ALEX | Alabama Learning Exchange

Scratch Animation

Classroom Resource Information

Title:

Scratch Animation

URL:

https://mdtech.casady.org/lessons/scratch-animation

Content Source:

Other
Casady Digital and Media Literacy

Type:

Lesson/Unit Plan

Overview:

This lesson introduces students to the basics of creating animations using Scratch. It will also highlight how coding can be used in creative, fun, and even whimsical/silly ways to communicate and entertain. Students will explore and create animations using Scratch. They will create an original animation based on a class concept, historical event, or another chosen idea. This lesson is divided into four days.

Content Standard(s):

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	4) Determine how elements and components can be modified for clear communication and intentional effects, then revise media artworks to improve clarity and purpose. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Construct Essential Questions: EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork. EQ: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work? 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	18) Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules and media literacy. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Relate Essential Questions: EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? 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, code, coding, Scratch

License Type:

Attribution
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

You will need to create a teacher account with Scratch. Students will need to create an account, as well.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Scratch Animation