Christian Animation

Helen Animation

For Friday!

Folder with Name in font that says something about the word that is written.

1. Folder

Find the middle point of the folder but measure it in inches. Find the mid point (hint: it's 5.75 inches!).

Depending on how many letters are in your name, put the middle letter of your name at the center of the folder. If you name has an even number of letters, divide it in half and place your name on both sides. If your name has an odd number of letters, find the middle letter, put that at the center, and then put an even number of letters on both sides. For example, the name "MATT" would have MA on one side, and TT on the other. This is done so that names don't fall off the end of the folder. Each letter is given equal significance.

2. Observational drawing vs. Expressive drawing (in YOUR style)

Do a drawing of a cartoon character, or even a realistic photo, and attempt to draw it observationally as accurately as possible. The second drawing should be done in your personal style. This means you draw the character as you'd like them to be seen. Remember the Batman slide presentation. Batman can be drawn funny, scary, dramatic, horrific or appealing. The content remains the same, but the style changes.

3. Character based on your font.

Go back to your folder. Look at the font you have created. describe it in three words. Use one of those words as the name of the font. Draw a character that represents that font. For example, if your font is fancy, draw a fancy person. Don't worry about the style, worry about communicating the message of fancy.

These are due Thursday/Friday!

Narrative Art pt. 2: Gifs, Zoetropes and Rotoscopes

1. Gif

A GIF needs a background and a character.

For background:

Answer the 8 questions on the questionnaire.  These questions are asked to help you envision the background you will be making for your imagination.  The more specifically you answer the questions, the more specific and interesting your background will be.  

Extra Credit - Perspective Drawing:

1.  make a horizon line.  It is horizontal and goes across your page.  

2.  Make a vanishing point.  It is a dot on the line in which all vertical lines will bend towards.

3.  Make a circle of lines emanating from the dot going in a variety of directions.  Draw these lightly as you will do much erasing.  

4.  Use these lines to draw fences slowly getting bigger as they come closer to the edges of your page.  

5.  Horizontal lines are not effected by the emanating lines from the vanishing point.  Example:  the horizontal lines in the railroad tracks.  

6.  Use on the character from part 1 of this unit as the character in this gif.  Talk with the teacher as to how it should be animated. 

2. Zoetrope

A zoetrope makes the illusion of motion by moving related pictures rapidly in front of the eye. The cartoons we watch are made up of hundreds of drawings, repetitively placed one in front of the other.

1. Take a zoetrope. Play with it. Try out multiple strips. See how it works.

2. Using full color, attempt to make your own. This can be accomplished by observing existing ones and attempting to duplicate them, by finding sprites online ... etc. Or, make your own! Remember: An animation's worth is gained in the illusion of motion. Focus less on the realism of each drawing and more of the connection between each drawing.

- Do 1 drawing

- draw what would happen .2 seconds later

- draw what would happen .2 seconds later

- etc.

Enjoy the process of drawing!  Have fun with it and don't feel the pressure of having your drawing have to look a specific way. 

3. Rotoscope

- Rotoscope:  

1)-  Using your phone, take a series of photographs that depict motion; a dance, one emotion to another emotionl, throwing a ball, etc.  Imagine half a second is passing between photographs.

2)  With another piece of paper, trace each photograph

3)  Color

4) Turn in for animating

OR

Trace the Thrasher Magazine photocopied example.  Color and make your own!  Change at least one thing from the original photo that personally reflects something about you.  

See former posts for student examples.

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Narrative Art; How Can Art Tell A Story

Studio Art: Grades 11th - 12th

Jack Turnbull

Unit Objective:  Students will learn how to make narrative art.

Big Question:  How can art tell a story?  

Lesson 1

How can we use font to convey an idea?  

Objective:  Students will learn to write different fonts from reference and be introduced to typography.  

Materials:  Alphabet Typography Hand out photocopies (www.dafont.com for thousands of examples!), pencils, markers, paper, erasers, rulers, manilla folders.  

Step 1 - Handout rulers, pencils and student folders to students.  They are to write their names on their folders, which will be used to collect student’s work.  

Step 2 - With a Ruler, have them lightly draw two lines.  These two lines dictate the size of their name’s font.  

Step 3 - Write out your name between the two lines in your own print LIGHTLY.  You may have to adjust the size of one’s two lines to fit all the letters in one’s name.  

Hint! -  If one’s name is made up of an even number of letters,  divide your name’s letter number by 2.  Divide your folder in half.  If your name is made up of an odd number of letters,  

Step 4 - Using a font handout or a found alphabet on www.dafont.com, replace each printed

Decoder Ring

This exercise in the unit is developed so that students can understand the intersection between art and the written word.  Again, it is not just what is written, but how things are written.  

Photocopy the below handout, the Decoder ring.  

2.  Students are to create symbols for each letter of the alphabet.  

3.  Once they have created a symbol for each letter of the alphabet, they are to write a word or sentence to be decoded.  Align the coded letters with consideration to composition so that the coded letter can serve both as a message and as a piece of art.  

4.  Clean up at end of class

Develops well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies,pacing, sequence, activities, materials, resources, technologies,
and grouping.

• Students are practicing typography, handwriting, drawing,

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify

and/or implement appropriate differentiated interventions and enhancements for students.

This lesson starts off where the prior text lesson began.  

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Safe Learning Environment

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Lesson 2

How does the way I draw a cartoon change its message?

Objective - students will look at different characters and draw their own, working on types of lines and shapes.  

Materials:  Paper, Reference for in-house characters, markers, pencils, erasers, pens, watercolor

Steps 1- Slideshow on the topic of in-house design vs. personal design.  

Step 2 - Ask students to attempt to draw Marge Simpson “in-house” style and then the same cartoon character in any style they want.  Work individually with students on observation skills, ratios and proportions.  

Step 3 - Repeat with Cartoon of the student’s choice.  

Step 4 - Critique of comparing and contrasting personal styles with in-house style.  How does the way a character is drawn effect that character’s narrative?

Develops well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies,pacing, sequence, activities, materials, resources, technologies,
and grouping.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify

and/or implement appropriate differentiated interventions and enhancements for students.

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Safe Learning Environment

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Lesson 3

How does the setting affect a narrative?

Objective:  Students will create a list of details for their setting and begin to draw it.

Option:  Students will put their settings into one point perspective.

Materials:  Paper, Ruler, Eraser (not just the end of a pencil!) Color Pencils, Watercolors, Acrylic Paint, etc.

Step 1 -  Students watch a presentation on settings.  

Step 2 -  Students will answer 8 questions about their settings.  

Step 3 - Students begin to pull up references based on their answers.  

Step 4.-  Students begin to integrate their references into one drawing.  

Step 5 - Students have a finished setting with details.  

Develops well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies,pacing, sequence, activities, materials, resources, technologies,
and grouping.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify

and/or implement appropriate differentiated interventions and enhancements for students.

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Safe Learning Environment

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Lesson 4

How can we create a character to exist in a setting?

Objective: Students will create a personally meaningful character based on themselves or somebody they know.    

(show them characters that they love , affirm diversity … what do you love about this character and why?  Ask questions about what is special/annoying etc. about character? What is a secret you know about this character? We relate to this drawing as a person, 5 minutes.)

Step 1 - Develop 10 questions that elicit information about their characters. Consider how their environments have an effect on their characters.  Choose 10 out of 20 questions.  Take 5 minutes to answer questions.  

1a)  Demo.  

Step 2 -  (Proportions, no more than 3 minutes.  No more than 5 slides).   

Step 3 - Learn how to draw character from front view.  

Step 4 - If students get done early, individually work with students on drawing character from back.

Proportions

Cut Paper

Materials:  Handout Reference papers for Character Rotations,  Various cartoons of separate proportions (realistic, iconic, abstract, etc.) in slideshow form, Paper, Color Pencils, Pencils, Erasers, Rulers.  

Develops well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies,pacing, sequence, activities, materials, resources, technologies,
and grouping.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify

and/or implement appropriate differentiated interventions and enhancements for students.

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Safe Learning Environment

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Background and Character