ALEX | Alabama Learning Exchange

What Is Stop-Motion Animation?

Classroom Resource Information

Title:

What Is Stop-Motion Animation?

URL:

https://wonderopolis.org/wonder/what-is-stop-motion-animation

Content Source:

Wonderopolis

Type:

Learning Activity

Overview:

The students will read about stop-motion animation and how it's made. They will read about several movies that are stop-motion animated. They can draw a flipbook to create stop-motion animation. They will watch a stop-motion animated film and explain how it is made. Finally, they can create their own stop-motion animated films.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Media Arts	1) Develop multiple ideas for a media arts product, utilizing a variety of tools, methods, and/or materials. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Develop challenge Variety from more than one category of ideas Evaluate test challenge Construct build order assemble Principles movement force Analyze compare and contrast cause and effect Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use improvisation to imagine a script. In a group and after brainstorming, use a decision matrix to choose one idea and with guidance create a plan and/or model for a media arts production. With guidance, test the model by getting feedback from classmates. With guidance, create and present with a media arts product teaching Newton's Laws. With guidance and responding to teacher questions, compare and contrast how the basic principles of light, audio, video/ images affect an original media arts product. Refine the product based on the discoveries from the discussion, i.e., change audio and/or images.
Arts Education ARTS (2017) Grade: 3 Media Arts	15) Use personal and external resources to create media arts productions. a. Focus on interests, information, and models. Example: Bring action figures from home to create stop motion video. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: Media artworks synthesize meaning and form cultural experience. EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Concepts & Vocabulary: Community/ Culture personal external resources values Synthesize combine Media commercial advertising Behavior choices actions Safety personal space personal information trusted person Appropriate purpose permission Skill Examples: With help, combine two art forms to describe a happy memory of listening to or watching a media arts production along with research about the event into a draft of a media arts product. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event. Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society. Use software and online applications with adult permission. Cite sources in any media arts products.
Arts Education ARTS (2017) Grade: 4 Media Arts	1) Conceptualize original media arts products, utilizing a variety of creative methods. a. Use brainstorming and modeling. Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Conceptualize imagine visualize unified ideas theme brainstorm Original unique synthesize model Artistic Goals intent message aesthetic Purpose your "why" intent Artistic Concepts balance contrast Elements of Design Principles of Media Arts Elements of Design Figurative Language analogy Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard. After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast. Refine a media arts project to address a chosen purpose, communicating through metaphor.
Arts Education ARTS (2017) Grade: 4 Media Arts	15) Examine and use personal and external resources to create media arts productions. a. Involve interests, research, and cultural understanding. Example: Create paper bag puppets to tell a story based on a topic of character education, such as bullying. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: Media artworks synthesize meaning and form cultural experience. EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Concepts & Vocabulary: Examine question Culture personal interests external trends Interact observe question Ethics fair law right Skill Examples: Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language. Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society. Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Arts Education ARTS (2017) Grade: 5 Media Arts	1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Original Synthesize Innovation Proposal Concept Action Plan Materials List Roles/ Team Needed Design Purpose Persuade Discredit Meaning Subtext Connotation vs. Denotation Principles Emphasis Exaggeration Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience. After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration. Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
Arts Education ARTS (2017) Grade: 5 Media Arts	15) Access and use internal and external resources to create media arts productions. Example: Using community interests, content knowledge, and personal experiences, create a presentation to advocate for the school soccer team. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: Media artworks synthesize meaning and form cultural experience. EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Concepts & Vocabulary: Resources internal external Culture society values Research question compare information cause and effect Ethics fair prudent law Skill Examples: Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior. Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life. Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Tags:

animation, flipbook, media, stopmotion film

License Type:

Custom Permission Type
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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

What Is Stop-Motion Animation?