Lesson Plan Title:___________Introduction to Animation______________ Length:______________2 Classes_____________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

1. Discussion: Pre-Assessment
a. Students will be asked a series of questions to gauge their background knowledge on animation. The instructor will record their answers on the board as a
visual aid.
b. The end goal is making sure the students understand what animation is, how it works, and how it can be used.
c. Questions:
i. What is animation?
ii. What is an animatic animation?
iii. How do you design your ideas for animation?
iv. Are their desirable characteristics of designs for animation?
v. How are line and movement intrinsic to eliciting emotion in animation?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

As a Keyframer, you will create a scene that has a background, a character, and a prop. The scene needs to be about teaching, Halloween, or a
hobby. You first need to design each of them - one background, one character, and one prop. Now that you have finished your scene designs, we
are going to mix things up - you are going to work on other people's scenes! This way, we get twice the expertise on each scene! You will trade a
background, a prop, and a character for your own, and then work on adapting the designs to better function in animation. Now that you have the
designs adapted, you will make an animation of the scene.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
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Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Narrative
Change/Transformation
Time
Influence
Expression

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use change and time to create a narrative.

Artist's expression is influenced by their media and technique.
Artists narratives are influenced by the time in which they are viewed.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

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 1. After instruction, TSW be able to create an animatic animation with four or more distinct frames and one effective background.
a. Art Learning: Tools and Techniques
b. Blooms: Create
c. Standard: Create
d. GLE: Assess and produce art with various materials and methods
e. N/L/T: Numeracy - Student will work in a logical sequence.
2. Using their animatic assignment, TSW be able to discuss the technical merits and strengths/weaknesses of their animation in a class critique.
a. Art Learning: Critical Reflection
b. Bloom's: Evaluate
c. Standard: Reflect
d. GLE: Reflective strategies are used to understand the creative process
e. N/L/T: Literacy - Student will utilize critical thinking in verbal interactions.
3. Using the templates, TSW be able to create and refine visual ideas for efficient, reproducible, and emotive use in animation.
a. Art Learning: Ideation
b. Bloom's: Evaluate
c. Standard: Create
d. GLE: Assess and produce art with various materials and methods
e. N/L/T: Numeracy - Student will reduce and simplify a problem to intrinsic parts.
4. After producing a flipbook, TSW be able to understand and explain how line and movement are intrinsic to eliciting emotion in animation.
a. Art Learning: Expressive features and characteristics
b. Blooms: Understand
c. Standard: Comprehend
d. GLE: Visual art has inherent characteristics and expressive features
e. N/L/T:
5. After viewing the cartoon Scrub me Mamma with a Boogie Beat, TSW explain how the social acceptability of the stereotypes in older cartoons has changed over
time.
a. Art Learning: Arts and Culture defend
b. Bloom's: Evaluate
c. Standard: Transfer
d. GLE: The work of art scholars impacts how art is viewed today
e. N/L/T: Literacy

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

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Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Students who are detail oriented will be informed that Students who work slowly on their animatic
this is a project where less is more, since part of the animations be chosen to scan last.
assignment is to learn how to reduce in detail for Students who do not finish their animatic animation
efficiency and reproducibility. will be given chance to continue drawing during
critique.
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students who finish the animatic animation Students will produce more refined and
assignment quickly will be encouraged to polished animatic animations.
flesh out the detail in their existing frames or
attempt inbetween frames.
Alternatively, they can begin to learn more
about scanning and cropping.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Literacy will be integrated into the lesson in the form of two discussions. In the first class, the students will discuss the principles of animation,
questions they have over them, and how they were able to use them. In the second class, the students will have a longer critique discussion over the
technical merits of their animatic animations.

1. Animation Key Terms

a. Sequence
b. Frame
c. Background
d. Prop
e. Character
f. Static
g. Dynamic
2. Animation Situational Terms
a. Flip Book
b. Keyframer
c. Tweener
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 3. Historical
a. Caricature

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Sticky Note Pads

Pencils
1 Tennis Ball
Standard Size Transparency Papers
Pencils
Black Markers
Low-adhesive masking tape.

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Class Laptop
Projector
Whiteboard Markers and Erasers
Lightboxes
Background Templates
Character Templates
Prop Templates

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

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 1. Lesson One
a. Prepare Slideshow with Videos
b. Print all Templates

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

1. Students will not run or throw in the classroom.

2. Students using the light tables will take breaks every 15 minutes
3. Students will be given tape pieces, not allowed full access to the roll.
4. All materials not being used will be stored away safely.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

Flipbook
d. Instructions: Flipbook
i. Using a pencil and a pad of sticky notes, we will now create an flipbook animation.
ii. Starting on the back page, you will draw a small object. It will then move vertically, creating a bounce type effect like that of a bouncing ball. On
each successive page, you will then move the object a little to create the illusion of movement.
iii. Bounce ball for illustrative purposes.
iv. Pass around demo version. Note that this version has no embellishments - there is no squish, no slow-out-slow in, no aesthetic design.
v. You will have 15 minutes to work on this.

The student will be exposed a video relating to the history of animation, Scrub Me Momma with a Boogie Beat, to inspire a discussion about the
history of animation and the stories that have been told.

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Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Under the performance auspice of being a teacher, students to create a list of their associations with being a teacher, Halloween, and their hobbies
and then turn those associations into a prop, a background, and a character. For example, when you hear Halloween and pumpkins pops into
your head, you would write down the first thing that came to mind - pumpkins. Then, if you thought Jack-o-Lanterns while writing pumpkins, you
would write that down.

Once they have that list, they would choose one of their associations and design a prop, background, or character off of that association. For
example, if they thought about Jack-O-Lanterns, they might make a background that is someones porch with a Jack-O-Lantern on it. The prop
could be a dropped bag of candy and the character could be a child in a ghost costume.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific about what concepts, information, Learning - Students will... i.e.: explore ideation Time
x understandings, etc. will be taught.) Identify instructional methodology. KNOW by making connections,
(Content) and DO (Skill) comparing, contrasting; synthesize possibilities
for each painting technique; etc. (Be specific
about what will be the intended result of the
instruction as it relates to learning.)
UNDERSTAND
Day
1 2. Introduction (5:00) Discussion: Pre Assessment: S-12
a. Welcome students to the course. developing ones perspective: creating
b. Give students basic brief on plan for the night.
or exploring beliefs, arguments, or
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 i. Discussion on Animation theories
ii. Flipbook Assignment
iii. Introduction to History of Animation
iv. Break
v. Ideation for Animation
Flipbook: S-27 comparing and
c. Have everyone write their name on a sticky note and put on the sideboard
marked Break. Any student can get up, take their sticky note off, and contrasting ideals with actual practice
leave class for five minutes.
3. Discussion: Pre-Assessment
a. Students will be asked a series of questions to gauge their background
knowledge on animation. The instructor will record their answers on the History of Animation: S-35 exploring
board as a visual aid. implications and consequences
b. The end goal is making sure the students understand what animation is,
how it works, and how it can be used.
c. Questions:
i. What is animation? Ideation for Animation: S-19
ii. What is an animatic animation?
iii. How do you design your ideas for animation? generating or assessing solutions
iv. Are their desirable characteristics of designs for animation?
v. How are line and movement intrinsic to eliciting emotion in
animation?
4. Section One: Elements of Animation (5:15)
a. Objective: After producing a flipbook, TSW be able to understand and
explain how line and movement are intrinsic to eliciting emotion in
animation.
b. Student Focus - Students should be considering the techniques and their
use.
c. Assignment: Flipbook
i. The student will animate a flipbook of a bouncing object using
sticky notes.
ii. They will use sticky notes and pencils.
iii. The video will continue to play in the background, acting as a
reference while they work.
iv. Assignment Time: 15 Minutes Max, 5 Minutes Minimum
d. Instructions: Flipbook
i. Using a pencil and a pad of sticky notes, we will now create an
flipbook animation.
ii. Starting on the back page, you will draw a small object. It will
then move vertically, creating a bounce type effect like that of a
bouncing ball. On each successive page, you will then move the
object a little to create the illusion of movement.
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 iii. Bounce ball for illustrative purposes.
iv. Pass around demo version. Note that this version has no
embellishments - there is no squish, no slow-out-slow in, no
aesthetic design.
v. You will have 15 minutes to work on this.
e. Flipbook Review
i. Once they are done, show the following video -
https://vimeo.com/93206523
ii. Have students discuss how the principles of animation would
have made making the flipbook easier and better looking.
iii. Transition Question - So, which of these elements are the most
dangerous?
5. Section Two: History of Animation (5:35)
a. Objective: After viewing the cartoon Scrub me Mamma with a Boogie
Beat, TSW explain how the social acceptability of the stereotypes in
older cartoons has changed over time.
b. Student Focus - Students should be considering how the passage of time
affects the interpretation of a narrative, how a narrative cannot be timeless,
and how caricature can impact one's creation.
c. Assignment: Scrub me Mamma with a Boogie Beat
i. Teacher ask students how exaggeration and caricature can add
emotion and interest. Record answers on the board.
ii. Ask if they have ever encountered a caricature that has aged
poorly with time. Ask if they thought it was appropriate at the
time.
iii. Show Video -
https://www.youtube.com/watch?v=UacUR7bPnMM
iv. Discuss how the cartoons reception has changed over the years.
1. Release in 1941, popular in Harlem.
2. Re-release in 1948, protested and eventually banned due
to condemnation of NAACP.
3. Unauthorized recirculation in Europe for 40+ years.
4. Re-appearance in US in Spike Lees documentary about
African American stereotypes.
5. Re-released in 2006 in a collection of period animations
with disclaimers about the concent.
v. Ask students if such a thing goes on today.
vi. Show Video - https://www.youtube.com/watch?v=YjkkjH0GnfY
vii. Continue discussion as needed. Ideal end time is 6:00
6. Break (6:00 PM) - A ten minute break for snacks, walkabouts, and bathroom.
7. Section Three: Ideation for Animation (6:10)
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a. Objective: Using the templates, TSW be able to create and refine visual
ideas for efficient, reproducible, and emotive use in animation.
b. Student Focus - Students will be wondering how to create backgrounds,
props, and characters that will work in animation?
c. Instruction: The Three Exercises
i. We will now be starting on our first assignment. The end goal is
to create a short animation loop where a dynamic character and
an dynamic object interact on a static background.
ii. For this, consider yourself as a senior animator: A Keyframer.
You draw the important frames, the ones that show the most
important whens, wheres, whats, and whys. Once you have
finished your work, the junior animators, the tweeners, will come
in and flesh things out while you forge on.
iii. Youve been assigned to make an animation about teaching,
Halloween, or your favorite hobby. You will start by making a
short list of your associations to those things. For example, if you
think of pumpkins when you hear the word Halloween, you
should write pumpkin down.
iv. Once you have a list, choose words from that list and make a
background, prop, and character out of them. If your word is
pumpkin, you could make a background that is a patch of
pumpkins, a character that is a farmer, and a prop that is a
scarecrow.
v. We will work on this in three parts. Dont worry about the tasks
ahead, just focus on the now.
d. Part One - Design (6:15)
i. You will now take a piece of paper and draw three things: A
character, a prop, and a background. What are they?
1. Character - A living being that can act, react, and
interact.
2. Prop - A non-living thing that can react or be
interacted with.
3. Background - A location that helps you identify where
the character and props are in relation to each other.
ii. But remember! You are a professional and have a deadline - your
boss needs the designs on his desk by 6:30 in order to look
everything over and give it his approval!
iii. Make sure your name is on the back!
iv. Students now have 20 minutes to work. The teacher will
distribute materials.
e. Part Two - Distribute (6:30)
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 i. Stack all of the characters, all of the props, and all of the
backgrounds up by category.
ii. Your boss has had a brilliant idea. He is going to have the
Keyframers switch scenes - they way, he gets twice the expertise
on each scene!
iii. Hand back the stacks so that a person does NOT get their
creations back and they get a character, a prop, and a background
that each came from a different person.
f. Part Three - Refine (6:35)
i. Now, you need to adapt your work to be suitable in animation.
ii. Backgrounds:
1. A background must have a defined stage, which is a
place where the characters and props can exist without
impacting the background.
2. Everyone will re-draw their background onto a
Background Template in order to make sure there is a
defined stage area.
3. You can draw within the stage, but try to keep the details
elsewhere.
iii. Props
1. A prop needs to be able to be interacted with. You need
to brainstorm ways the prop could be affected by your
character.
2. Using the Prop Template, draw a before, during, and
after state for the prop.
iv. Characters
1. You will need to draw your character at least twenty
times. You want to make sure it's a character that you
can draw effectively!
2. You will need to figure out what details and shapes are
more important or less important.
3. Use the Character Design Template to help determine
how to build your character efficiently and what parts
are the most important to make sure it is apparent who
they are.
v. Work time - You will now have until the end of class to work on
these. Next time, we will put this work into use.
g. End of Class (7:25)
i. Announce that there are five minutes left until the end of class.
ii. Request that everyone put their names on their templates and
store them for next time in their locker. Have all other tools be
11
 put away.
iii. Clean up remaining debris, organize room, and let students go at
7:30.

Day
2 1. Introduction (5:00)
a. Welcome students back to the course. Ideation for Animation: S-19
b. Give students basic brief on plan for the night. generating or assessing solutions
i. Rejuvenation
ii. Ideation for Animation
iii. Creation of Animation
iv. Critique
c. Have everyone write their name on a sticky note and put on the sideboard
Creation of Animatic: S-27 comparing
marked Break. Any student can get up, take their sticky note off, and and contrasting ideals with actual
leave class for five minutes. practice
2. Discussion: Rejuvenation (5:05)
a. In order to get students thinking about the things learned in the previous
class, a short directed discussion will be held class-wide.
b. Ask the following questions: Discussion of Animatic: S-22 listening
i. What is animation?
critically: the art of silent dialogue
ii. How does it work?
iii. What are the elements and principles?
c. Transition to discussing content and history.
i. Will the story your animation tells be viewed the same today as it
will in a hundred years?
ii. Is there a fine line between exaggeration and caricature?
3. Section Three: Ideation for Animation (5:20)
a. Objective: Using the templates, TSW be able to create and refine visual
ideas for efficient, reproducible, and emotive use in animation.
b. Student Focus: Students will be wondering how to create backgrounds,
props, and characters that will work in animation?
c. Instruction: Finishing Up and Remembering
i. Students will be given a few minutes to either finish their
templates from last time or to sketch their character and prop as a
warmup.
4. Section Four: Creation of Animation (5:30)
a. Objective: After instruction, TSW be able to create a looping animation
with four or more distinct frames and one effective background.
b. Student Focus: Students will be thinking about how to use the ideas and
tools they have created in order to make an animation.
c. Instruction
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 i. Previously, as Keyframers, you were working on your scenes.
The lead animator had made everyone jumble up and redesign
everyone else's work. Now, it is time to make things happen and
use your designs!
ii. You will now be creating several frames of animation that will be
superimposed over a background. This will have several steps.
1. Step One: Create the Background you planned with your
template.
2. Step Two - Create a sequence of frames that make your
character and your prop interact.
3. Step Three - Scan the finished background and frames
into the computer, crop them for size, and create images
for an animatic.
iii. Before we do that, let us make sure we understand the terms.
1. Frame - A single drawing.
2. Sequence - A series of frames viewed one after another.
3. Scan - Using a device to transfer an image into a
computer's memory.
4. Crop - Cutting down images so they are all the same
size.
5. Animatic - Preliminary animations with a sketch like
quality.
d. Step One - Creating the Background (5:35)
i. On a Background Template, you will draw your background,
with area for the stage carefully planned.
ii. You will use marker. This is so that it will not smudge like pencil
does.
iii. On your Background Templates, there are two registration
lines. Anything over those lines will be missing from the final
cropped animation.
iv. You will have 15 minutes to do this.
e. Step Two - Drawing the Frames (5:50)
i. On pieces of transparency paper, we will now be drawing the
frames with pencil.
ii. In order to make the drawing is in the correct place in the image,
you will line the paper up on the Background Template, then
lightly tape the transparency in place. The tape should be easily
removeable so you can change it out..
iii. You must draw at least four frames total. You must draw one of
each of the following:
1. Starting position for character and prop.
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 a. Think about clear relations with char, prop, and
background!
2. Instance before interaction of character and prop
a. Think tension and buildup!
3. Instance during interaction of character and prop.
a. Think connectivity!
4. Instance after interaction of character and prop.
a. Think of the release of energy and rebalance of
relationships in positions!
iv. Once you have finished those, try to then create the instances in
between. The more frames there are the smoother it will look.
v. You will have 50 minutes to do this. After 40 minutes have
passed, I will grab a volunteer and we will start the scanning
process.
f. Step Three: Scanning (6:30)
i. Ask for a volunteer who wants to scan first. The instructor will
help guide them through the process.
ii. They will then scan their images using the computer scanner.
You should selected Scan to Desktop.
iii. The Background and the four mandatory frames should be
scanned first.
iv. After scanning, the images should be opened in Photoshop and
cropped so all ate 8.5 tall and 11 wide.
v. The background should be the bottom layer in every image. The
layer with the frame will go on a separate layer on top.
vi. The frame will need to be cleaned. Use the select tool to select all
of the white space not within the lines of the character and prop
and delete it.
vii. Save the images as FirstNameLastname_#, where 1 is the first
frame, 2 is the second frame, and so on.
viii. Repeat for each student. Ideally, the student who goes first should
help the one who goes second, the one who goes second should
help the student who goes third, and so on.
g. Sponge Activity
i. Once students have finished scanning their frames, they have the
following options:
1. Continue to work on their animation drawing more
frames.
2. Help students scanning with the process.
3. Watch the following video on their personal devices:
https://youtu.be/uDqjIdI4bF4
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 5. Section Five: Assessment of Animation (7:10)
a. Objective: Using their animatic assignment, TSW be able to discuss the
technical merits and strengths/weaknesses of their animation in a class
critique.
b. Student Focus: Students will be considering how their technique and the
technique used by their classmates varies.
c. Discussion and Activity
i. In alphabetical order, students will take turns having their
animation displayed and then discussed by their classmates.
ii. Students will be asked if the elements of animation have been
used (squash and stretch, tension, exaggeration) effectively.
iii. The student whos animation is being displayed will not speak,
but will take notes on what was said on a Animatic Critique
Template.
iv. In order to view the images as an animation, the slideshow tool
will be used. 1 second is the ideal time per slide. If needed, the
slides can be changed automatically.
6. End of Class (7:25)
a. Announce that there are five minutes left until the end of class.
b. Request that everyone gather their frames, background, and materials to
store them for next time in their locker. Have all other tools be put away.
c. Clean up remaining debris, organize room, and let students go at 7:30.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

1. Lesson One
a. Flipbooks - After producing the flipbooks, they will share and discuss them with their classmates. This will have the following
effects:
i. By exposing students to others work, they may see techniques performed differently than they understood them. This will
help them evaluate their understanding of how the techniques could be used.
2. Lesson Two
a. During the Critique, the students will consider if the students used movement and line to make their designs and animation efficient,
reproducible, and emotive. They will record their responses and responses of others. This will have the following effects:
i. Exposure - By exposing students to others work, they may see techniques performed differently than they understood them.
This will help them evaluate their understanding of how the techniques could be used.
15
 ii. Critique of Others - By closely considering how others have done their work and informing them of their thoughts, the
student will gain practice formulating their opinion on art and expressing it.
iii. Receiving Critique - By silently receiving their classmates critique, they will be forced to consider the merit of others
opinions. This will lead them to decide if they feel they should adjust their actions and production based on the critique
given or if they wish to stick with their personal opinions.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

1. Has the students created an animatic animation with four distinct frames and
one effective background?

2. Can the student discuss the technical merits and strengths/weaknesses of their
animation in a class critique? Criteria Excee Profici Partiall Not
ds ent y Profici
3. Are the students able create and refine visual ideas for efficient, reproducible, Profici Profici ent
and emotive use in animation. ency ent

4. Was the student able to understand and explain how line and movement are Object The The The The
intrinsic to eliciting emotion in animation. ive 1 - student student student student
TSW be s work s work s work s work
5. Can the student explain how the social acceptability of the stereotypes in
able to was was was was
older cartoons has changed over time. create a Highly Effectiv Moder Ineffect
looping Effectiv e as ately ive
animati e as they Effectiv becaus
on with they made e as e they
more made 4 they did not
than 4 frames made make
four frames and 1 at least at least
distinct and 1 backgr 2 1
frames backgr ound. frames frame
and one ound. and 1 and 1
backgro backgr backgr
und. ound. ound.

16
Object The The The The
ive 2 - student student student student
TSW be was was was was
able to Thorou Clearly Moder Not
discuss ghly discus ately Clearly
the and s the Clearly discus
technic Clearly merits discus s the
al discus of work s the merits
merits s the during merits of work
and merits the of work during
issues of work critique during the
of their during . the critique
animati the critique .
on in a critique .
class .
critique.

Object The The The The

ive 3 - student student student student
TSW be was was was was
able to able to able to able to able to
create Compl Substa Partiall Begin
and etely ntially y refine To
refine refine refine their refine
visual their their ideas their
ideas ideas ideas for use ideas
for use for use for use in for use
in in in animati in
animati animati animati on. animati
on. on. on. on.

Object The The The The

ive 4 - student student student student
TSW be was was was was
able to able to able to able to able to
underst Nearly Freque Occasi Rarely
and Always ntly onally demon
how demon demon demon strate
line and strate strate strate unders
movem unders unders unders tanding

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 ent are tanding tanding tanding of Line
intrinsic of Line of Line of Line and
to and and and Movem
animati Movem Movem Movem ent.
on. ent. ent. ent.

Object The The The The

ive 5 - studen studen studen studen
TSW t was t was t was t was
evaluat able to able to able to Not
e and Thorou Mostly Partiall Able
explain ghly explain y explain
how the explain how explain how
stereoty how the how the
pes and the social the social
prejudic
social accept social accept
es of
accept ability accept ability
yestery
ability of the ability of the
ear are
of the stereot of the stereot
viewed
today. stereot ypes in stereot ypes in
ypes in older ypes in older
older cartoo older cartoo
cartoo ns has cartoo ns has
ns has change ns has change
change d over change d over
d over time. d over time.
time. time.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/15 Fahey

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