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Stop Motion Using Apps

Classroom Resource Information

Title:

Stop Motion Using Apps

URL:

https://visuallyspeaking.online/wp-content/uploads/2018/06/Stop-Motion-Using-Apps-Media-Arts-Lesson.pdf

Content Source:

Other
British Columbia Art Teachers' Association

Type:

Informational Material

Overview:

This article provides instructions on how to use the app iMotion by Fingerlab. It is a free iOS app for time-lapse and stop-motion animation. Students should consider creating a storyboard, set design, lighting, camera angles, using a tripod, and how many shots to take in sequence. Additional apps are listed for both iPads and Android.

Content Standard(s):

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	3) Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles. a. Use artistic concepts of balance and contrast. Example: Recreate a short scene depicting Hansel and Gretel running through the forest, with some students representing static trees and others performing the moving characters. Balance is created by composition of figures in the frame and contrast is shown by static and moving characters. 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: 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: 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	3) Design and combine components to express purpose and meaning in a variety of media arts productions, utilizing sets of associated principles. a. Use emphasis and exaggeration. Example: Photograph the transition of a portrait, using caricature to change facial features demonstrating emphasis and exaggeration. 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	5) Create media artworks through the integration of multiple contents and forms. Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America." Unpacked Content Artistic Process: Producing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Integrate Essential Questions: EU: Media artists integrate various forms and contents to develop complex, unified artworks. EQ: How are complex media arts experiences constructed? Concepts & Vocabulary: Integration Artistic Skills Design Skills Technical Skills Career Skills Formal vs. Informal Techniques Fundamental Conventions Purpose Skill Examples: Choose and share a media arts product that shows a complex variety of academics, arts and media forms. In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear persuasive purpose, message, and meaning using metaphor. Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way. In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product. After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science. After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.

Tags:

animation, iMotion, iPad, stopmotion, time lapse

License Type:

Attribution
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https://creativecommons.org/licenses

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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Stop Motion Using Apps