Animatic Storyboard Project

Name:________________

Storyboards are graphic

organizers in the form of
illustrations or images
displayed in sequence for the
purpose of pre-visualizing a
motion picture, animation,
motion graphic or
interactive media sequence.
The storyboarding process,
in the form it is known today,
was developed at the Walt
Disney Studio during the early
1930s, after several years of
similar processes being in use
at Walt Disney and other
animation studios.
Animatics are animated
video storyboards. Think of
them as taking the art of
storytelling a step beyond
storyboards; breathing life
into drawings through motion
and sound.

Storyboard for a commercial production

The commercial's goal was to show device that informs about the
freshness of the food or beverage.

In the past, animatics have been most commonly used for a host of production and marketing-related
applications, such as commercials, sales pitches, special effects previews, bumpers, market testing,
promos, show opens.
Plot: is the literary element that describes the structure of a story. A plot diagram is an organizational tool,
which is used to map the significant events in a story. By placing the most significant events from a story on
the plot diagram, you can visualize the key features of the story. The basic triangle-shaped lot structure was
described by Aristotle in 350 BCE. Aristotle used the beginning, middle and end structure to describe a story
that moved along a linear path, following a chain of cause and effect.
STEP ONE: REVIEW the attached existing Storyboard for a commercial production.
STEP TWO: WRITE your own Plot Diagram and outlining the major events in your Animatic Storyboard
(Short Story animation or commercial) as well as complete the Character Map sheet. (if necessary) NOTE:
No offensive subject matter- this is a Catholic school.
STEP THREE: STORYBOARD your plot using the attached storyboard paper. Your storyboard must follow
the following PLOT FORMAT if you are telling a Short story in your animation.
1)
2)
3)
4)

Introduction of characters
Rising Action
Climax
Denouement/Resolution

Get approval from the teacher before your start drawing your Animatic Storyboard.
STEP FOUR: ANIMATE your various components of your storyboard by scanning in your drawings and
then use Macomedia Flash. Consider: Movement, Pacing, Length of shots.
STEP FIVE: REFLECT on your project once its finished by answering the following questions:
1)
What aspect of your work do you find most successful and why?
2)
What aspect of your work do you find least successful and why?
3)
If you could do this project again, what changes would you make to improve it?

Storyboard for a Commercial Production

The commercial's goal was to show device that informs about the freshness of the food or
beverage.

Character Mapping
1st Character Name:__________________
Look-like: What does the character look like?
(tall, short, thin, heavy)

Act: How does the character act? (loud,

quiet, runs, walks)

How do other characters in the story react

to this character?:

Preliminary Sketch

2nd Character Name:__________________

Look-like: What does the character look like?
(tall, short, thin, heavy)
Act: How does the character act? (loud,
quiet, runs, walks)

How do other characters in the story react

to this character?:

Preliminary Sketch

Conflict Mapping
What is the conflict? (another person, a thing, or thoughts and
feeling of the character?

Why does this conflict occur?

What are some ways the conflict could be resolved?

Resolution Mapping
How is the conflict resolved?

What happens after the conflict is resolved?

How does the conflict and its resolution affect the character?

Story Mapping
Location: Where does the story take place?
(city, castle, ship, cemetary, moon)

Time: When does the story take place?

(afternoon, fall, morning, date)

Write a detailed description of the setting.

(weather, noise, colors):

Animatic Storyboard Project

Achievement
Criteria

Level 0

Level 1

Thinking/
Inquiry

Work does
not meet
assignment
s
expectation
s for this
category.
Incomplete.

Concept is unclear
and/or weak.
Meaning or ideas
conveyed are not on
par with student
grade level.

0.25

Work does
not meet
assignment
s
expectation
s for this
category.
Incomplete.

The completed work

is largely unoriginal
and not creative in
execution. Many
exemplars of similar
work exist.

Concept & Meaning:

Animatic Storyboard:
Commercial/
Short Story:
Beginning, Rising
Events, Climax and
Resolution

Knowledge/
Understanding
Creativity &
Originality:
Commercial/
Short Story:
Beginning, Rising
Events, Climax and
Resolution

Completion
(Plot Diagram,
Character Maps,
Storyboard,
Scan,
Animate)

Level 2

Level 3

Level 4

Concept is slightly
unclear and/or weak.
Meaning or ideas
conveyed are below
expectations for
students grade level.
Applies some of the
elements & principles
of design while
composing work.

Concept is clear and

valid. Meaning or
ideas conveyed are
on par with students
grade level. Applies
considerable
elements & principles
of design while
composing work.

Concept is clear and

strong. Meaning or
ideas conveyed are
above expectations
for students grade
level. Applies
substantial
elements &
principles of design
while composing
work.
2

0.5 - 1.0
The completed work
is largely unoriginal
and not creative in
execution. Many
exemplars of similar
work exist.
2

1.0 - 1.75
The completed work
is largely unoriginal
and not creative in
execution. Many
exemplars of similar
work exist.
3-4

The completed work

is largely unoriginal
and not creative in
execution. Many
exemplars of similar
work exist.

Incomplete.
0

Incomplete.
0

Incomplete.
0

Communication
Clarity: Commercial/
Short Story Beginning,
Rising Events, Climax
and Resolution

Reflection Questions

/5

Student
demonstrates
limited effectiveness
in demonstrating the
process of following
procedures and skill
development.
5

Student
demonstrates some
effectiveness in
demonstrating the
process of following
procedures and skill
development.
6 - 6.5

Student
demonstrates
considerable
effectiveness in
demonstrating the
process of following
procedures and skill
development.
7 - 7.5

Student
demonstrates
superior
effectiveness in
demonstrating the
process of following
procedures and skill
development.
8 - 10

The submitted work

appears obviously
incomplete. Much
more effort could
have been included:
time has obviously
been mismanaged.
1

The submitted work

appears slightly
incomplete. Some
additional effort could
have been included:
time has been slightly
mismanaged.
2

The submitted work

appears mostly
complete. Minimal
effort additional effort
could have been
included and time has
been managed well.
3-4

The submitted work

appears totally
complete. No
additional effort
could have been
included: time has
been managed in an
exemplary manner.

Work demonstrates
limited detail.
1

Work demonstrates
some detail.
2

Work demonstrates
substantial detail.
3-4

Work demonstrates
limited degree of
clarity in the chosen
theme.
0.5

Work demonstrates
some degree of clarity
in the chosen theme.
0.5 - 1.0

Work demonstrates
considerable degree
of clarity in the
chosen theme.
1.0 - 1.75

Answers are
vague/incomplete.
0.5

Answers are
somewhat clear and
complete.
0.5 - 1.0

Detail

/2

Application/
Creation
Process:
Demonstration of Skill
Development
& Following
Procedures
including Clean Up

Name:_______________

Incomplete.
0

Incomplete.
0

Answers are clear

and complete.
1.0 - 1.75

/10

/5

/5

Work demonstrates
exemplary detail.
5
Work demonstrates
high degree of
clarity in the chosen
theme.
2

/2

Answers are clear &

exemplary.
2

/2

/31
A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively;
A1.1 use a variety of strategies, individually and/or collaboratively, to generate Ideas and to develop plans for the creation of art works (e.g.,
in small groups, use brainstorming, research, concept webs, and/or mind maps to generate original and imaginative ideas; filter their ideas to
select a suitable one to serve as the basis for their art work; use notes and/or thumbnail sketches to help them develop clear and flexible
plans that show attention to detail; revise their plans on the basis of peer- and self-assessment)
A1.2 use experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture,
painting, printmaking, and mixed media (e.g., experiment with a variety of materials/media, techniques, and tools to find ones that are
appropriate for their planned art work; reflect on their preliminary work and on feedback from their peers before revising their art work)
A1.3 document their use of the creative process in a portfolio (e.g., include evidence of their conceptual, creative, and technical skills; include
thumbnail sketches, checklists, and/or graphic organizers to show evidence of experimentation, reflection, and revision), and refer to this
portfolio to reflect on how effectively they have used the creative process
A2. The Elements and Principles of Design: apply elements and principles of design to create artworks for the purpose of self-expression and to
communicate ideas, information, and/or messages;
A2.1 use various elements and principles of design to create art works that express personal feelings and/or communicate emotions to an
audience (e.g., create a mixed-media self-portrait that uses colour, line, and shape in the style of Frida Kahlo to convey their personality and
elicit emotions from the audience)

A2.2 apply elements and principles of design as well as art-making conventions to create art works that communicate ideas, information, or
messages, and/or that convey a point of view on an issue (e.g., use colour, line, shape, contrast, and emphasis when creating a graffiti piece
that addresses an issue in their local community; incorporate symbolism to communicate a message about an environmental issue)
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and
techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.
3.1 explore and experiment with a variety of materials/media, including alternative media, and traditional and/or emerging technologies, tools,
and techniques, and apply them to create art works
A3.3 demonstrate an understanding of a variety of ways in which art works can be presented to reach different audiences
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting
on various art works;
B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions (e.g., the aspects of the
work and/or their personal experiences that contributed to their first impressions of its mood, subject, intent)
B1.2 identify and describe the elements and principles of design used in their own art works and the works of others, and describe their
effects (e.g., how line, colour, and shape are used to create emphasis, mood, and/or movement)
B1.3 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose and style, the
materials used, and the meanings the works convey
B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal critiques, feedback and reflection following public displays) to
identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the societies in which they were created, and how they can affect
personal values;
B2.1 identify and describe the function of various types of art works
B2.2 identify and describe ways in which various art works reflect the societies in which they were created (e.g., with reference to the use of
available materials, cultural influences, the depiction of current events or issues important to that society, the purpose of the work, the views
and beliefs of audiences at the time)
B2.3 identify and describe ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with
reference to their self-concept, their awareness of stereotypes, their approach to fashion, their attitudes towards objects associated with
particular cultural groups, their ability to express their emotions)
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related
to visual arts;
C1.1 use appropriate terminology related to elements and principles of design when creating and analysing art works (e.g., when comparing
the use of line, colour, shape, and contrast in African textiles with those in medieval illuminated manuscripts; when demonstrating or
describing how to create an area of emphasis using colour, contrast, and shape)
C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., dry brush;
layering; pinhole camera; washes; techniques and tools used to create flipbooks, illuminated manuscripts, mosaics, stained glass works)
C1.3 identify and describe the stages of the creative process and the critical analysis process (e.g., how reflection relates to the other stages
of the creative process)
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;
C2.1 demonstrate an understanding of a variety of techniques that artists use to achieve specific effects (e.g., the use of atmospheric
perspective to create the perception of depth, the use of additive and subtractive sculpture to explore space and form, the use of layering to
provide a sense of dimensionality)
C2.2 demonstrate an understanding of several conventions used in visual art works (e.g., exaggeration, metaphor, simile, symbols,
synectics; conventions associated with heroic, narrative, naturalistic, and satirical works)
C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts.
C3.2 demonstrate an understanding of safe and conscientious practices associated with the use of materials, tools, and technologies in
visual arts, and apply these practices when creating and/or presenting art works (e.g., use appropriate precautions when dealing with
hazardous materials; adopt protective measures when using sharp tools; keep their work space clean and free of physical and other hazards;
demonstrate respect for classroom facilities, tools, equipment, and technological devices)