of Three-Dimensional Computer Animation. USA: W.W. Norton & Company, 1995. ISBN 0-3937-0202-2
Street, Rita. Computer Animation: A
Whole New World. USA: Rockport Publishers, 1998.
ISBN 0-1564-9377-2
Web Sites
Animation Stand
http://www.animationstand.com/gallery
A good source of animation clips and cels
AutoDesk
http://www.AutoDesk.com
A good source of animation tips, clips, cels, and links to other animation
sites.
Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital animation
Digital Video Magazine
http://www.dv.com
A good source of digital animation.
Moving Pix Company
http://www.movingpixco.com
A good source of animation clips and cels
Warner Brothers
http://www.warnerbrothers.com
The Warner Brothers site provides lessons in Animation 101. The site describes
the animation process from writers to sound effects. Sample animations are
available.
Web Monkey
http://www.webmonkey.com
Interactive site provides tutorials, tips, and articles.
Time: 330 minutes
Students select and analyse a biblical passage, poem, nursery rhyme, or short piece of music in order to understand a positive, underlying, literary or musical theme and meaning of a work. They investigate how visual images interact with audio signals to create cohesive final animated audio/visual works. Students prepare a storyboard that incorporates visual images with sound to produce an animated short film. Students learn to use available 2-D animation software to create a short film that reflects the meaning and qualities of the story or music.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator who
CGE2b – presents information and ideas clearly and honestly and with sensitivity to others.
A Reflective and Creative Thinker who
CGE3d – makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6a – relates to family members in a loving, compassionate, and respectful manner.
A Responsible Citizen who
CGE7f – respects and affirms the diversity and interdependence of the world's peoples and cultures.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;
SPV.02 – produce audio-video and/or animated productions;
SPV.03 – compose, capture, and process still images;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.03 – identify career opportunities in the communication field.
Specific Expectations
TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;
TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;
SP1.07 – create simple animations using video cameras;
SP1.08 – edit audio-video and/or animated productions;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Cross-curricular connections to English, Religion, Music, and Visual Arts.
· The teacher collects samples of biblical passages, poems, nursery rhymes, and short pieces of music.
· Create handout with the Basics of Animation; (ideally, the teacher creates a short animation to outline these basics and serve as an example for the students).
· Collect samples of flipbooks, cartoons, and zoetropes.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Animation industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.
· Remind students to update the career research section of their Student Manual.
· Students should have mastered some aspects of animation software in previous activities and in Grade 9 Integrated Technology.
· A concept of basic animation terms (frames, storyboards, etc.).
Throughout this activity, the teacher will:
· monitor and observe all student activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good;
· The teacher reviews with the class the concepts involved such as frames, key frames, background, character, storyboard, story line, etc.
· As a class, students discuss the various jobs available in the field of animation.
· While listening to several songs, students compose a list of feelings, images, and colours they would associate with the sounds. (Note: If using a poem or biblical passage, students read a sample supplied by the teacher. Students circle all adjectives, adverbs, and words that convey feelings.)
· Students use a thesaurus to generate a list of antonyms and synonyms for the words found in their original list to help generate imagery suitable to the lyrics.
· Using the generated words, students create a short story to accompany the music/passage.
· Students then take their story line and create an animation storyboard. Remind students that the story line and storyboard should reflect the music they have selected.
· The teacher demonstrates the basic tools of a 2-D animation software using a computer projection system.
· Students use their story line and storyboard to create a short animation.
· The teacher will demonstrate for students the various means for assembling animation and audio (traditional print to video and audio dubbing; desktop video or multimedia package; and other means of electronic distribution – CDs)
· Students add music to their animation.
· Students share finished animations.
· Diagnostic assessment includes students' awareness of animation concepts through the use of a skills inventory checklist.
· Observation checklists and student conferences, relevant to available equipment, are used to evaluate the processes of animation.
· Pencil and paper quizzes can be employed for theoretical material like storyboards and animation principles.
· The final summative evaluation is allocated to the individual student, peer, and teacher:
· Performance assessment through the use of project evaluation checklists.
· Various technical and aesthetic categories should be considered as part of the final mark depending on the final use of the animation.
· Summative assessment of finished product (animation set to biblical passage/music/poem):
· Performance assessment of the finished project (see Appendix 3.2).
· Summative assessment of students' knowledge with a unit test.
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students with special needs can be given appropriate timelines for completion.
· Students create a semantic web to categorize the feelings, images, and colours they associate with the selected biblical passage, poem, or song.
· Students work with a partner or in small groups.
· Students create a flipbook.
· Students compose and record their own music to add to the animation.
· Peer tutoring is given to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.
· Peer tutors assist students with special needs when handling of equipment.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software tutorials and manuals.
The school Library/Resource Centre.
Texts
Hahn, Don. Animation Magic Book. New York: H.B. Fenn & Co., 1998. ISBN 0-7868-3072-7
Jenkins, Patrick. Flipbook Animation & Other Ways to Make Cartoons Move. Toronto: Kids Can Press Ltd., 1991. ISBN 1-5507-4007-5
Laybourne, Kit. The Animation Book.
Indianopolis: The Crown Publishing Group, 1998.
ISBN 0-5178-8602-2
O’Rourke, Michael. Principles of Three-Dimensional Computer Animation. USA: W.W. Norton & Company, 1995. ISBN 0-393-70202-2
White, Tony. The Animator’s Workbook: Step-by-Step Techniques of Drawn Animation. New York: Watson-Guptil Publications, 1986. ISBN 0-8230-0229-2
Web Sites
Animation Stand
http://www.animationstand.com/gallery
A good source of animation clips and cels
AutoDesk
http://www.AutoDesk.com
A good source of animation tips, clips, cels, and links to other animation
sites.
Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital animation
Digital Video Magazine
http://www.dv.com
A good source of digital animation
Warner Brothers
http://www.warnerbrothers.com
The Warner Brothers site provides lessons in Animation 101. The site describes
the animation process from writers to sound effects. Sample animations are
available.
Web Monkey
http://www.webmonkey.com
Interactive site provides tutorials, tips, and articles.
Time: 330 minutes
Students research a variety of short stories and cartoons to develop an understanding of how a short piece of work is developed. They are encouraged to improve their literacy skills by writing a short story or a child’s cartoon that reflects the moral and ethical philosophy of gospel values. Students investigate how visual images are created to emphasize the story and how visual images interact with audio signals to create final animated films. Using storyboards, students develop the story line with titles and image sequences, then create the story using animation software. They transfer the computer file to video and add sound effects, voice, and music in order to construct a short animated film.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community who
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator who
CGE2b – presents information and ideas clearly and honestly and with sensitivity to others.
A Reflective and Creative Thinker who
CGE3d – makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6a – relates to family members in a loving, compassionate, and respectful manner.
A Responsible Citizen who
CGE7f – respects and affirms the diversity and interdependence of the world's peoples and cultures.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;
SPV.02 – produce audio-video and/or animated productions;
SPV.03 – compose, capture, and process still images;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.05 – describe various video recording techniques;
TF1.06 – outline the procedures required to create audio-video, audio, and animated productions;
TF1.07 – outline the steps used to edit audio-video, audio, and animated productions;
SP1.07 – create simple animations using video cameras;
SP1.08 – edit audio-video and/or animated productions;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Cross-curricular connections to English, Religion, Music, and Visual Arts.
· Respect for each student’s individuality and creativity should be stressed.
· Teachers should prepare quick reference sheets for animation software, storyboarding (if students have not done video production), and video editing with audio dubs.
· Create handout with the Basics of Animation; (ideally, the teacher creates a short animation to outline these basics and serve as an example for the students).
· Collect samples of flipbooks, cartoons, and zoetropes and devise a list of web sites dealing with animation techniques.
· Discuss with students, prior to viewing the finished animated films, the importance of respecting others and their work. Watching the films should be entertaining and students should not be critical of the work of others.
· A projector or large screen television is preferred for viewing the films.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Animation industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.
· Remind students to update the career research section of their Student Manual.
· Students should have mastered some aspects of animation software in previous activities and in Grade 9 Integrated Technology.
· A concept of basic animation terms (frames, storyboards, etc.).
Throughout this activity, the teacher will:
· monitor and observe all student activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good;
· The teacher reviews with the class the concepts involved with animation.
· As a class, students discuss the various jobs available in the field of animation.
· Teachers should introduce samples of animated short films based on other short stories, show corresponding samples of student work, and outline the process by which students arrived at the final animation.
· The teacher then introduces the concepts of establishing plot, story line, character development, and how interest is developed in an animated film. Discuss and review the elements of writing a short story (may be done as a cross-curricular activity with English).
· The teacher introduces the animation software. Students investigate the software by working through tutorials (moving objects with paths, tweening, clipping, titling, and using .GIF files).
· As students become comfortable with the software, they begin to formulate their final story and develop a storyboard complete with audio.
· Once the animation is complete students add sound effects, voice over, and music (on computer or in video edit suite). The teacher introduces other equipment and techniques as required (e.g., output of animations to videotape, audio dubbing, etc.).
· The class watches the final animations together. The teacher should stress that this is a positive, entertaining activity and respect for the work of others is important. After watching the videos, discuss the positive aspects of the project, as well as what students would change if they had more time.
· Diagnostic assessment includes students' awareness of animation concepts:
· Skills inventory/checklist given at the start of the activity.
· Summative assessment of completion of worksheets and tutorial exercises:
· Performance assessment of worksheets and exercises by the teacher;
· Personal communication – teacher-student conferencing.
· Summative assessment of finished animation:
· Performance assessment of finished product – project evaluation sheet (see Appendix 3.3b).
· Summative assessment of students' knowledge with a unit test.
· Roving conferencing – teacher-student
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students with special needs can be given appropriate timelines for completion.
· Students may be given finished short stories to work with if necessary.
· Students work with a partner or in small groups.
· Students create a flipbook.
· Students compose and record their own music to add to the animation.
· Peer tutoring is given to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing should be given throughout the project.
· Peer tutors assist students with special needs when handling equipment.
· Students should be encouraged to develop more detailed stories and to add computer graphics (such as GIFs that they have designed as backgrounds and as part of the final animation).
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software tutorials and manuals.
The school Library/Resource Centre.
Texts
Morrison, M. “Becoming a Computer Animator”, Bring Illustrations to Life. USA: Sams Publishing, 1994. ISBN 0-6723-0463-5
O’Rourke, Michael. Principles of Three-Dimensional Computer Animation. USA: W.W. Norton & Company, 1995. ISBN 0-393-70202-2
Street, Rita. Computer Animation: A
Whole New World. USA: Rockport Publishers, 1998.
ISBN 0-1564-9377-2
Web Sites
Animation Stand
http://www.animationstand.com/gallery
A good source of animation clips and cels
AutoDesk
http://www.AutoDesk.com
A good source of animation tips, clips, cels, and links to other animation
sites.
Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital animation
Digital Video Magazine
http://www.dv.com
A good source of digital animation
Moving Pix Company
http://www.movingpixco.com
A good source of animation clips and cels
Warner Brothers
http://www.warnerbrothers.com
The Warner Brothers site provides lessons in Animation 101. The site describes
the animation process from writers to sound effects. Sample animations are
available.
Web Monkey
http://www.webmonkey.com
Interactive site provides tutorials, tips, and articles.
Time: 330 minutes
Students create two-dimensional animations that can be viewed on the web. Using student artwork, scanned images, paint and illustration software, and digitally captured images, students develop graphic resources. Students import and animate the resources using web animation software. Completed animations are inserted into existing web pages. New knowledge is developed in resource management and data transfer.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator who
CGE2b – presents information and ideas clearly and honestly and with sensitivity to others.
A Reflective and Creative Thinker who
CGE3d – makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6a – relates to family members in a loving, compassionate, and respectful manner.
A Responsible Citizen who
CGE7f – respects and affirms the diversity and interdependence of the world's peoples and cultures.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 – identify and describe the basic techniques required to produce animations and audio-video productions;
SPV.02 – produce audio-video and/or animated productions;
SPV.03 – compose, capture, and process still images;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.07 – outline the procedures required to create audio-video, audio, and animated productions;
SP1.07 – create simple animations using video cameras;
SP1.08 – edit audio-video and/or animated productions;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Cross-curricular link to Visual Arts, Business Studies, Religion, and English Media.
· Links made to Unit 4: Information Displays and Environments.
· The teacher creates file of web animations and a web page for students to insert animations.
· The teacher designs a worksheet: Analysing Web Animations.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Animation industry to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.
· Remind students to update the career research section of their Student Manual.
· An understanding of capturing and manipulating still images.
· An understanding of the principles of design.
· Basic computer skills.
Throughout this activity, the teacher will:
· monitor and observe all student activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good;
· The teacher shows examples of web animations. Students analyse the samples using the Analysing Web Animations handout provided. As a class, students discuss the merits and shortcomings of the various samples.
· The teacher demonstrates the basic tools of the web animation software using a computer projection system. The teacher gives quick tip lessons at the beginning of the remaining classes.
· Students select/create and digitize an image to animate. They animate the selected image and insert it into an existing web page.
· Diagnostic assessment includes students' awareness of animation concepts:
· Skills inventory/checklist given at the start of the activity.
· Summative assessment of equipment worksheets and quizzes:
· Performance assessment of assigned exercises and worksheets;
· Paper and pencil test.
· Summative assessment of completed worksheets:
· Performance assessment of assigned worksheets;
· Personal communication – teacher-student conferencing.
· Summative assessment of finished product (animated GIF):
· Performance assessment of finished product – project evaluation sheet.
· Summative assessment of the concepts and techniques utilized in this activity:
· Paper and pencil unit test.
· Summative assessment of project presentation and class discussion of student work:
· Performance assessment of finished presentation – presentation rubric (see Overview Appendix V);
· Personal communication through self/peer assessment and critique;
· Reflection through self/peer assessment (see Overview Appendices II and III).
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students with special needs can be given appropriate timelines for completion.
· Students work with a partner.
· Students have opportunities to script and program animations.
· The teacher reviews and/or introduces technical skills if required.
· Peer tutoring is given to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.
· Peer tutors assist students with special needs when handling equipment.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software tutorials and manuals.
The school Library/Resource Centre.
Books
Eddy, Sandra. GIF Animator's Guide. USA: IDG Books Worldwide, 1997. ISBN 1-5582-8561-X
McKelvey, Roy. Hypergraphics: Design for the Internet. London: Watson-Guptill Publications, Inc., 1997. ISBN 2-8804-6313-0
O’Rourke, Michael. Principles of Three-Dimensional Computer Animation. USA: W.W. Norton & Company, 1995. ISBN 0-3937-0202-2
Web Sites
Animation Stand
http://www.animationstand.com/gallery
A good source of animation clips and cels
AutoDesk
http://www.AutoDesk.com
A good source of animation tips, clips, cels, and links to other animation
sites.
Digital Imaging Magazine
http://www.digitalimagingmag.com
A good source of digital animation
Digital Video Magazine
http://www.dv.com
A good source of digital animation
Moving Pix Company
http://www.movingpixco.com
A good source of animation clips and cels
Warner Brothers
http://www.warnerbrothers.com
The Warner Brothers site provides lessons in Animation 101. The site describes
the animation process from writers to sound effects. Sample animations are
available.
Web Monkey
http://www.webmonkey.com
Interactive site provides tutorials, tips, and articles.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ |
- demonstrates
limited knowledge of facts, technical terminology, procedures, and standards |
- demonstrates
some knowledge of facts, technical terminology, procedures, and standards |
- demonstrates
considerable knowledge of facts, technical terminology, procedures, and
standards |
- demonstrates
thorough knowledge of facts, technical terminology, procedures, and standards |
|
TF1.06 |
- demonstrates
limited understanding of concepts |
- demonstrates
some understanding of concepts |
- demonstrates
considerable understanding of concepts |
- demonstrates
thorough and insightful understanding of concepts |
|
IC1.01 |
- demonstrates
limited understanding of relationships between concepts |
- demonstrates
some understanding of relationships between concepts |
- demonstrates
considerable understanding of relationships between concepts |
- demonstrates
thorough and insightful understanding of relationships between concepts |
|
Thinking |
- uses
thinking skills with limited effectiveness |
- uses
thinking skills with moderate effectiveness |
- uses
thinking skills with considerable effectiveness |
- uses
thinking skills with a high degree of effectiveness |
|
TF1.09 |
- applies few
of the skills involved in an inquiry/design process |
- applies some
of the skills involved in an inquiry/design process |
- applies most
of the skills involved in an inquiry/design process |
- applies all or
almost all of the skills involved in an inquiry/design process |
|
Communication |
- communicates
information with limited clarity |
- communicates
information with moderate clarity |
- communicates
information with considerable clarity |
- communicates
information with a high degree of clarity and with confidence |
|
SPV.02 |
- uses
language, symbols, and visuals with limited accuracy and effectiveness |
- uses
language, symbols, and visuals with some accuracy and effectiveness |
- uses
language, symbols, and visuals with considerable accuracy and effectiveness |
- uses
language, symbols, and visuals with a high degree of accuracy and
effectiveness |
|
SP1.07 |
- communicates
with a limited sense of audience and purpose |
- communicates
with some sense of audience and purpose |
- communicates
with a clear sense of audience and purpose |
- communicates
with a strong sense of audience and purpose |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
||||
|
Application SP1.07 |
- applies
ideas and skills in familiar contexts with limited effectiveness |
- applies
ideas and skills in familiar contexts with moderate effectiveness |
- applies
ideas and skills in familiar contexts with considerable effectiveness |
- applies
ideas and skills in familiar contexts with a high degree of effectiveness |
||||
|
SP1.08 |
- transfers
concepts, skills, and procedures to new contexts with limited effectiveness |
- transfers
concepts, skills, and procedures to new contexts with moderate effectiveness |
- transfers
concepts, skills, and procedures to new contexts with considerable
effectiveness |
- transfers
concepts, skills, and procedures to new contexts with a high degree of
effectiveness |
||||
|
SPV.02 |
- uses
procedures, equipment, and technology safely and correctly only with
supervision |
- uses
procedures, equipment, and technology safely and correctly with some
supervision |
- uses
procedures, equipment, and technology safely and correctly |
- demonstrates
and promotes the safe and correct use of procedures, equipment, and
technology |
||||
|
IC1.04G, IC1.05 |
- makes
connections with limited effectiveness |
- makes
connections with moderate effectiveness |
- makes
connections with considerable effectiveness |
- makes
connections with a high degree of effectiveness |
||||
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ |
- demonstrates
limited knowledge and understanding in identifying and describing the
techniques, procedures, and concepts for creating animated productions |
- demonstrates
some knowledge and understanding in identifying and describing the
techniques, procedures, and concepts for creating animated productions |
- demonstrates
considerable knowledge and understanding in identifying and describing the
techniques, procedures, and concepts for creating animated productions |
- demonstrates
a high ability to identify and describe the techniques, procedures, and
concepts for creating animated productions |
|
Thinking/Inquiry |
- applies few
of the design and inquiry skills required for outlining procedures for
creating animated productions |
- applies some
of the design and inquiry skills required for outlining procedures for
creating animated productions |
- applies most
of the design and inquiry skills required for outlining procedures for
creating animated productions |
- applies all
or almost all of the design and inquiry skills required for outlining procedures
for creating animated productions |
|
Communication |
- communicates
and explains the benefits, risks, and ethics associated with animated
productions with limited clarity |
- communicates
and explains the benefits, risks, and ethics associated with animated
productions with moderate clarity |
- communicates
and explains the benefits, risks, and ethics associated with animated
productions with considerable clarity |
- communicates
and explains the benefits, risks, and ethics associated with animated productions
with a high degree of clarity and with confidence |
|
Application |
- makes
connections and identifies career opportunities in the field of animation
with limited effectiveness |
- makes
connections and identifies career opportunities in the field of animation
with moderate effectiveness |
- makes
connections and identifies career opportunities in the field of animation
with moderate effectiveness |
- makes
connections and identifies career opportunities in the field of animation
with a high degree of effectiveness |
|
OCSGDCGE1d, CGE4f, CGE7f |
- demonstrates
limited ability to integrate the Catholic faith tradition in the
identification of the strengths and weaknesses of an animation |
- demonstrates
some ability to integrate the Catholic faith tradition in the identification
of the strengths and weaknesses of an animation |
- demonstrates
considerable ability to integrate the Catholic faith tradition in the
identification of the strengths and weaknesses of an animation |
- thoroughly
demonstrates and integrates the Catholic faith tradition in the
identification of the strengths and weaknesses of an animation |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
(The teacher should go over the
criteria for this activity)
Computer animation is fast becoming an acceptable form for depicting stories, both serious and funny. An animated story and a cartoon are very different. A cartoon is a drawing depicting a humourous situation. The cartoon may be one drawing with a caption, a comic strip, or an animated cartoon. Cartoons may be humourous or satirical (satire uses irony and wit to expose wickedness) but are often thought of as the Saturday morning cartoons that young children enjoy. A story narrates an event. A story may be humourous like a cartoon but it may also be sad, serious, or have a moral or ethical message. Cartoons and stories must be interesting. They should have a clear beginning, characters, plot, and ending. Brainstorm ideas and discuss them with your classmates and teachers.
· Write the story or cartoon – how will you keep the interest of the viewer
· Develop your story into a storyboard
· Include all of the sound effects and music in the audio portion of the storyboard
· Make sure to include the title and credits in the storyboard
· Develop your animation in Animator Pro
· Once the animation is complete add audio (use the video editor to do an audio dub or use SoundBlaster to record your audio)
· Put final video on videotape
Your final animation must include the
following:
· Titling
· A minimum of one GIF imported from CorelDRAW™ or other software
· Movement using optics – track, paths, or clocked
· Credits (thank everyone who helped you)
· Audio (may be music only but must enhance the story)
· Title Page – includes graphics from your animation, your name and date
· Your storyboards
· Your final animation