Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

STAGE ONE: DESIRED RESULTS

Transfer
Students will be able to independently use their learning to visually communicate a message or
a story, create a unique and memorable character, and describe the process of animation in its various forms.

Established Goals
State Standards:
A. MA Visual Arts Standard 1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials
with a focus on the range of effects possible within each medium
B. MA Visual Arts Standard 1.6 Create artwork that demonstrates an awareness of the range and purpose of
tools
C. MA Visual Arts Standard 1.7 Maintain the workspace, materials, and tools responsibly and safely
D. MA Visual Arts Standard 2.7 For color, use and be able to identify hues, values, intermediate shades, tints,
tones, complementary, analogous, and monochromatic colors
E. MA Visual Arts Standard 3.6 Create artwork that employs the use of free form symbolic imagery that
demonstrates personal invention, and/or conveys ideas and emotions
F. MA Visual Arts Standard 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize
concepts in clear schematic layouts; and to organize and complete projects
G. MA Visual Arts Standard 4.6 Demonstrate the ability to articulate criteria for artistic work, describe
personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed
in the classroom
H. MA Visual Arts Standard 7.3 Identify and describe careers in at least one art form
I. MA Visual Arts Standard 9.2 Identify and describe examples of how the discovery of new inventions and
technologies, or the availability of new materials brought about changes in the arts in various time periods and
cultures
J. MA Visual Arts Standard 10.2 Continue the above and apply knowledge of other disciplines in learning in
and about the arts

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Enduring Understandings:

Course: 7th Grade Art

Meaning
Essential Questions:

Students will understand the processes used to Do you think animation should be considered art?
create various types of animation, and be able to describe
the changes that have developed over time. Students will How has technology affected animation?
also be able to identify different roles of artists involved
How can you convey a message without words?
with animation.

Students will understand and demonstrate the How does color affect the mood of a story, image, or
impact of color and visual communication when
animation?
presenting a message or story. Students will also be able
to describe the importance of preliminary work, such as
sketches, layouts, and storyboards.

Acquisition

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Knowledge (Concepts and content that students will know): Skills (Students will be able to do):
The processes of various styles of animation (zoetrope, Design a character and develop a story through a
flipbook, stop-motion, hand-drawn, and computer), and storyboard layout
how technology has affected the way animation is
Use color to enhance an idea or message
produced
Use papier mch to create a maquette
The purpose and process of creating a storyboard
Extensions:
The purpose of maquettes in animation
Use technology (either iPad/iPhone/iPod or digital
Color schemes, and how they affect viewer perception
cameras and computers) to create a 5-second stop
motion clip
Create a flipbook
Essential vocabulary:
Animation
Cel
Storyboard
Maquette
Stop-motion
Papier mch
Form
Color scheme

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

STAGE TWO: ASSESSMENT EVIDENCE

Performance Task (s):

Other Evidence:

[STUDENTS WILL DEMONSTRATE STANDARD(S)

FORMATIVE (Assessment for student learning):
Task 1: Students will demonstrate standards 2.7, 3.6, and Participation in class discussions and analysis of animation clips
4.5 by creating a storyboard. They will be responsible for Character sketches and concept mapping for storyboard idea
Informal critiques while forming maquette
developing a story to tell through the use of a studentdesigned character. Students will not be allowed to include Warm ups and Exit Tickets throughout unit
dialogue in the storyboard, so they will need to consider SUMMATIVE (Assessment of student learning):
the optimal layout and color choices to best convey their Written reflection describing character biography and story line, as
well as the role that the student would prefer to have in an animation
story.
Task 2: Students will demonstrate standard 1.5 by using studio.
papier mch to create a 3D maquette of their character. Rubrics for both Performance tasks

Key Criteria [TO MEET THE STANDARD OF TASKS]

[Include rubrics or scoring criteria for performance tasks here.]
Task 1: Please see attached rubric
Task 2: Please see attached rubric and reflection

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

12/21/16

Course: 7th Grade Art

Unit Name: History of Animation

Duration: 4 Weeks

12/21/16

Course: 7th Grade Art

Unit Name: History of Animation

Duration: 4 Weeks

12/21/16

Course: 7th Grade Art

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

STAGE THREE: LEARNING PLAN [LESSON SEQUENCE]

Pre-assessment[Administered prior to the start of unit]:

Show students a photograph of a zoetrope. Ask them to write down their ideas about what a
zoetrope might be, and what it may do.
Lesson 1:
Mastery Objective: Students will be able to demonstrate basic knowledge about the history and process of animation.
Opener: Complete pre-assessment with students.
Mini-lesson: Show students short video of Pixar zoetrope (https://www.youtube.com/watch?v=5khDGKGv088) and discuss how
animation works. Go through PowerPoint demonstrating the history of animation, showing clips of hand-drawn animation examples.
Activity/Work Period: Have students work in groups to compare and contrast clips of hand-drawn animation.
Sharing: Create a chart as a class using the information that the groups found.
Closer: 321 Exit Ticket - 3 interesting things that you learned today, 2 questions that you still have about animation, and 1 clip title that
was your favorite example from today.
Assessment for student learning (and how will I use Formative assessment data): The group discussion will help to demonstrate what
the students understand about animation aesthetics. The exit ticket will help me gauge what the students understood about the history
and the process of animation. Additionally, it will help me adjust my presentation to keep students engaged.
Homework: Find an animation clip that you think is visually interesting, and share it on the discussion board through itsLearning.

Lesson 2:

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Mastery Objective: Students will be able to create a character and a simple story arc.
Opener: Ask students to identify their favorite animated show or film, and why it is their favorite.
Mini-lesson: Discuss what makes a good story. Watch a few Pixar shorts, including their first animation (The Adventures of Andr
and Willie B.). Have students identify what drew them to the ones that they liked (characters, plot, humor, colors, look of animation,
etc.)
Activity/Work Period: Have students work in sketchbooks to design a character, and brainstorm some ideas about what story that
character may be involved in.
Sharing: Turn and talk with a partner to discuss and critique character/story ideas.
Closer: Teaser Trailer Exit Ticket - If your story was being made into a movie, what would be said in the trailer to make people want to
go see it? For example, This summer, be prepared for an action-packed story about.....
Assessment for student learning (and how will I use Formative assessment data): The exit ticket will help determine how deeply
students have thought about their story, and why it will be interesting. By checking sketchbooks during the work period, I will be able to
individually focus on students who are struggling with character and/or story development.
Homework: Finish character and story idea if not complete.

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Lesson 3:
Mastery Objective: Students will be able to visually convey an idea.
Opener: Show students the opening sequence of Up. Discuss with students what was being said, and how it was being said. Then, have
students work in groups to act out a short scene without talking.
Mini-lesson: Show students examples of storyboards and discuss the purpose of creating storyboards.
Sharing: Have students compare and contrast layout designs of storyboards and comic books.
Activity/Work Period: Students draw out storyboards using contour lines, but should not add any color or shading.
Closer: Show storyboard to a partner, have partner describe what is happening.
Assessment for student learning (and how will I use Formative assessment data): The sharing period will demonstrate which students
are struggling with the idea of layout in terms of making a visually interesting storyboard. Informal one-on-one critiques during the
work period will give me an understanding of where all of the students are in terms of developing their individual storyboards, and I will
be able to provide feedback for improvement.
Homework: Finish drawing out storyboard if not complete.

Lesson 4:
Mastery Objective: Students will understand color schemes and how colors are associated to various ideas and emotions.
Opener: Show students Paperman short film. Discuss color use in the short film and how it affects the story.
Mini-lesson: Discuss psychological color associations (red = love/passion/anger, blue = calm/sad/serene, etc). Use color wheel to
identify different color schemes.
Sharing: Give students simplified movie posters that do not give away details about the movie (no objects that relate to plot, titles
covered if necessary). Have students work in groups and analyze color use to guess movie plot.
Activity/Work Period: Have students identify best color scheme for storyboard. Test in sketchbook.
Closer: Exit ticket - Please write down how your color scheme reflects or relates to the story that you want to tell.
Assessment for student learning (and how will I use Formative assessment data): The sharing period will demonstrate how students
much students understand and are able to interpret color use. The exit ticket will help me understand the mood of their storyboard.
Homework: No homework

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Lesson 5:
Mastery Objective: Students will be able to demonstrate an understanding of color use by choosing appropriate color schemes to
enhance visually communicated ideas.
Opener: Show two examples of images created with colored pencils, one with good craftsmanship and one with poor craftsmanship.
Have students identify what can be done to achieve good craftsmanship.
Mini-lesson: Demonstrate the proper use of colored pencils for a high level of craftsmanship.
Activity/Work Period: Students add color to their storyboards using colored pencils.
Sharing: Turn and share the storyboard with a partner to critique and revise.
Closer: Exit ticket - Have students identify one area of strength and one area of possible improvement on their storyboard.
Assessment for student learning (and how will I use Formative assessment data): Observation and informal critique during the work
period will allow me to encourage the best student work. The exit ticket will demonstrate the students knowledge of craftsmanship.
Homework: Finish coloring if not complete.

Lesson 6:
Mastery Objective: Students will demonstrate appropriate critique skills.
Opener: Review the rules of group critique.
Sharing: Students all take part in a group critique of storyboards. Each student will present his or her storyboard, giving a short
explanation of the main character and the story being communicated. His or her peers provide constructive criticism feedback.
Activity/Work Period: Students have time to revise as necessary.
Closer: All students self-assess using the rubric and hand in final draft.
Assessment for student learning (and how will I use Formative assessment data): Student participation in the critique will demonstrate
an understanding of elements and principles of design in regards to storyboards, as well as knowledge of the project requirements. The
self assessment will show how students feel they performed on the project. I will then grade them on the rubric as well.
Homework: No homework

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Lesson 7:

Mastery Objective: Students will understand the purpose of maquettes. Students will demonstrate an understanding of sculpture by
creating the armature for a maquette.
Opener: Show students an image of a character. Ask groups of students to draw the character from different angles.
Mini-lesson: Debrief on opener. Discuss maquettes with students, and the benefits of using a reference point for multiple artists creating
images of the same character. Show examples of the maquettes and discuss dynamic poses.
Activity/Work Period: Using storyboards as references, have students create a quick sketch of the pose they are thinking of using for
their maquette. Then, have students use foil and newspaper to create the armature for character maquette.
Sharing: Turn and talk with a partner to discuss why the pose is relevant to their characters.
Closer: Exit Ticket - I really understood_____. I have a few questions on _______. I dont even know where to start on ______.
Assessment for student learning (and how will I use Formative assessment data): The sketches and the discussions will help me to
understand where the students want to go with their maquette creations, and I will be able to provide constructive feedback for them to
create successful maquettes. The exit ticket will help me address concerns before moving onto papier mache and finalizing the structure.
Homework: In sketchbooks, draw an illustration of your favorite fictional character, in the pose that best demonstrates their personality.

Lesson 8:
Mastery Objective: Students will understand and be able to apply papier mache.
Opener: Address concerns asked in exit tickets.
Mini-lesson: Demonstrate the proper use of papier mache.
Activity/Work Period: Use papier mache to create the form of the maquette.
Closer: Exit ticket - Write a short summary of the procedure for using papier mache.
Assessment/ Check for Understanding: Observation and informal critique during the work period will allow me to encourage the best
student work. The exit ticket will demonstrate the students knowledge of the process.
Homework: No homework

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Lesson 9:

Mastery Objective: Students will demonstrate an understanding of the proper care and use of tempera paint.
Opener: Show students a variety of maquettes, and ask them to describe the personalities of the characters. Are they good? Are they
evil? What emotion is being expressed? How do you know?
Mini-lesson: Review the psychology of colors, and use a color wheel to review various color schemes.
Sharing: Do an experiment with students showing an emotionless/stoic human face with different colored backgrounds. Ask groups of
students to identify which emotion that person might be feeling, changing the background color for each group. Have groups compare
how the colors may have affected their interpretation of the emotions.
Activity/Work Period: Demonstrate the proper use of tempera paints for a high level of craftsmanship. Have students practice on scrap
paper and the underside of their maquette to get a feel for the brushes and paint. Allow students to add color and details to their
maquette using tempera paints.
Closer: Exit ticket - Imagine that you are explaining tempera paints to an absent student. Write at least three tips of how to achieve the
best level of craftsmanship using tempera paints.
Assessment for student learning (and how will I use Formative assessment data): Participation in the group discussion and maquette
color choice will demonstrate an understanding of color use. The practice paper will allow me to critique and guide students painting
technique prior to the final project. The exit ticket will demonstrate an understanding of the use of brushes and paint.
Homework: No homework

12/21/16

Unit Name: History of Animation

Duration: 4 Weeks

Course: 7th Grade Art

Lesson 10:
Mastery Objective: Students will demonstrate appropriate critique skills.
Opener: Review the rules of group critique.
Sharing: Students all take part in a group critique of maquettes. Students present short biography of character, and describe pose. Peers
provide constructive feedback.
Activity/Work Period: Students write out biography, to be handed in with maquette.
Closer: All students self-assess using the rubric and answer reflective questions.
Assessment for student learning (and how will I use Formative assessment data): Student participation in the critique will demonstrate
an understanding of elements and principles of design in regards to maquettes, as well as knowledge of the project requirements. The
self assessment and questions will show how students feel they performed on the project. I will then grade them on the rubric as well.
Homework: No homework

12/21/16