ART 10 ANIMATION and TECHNOLOGY

STAGE 1 Desired Results

Established Goals
Students will:

TRANSFER GOAL
Students will be able to use a combination of materials and technology to create
effective representations of movement.

- develop a portfolio of
animated works
- demonstrate the use
of technology as a tool
in creating art.

Enduring Understandings:
Students will understand that

MEANING
Essential Questions:
Students will keep considering

U1 the use of different materials and

technology will affect the way a
project/artwork is viewed and
interpreted by the audience.
U2 technology can be used in
different ways to create an effective
project/artwork.
U3 restrictions and/or unexpected
encounters may positively contribute to
a project/artwork.
U4 certain animations take more time
and energy to create than others.

Q 1 How can I use a material or

technology differently?
Q 2 What kind of experience will my
final product create for audiences?
Q 3 How does my process affect my
final product?
Q 4 How can I represent motion
effectively?
Q 4 Does my work reflect my
understanding of the elements of art and
principles of design?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
Students will be skilled at
- basic animation terms and concepts
(illusion of motion, squash, stretch,
frame, keyframe, etc.)
- how to use different combinations of
technology and traditional materials to
represent movement.

- creating various animations.

- effectively describing and discussing
their process of animating.
- using certain technology to create their
intended project.

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of -

- work ethic
- participation
- understanding of concepts
and skills

Assessment Evidence
Students will need to show their learning by:

Transfer Task: The students will explore different methods of animating

using traditional materials, technology, and a combination of the two. Basic
animation terms and concepts will be addressed and discussed through written
and verbal critiques. Students will create several animations and demonstrate
Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 1

- risk taking

their ability to think critically and solve any related problems effectively.

Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 2

UNIT PLAN: Animation and Technology

By Jeff Milner & Dafne Carrasco
ED3601 with Janice Rahn (Spring 2011)

RATIONALE
For this unit, grade 10 students are introduced to various forms of animation. Students will be given
the opportunity to explore some different processes of animating using traditional media and
technology (computers, cameras, Smartboard, etc.). For this grade level, students are typically
aware of the various technologies available to them. This unit will encourage students to think
critically about the technology they have access to, and give them the chance to see computers and
cameras, for example, as some of the tools that can help them create art.
For each lesson, students will analyze and discuss examples of animation. They will consider the
process the artists/animators have taken, the intent, and the impact the final piece has on audiences.
Throughout the unit, students will be guided through demonstrations and workshops to produce
various forms of animation. They will work independently as well as in groups to create their
works.
By the end of the unit, students will be able to demonstrate an understanding of the basic principles
of animation. Students will appreciate the process of animating and be able to create animations
with and without the use of technology.
LESSON SUMMARIES
1. Introduction to Animation: Illusion of Movement
To introduce the unit, students will analyze and explore basic animations drawn by hand. They will
look at flipbooks and basic frame-by-frame animations. Students will be encouraged to think about
the general process of animating and how a combination of traditional materials and digital
technology can affect a final product.
Individually, students will create flipbooks using traditional materials such as a stack of paper or
post-its. In groups, students will then produce a basic slideshow animation with the aid of
technology such as cameras and computers.
Throughout the lesson, students will refer to animation examples by Preston Blair and other
animators. As a final activity, students will compile their animations into a digital document and
present it for a critique session.
2. Introduction to Computer Animation: PowerPoint Art
For this lesson, students will continue to explore Frame-by-Frame animation. Students will use
computers and a slideshow program (Microsoft PowerPoint) to create their animations. Emphasis
will be placed on using technology as a tool.
Throughout the lesson, students will refer to examples of animation online as well as from
television and movies. As a final activity, students will compile their animations into a digital
document and present it for a critique session.
3. Introduction to Cartoon Animation
To conclude the unit, students will be introduced to basic principles of cartoon animation. Students
will use their acquired knowledge of animation and incorporate it into character design and

Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 3

animation. Students will develop a greater vocabulary of terms and concepts that will help them
express their animation projects with classmates and audiences.
At the end of the unit, students will showcase their polished work and engage in critiques.

Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 4

ART 10: Illusion of Movement

LESSON LENGTH: 2 classes

GENERAL LEARNING OUTCOMES (P.O.S.)

Students will use traditional and non-traditional approaches to create compositions.
SPECIFIC LEARNING OUTCOMES (P.O.S.)
Students will:
1. Experiment with various representational formats.
2. Use the vocabulary and techniques of art criticism to analyze their own works.
LEARNING OBJECTIVES
Students will:
1. Recognize different processes of animating.
2. Represent movement through the use of technology and traditional materials.
3. Demonstrate an appreciation for various uses of technology.
REFERENCES
How Flipbook Animation Works (Persistence of Vision): http://www.youtube.com/watch?
v=3sih9icgH3M&NR=1&feature=fvwp
Creating Flipbooks: http://www.howcast.com/videos/1085-How-To-Create-a-Flip-Book
Post-it Animation (Frame-by-Frame): http://www.youtube.com/watch?v=5NKOFMdV1Ic
Tony vs. Paul (Stop Motion): http://www.youtube.com/watch?v=AJzU3NjDikY
Post-it/Stop Motion: http://www.youtube.com/watch?v=I3-OSwVDtug
ChrisLandreth:http://www.nfb.ca/film/ryan *used with discretion*
MATERIALS
Drawing materials (pencil, markers, pastel, vine charcoal, etc.)
Post-its/Sticky notes or stapled paper
Large newsprint or bulletin board paper
Cameras with tripods (enough for each assigned group of students) OR Laptops with builtin cameras (enough for each assigned group of students)
INTRODUCTION (10 mins.)
DAY 1: Procedure
1. Showvariousexamplesofanimation.
2. Discusshowimagesseenatarapidratecancreatethe
illusionofmotion/movement.
3. Explain/Review animations. Introduce some basic terms
and concepts such as:
Persistenceofvision
Motion/Movement
Frames/Images
FramebyFrame
4. Explain how viewing a series of images at a certain rate can
create the illusion of movement.

Assessment Questions/Methods
Have students look at various
examples of animation and then
describe what they see, what they
think the process is, and how
technology may have been used to
create it.
What is animation? (viewing a
series of images/frames to
represent/create the illusion of
movement/motion)
What kind of lines have they
created? (smooth, crisp, hard, soft,
thick, thin, continuous, scratchy,
etc.)

Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 5

DAY 2: Procedure
1. Show examples of hand-drawn frame-by-frame animation
and stop motion.
2. As a class, compare and contrast the examples seen.
3. Discusstheintegrationoftechnologyintheanimation
process.Encouragestudentstothinkabouthowtheywould
usethetechnologiesavailabletothemtohelpthemanimate.

Assessment Questions/Methods
If you were given a digital camera,
how would you create an
animation/the illusion of
movement?

BODY OF LESSON (40 mins.)

DAY 1: Procedure
1. Demonstrate how to create a basic flipbook animation. For
this activity, students are encouraged to practice the basic
idea of frame-by-frame animating. For the purpose of this
activity, students will create a flipbook animation of strings
and abstract shapes. Emphasis will be placed on how a
large amount of frames/images may be required to create
longer animations. Remind students that it will take
anywhere from 12 to 30 frames/images to make a onesecond animation.
2. Students will individually create their flipbooks. However,
they are encouraged to discuss their process and experience
with their nearby classmates. Students should be
encouraged to practice problem solving and help one
another when needed.
DAY 2: Procedure
1. Demonstrate a frame-by-frame animation. Use examples
online and create a quick one for the students. Emphasize
the fact that for the purpose of this unit, frame-by-frame
animations are like the flipbooks students created in the first
class.
GROUP ASSIGNMENT Frame-by-Frame Animation
In groups, students will be given a tripod, digital camera (or
laptop) and a large sheet of newsprint.
Students will create a frame-by-frame animation with
strings and abstract shapes as their subject. Using their
digital camera, students will photograph each frame/image
in their animation.
Students may use their choice of drawing materials. This
activity is similar to their flipbooks, however, students will
produce a group animation that will be compiled into an
animated video clip. Throughout the acvivity, students must
use their knowledge of the elements of art and principles of
design to create an effective piece.

Assessment Questions/Methods
How does positioning affect your
drawing? How does materials
affect it? How does a change in
the environment affect it?
Did you discover something that
you would continue to use or do to
help you draw? (Ex: Drawing
with music helps me concentrate.)

Assessment Questions/Methods
What are some questions we can
ask our selves as we animate?
(Ex: What will my lines look like?
Do I want people to focus more on
the lines in my animation or the
subject? How can I create a mood
or emotion with my mark making
and make it interesting for
audiences?)

CLOSURE (10 mins.)

DAY 1: Procedure

Assessment Questions/Methods
Animation and Technology | ART 10 | Jeff Milner & Dafne Carrasco | February 2011 p. 6

1. As a class, lead the students in a discussion about what they

experienced while creating their flipbooks.
2. Students are encouraged to view each others flipbooks and
describe and discuss their process, any difficulties they had,
and what they could do differently in the future if creating
another flipbook.
3. Something to think about: Think about the last animated
movie/commercial/youtube clip that you saw. Imagine the
process the artist/animator has taken to create it. Does this
change your appreciation for it?
DAY 2: Procedure
1. Have students wrap up their group animations by
transferring their photographs into appropriate folders onto
the class hard drive. (Access to a computer lab may be
required.)
2. Regroup as a class and discuss some of the things they
noticed as they were creating their animations.
3. Have students think about their process and technique.
4. Something to think about: Think about the methods of
animation we saw in the past two classes. Can you think of
other ways to create an illusion of movement?
*Students will continue practicing frame-by-frame
animation, this time using the computer.
*By next class, students will present and critique their
group animations.

Did one position/condition make it

difficult to draw? Easy?
How does each position/condition
and material choice affect your
mark making? Was this
intentional?

Assessment Questions/Methods
Did your group discover
something about animation that
you would continue to use? Did
your group discover something
about another groups animation
that you would like to do?
What were some challenges you
faced as a group in general?

SPONGE ACTIVITY
Flipbook animations
Artist Trading Cards: illusions

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ART 10: PowerPoint Art

LESSON LENGTH: 3 classes

GENERAL LEARNING OUTCOMES (P.O.S.)

Students will use traditional and non-traditional approaches to create compositions.
SPECIFIC LEARNING OUTCOMES (P.O.S.)
Students will:
1. Experiment with various representational formats.
2. Use the vocabulary and techniques of art criticism to analyze their own works.
LEARNING OBJECTIVES
Students will:
1. Recognize computer and other technologies as a tool in creating art.
2. Demonstrate an understanding of basic concepts of animation.
3. Solve problems related to the use of technology in art making.
REFERENCES
Frame-by-Frame (Flash): http://www.youtube.com/watch?v=Xyeg5qK3uZI
PowerPoint Art: http://www.youtube.com/watch?v=V1QTs2qMfqg&feature=related
PowerPoint Animation (student sample): http://www.youtube.com/watch?
v=ysdCcrABRic&feature=related *use with discretion*
MATERIALS
Sketchbooks (for planning)
Computers/Laptops (one for each student, with Microsoft PowerPoint or Adobe Flash)
Portable hard drive (optional)
INTRODUCTION (10 mins.)
DAY 1: Procedure
1. Havestudentssharetheirstringanimations(Group
Assignment)fromlastclass.Thiscanbeaninformal
presentation/critique.
2. Showvariousexamplesof2Dcomputeranimation.Focus
isplacedonframebyframeanimation.
3. Discuss/Reviewhowimagesseenatarapidratecancreate
theillusionofmotion/movement.
4. Review some basic terms and concepts taught such as:
Persistenceofvision
Motion/Movement
Frames/Images
FramebyFrame
5. As a class, discuss the procedures for flipbook and stop
motion animation. Have students think about how those
methods may relate to animating on the computer.
DAY 2: Procedure
1. Show examples of PowerPoint animations. Emphasis will
be placed on PowerPoint Art.

Assessment Questions/Methods
HowdoyouthinkPowerPointcan
beusedtocreateananimation?

Assessment Questions/Methods
Canyouthinkofanyother
programsonthecomputerthatcan

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2. Discuss the process and any effects students would like to

recreate as seen in the examples.
DAY 3: Procedure
1. Show examples of PowerPoint animations. Emphasis will
be placed on PowerPoint Art.
2. Discuss/Review any issues or difficulties faced in the
previous class.

beusedtohelpyoucreatean
animation?
Assessment Questions/Methods
Havestudentsdescribeevidence
oftheelementsofartand
principlesofdesigninthe
examplesshown.

BODY OF LESSON (40 mins.)

DAY 1: Procedure
1. Introduce the PowerPoint interface.
2. Demonstrate how to create frame-by-frame animations
using PowerPoint. (It is just like a flipbook animation
where each frame/image is drawn and viewed one after the
other to create the illusion of movement. In PowerPoint,
each frame/image is a slide.)
3. Have students play around with the program and the
drawing tools available in PowerPoint. Students may share
with their classmates any interesting tools or effects they
find.
*Depending on the students knowledge of computers and the
program, this class may be used as a tutorial workshop to
familiarize students with using the computers (logging in,
saving, etc.) and working in PowerPoint.
*Students should spend most of this studio time experimenting
and familiarizing themselves with PowerPoint.
DAY 2: Procedure
1. Review the PowerPoint interface.
2. Demonstrate how to create frame-by-frame animations
using PowerPoint.
ASSIGNMENT PowerPoint Art
Individually, students will use PowerPoint to create an
animated piece. Using their knowledge of animation and
the tools in PowerPoint, students will create an abstract
animation. Emphasis will be placed on experimentation,
however, students may wish to create a storyline to help
them get started if they wish.
The purpose of this activity is to get students thinking about
technology as a tool in art. Students are encouraged to take
risks and not be afraid to try and solve problems they may
face in their art making.
DAY 3: Procedure
1. Students will have the rest of the class to complete their
PowerPoint Art assignments.

Assessment Questions/Methods
Aretheredifferentwaysof
creatinganeffect?

Assessment Questions/Methods
Whatquestionsshouldyouask
yourselfasyoucreateyour
PowerPointArt?(Whoismy
audience?DoIhaveanobjective
orgoalformyartmessage?)

Assessment Questions/Methods

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CLOSURE (10 mins.)

DAY 1: Procedure
1. As a class, have students discuss some possible ways of
animating and how PowerPoint can be used as a tool for
producing art.
DAY 2: Procedure
1. Have students save their PowerPoint Art in appropriate
folders on the computer.
DAY 3: Procedure
1. Have students save their final PowerPoint Art in appropriate
folders on the computer.
*Next class, students will share their work and engage in a
critique.

Assessment Questions/Methods

Assessment Questions/Methods

Assessment Questions/Methods

SPONGE ACTIVITY
Mini animations using PowerPoint (could be compiled into one big animation)
Artist Trading Cards: illusions

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ART 10: Cartoon Animation

LESSON LENGTH: 3 class

GENERAL LEARNING OUTCOMES (P.O.S.)

Students will use traditional and non-traditional approaches to create compositions.
SPECIFIC LEARNING OUTCOMES (P.O.S.)
Students will:
1. Experiment with various representational formats.
2. Use the vocabulary and techniques of art criticism to analyze their own works.
LEARNING OBJECTIVES
Students will:
1. Demonstrate an understanding of basic concepts of cartoon animation.
2. Analyze and develop cartoon animation and character design.
3. Solve problems related to cartoon animation.
REFERENCES
Blu: http://www.vimeo.com/993998
Animation and Advanced Animation by Preston Blair
MATERIALS
Sketchbooks
Whiteboard and markers (portable whiteboards may be required if not enough space for each
group)
Digital camera and tripod OR Laptop with camera (enough for each group of students)
INTRODUCTION (10 mins.)
DAY 1: Procedure
1. HavestudentssharetheirPowerPointArtfromlastclass.
Thiscanbeaninformalpresentation/critique.
2. Showvariousexamplesofcartoonanimation.
3. Explain some terms and concepts such as:
Timingandspacing
Easing
Squashandstretch
Walkcycle
DAY 2: Procedure
1. Show examples of cartoon animation and character designs.
DAY 3: Procedure
1. Show examples of cartoon animation and character designs.
2. Review concepts and terms learned so far.

Assessment Questions/Methods
Havestudentscompareand
contrastcartoonanimationwith
reallifemovement.(Ex:Cartoon
animationseemstolookmore
rubberyandalmostmalleable)

Assessment Questions/Methods
Whatmakesaninteresting
characterdesign?
Assessment Questions/Methods
Howdotheelementsofartand
principlesofdesignplayintoyour
characterdesignandanimation?

BODY OF LESSON (40 mins.)

DAY 1: Procedure
1. Discuss and Demonstrate the importance of timing in

Assessment Questions/Methods
Havestudentscompareand

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animation. Use the bouncing ball example as referred to

by Preston Blair.
2. Discuss and Demonstrate spacing in animation.

contrasttheprocessandresults
betweenthetwopartsoftheCoin
AnimationActivity.

ACTIVITY PART I Coin Animation

On the white-board, have students create a basic bouncing
ball animation using a coin to trace around. Emphasis will
be placed on the ability to demonstrate proper timing and
spacing.
3. DiscussandDemonstratetheconceptofeasing.
4. DiscussandDemonstratetheconceptofsquashand
stretch.
ACTIVITY PART II Coin Animation
On the white-board, have students create another bouncing
ball animation using a coin to trace around. Emphasis will
now be placed on the ability to demonstrate proper timing
and spacing and the concepts of easing and squash and
stretch.
DAY 2: Procedure
1. Review the concepts and terms of cartoon animation.
2. Demonstrate and Explain character design.
ASSIGNMENT Character Design
Individually, students will create a character that could be
animated using any of the methods of animating they have
learned thus far.
In their sketchbooks, students will create several sketches
that illustrate their design.
Students are encouraged to experiment with medium and
material choice for their character design. For example,
although claymation is not covered, students can create a
stop motion animation involving a plasticine character.
The purpose of this activity is to get students thinking about
the different ways of animating. Students are encouraged to
take risks and not be afraid to try and solve problems they
may face in their art making.
*For next class, students will create a short animation using
their designed character(s).
DAY 3: Procedure
ASSIGNMENT Character Animation
For the rest of class, students will create a short animation
using their designed character(s). Students may work in
groups (combining characters) or individually using an
animating method of their choice (flipbook, stop motion,

Assessment Questions/Methods
Whatmakesaneffective
character?
Whatmethodofanimatingwould
youusewhenanimatingyour
character?

Assessment Questions/Methods
Havestudentsaskquestionsto
helpthemdecidewhichanimation
methodwillworkbestfortheir
characterdesign.(Ex:WillIhave
enoughtimetodrawmycharacter

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computer/PowerPoint, Whiteboard, etc.)

overandoveragain?WhatdoI
wantmycharactertodoinmy
animation?)

CLOSURE (10 mins.)

DAY 1: Procedure
1. As a class, have students discuss some ways they can
incorporate cartoon animation in their art.
2. Something to think about: Have a look at some cartoons
on television or online and try to identify and relate the
concepts you learned in class to the cartoons.
DAY 2: Procedure
1. Have students share their character design plans with
classmates.
2. Students can engage in an informal critique to help each
other develop their designs further.
DAY 3: Procedure
1. Have students wrap up their animation projects.
*Next class, students will share their work and engage in a
critique.

Assessment Questions/Methods
Whyanimate?Whatisthepoint
ofanimation?
Iscartooningart?Isanimation
art?
Whatdoaudiencesenjoyabout
animationsandcartoons?
Assessment Questions/Methods
Ismycharacterdesigncreatingthe
viewerreactionIintended?
Assessment Questions/Methods

SPONGE ACTIVITY
Mini animations of their choice
Artist Trading Cards: character design

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