Digital Portfolio 2

Digital Portfolio
February 2, 2016
Me, Myself, and my

Class. . (Part 2)
Jessica Redekop
Digital Portfolio, Page 1
Digital Portfolio
February 2, 2016
Bookmaking Cont..
What we talked about today.
Art integration based on books into other subjects. Teaching through the
arts. Integration across the curriculum.

- Math: Fraction, shapes, perspectives, patterns.
- Visual Literacy: Different perspectives on words, sight words related to an image.
- Science: Seasons, colour theory, show temperatures, and weather.
- Social: Geography, historical references, visuals of different time periods.
How can we can incorporate art history into our classes?
- The Drawing Lesson: Language and art integration.

- Create a story board
- Write a narrative story
- Autobiography
- Find the words within the image
- Historical time period piece
- Blog about the artist
Japanese book making:
- Have to think about the structure before sewing it.

- Figure out what you want to create before sewing it together.
- Hard part is deciding how you want to assemble it
- Decide what images you want to use
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February 2, 2016
Suminagashi Lesson Plan

Subject: Grade 10 Art
minutes
Unit: Expression & Making Meaning
Topic: Suminagashi
Duration: 60
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Students will gain a full set of experiences: individual, visual, learning, communicative,
creative, cultural and environmental experiences.
Specific Learning Outcomes:
SLO 1: Expression Component 10 (iii) Media and Techniques: Students will use media and
techniques, with an emphasis on mixing media and perfecting techniques in painting and
print making arts.
Concept B. Painting: Experiment with the medium to explore its possibilities.
Concept C. Print Making: Make monoprints working directly with a surface.
SLO 2: Reflection Component 3 Appreciation: Students will interpret artworks by
examining their context and less visible characteristics.
Concept A. Contextual information (historical, cultural).
Concept E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic,
associative
LEARNING OBJECTIVES
Students will:
1. Experiment with paint and print making techniques of Suminagashi - Japanese marbling
methods.
2. Make coloured monoprints working with a water surface.
3. Identify the origin of Suminagashi and its historical uses in traditional Japanese culture.
4. Appreciate the value of the aesthetic and symbolic aspects of this craft by written
communication.
ASSESSMENTS
Formative Assessments:
1. Observing student interaction and innovation with the activity and their ability to follow
procedures.
3. Questioning students on terms and cultural aspects of the craft during activity
introduction; questioning their visual observations during modeling of activity; and
questioning functional aspects during activity follow-up and closure.
Summative Assessments:
2. & 4. Based on completion of final product: Suminagashi bookmark with two to four
written words conveying individual reflection upon recognition of his/her own unique traits.
LEARNING RESOURCES CONSULTED
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February 2, 2016
1. Alberta Education, Elementary Art Program of Studies

2. Online resource: Yojus Studio (2010). Suminagashi. What is Suminagashi? Retrieved
October 23, 2010, from www.artbyoju.com/sumi.html.
3. Pluckrose, H. (Ed.). (1980). Print Ideas: The New Starting Points. London: Evans Brothers
Limited.
4. Stevens, H. (1974). Transfer: Designs, Textures and Images. Worcester, Massachusetts:
Davis Publications, Inc.
MATERIALS AND EQUIPMENT
1. Materials: Shallow plastic basin, Tap water, Paper towels or cloths, Plastic yogurt lid,
Thin Paintbrushes/ Miscellaneous tools (toothpicks), Marbling dye kit, Paper, Newsprint,
Pencils, Scissors, Rulers.
2. Japanese Marbling Procedure handout.
3. Suminagashi summary information handout.
4. Identify Your Personal Qualities handout.
5. Whiteboard directions on bookmark activity (Learning Activity #2)
6. Origami Sponge Activity: scrap paper and directions handout.
PROCEDURE
Introduction (15 min.):
Attention Grabber: Have on display some Suminagashi examples (on the wall and or on a
table).
Assessment of Prior Knowledge: Ask: What is Suminagashi? Where does it originate? What is
it used for? How does it work? Distribute the Suminagashi handout to the students and
review and explain the concepts in the handout. (5 min.) Follow up with lets see how this
works and give a demonstration.
Classroom Behaviour: Have the students form a circle around the demonstration table in a
slow and careful manner. Ask that the tall students stand behind the shorter students. Next,
distribute the Japanese Marbling Procedures handout and have the students follow along.
Feedback: During the demonstration, ask the students: What is observed about the process?
Why do the colours float on the surface of the water? How do environmental factors affect
the pattern? What do they notice about the end product? (5 min.)
Advance Organizer/Agenda: You have begun to observe that this printing process creates
an original print each time. Now you will have an opportunity to explore and experiment
with this print technique on your own and then share with a partner any discoveries you
may have made. Outline the objectives of the activity for the students. Ask if there are any
questions before we get started. (3 min.)
Body (40 min.):
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February 2, 2016
Learning Activity #1:

Review guidelines and rules for working with the materials. Assign students to workstations
that have been set up. Depending on the class size, combine an even number of
workstations together. Have students work in pairs or in sets of four. Ensure materials to be
shared are centered on the table. Allow the students to complete two to four prints.
Observe the students skills, attitudes and behaviour as they work independently and
together. Give students 20 minutes to complete, with timed benchmarks (10 min./ 5 min.)
for finishing up. When this time is up, have students discuss their observations with their
partners or small groups.
Feedback: After two minutes of pair-share time, gain their attention. Have a whole class
discussion and find out what new things the students had learned. Use the popsicle stick
method to call on and select five students to share their observations. Record these ideas
on the whiteboard. Ask if there are any other observations that anyone else would like to
add. (3 min.)
Transition into the next activity: Explain the procedure for clean up. Tell the students they
are to reserve one print for the next activity in this lesson. Advise the students to keep their
other prints from today for the next art class. Explain that these prints will be used to make
the covers for an art journal book they will be making. Allow the students five minutes for
clean up.
Learning Activity #2:
Reflective question: Ask the students: How does this art form relate to you as an
individual? Wait five seconds and then respond by writing on the board: Each one of you is
Unique. Tell the students they are think about what makes them special and what qualities
set them apart from everyone else. Distribute the Identify Your Personal Qualities handout.
Explain that each student is to come up with two to four unique traits that describe him/
herself. Read aloud to the students some examples from the handout. Tell the students they
are to incorporate their name plus their special traits onto their print. Explain that they will
need to be mindful of how they place the text on the print so that it agrees with the design
of the print. Provide a demonstration on the whiteboard for the students to see with the
procedure of this activity (size of the print to be cut for the bookmark). (5 min.)
Feedback: Ask if there are any questions in what they are to do. Explain to the students
that will be evaluated on the way they design and compose their name and personal traits
on the bookmark. Give them 15 min. to complete with timed benchmarks (10 min./5 min.).
When the time is up, have students submit their bookmarks by having one member from
each group collect the work and bring it forward.
Sponge Activity: Have students work on origami exercise if completed early.
Closure (5 min.):
Assessment/ Feedback of Learning: Ask: What have we learned about Suminagashi? What
does Sumi mean? And nagashi? Where did it originate? What two things did you observe
about the process? What can we do with this print?
Give students feedback on their performance and behaviour.
Transition To Next Lesson: Explain that the prints made in todays class will be used in the
following art class to make the front and back cover of an art journal book.
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February 2, 2016
Animation
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February 2, 2016
What we
talked about today:
Animation:
- Storyboards: great way for students to interact with stories and

movement of characters.
- Several different programs that students can use to produce their
animation.
- Claymation is also another great activity to teach animation.
- Flip books help students understand the subtly in movement and the
process of creating movement and interaction through drawing.
- Cross curricular applications.
Charles Reynaud was the first to produce and show an animation
in public. Handprinted 500 images

Walt Disney: Changed the course of animation. Use of
storyboards. Became a collaborative level.

Programs: Flipagram, stopmotion studios
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February 2, 2016
Unit Plan- Animation Grade 8
Alex Funk and Julie Laplante
ART Value and Drawing: Stage 1 Desired Results

Established
Goals
Students
will:
-learn about
the history of
animation
and how it
has changed
over time.
TRANSFER GOAL
Students will create compositions in both two and three dimensions.
Students will experiment with the transformation of space in compositions.
Students will experiment with value, light, atmosphere and colour selection to
reflect mood in composition.
Students will use the vocabulary of art criticism to develop a positive analysis
of their work.
MEANING
-create a flip
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February 2, 2016
-create a flip
book.
-experiment
by making
short
animations
with different
materials.
-Storyboard
their
animation
plan.
-build, setup
and film an
animation
sequence.
-produce an
animation
sequence
using digital
software.
Enduring Understandings:
Students will understand that
U1 The evolution of animation
practices change the process
involved.
U2 The process of animation
directly affects the amount of work
needed in post production.
U3 In order to convey a theme,
elements of art and design need to
be in sync with the subject matter.
Essential Questions:
Students will keep considering
Q 1 How is animation used in
our daily lives?
Q2 How has the history and
process of animation changed?
What does it mean for the future
of animation?
Q3 How does the material you
use change the process?
Q4 -- How does pop culture affect
animation? Why is it important to
plan your designs before the
animation?
Q5 -- What elements are
important to keep in mind during
the creating process and how does
that affect the editing process?
Q6 -- How do elements such as
music and words alter the overall
feel of the piece?
Q7 -- Describe ways in which you
can use the skills found in this unit
in your future careers or as a future
artist?
ACQUISITION OF KNOWLEDGE & SKILLS
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February 2, 2016
Students will know

That popular culture affects
animation
The process to create stop
motion animation
The history of stop
motion
creators
paper animation/
drawing animation
the elements and
materials used in
animation
drawing and designing
the animation
(storyboard)
putting an animation
together
the critiquing of
animation
Students will be skilled at

manipulating 3-dimensional
material
using a camera
working with lighting
planning
paper animation
editing - computer/video
manipulation
understanding space
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of - Critique
Assessment Evidence
Students will need to show their learning by:
Showcasing their paintings in a final critique and
explain the elements involved.
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February 2, 2016
-Sketchbook reflections:
students will keep a
sketchbook showcasing
their process and
reflections on process.
-Peer Review: students
will observe other
groups/individuals and
offer two stars and a
wish.
-Feedback from teacher:
both verbally and as
comments in the
sketchbooks.
-Final Critique: verbal
and written (4 square
grid form with guided
questions).
-Final individual written
reflection
Transfer Task: Students will need to show their learning by

working on sketchbook reflections, learning to critique through 2
Stars and a Wish, creating a storyboard, class discussions, and
through the final animation project.
Rationale: Grade 8 students are typically engaged by technology on a daily basis. In fact, many of
these students will have future careers deeply based on technology. By providing a unit of instruction that
is based on the use of technology, we feel students will be engaged and excited to participate as well as
provide an opportunity to familiarize themselves more with those technologies.. Animation is also an
extremely accessible style of creation in this day and age, there are many apps that can be downloaded for
free to devices such as smartphones. First we will focus on the history of animation and how it has
changed over the years as far as process goes. This will ensure the students realize how much effort is
involved in making an animation before they start. While we have guidelines and specific activities in
mind throughout the unit, we also offer many opportunities for choice. Choice of materials and mediums
to use in their animations will be offered as well as the opportunity to explore these materials before they
start planning their final animation project. The final animation will have a theme of dystopian society,
this is an extremely popular theme in adolescent literature and should have the students engagement
locked in (however if a group wants to use a different theme they will have the opportunity to bring their
ideas to the teacher for approval). Students will also be offered the choice to work individually on their
final project or in pairs or groups, however each student must have a sketchbook reflection entry for each
lesson. Many encounters will be used throughout the lesson such as: Disney Pixar, Guldies and William
Kentridge. My Notes: I like that the students are presented with a choice and the encounters give a wide
variety of artwork.
Essential Questions: How is animation used in our daily lives? How has the history and process of
animation changed? What does it mean for the future of animation? How does the material you use
change the process? How does pop culture affect animation? Why is it important to plan your designs
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February 2, 2016
before the animation? What elements are important to keep in mind during the creating process and how
does that affect the editing process? How do elements such as music and words alter the overall feel of
the piece? Describe ways in which you can use the skills found in this unit in your future careers or as a
future artist?
Summary: This unit consists of 7 lessons that may be split into additional lessons if required. Students
will be required to keep sketchbook reflections for each stage of this unit. We begin with a history of
animation to present day. From there we go into drawing animation with a flip book making activity. The
next lesson is all about experimenting with different materials in animations, and would be set up with
stations. Students will now begin planning and drawing storyboards for their final animation project.
Peer feedback such as 2 stars and a wish will be used at this stage as well as teacher feedback. Once
feedback has been implemented, students move on to the set and character building stage as well as
filming all portions needed according to their storyboards. A post production lesson(s) will follow this,
students will edit as a team (if in groups) and add elements such as music or words to strengthen their
animation. The last lesson will be a viewing and final critique (written and verbal) as well as a final
individual written reflection on the unit.
Conceptual: We are chunking and scaffolding the lessons so that students will be able to
perform the final task successfully. The students are actively a part of each step of learning to
help them organize their learning.
Psychomotor: The students are engaged in hands-on learning in each lesson. They are creating
something tangible in each class which allows them to refer back to previous steps along the
way, as well as engaging the majority of their senses.
Affective Domains: The final project allows students to work in groups, encouraging
collaborative learning. There are points in the creation of animation where students rely on others
to help them. Students choose their own stories for their final animation which gives them
creative freedom to personalize their project. Through discussion periods and critiquing
processes, students work on responding and participating, as well as listening.
Lesson 1 Summary: History
Lesson 1 focuses on the history of animation. Students will be introduced to the final project and
gain an understanding of the history of animation, as well as current animation. They will decide
on whether they want to be in groups or work individually for the final project at this time, and
also from the groups if applicable. The students will engage in discussion about animation they
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February 2, 2016
have seen. We will then look at artists such as William Kentridge, Walt Disney, Carl Barks,
Mary Ellen Bute, and Georges Melies.
http://webneel.com/25-best-stop-motion-short-films-and-claymation-videos-you-inspiration
Lesson 2 Summary: Flip book

Lesson 2 focuses on the creation of a flip book. This looks specifically at a paper and pencil
technique. This allows students to explore how to create the movement of shapes through
drawings. Students will hear a brief history and look at some flip book videos. In these
encounters the students will look at the elements of art found in the flip books and will discuss
the process.
Historical Encounters: John Barnes Linnett, Eadweard Muybridge, Etienne-Jules Marey
Eadweard Muybridge
Mareys portable movie camera

$
Flip book Encounters: Michael Jackson Flip book, Ford commercial Flip book, and Honda
Commercial Flip book.
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February 2, 2016
Lesson 3 Summary: Stations

Lesson 3 focuses on the exploration of different materials and mediums in animations. It will be
split into 2 classes to allow for experimentation. Students will use Ipads to film mini animations
exploring different materials to see how the process would change depending on which materials
they would use. They will use Lego Movie Maker for this lesson as it is extremely easy to use
and simplifies the editing process so they will be able to view final videos during this lesson
(extensive editing software will be introduced in lesson 6). Materials offered will include such
things as: string, plasticine, stencils/paper cut outs, drawing materials, and paints. This lesson
will allow them to experience what its like to work with these materials within the world of
animation, thereby allowing them to make decisions on which materials will work best when
they begin the planning process. Key question to consider: How do the materials involved
change your process?
Encounters:
William Kentridge: Felix in Exile https://youtu.be/VaTnchoukdY
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Guldies: https://youtu.be/dz7XjbC2bIY (Tic Toc Final)

Guldies: https://youtu.be/8mxHu7JO2yA (How to Make Things Fly-Tic Toc behind the scenes
video) Guldies: https://youtu.be/GSzCLf8tjP4 (Magic Water)
String Animation (by YouTube user Tessakate250) (https://youtu.be/-dahsvO5GlQ

Wire Animation (by YouTube user Alex Slack) https://youtu.be/rXdp5YU7dOs
Stencil Animation (Rick Quemado) https://vimeo.com/14794602
Lego Movie Maker Tutorial Database on Youtube https://youtu.be/mfg9j7ppoaw
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$
My Notes: Videos would be helpful to show students in class.
Lesson 4 Summary: Storyboarding

Lesson 4 focuses on the preparation stages of creating an animation. The students will look at
how storyboards are used and engage in discussion as to why storyboards. This lesson will be
based on a flipped classroom structure. Students will have the resource links before hand and are
expected to view the material on their own time before this lesson would take place. Preferably
give out the links at least two days before this lesson. The majority of this class is used to create
their own storyboards for their final project, with some time at the beginning to allow for
clarification and discussion on what theyve taken away from the links theyve viewed.
Encounters: Disney Storyboards, Pixar Storyboards, Dreamworks
http://www.animationsource.org/tangled/en/custom/&id_film=51&nump=6052
http://pixar-animation.weebly.com/storyboard.html
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February 2, 2016
http://nofilmschool.com/2013/09/storyboarding-tips-dreamworks
Lesson 5 Summary: Planning and Creation

Lesson 5 will be the set building and filming of the planned animation. Students will build
necessary backgrounds, characters and sets (if necessary) needed for their animation. They will
film according to their storyboards. Key question to consider while filming: What elements are
important to keep in mind during the creation process, and how does that affect the editing
process? Encounters: re-encounter with Guldies https://youtu.be/dz7XjbC2bIY (Tic Toc Final)
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https://youtu.be/8mxHu7JO2yA (How to Make Things Fly-Tic Toc behind the scenes video)
Lesson 6 Summary: Post Production

Lesson 6 will be used for post production using digital software. Students will upload their
images into a software program such as Dragonframe and go through the editing process until
they have a final piece they are happy with. This may involve multiple lessons on how to use
said software. Key question for post production: How do elements such as music and the
addition of words alter the overall feel of the piece?
http://www.dragonframe.com/tutorials.php
Lesson 7 Summary: Final Critique
Lesson 7 will be the final critique. Students will present their animation to the class. All
students will be asked to fill out a written four grid critique form (see image below) individually
before the verbal critique begins to gather their thoughts. A verbal critique will follow, ending
with a written reflection on this key question: Describe ways in which you could use the skills
found in this unit in your future careers or in your future as an artist.
Four Square Grid for Final Critique
Description:
What kinds of things do you see in the work?
How would you describe them?
What medium(s) were used in the animation?
Analysis:
What Elements of Art did the artist use (line, shape, space, form, texture, color)?
What Principles of Design are used (rhythm, movement, balance, proportion, variety, emphasis and
unity)?
What message (if any) does the animation have?
Interpretation:
What do you think this animation is about?
Does the title fit?
Pretend you can climb inside. How does the animation feel? How does it make YOU feel?
Would you agree with the choice of medium, sound and colors?
Judgment:
Why do you think other people should see this work?
What would you do with it if you owned it?
What is worth remembering about this animation?
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February 2, 2016
Lesson #2: Flip books

Grade/Subject: Grade 7 Art
Unit: Animation
Lesson Duration: 50 min.
OUTCOMES FROM ALBERTA

PROGRAM OF STUDIES
LEARNING OBJECTIVES
DRAWINGS
Record: Students will record
single images and simple units
A. Recording change and
movement of figures is
one of the purposes of
drawing.
Students will create a series of

drawings that indicate the
changing of an object or figure.
Flipbook product
formative feedback
COMPOSITIONS
Organization: Students will
explore the transformation of
form in composition:
progression, alteration,
exaggeration.
A. The concept of change
over time can be
expressed through a
series of drawings.
Students will show an

understanding of the changing of
figures through the creation of a
flip book.
Flipbook product
discussion
sketchbook
ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

Resource #1: Alberta Program of Studies - Art
Resource #2: http://fliptomania.com/did-you-know/
paper
pencils
pencil crayons
markers
staples
smartboard - presentation
ASSESSMENTS
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Flipbook (formative): Did the student understand the basics of creating a flip book? This will
be used in the portfolio (summative) for the unit.
Observation (formative): Are students figuring out how to slightly change the form to create a
functioning flip book? Are they understanding how to create a flip book?
Discussion (formative and summative): Are students understanding the questions and the
discussion process? Are students thinking with the order of Blooms?
Sketchbook (summative/formative): How has the student grown in their knowledge and
understanding of animation. It will be taken in formatively throughout.
Key Questions: How has the history of animation changed and how has the process changed? What
does this mean for the future of animation? How are the elements of art used in flip book animation?
How do flip books help with the understanding of animation?
PROCEDURE
Introduction (10-15 min.):
Hook/Attention Grabber: Open the class with a video of animation (Michael Jackson)
Advance Organizer/Agenda: Video of current animation, short history of animation, flipbook
videos (Ford and Honda), working on individual flipbooks.
Introduction: Show students the Michael Jackson video to grab the students attention. The
students will then be lead in a discussion about the history of flip books and how they relate to
animation. They will then look briefly at two different flip book videos. How do we see the
change in flip book animation? What are some elements of art that are noticeable when looking
at flip book animation? How do flip books relate to animation and the current animation
industry? Do you feel the third video was more current or older? What makes it a more current
form of flip book animation? (This goes into the history found on the powerpoint about the
kinetoscope). Flipbook animation is where animation makes the switch from hand drawn, to
cameras, to video cameras. What we will be looking at is taking successive photographs in a
row (like Muybridge) to create an animation at the end.
Body (~30 min.):
Learning Activity #1: Students will be provided paper and can use whatever type of drawing
material they would prefer. The flip book will be just a short animation that does not require a
storyline, just the focus on the movement of the picture. For the students who would like some
more guidance, they can work with the teacher in the basics of marking out where a figure will
be and where the lines should be changing.
Closure ( 5-10 min.):
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Consolidation/Assessment of Learning: The students will be allowed to bring their flip books
with them, but they will be required to add them to their physical portfolio at the end of the
unit. If students finish early they can work in their sketchbooks, including comments on flip
books and animation. This sketchbook will be taken in to look at reflections on the class.
Lesson #3: Stations

Grade/Subject:_Grade 8 Art_ Unit:___Animation_________ Lesson Duration: 50 min x 2
PROGRAM OF STUDIES
LEARNING OBJECTIVES
COMPOSITIONS
Components 2:
Students will experiment with
techniques and media within
complete compositions of two
and three dimensions.
Concepts
A. Sculptures can be formed
using materials in additive and
subtractive ways to demonstrate
formal and informal balance.
B. Relief compositions can be
assembled or formed using
materials in additive or
subtractive ways.
C. Two-dimensional materials
can be used to make
compositions demonstrating
simple
pictorial space.
Students will make a variety of

short animation videos using the
materials at each station.
ASSESSMENTS
Students will record which

materials they prefer to work
with for animations and why.
Observation looking for students

using a variety of materials,
teacher feedback, sketchbook
reflections (and verbal) on which
materials they liked best to make
animations with and reasons why.
Key question: How do the
materials involved in animation
change your process?
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February 2, 2016
Resource #1: Lego Movie Maker Tutorial Database on Youtube https://youtu.be/mfg9j7ppoaw

Resource #2:
William Kentridge: Felix in Exile https://youtu.be/VaTnchoukdY
Guldies: https://youtu.be/8mxHu7JO2yA (How to Make Things Fly-Tic Toc

behind the scenes video)
Resource #3:
Resource #4:
String Animation (by YouTube user Tessakate250) https://youtu.be/-dahsvO5GlQ

https://www.youtube.com/watch?v=Cn4plg0h2TU
Wire Animation (by YouTube user Alex Slack) https://youtu.be/rXdp5YU7dOs
Stencil Animation (Rick Quemado) https://vimeo.com/14794602
How to: Claymation https://www.youtube.com/watch?v=PHTQr0kfA98
* string, plasticine, construction paper, stencils, paints, pencils and paper, blankets/backdrops
*Ipads with animation app Lego Movie Maker installed
*smart board
PROCEDURE
Introduction (15 min.):
Hook/Attention Grabber: Open the class with video examples of various materials being used
in stop motion.
Key Question: How do the materials involved change your process?
Advance Organizer/Agenda: Kentridge and Guldies videos, youtube exemplars, group
discussion, quick demo, making of animations using Lego Movie Maker, group discussion,
sketchbook reflections
Introduction: Play the videos, after each one ask: How could this material be manipulated to
show 2D/3D? What kind of moods and concepts would this material work well for? What
issues might arise while working with this material? Introduce the Lego Movie Maker program
Body (30 min.):
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Learning Activity #1: students will watch me demonstrate a very short animation to see
how the software works.
Assessments/Differentiation:. Students who need differentiation can sit closer to me so I can
make sure they understand what I am doing.
Learning Activity #2:students will experiment at each station and make a short animation
at each station using the Ipads. As they discover likes and dislikes of each material they
will record their findings in their sketchbooks.
Assessments/Differentiation: check for understanding of pros and cons of each material in
sketchbook reflections. Students will be allowed to work in groups of their choosing, students
who need differentiation can use a writing buddy for help with sketchbook reflections.
Learning Activity #3: students will have the opportunity to share their favorite animation
on the smartboard and also to share their ideas on the materials theyve used
Assessments/Differentiation: check that students have understood how to make a simple
animation. Check for high order thinking in their answers for why they prefer certain
materials over others. Check sketchbook reflections.
Closure ( 5 min.):
Consolidation/Assessment of Learning: Students will be able to upload their favorite video to

the class website if they want but it is not mandatory. Sketchbooks will be taken in to check
for reflections on the different materials used today.
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February 2, 2016
Lesson #4: Storyboarding

Grade/Subject: Grade 7 Art
Unit: Animation
Lesson Duration: 50 min.

PROGRAM OF STUDIES
LEARNING OBJECTIVES
DRAWINGS
Record: Students will record
single images and simple units
B. Recording change and
movement of figures is
one of the purposes of
drawing.
Students will create a storyboard

showing the change and
movement of figures and/or
objects.
Storyboard
formative feedback
COMPOSITIONS
Organization: Students will
explore the transformation of
form in composition:
progression, alteration,
exaggeration.
B. The concept of change
over time can be
expressed through a
series of drawings.
Students will create a storyboard

to show the outline of change
and a storyline.
Storyboard
discussion
sketchbook
ASSESSMENTS

Resource #1:
http://www.animationsource.org/tangled/en/custom/&id_film=51&nump=6052
Resource #2: http://pixar-animation.weebly.com/storyboard.html

Resource #3:http://nofilmschool.com/2013/09/storyboarding-tips-dreamworks
paper
pencils
pencil crayons
markers
smartboard
ASSESSMENTS
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Storyboard (formative): Did the student understand the basics of creating a storyboard? Do
they understand the uses of a storyboard in the creation of any type of animation? How do they
use their storyboard in their final project?
Observation (formative): Do students understand the relationship of a storyboard to their
animations? Do students understand the beginning process of creating an animation? Do
students understand the change in line and movement in the drawing process?
Sketchbook (summative/formative): How has the student grown in their knowledge and
understanding of animation. It will be taken in formatively throughout.
Key Questions: Why is it important to sketch out designs before animating? How does popular culture
affect animation?
PROCEDURE
Introduction (10-15 min.):
Hook/Attention Grabber: Open with a picture of a storyboard on the smartboard. Discuss

what the students looked at about creating a storyboard.
Advance Organizer/Agenda: Picture of storyboard, discussion about storyboards and the brief
history, discussion about frames, creation of storyboards.
Introduction: Show students the storyboard to start the class. Lead student discussion about
the sites the students looked at outside of class (Pixar storyboards, Disney storyboards, and the
tips Dreamworks gives about storyboards). What do you notice about storyboards? How is line
and movement used in each frame to capture the story? How can you use this in your own
storyboard? What are some tips you took away from Dreamworks? Does anyone know the
history of storyboards? (Walt Disney started storyboards to plot his movies. Large teams would
work together on these storyboards. In order to actually start production of the movie, they
would need an edited and finished version of the storyboard, from their the movie would
follow exactly what they had planned. It is the blueprint to the movie). When we look at
frames, Pixar and Disney movies have hundreds of frames for the movies. How many frames
do you think you will need for a 5-10 second video? Think about how many frames it took to
make a one second video in the previous class. If you need help you can ask your peers or the
teacher. Remember to put the media you will be working with on your storyboard.
Body (~30 min.):
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Learning Activity #1: Students will go into their assigned groups and begin brainstorming
ideas for their project. Keeping in mind the theme of a dystopian society, they will consult
their sketchbook reflections of which materials theyd like to incorporate into their animations
(from lesson #3). Next they will brainstorm on how to carry out their vision. Here they will
do a peer review with two stars and a wish on each groups ideas. Lastly they will begin
drawing their storyboards according to the ideas they came up with and possibly implementing
the advice of their peers.
Closure ( 5-10 min.):
Consolidation/Assessment of Learning: Students will need this storyboard to start creating

their animations. If they feel they have not completed they are free to work on them at other
times before the next class.
Students will write and sketch in their sketchbooks. They will write what they have learned
from the lesson or what they have learned from their peers during the process of storyboarding.
ART 10 ANIMATION and TECHNOLOGY

STAGE 1 Desired Results
Established Goals
Students will:
- develop a portfolio
of animated works
TRANSFER GOAL
Students will be able to use a combination of materials and technology
to create effective representations of movement.
MEANING
- demonstrate the
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- demonstrate the
use of technology as Students will understand that
a tool in creating
art.
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.
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

U4 certain animations take more understanding of the elements of art
time and energy to create than
and principles of design?
others.
Students will know
- basic animation terms and

concepts (illusion of motion,
squash, stretch, frame,
keyframe, etc.)
- creating various animations.
- how to use different

combinations of technology and
traditional materials to represent
movement.
- 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 -
Assessment Evidence
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- work ethic
- participation
- understanding of
concepts and skills
- risk taking
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 their ability to think
critically and solve any related problems effectively.
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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
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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. 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.
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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
Chris Landreth: 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
built-in cameras (enough for each assigned group of students)
INTRODUCTION (10 mins.)
DAY 1: Procedure
Assessment Questions/Methods
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1. Show various examples of animation.

Have students look at various
2. Discuss how images seen at a rapid rate can create the
examples of animation and
illusion of motion/movement.
then describe what they see,
3. Explain/Review animations. Introduce some basic
what they think the process is,
terms and concepts such as:
and how technology may have
Persistence of vision
been used to create it.
Motion/Movement
What is animation? (viewing a
Frames/Images
series of images/frames to
Frame by Frame
represent/create the illusion of
4. Explain how viewing a series of images at a certain
movement/motion)
rate can create the illusion of movement.
What kind of lines have they
created? (smooth, crisp, hard,
soft, thick, thin, continuous,
scratchy, etc.)
DAY 2: Procedure
Show examples of hand-drawn frame-by-frame

If you were given a digital
animation and stop motion.
camera, how would you create
an animation/the illusion of
2. As a class, compare and contrast the examples seen.
3. Discuss the integration of technology in the animation
movement?
process. Encourage students to think about how they
would use the technologies available to them to help
them animate.
1.
BODY OF LESSON (40 mins.)

DAY 1: Procedure
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1. Demonstrate how to create a basic flipbook

How does positioning affect
animation. For this activity, students are encouraged
your drawing? How does
to practice the basic idea of frame-by-frame
materials affect it? How does
animating. For the purpose of this activity, students
a change in the environment
will create a flipbook animation of strings and abstract
affect it?
shapes. Emphasis will be placed on how a large
Did you discover something
amount of frames/images may be required to create
that you would continue to use
longer animations. Remind students that it will take
or do to help you draw? (Ex:
anywhere from 12 to 30 frames/images to make a oneDrawing with music helps me
second animation.
concentrate.)
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

What are some questions we
examples online and create a quick one for the
can ask our selves as we
students. Emphasize the fact that for the purpose of
animate? (Ex: What will my
this unit, frame-by-frame animations are like the
lines look like? Do I want
flipbooks students created in the first class.
people to focus more on the
GROUP ASSIGNMENT Frame-by-Frame
lines in my animation or the
Animation
subject? How can I create a
mood or emotion with my
In groups, students will be given a tripod, digital
camera (or laptop) and a large sheet of newsprint.
mark making and make it
interesting for audiences?)
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.
CLOSURE (10 mins.)
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DAY 1: Procedure
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
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?
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 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

Students will:
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)
DAY 1: Procedure
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1. Have students share their string animations (Group

Assignment) from last class. This can be an informal
presentation/critique.
2. Show various examples of 2D computer animation.
Focus is placed on frame-by-frame animation.
3. Discuss/Review how images seen at a rapid rate can
create the illusion of motion/movement.
4. Review some basic terms and concepts taught such
as:
Persistence of vision
Motion/Movement
Frames/Images
Frame by Frame
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.
How do you think PowerPoint

can be used to create an
animation?
DAY 2: Procedure
1. Show examples of PowerPoint animations. Emphasis Can you think of any other
programs on the computer that
will be placed on PowerPoint Art.
can be used to help you create
2. Discuss the process and any effects students would
an animation?
like to recreate as seen in the examples.
DAY 3: Procedure
1. Show examples of PowerPoint animations. Emphasis Have students describe

evidence of the elements of art
will be placed on PowerPoint Art.
and principles of design in the
2. Discuss/Review any issues or difficulties faced in the
examples shown.
previous class.
DAY 1: Procedure
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1. Introduce the PowerPoint interface.

Are there different ways of
creating an effect?
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
What questions should you ask

yourself as you create your
PowerPoint Art? (Who is my
audience? Do I have an
objective or goal for my art
ASSIGNMENT PowerPoint Art
message?)
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.
1. Review the PowerPoint interface.
2. Demonstrate how to create frame-by-frame
animations using PowerPoint.
DAY 3: Procedure
1. Students will have the rest of the class to complete

their PowerPoint Art assignments.
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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.
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

Students will:
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)
DAY 1: Procedure
1. Have students share their PowerPoint Art from last

class. This can be an informal presentation/critique.
2. Show various examples of cartoon animation.
3. Explain some terms and concepts such as:
Timing and spacing
Easing
Squash and stretch
Walk cycle
Have students compare and

contrast cartoon animation
with real-life movement. (Ex:
Cartoon animation seems to
look more rubbery and
almost malleable)
DAY 2: Procedure
1. Show examples of cartoon animation and character

designs.
What makes an interesting

character design?
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DAY 3: Procedure
1. Show examples of cartoon animation and character

designs.
2. Review concepts and terms learned so far.
How do the elements of art and

principles of design play into
your character design and
animation?

DAY 1: Procedure
1. Discuss and Demonstrate the importance of timing in Have students compare and
contrast the process and results
animation. Use the bouncing ball example as
between the two parts of the
referred to by Preston Blair.
Coin Animation Activity.
2. Discuss and Demonstrate spacing in animation.
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. Discuss and Demonstrate the concept of easing.
4. Discuss and Demonstrate the concept of squash and
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
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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).
What makes an effective

character?
What method of animating
would you use when animating
your character?
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, computer/PowerPoint,
Whiteboard, etc.)
Have students ask questions to

help them decide which
animation method will work
best for their character design.
(Ex: Will I have enough time
to draw my character over and
over again? What do I want
my character to do in my
animation?)
CLOSURE (10 mins.)

DAY 1: Procedure
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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.
Why animate? What is the

point of animation?
Is cartooning art? Is animation
art?
What do audiences enjoy about
animations and 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
Is my character design creating

the viewer reaction I intended?
1. Have students wrap up their animation projects.

*Next class, students will share their work and engage in
a critique.
SPONGE ACTIVITY
Mini animations of their choice
Artist Trading Cards: character design
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February 2, 2016
Integration of Art
Thought this was a really good list to have as a teacher. Great integration of comic book/graphic
novel.
Literature Fair 2009 Christy Audet
Graphic Novel List
Suitable for Elementary Grades
Amelia Rules, volumes 1-4. Gownley, Jimmy. Renaissance. 2008.
Babymouse: Puppy Love. Holm, Jennifer and Matthew Holm. Random. 2007.
Babymouse: The Musical. As above. 2009.
Benny and Penny in Just Pretend. Hayes, Geoffrey. Toon. 2008.
Caroline. Gaiman, Neil. HarperCollins. 2008.
King Arthur and the Knights of the Round Table. Hall, M.C. and C.E. Richards. Stone Arch.
2006.
Magic Pickle Graphic Novel. Morse, Scott. Scholastic Graphix. 2008.
Ottos Orange Day. Cammuso, Frank and Jay Lynch. Raw Junior/TOON. 2008.
Owly, volumes 1-4. Runton, Andy. Top Shelf. 2007.
Rapunzels Revenge. Hale, Shannon and Dean Hale. Bloomsbury. 2008.
The Shocking World of Electricity with Max Axiom, Super Scientist. ODonnell, Liam. Capstone.
2007.
To Dance: A Ballerinas Graphic Novel. Siegel, Siena Cherson and Mark Siegel. S&S. 2006.
UFOs: The Roswell Incident. DeMolay, Jack. Rosen. 2006.
Spiral-Bound: Top Secret Summer. Renier, Aaron. Top Shelf. 2005.
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That Darn Yarn. Millionaire, Tony. DH Press. 2005.

The Arrival. Tan, Shaun. Scholastic/Arthur A. Levine Bks. 2008.
The Wind in the Willows. Grahame, Kenneth. Adapted by Michel Plessix. Papercutz. 2008.
For an Older Audience
This list includes several resource texts (by Scott McCloud) as well as graphic novels for
students about grades 8-12. Make sure to preview before using in the classroom or even lending
to individual students. The subject material may not be suitable for the context in which you
teach.
American Born Chinese. Yang, Gene Luen. Roaring Brook. 2007.

Bone: Eyes of the Storm. Smith, Jeff. Scholastic Inc. 2006.
Castle Waiting. Medley, Linda. Fantagraphics.
Maus: A Survivors Tale. Spiegelman, Art. Scholastic Inc. 1986.

Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels. McCloud, Scott.
HarperCollins. 2007.
Pedro and Me. Winick, J. Henry Holt and Company. 2000.

Persepolis: The Story of Childhood. Strapi, Marjane. Random House. 2003.
Pride of Baghdad. Vaughan, Brian K. DC Comics/Vertigo. 2007.
Sloth. Hernandez, Gilbert. DC Comics/Vertigo. 2007.
The Jungle. Kuper, Peter. NBM Publishing Inc. 1991.
The Making of a Graphic Novel: The Resonator. Rollins, Prentis. Watson-Guptill. 2007.
The 9-11 Report: A Graphic Adaptation. Hill&Wang. 2007.
The Tale of One Bad Rat. Talbot, Brian.
The Wall: Growing Up Behind the Iron Curtain. Sis, Peter. Farrar/Frances Foster Bks. 2008.
Understanding Comics: The Invisible Art. McCloud, Scott. HarperCollins. 1993.
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Sculpture
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February 2, 2016
MICROTEACH UNIT PLAN:

Pottery
Lesson 1: Clay Tile
Lesson 2: Slab Pot
Lesson 3: Coil and Pinch Pot
Ed 3601
Curriculum and Instruction
Gayle Nanninga and Meghan Verkerk
March 1, 2012
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February 2, 2016
Art Pottery: Stage 1 Desired Results

Established Goals
Students will:
TRANSFER GOAL
Students will be able to experience pottery through observing and
manipulating clay to create organic and functional forms.
-review the
elements of art
- respond to
historical and
modern images of
pottery
- observe and
sketch natural
objects
- role out clay to
create their own
tile
- carve into clay
tile to create an
image
- role out even
slabs to create a
slab pot
- role coils to
create coil pots
MEANING
Students will understand that
U1 The elements of art especially Q1 What are positive and negative

shape and space can be used to
space in sculpture?
achieve positive and negative space
in pottery.
Q2 What is texture?
U2 The surface of clay can be
modified and altered to create
unique textures.
Q3 How can pottery go beyond

the functional/traditional and be
created into a sculptural artwork?
U3 with creativity and by

exploring various techniques in
clay students will achieve a
personalized interpretation of their
artwork.
Q4 What are the ways that they

can explore clay in an organic way?
U4 through exploration and

playing with the clay can lead to
unique forms, spaces, and shapes.
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create coil pots
Students will know
- work with clay to

- The difference between slab,
create pinch pots
pinch, and coil pots
- create final
- How to change a traditional pot
project of an
into an organic abstract pot.
organic abstract
sculpture
- The pottery vocabulary:
- Firing
- critique
- Kiln
themselves and
- Slip
their classmates
- Scoring/Scratching
artwork
- Wedging
- Leather-Hard
- Relief
- Hand building techniques:

- using a rolling pin to make even
slabs
of clay
- hand rolling clay into coils
- pinching techniques
- using scoring and slip techniques
to join pieces of clay together
- how to care for clay(drying and
preparing clay)
- how to critic pottery in a
meaningful
and purposeful way
- creative texture in clay through
scoring, scratching, carving, and
smoothing clay with fingers and
tools
Evaluative Criteria
Performance is judged in
terms of
Assessment Evidence
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Participation: class
demos and project
work
Completion:
craftsmanship,
proper use of
techniques, clean
appearance
Creativity: ability to
move away from
tradition pots, use
unique organic
forms
Critique:
involvement class
discussion and self
reflection
Transfer Task: The students will show their learning by sketching,

class discussions, practicing and working with pottery techniques,
completing three final works of pottery, and critiques.
Unite Rationale:
At grade 9, this will be their first encounter with technical skills in pottery. At this age,
they are able to comprehend the skills and techniques needed to create a successful pottery piece.
As well, they realize that pottery is not all functional but can be sculptural. Students will gain a
better appreciation for the elements of art through creating three-dimensional art.
My notes: I like the recognition that the students are capable and can handle learning sculpture.
Pottery is motivational for grade nines because it is a very interactive material, which
allows students to play and be creative. Also, clay motivates students because of its threedimensional forms. Therefore, allowing students the ability to see the whole sculptural form
easily. Clay may be difficult with some students to achieve the technical skill as well as getting
involved in the material. As a teacher, I will need to encourage all students that it is ok to get
dirty and interact with the material at any level. As well, students will need clear perimeters
when working with clay so they can succeed in their final projects. Working with clay is
especially effective for the kinaesthetic learner because creating pottery is very interactive and is
a hands-on activity. Also, pottery is universal to all ethnicities because every one is exposed to
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some form of dishes in their home. Pottery is cross-cultural because historically many cultures
used pottery.
In our lessons, we contained various images, such as Rick Rudd, to suit the visual
learners and inspire the grade nine students about pottery. The teaching strategies are manly
hands on work, demonstrations, and discussions. This allows the students to build on their
pottery skills and have the freedom of creativity. Each lesson includes perimeters that promote
the students to problem-solve and experiment by adding appendages, holes, and creating an
abstract object. Clay techniques and creativity must work together to make a completed project,
challenging all the grade nine students.
Unit Summary:
The intention of the unit is for students to experience pottery through observing and
manipulating clay to create organic and functional forms. The outcome of the unit is for
students to understand that pottery has multiply purposes and can transcend from functional to
sculptural artwork. Students will understand this transformation by using pottery techniques to
create non-traditional organic pieces of sculpture. In this unit, organic forms and natural objects
are a large inspiration for the students. This will be achieved through a nature walk and by
allowing students time to reflect and draw in their sketchbooks. Throughout the unit, students
will look at contemporary pottery images and demonstrations at the beginning of each lesson. As
well, the demonstrations and working with the clay will allow the students to explore their
creativity and expand their skills. The students will reflect on their work by one-on-one time
with the teacher, group discussions, and critiques. This unit is sequenced to build on pottery
techniques from a flat slab tile to three-dimensional containers. Then building on skills with
pinch and coil pot techniques where the perimeters become more focused.
Lesson Summaries:
Lesson 1
The intention of this lesson is to introduce to students that clay can be manipulated into a
tile. Students will do a nature walk outside to collect materials for inspiration. Then students
will do a gallery walk of the natural objects and select three different natural objects. They will
record/investigate their three natural objects in their sketchbook and write about their reflections
on the natural objects, relating to personal interpretation and experience. After they have
recorded their reflections, they will sketch each object in three different perspectives to decide
which image would be most interesting to carve into the clay tile. Students will learn the
technical skill on how to create a tile. Then they will explore different mark making tools that
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would best depict their chosen image. The technical skill on creating a slab will also be used in
lesson 2 and 3.
Lesson 2
The intention of this lesson is to introduce to students that there are multiple purposes to
pottery. Students will learn the technical skill on how to create a slab pot for functional and
sculpture purposes. Also, students will explore how to drape a slab of potter over an object. The
perimeters for the lesson is to create an abstract container that has one appendage, one hole, and
includes texture.
Lesson 3
The intention of this lesson is to introduce students to the techniques and procedure of
creating a coil and pinch pot. Students will take these techniques and apply them to their own
sculpture. The final project is an organic abstract sculpture that needs to have three appendages,
two holes, and a variation of textures.
Name: Meghan and Gayle

Grade/Subject: Art/ Grade 9
Unit: Pottery
Date: March 1, 2012
Lesson 1: Clay Tile

Class Length: 45 minutes
GLO: Students will be able to experience pottery through observing and manipulating clay to
create organic and functional forms.
SLO: Students will create pottery and sketches that are inspired from nature.
Learning Objectives: Students will:
1) Create one tile by using pottery techniques of rolling, cutting, and carving clay
2) Investigate three natural objects in their sketch book
3) Create an image by carving into the clay tile based on their sketches
4) Determine positive and negative space within their art piece
5) Create balance between different textures
Resources Consulted:
http://www.nelldevitt.com/portfolio/view-square.php?id=4
http://www.nelldevitt.com
https://moodle.uleth.ca/201201/pluginfile.php/30605/mod_page/content/2/handling.pdf
Ceramics From Clay to Kiln by Harvey Weiss
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Clay: Hand Building by Maurice Sapiro

Clay Work Form and Idea in Ceramic Design by Leon I. Nigrosh
Clay Works: 20 Americans by Museum of Contemporary Crafts of The American Craft
Environmental Ceramics by Stan Bitters
Low Fire Other Ways to Work in Clay by Leon I. Nigrosh
The Creative Use of Clay in First and Middle Schools by Michael Moulder
Materials:
Sketchbook
Pencil
Canvas/board
Knifes
Wire (cutting clay)
Modelling sticks
Rolling pin
Natural objects
Bucket of water
Rags
Slip
Two wood strips
Clay
Plastic bags (storing extra clay)
Small plastic bags (for recording objects)
Glue
Tape
Mark making tools: scrap wood, paper clips, comb, spoon, any thing you can find)
Teaching Strategies:
Lecture, hands on experience of materials, demonstration, examples, and discussion
Procedure:
Introduction (5 min.)
Artists to look at: Andrea da Pisano, student example, and Nell Devitt
Andrea da Pisano, South doors, Baptistery of San Giovanni, Florence
Describe the picture.
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What materials are used?

How are the tiles organized? (repetition)
Are there textures?
What is the artists intent?
What kind of an effect does this image have on an audience?
Clay Tile
Describe the image.
What is the dominant element?
How would you describe the texture of the material?
Describe the positive and negative space?
My Notes: I think these are great questions and really
make the students question the piece
Describe the image.

How are the tiles composed together?
What textures do you see and how does the texture create
line? Describe the line.
Is the meaning literal or ambiguous?
Review the elements of art on the board
Body:
Activity 1: Observe Nature (10 min)
Students will go on a nature outside to find various natural materials for their project
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o Students will need to collect at least two kinds of leaves/needles, sticks/bark, and
rocks
Students will do a gallery walk, noticing all the natural objects

o Students will look, touch, and smell objects
o Students will organize objects onto specified groups
Table A
Table B
Table C
Leaf and Needles

(varies kinds for
each table)
Sticks and Bark
Rocks or shells
(Teacher should provide other materials for the students)
Students will choose 3 objects for their sketchbook

o Students must pick one object from each table
o Provide students the opportunity to trade with a classmate
Students will investigate their 3 objects in their sketchbook

o Students will write about their experience looking at materials
o Students will record their 3 chosen objects
- Glue, tap, or bag materials in sketchbook
- State texture, smell, and sound of materials
o Students will write why they chose their 3 objects
o Students will write a memory connection to the objects
o Students will sketch each object in three different perspectives for their clay tile,
also considering:
- Which image will be carved into the tile?
-
How the image will be carved?
What kinds of mark making would be necessary to describe the texture

of the object?
Where should the image be placed with in the tile?
Activity 2: Exploring Clay (25 min)

Demonstration on creating a clay tile
1. Lay canvas over board (purpose of the canvas is to keep the clay from sticking to
the board and allows for moving the clay to another spot). Place two wood strips
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February 2, 2016
on top of canvas, about 20 cm apart (purpose of the wood strips is to keep the
rolling of clay even).
2. Take a piece of clay about the size of a large apple.
3. Wedge the clay thoroughly.
Wedging Instructions: all air bubbles must be removed from clay for firing
(air bubbles cause clay to explode in the firing process)
Take your piece of clay and cut clay in half with thin wire. Then the two
halves are either slammed vigorously together or slammed down hard on a

table top. Slam for 20-30 times until clay has an even consistency and
free from air bubbles/pockets
To check when wedging is complete, cut clay it in half with wire and look
to see if any air bubbles/pockets appear in cut surface. If there are still air
bubbles/pockets, keep wedging.
4. Spread the wedged clay between the two strips of wood.
5. Role clay with the rolling pin, doing a back and forth motion, until clay is
completely flat and even.
6. Remove wood strips. Cut clay with a knife into a 5 x 5 inch square.
Students will create a tile using the techniques above (if there are not enough materials,
set up stations).
Students will carve an image from their chosen sketch.
Students must pick at least two kinds of mark making tools to depict their image.
-
Students should experiment with mark making tools on scraps of clay

before moving onto tile.
Students will need to consider:

-
balancing texture
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balancing positive and negative space (composition)
placement of image
Tiles should dry slowly, drying time will depend on thickness of clay
When all tiles have been fired, students would arrange all the tiles together to create a
unified collage (this would be another lesson at a later date).
Closure: (5 min)
Critique questions:
o How can clay be used?
o What made you choose your natural objects?
o Did your sketches help you create your tile? Why?
o Why do you think artists use sketchbooks?
o How did you balance texture?
o What compositional strategy did you use? Why?
Sponge Activity:
Students can create another tile but the image needs to depict at least two natural objects (Student
must pick different natural objects than from first tile).
Assessment Methods:
1) Learning Objective 1: Students will have used clay techniques to create a tile.
2) Learning Objective 2: Students will have experienced natural objects.
3) Learning Objective 3: Students will have creatively used mark making tools to depict an
image.
4) Learning Objective 4: Students will have used positive and negative space to create a
balanced composition.
5) Learning Objective 5: Students will have used different textures to create a balanced
composition.

Unit: Pottery
Date: March 1, 2012
Lesson 2: Slab Pot

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SLO: Students will create three-dimensional abstract pottery.
6) Create one abstract slab pot by draping clay over objects
7) Determine positive and negative space in their pottery
8) Create an appendage for the pot
9) Form texture in their pot
www.rickrudd.com
The Creative Use of Clay by M.B Moulder
Council????????
Materials:
Sketchbook
Pencil
Canvas/board
Knifes
Wire (cutting clay)
Modelling sticks
spoon
Rolling pin
Natural objects
Bucket of water
Rags
Slip
Two wood strips
Clay
Draping objects: sea shells, paper, burlap, varies containers, wood, cup
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Procedure:
Introduction (5 min.)
Artists to look at: Rick Rudd
Describe the image?
Does it remind you of something else?
Do you think it is functional or sculptural?
Where is the positive and negative space?
What is the dominate art element?
What was the artists intent in creating this piece?
Describe the image

How do you think the sculpture is made?
Where is the positive and negative space?
Does the appendage change the image or what would
happen if it were gone?
How is this image different from the first image?
Body:
Activity#1: Slab Pot Building
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Demonstration on creating a clay slab pot (This demonstrate would be done at different
intervals depending on where the students are at. The demonstration is to show
techniques, not the final product.)
1. Review and repeat steps 1 through 6 from creating a clay slab (lesson 1).
2. Role out a slab for the base of the container. Make the clay slab larger than needed.
3. Role out a second slab of clay for the walls (draping) of the container. The size of the
clay slab will be determined by what it is draped onto. Trim edges.
4. Using a drinking glass (or draping objects) to drape. Place drinking glass in the
middle of base slab and score with knife on the base slab around the edge of the glass
and add slip. Do the same with the bottom edge of the slab.
5. Wrap the wall slab around the glass and press the wall firmly down onto the base
without wrecking the form too much. (Note: watch for cracking to occur, keep
squeezing and smoothing the outside of the curve as you bend it.)
6.
Cut off excess of wall slab and squeeze the edges together by scoring and adding
slip. If necessary add some soft clay and smooth neatly, or else the bowl will have a
bumpy, ragged seam.
7. Remove the glass (glass has served its purpose). If glass does not come out easily,
pour a little water around the edges and rotate glass slowly, gradually twisting the
glass out. If class still does not come out, lift clay and glass up and poke a little hole
through the bottom to let air in. After removing the glass, fill the hole with a little
clay.
8. With your knife, trim off the excess clay from the base slab. On the inside of the
container, strengthen the seam where the wall meets the base by pressing in a thin roll
of soft clay. Smooth the outside of the seam with a flat molding stick. (Note: your
hand needs to fit into the chosen draping object.)
9. Developing the rough shape of your bowl. Push out from the inside, slowly and
carefully. If you want to narrow the shape, push in. Use a spoon or you fingers to
push with and always support the other side of the wall as you do this. Keep turning
the bowl as you work, using very light pressure. The changes must be made
gradually. (Note: If walls become too misshapen, throw the clay back into the bag
and start again.)
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10. Appendage: make the appendage separately. Score ends and use slip to attach to the
container.
11. Hole: Cut hole with knife and shape with molding sticks.
12. Once you are satisfied with the shape of your abstract container, start adding mark
making to create interesting texture.
Students will create a slab container using the techniques above (if there are not enough
materials, set up stations.)
Students will need to transcend their container from a basic slab pot to an abstract
sculpture
Students will need to choose a draping object.
Students must have at least one appendage and one hole in their bowl.
Students must have texture or an image on their bowl.
Students will need to consider:

-
balancing the three-dimensional shape of the bowl, positive and negative space
(composition)
balancing the appendage and hole together
balancing texture
abstract qualities,
process of creating bowl, order of appendage and hole (which should be done first?)
Containers should dry slowly, draying time will depend on thickness of clay
Place containers in kiln to be fired
Closure: (5 min)
Critique questions:
o How can clay be manipulated?
o What sketchbook explorations did you find that helped with your final drawing?
o How did you balance texture?
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o How did you balance the three-dimensional shape?

o What was your process in creating/applying the appendage and hole?
o By abstracting your pot through the draping process, would your pot be function
or not?
o What was your intent for creating this work?
o Who is the audience for your container?
Sponge Activity:
Students can investigate another abstract container but add two appendages and three holes to the
container.
Assessment Methods:
6) Learning Objective 1: Students will have created one abstract pot.
7) Learning Objective 2: Students will have used positive and negative space to create a
balanced composition.
8) Learning Objective 3: Students will have creatively applied an appendage and a hole.
9) Learning Objective 2: Students will have used different textures to create a balanced
pot.

Unit: Pottery
Date: March 1, 2012
Lesson 3: Coil and Pinch Pot

SLO: Students will learn and combine different pottery building techniques to create an artwork.
10) Apply pottery techniques to create a coil pot
11) Apply pottery techniques to create a pinch pot
12) determine positive and negative space in their pottery
13) combine coil, pinch, and slab techniques to create an organic abstract sculpture
http://elkmoundhighschool.wordpress.com/2011/12/07/native-american-coil-pot-lesson-plan/
http://aliceballard.com/pinch_pots.html
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https://moodle.uleth.ca/201201/pluginfile.php/30605/mod_page/content/2/handling.pdf
The Creative Use of Clay in First and Middle Schools by Michael Moulder
Materials:
Clay
Canvas/ board
Knives
Rags
Bucket of water
Slip
Wire (cutting clay)
Modeling sticks
Procedure:
Introduction (5 min) Students will look on the smart board to see examples of coil pot and pinch
pot.
Coil pot
Native American Coli Pot
Describe what you see?
How would you describe the size of this piece?
How would you describe the shape of the material?
Are their positive and negative spaces?
Why do you think artist created this work?
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Pinch Pot
Alice R. Ballard
Describe what you see?
Is this functional pottery or artwork? Can they be both?
Does this work look organic or manufactured?
How does the light interact with the sculpture?
Does this artwork remind you of something?
What feelings do you have when you look at this pinch pot?
Body:
Activity 1: Coil pots (10 min)
Students will get a canvas board to work on with clay.
Students will watch a demonstration about the steps to make a coil pot
Wedge clay ( may need to review steps from lesson 1 if students need a review)
Take a piece of clay and gently roll the clay back and forth on the table to from a coil.
Use both hand to have even pressure on the clay allowing the clay to become thinner and
longer. It should start to look like a snake and be about the thickness of your finger.
Once you have a long piece of clay 10 inches about you can start on joining pot together.
Start by creating the base of the pot by coiling the clay around itself to form a flat spiral.
The joining edges of the coil need to be scratched and then apply slip to the edges. Work
with your finger to create a continuous coiled circle, remembering not to leave holes or
cracks.
Next build up the walls of the pot by first scratching and adding slip to the edge of the
base. Then laying down a coil around the edge of the base and then add pressure to the
clay so that the coil and base wedge together. Continue to build up the wall by pressing
the clay coil around the edge of the pot. You may smooth edges with your finger.
Let dry and then fire in kiln.
Students will create a small coil pot

Activity 2: Pinch Pot (10 min)
Students will watch a demonstration about the steps to make a pinch pot
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Wedge clay about the size of a small orange.( may need to review steps from lesson 1 if
students need a review)
Roll the clay into a nice ball shape.
Pick up the clay in hand and start by sticking your thumb into the middle of the clay.
Then start to create a larger opening by pushing or squishing the side of the clay with
your fingers. Continue to work with the pot until you are satisfied with the end result.
Let dry and then fire in kiln.
Students will create a small pinch pot

Activity 3: Final project (15 min)
Students will create an abstract sculptural artwork from imagination and play. The pottery piece
objective is to create an organic feeling object inspired by the nature walk in lesson 1.
Pottery instructions for final assignment.
o Students will creatively combine coil, pinch, and slab pots techniques.
o Sculpture piece cannot look like a traditional or manufactured pot.
o Sculpture piece needs to have at least three appendages.
o Sculpture piece needs to have two holes
o There needs to one area of clay that is smooth and one are that is textured on the
final artwork.
o The sculpture needs to be able to contain something.
o Students will need to consider:
- pottery techniques
- balancing shapes to form a sculptural composition
- positive and negative space to add interest in their artwork
Closure: (5 min)
Students will have a class critique of their final sculpture artwork.
Critique questions:
o Describe what you see?
o Describe the shapes?
o Is their positive and negative space? Where?
o What is the mood of this artwork?
o What do you think this works means?
o Does this artwork remind you anything?
o What do you think could change to help to strengthen this artwork?
Sponge Activity:
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February 2, 2016
Students can create another sculptural piece of artwork with clay.

Assessment Methods:
10) Learning Objective 1: Students will have created a coil pot.
11) Learning Objective 2: Students will have created a pinch pot.
12) Learning Objective 3: Students will have added appendages and cut holes to create
positive and negative space in their sculpture.
13) Learning Objective 4: Students will have created an organic abstract sculpture.

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Me, Myself, and my

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arts. Integration across the curriculum.

- The Drawing Lesson: Language and art integration.

- Have to think about the structure before sewing it.

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Suminagashi Lesson Plan

Unit: Expression & Making Meaning

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

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1. Alberta Education, Elementary Art Program of Studies

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Learning Activity #1:

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talked about today:

- Storyboards: great way for students to interact with stories and

in public. Handprinted 500 images

storyboards. Became a collaborative level.

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Unit Plan- Animation Grade 8

Alex Funk and Julie Laplante

ART Value and Drawing: Stage 1 Desired Results

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ACQUISITION OF KNOWLEDGE & SKILLS

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Students will know

Students will be skilled at

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Transfer Task: Students will need to show their learning by

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Lesson 2 Summary: Flip book

Mareys portable movie camera

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Lesson 3 Summary: Stations

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Guldies: https://youtu.be/dz7XjbC2bIY (Tic Toc Final)

String Animation (by YouTube user Tessakate250) (https://youtu.be/-dahsvO5GlQ

Lego Movie Maker Tutorial Database on Youtube https://youtu.be/mfg9j7ppoaw

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Lesson 4 Summary: Storyboarding

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Lesson 5 Summary: Planning and Creation

Lesson 6 Summary: Post Production

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Lesson #2: Flip books

Lesson Duration: 50 min.

OUTCOMES FROM ALBERTA

Students will create a series of

Students will show an

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

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Lesson #3: Stations

Students will make a variety of

Students will record which

Observation looking for students

LEARNING RESOURCES CONSULTED

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