Teacher: Katelyn Kittilson Class: 5th Grade Visual Art School: Central Elementary School

Title of the Unit: Movie Makers

Title of this Daily Lesson: Day 3 - Getting Started with Animation
Grade Level(s): 5th

I. Colorado Academic Standards (Visual Arts 2020)

Standard 1. Observe and Learn to Comprehend
2. Demonstrate an understanding of how works of visual art and design are influenced by
the culture of daily life.
b. Investigate and discuss how popular culture influences visual art and
design.
Standard 3. Invent and Discover to Create
1. Plan works of visual art and design where intended meaning is communicated to
viewers.
a. Make decisions during the creative process that best supports the
intended point of view.

II. Big Idea(s):

Developing craft and creativity Teamwork Expression

III. Enduring Understandings:

~Artists take their knowledge from different subjects and use it to inform themselves on a new
topic.
~Artists are constantly reflecting and envisioning never stopping that process.

IV. Essential Questions:

Student Questions…
~What can help inspire my project and me?
~What skills do I already know and have to use throughout this project?
Teacher Questions…
~How much do the students know about the figure? iPads? Creating movies?
~What skills will I need to teach them?

V. Daily Lesson Objectives:

~Artists will start to establish different goals for their artwork through verbal or written
communication then plan out the steps accordingly to those set goals.
~Artists will connect what they know about art and design from personal experiences or lessons to
social problems.

VI. Activity:
Artists will be continuing their storyline development and making their final character for the
story. Using the final paper to copy the character down and then prepare the background too.
VII. Content Integration:
This lesson directly ties into the Colorado Department of Educations Music Standards (2020
Version) and basic 21st century skills for communication among people and resources. Students are
following Standard 2, the Creation of Music where they are composing, improvising, and arranging
melodies with rhythmic accompaniment. By composing and creating a song on their own for their
movie students are learning how to use multiple content areas to create a fully finished piece to be
proud of. Having the students work in technology and in groups within the class, they are
developing skills that are being used in the job force. Communication is a key factor when working
together or even when being a part of a job, so working in smaller groups is pushing that idea that
you can’t always work on a piece individually. Technology is already continuing to become more
and more advanced and to keep up with this growth rate; students must experiment and learn how
to use different tools.

VIII. Pre-Assessment:
Artists will be asked a few questions at the beginning of class that are relating them to what we
will be doing in art this day. Questions starting their curiosity and excitement and discussion for
the students as well. This is not exactly graded or anything of the sort, but it is actively engaging
their minds to think of what is happening or will be happening.

IX. Success Criteria:

Artists will begin their artwork and stay focused on working on their art occasionally taking
breaks to give their brains some time to refocus. They will make more progress on their artwork
and work together and that is also a part of the artists post-assessment.

X. Post-Assessment:
Artists will have shown us the progress through the additions they have made in their piece or
their own personal progress on their artwork. Through personal discussion with artists the
teacher will learn about the progress they have made.

XI. Accommodations and Modifications:

Visual instructions both written and given verbally for the students at the beginning of each class
as either a short 10 minute long thing or half a class long instructions. There will be instructions
given out in spanish as well for those ELL students in the class. For the students who may have
a 504 or IEP we will work with that students plan to follow and work on building their skills and
helping them grow and learn. For the students who may need extra help, teacher will be
roaming the classroom supporting those who need or ask for a little extra help.

XII. Visuals/Resources:
The Art Scholar magazines to tie into the art history examples and references from artists who have
used claymation or animation to bring their ideas or characters to life through movie form. Showing
an appropriate scene from The Nightmare Before Christmas to show artists how much it does take
to create one 3 minute scene for realistic work. Having artists tie back to their last unit and use the
ideas of the figure drawing and landscapes to develop their actual creations with the magazines or
photo examples and posters in the classroom.
XIII. Supplies and Equipment:
Paper Pencils Sharpies Markers
Colored pencils Watercolors Scissors Wooden Beams (x6)
iPads Paintbrushes Glue sticks Tape
Black mat frames

XIV. Safety Concerns:

~When using scissors to cut out the smaller pieces of their characters or props for the base
part. Could get cuts or drop scissors on ground for feet to possibly get hurt by or (hopefully
never will) could point at another student.
~Paper cuts are a concern like always when working with the background papers.
~Working with the base for iPad holding, they are using wooden beams which some have not
been sanded to their fullest extent. Getting splinters is a concern and even having the wooden
beams fall on feet or hands is another concern.

XV. Teaching Procedure (5 minute break down):

Day 3 - Getting Started with Animation 45 minute class
10:45-10:50 Welcome artists into classroom, get settled into seats and see how day is
going so far along with where everyone is in their project thus far.
10:50-10:55 Sit down at demo area with iPad plugged into doc cam for artists to see
and follow along with as you show them how to begin their animation. Open up the app, Stop
Motion Studio (purple icon), choose new project and NAME project with first name, last name
initial and classcode (ex. Katelyn K 5H). Go and set up board and iPad at table for artists to see
an example of how.
10:55-11:00 Have artists gather around the area to see how it will happen with the
animation. Show them how to take a photo and move stuff, how to delete a photo shot, how to
keep hands and other objects out of the way, how to playback to watch and how to close out of
project.
11:00-11:05 Ask if artists have any questions about the process (if questions are on
sound, additional backgrounds, opening titles, or drawing let them know we will add those in
later on). Set artists free to begin animation project.
11:05-11:10 Artists will work on project, either finishing final characters or starting their
animation, teacher will go around and support artists who need some extra help.
11:10-11:15 Continue work time and support time.
11:15-11:30 Continue work time and support time.
11:30-11:35 Teacher will announce 5 minutes till clean up so last touches on artwork
or animation.
11:35-11:40 Teacher will call for clean up and artists will collect characters and
backgrounds and place in file folder with name and class code. They will also get name/code on
project for iPad then close down and plug back into slots. Artists will line up and leave.