Claymation is an animation process using clay figurines that are moved and photographed to create life-like imagery and motion.
Purposes Specific Learning Outcomes LICT Descriptors How To Do
- 1. Students create a story board by dividing a sheet of paper into frames and drawing all of the major actions of their animation, illustrating how characters or objects will move through the scenes. 2. Students create a backdrop using poster board or calendar pictures to fit the theme of the claymation animation. Students may also use real objects to create the scene and provide a sense of depth in their animation (e.g., a rock for a boulder, a branch for a tree, etc.). 3. On paper students design simple stick figures representing the 3-dimensional character(s) in their claymation animation. 4. Students create three dimensional characters by using armature wire to build the skeleton of their characters and using plasticine or modelling clay to create the body details. 5. Students rehearse the animation by moving the characters through each of the scenes illustrated on the story board. 6. Using a digital camera, students take an opening picture with the characters off stage. Students move the characters onto the stage in increments of less than one centimetre and take sequential pictures after each change in position. The smaller the changes in movement in each transition, the higher the number of photos required, resulting in a smoother animation. 7. Using animation software or animation features of presentation software, students create their animation by sequentially inserting images. Geometry terms may be introduced or reinforced (e.g., flips, slides, turns, etc.). Have students create a set of instructions and tips to share with others who are creating claymation animations. Animation link to file Representations/Presentations link to file Story Boards link to file Video Production link to file
Variations Assessment / Think Abouts
Discuss the components that make an animation successful. Construct student-generated assessment criteria (e.g., What does quality animation look/sound like? Why?).Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Focus assessment on how the animation creatively communicates a concept or idea rather than on the technology. Orally guide/facilitate reflection in journals (e.g.) What I am learning about the concept I am animating? Evidence of my learning is...).Reflection link to file Self-Assessment link to file ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Have students select animations and reflections for inclusion in their portfolios as evidence of their understanding of the concept. Portfolio link to file References Keywords
ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -