Established Goals

Students will:
GLO Component 1:
ANALYSIS: Students will
study and analyze the
individual character of
natural objects or forms.
GLO Component 4:
MAIN FORMS AND
PROPORTIONS: Students
will modify forms by
abstraction, distortion and
other transformations.
GLO Component 5:
ACTIONS AND VIEWPOINTS: Students will
refine methods and
techniques for more
effortless image making.
GLO Component 10 (i):
EXPRESSION:
1) 1) Students will
illustrate or tell a
story.
2) 2) Students will
create an original

ART Unit Drawing and Animation

TRANSFER GOAL
Students will understand the process of animation and how it is constructed.
Students will know what types of animation exist. Students will understand the
impact an artwork can have and the symbolism it might represent across
cultures. Students will become digitally aware of animation programs.
Enduring Understandings:
Students will understand that

MEANING
Essential Questions:
Students will keep considering

U1 The construction of animation is a

complex process that involves many
steps and that a series of images showing
movement, if viewed in quick
succession, will affect what is seen.
U2 Transformation can be seen in
natural forms, the aboriginal culture, and
can be illustrated through story telling.

Q 1 How is movement portrayed in

animated media of today and through
the drawing process?
Q2 What can the aboriginal culture
teach us about transformation?
Q3 How can we use animation to tell
stories?

U3 Reflection and critical thinking is

key to improving upon and appreciating
individual artwork.
ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

In order to create fluid movement in

an animation, the actions depicted
need to display tiny changes.

Making gesture drawings or

scribble drawings to show action or
movement.

Normal every day movements need

to be explored and examined in order
to construct them properly in
animation.

Making a series of drawings to

simulate movement.

Utilizing computers and specific

computer programs to explore,
design, compose, and animate
serial drawings.

Creating and illustrating a story

using transformation as the theme.

Critiquing and reflecting on an

individuals created artwork.

composition, object
or space based on
supplied motivation.
3) GLO Component 2:
ASSESSMENT: Students
will impose standards on
designed objects and
invent improved versions.
4) GLO Component 3:
APPRECIATION:
Students will interpret
artworks for their
symbolic meaning.

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of

Critique
Following final
assignment.
Formative Assessments
Graffiti Wall
Exit Slip
Art Projects
Rubric Criteria
Project Guidelines
Checklists
Proposals
Participation
In class discussion
Peer Review

Assessment Evidence
Transfer Task:
Students will need to show their learning by: Demonstrating that they understand
the concept of animation through 3 summative assessments throughout the unit.
Following the final project, students will participate in a Critique showcasing
their work.

Unit Plan Rationale

Grade 5: Art Unit Drawing and Animation

Erin Hildebrandt
Section F

My rationale for designing this unit is to inform my students about the creative
process of animation and to understand that this process is complex and intricate. I
want my students to critically explore the elements of every day movement, the
notion of transformation, and to visually create and narrate an animated story. I will
treat each and every student as an artistic and creative individual and throughout
the unit I will provide them opportunities to express their personal artistic styles.
My learning objectives for this unit are; 1) Shapes, objects, and people move
in particular structured ways, 2) The construction of animation is a complex process
that involves many steps, 3) A series of images showing movement viewed in quick
succession will affect what is seen. 4) Transformation can be seen in natural forms
and can be illustrated through story telling, and 5) Reflection is key to improving
upon and appreciating individual artwork.
This unit will introduce the concept of animation, from a historical perspective,
and then continue to scaffold and build upon the students learning, through a series
of art projects. Students will begin by learning about the first historical product of
animation, the Zoetrope, creating their own zoetrope alongside a series of images
showing simple movement, such as a ball bouncing, a person sitting, etc. As the
unit progresses, students will practice and learn more techniques involved in
animation and the next animation projects will incorporate a theme of
transformation. The first themed project will have students create their own
flipbook, illustrating a story, which will show the transformation of one shape to
another. The last themed project will be the students final performance task.
Working in groups of 5, the students will utilize a computer program to create their
animation, and will once again illustrate a story, but this time demonstrating more
than one transformation.
In this unit, I will implement several instructional strategies in order to
differentiate my instruction. These strategies will include differentiated topics for
art projects, demonstrations, exit slips, hands-on practice, critiques, class
discussions, peer and self-assessments, and a pre-assessment. Each of these
strategies will inform my teaching and allow me to differentiate my instruction
further based on the needs of each individual student. When planning the activities,
materials and lessons for this unit, I considered Digital Connectivity Culture, Gender,
Ethnicity, and 21st Century Learning in order to create an engaging, challenging, and
successful learning environment for each student in my classroom.
Digital Connectivity Culture
In my unit, I will use a variety of technologies to engage my students in their
learning during instruction and I will also utilize digital technologies to let them
practice animation skills learned and to assist them in the creation of multiple
projects. As a teacher, it will be very important to incorporate modern technologies
that work to engage and motivate my students, using digital examples that are
relatable. At the beginning of my Unit, the introduction to Animation, I will show
relevant slides of the animation process and also introduce the history of animation,
showing the artist and inventor Muybridge. Moving through the unit, at the
beginning of each lesson, I will continually provide examples of animation through
videos and images on the Smart Board. Some traditional technologies I will
implement will be physical examples of the roots of animation, such as, the
zoetrope and flipbooks, as well as student drawn serial images showing movement.
Many of my lessons will be comprised of work periods to allow the students to
3

interact with more traditional technologies, such as, paper, pencils, scissors & art
supplies.
The students will have access to individual Acer laptops, which they will be
utilizing to complete their final animation project. The students will be using the
program, Monkey Jam to create their animations, as well as traditional technologies
like charcoal, newsprint, whiteboards, and whiteboard pens. Throughout my unit, I
strived to incorporate digital technology in order to fit into the culture that is the
digital age, but I also wanted to incorporate hands-on learning using traditional
methods of technology, for demonstrative instruction and self-exploration.
Gender
In my grade 5 class, there are more boys than girls and knowing this ratio, I
will strive to show a balance of both male and female artists and animation movie
clips that engage both genders. The animated movie clips I will be showing will be
the Lego movie and toy story, so the students can understand the process and then
experience the final animated result. Both of these films can engage each gender
because they are family friendly and relatable to the students age group. As part
of one of the work sessions, I will ask the students to bring a figurine that can stand
on its own, so they can practice with the animation program they will be using for
their final project. Giving the students the option to bring an item from home,
guarantees that the objects are catered to that individuals interest and gender
becomes a non-issue. I want students to gain an appreciation for all artwork and
understand that gender is irrelevant when you are discussing or critiquing artwork.
My classroom will be inclusive to any student that wants to learn and grow as an
artist, and I expect my students to have respect for every individual in the
classroom regardless of age, race, or gender.
Ethnicity
Throughout the three grade 5 classes that I will be teaching Art to, there is
one aboriginal student, who is part of the Blackfoot nation, and several immigrants
from other countries, such as Nepal. Regardless of ethnicity, I will strive to make
every student feel welcome as an artist. I will encourage students to incorporate
their nationalities into their animation projects and future artwork.
Knowing I have an aboriginal student in my classroom, and since Aboriginal
history and culture is a large part of Albertas history, I will be incorporating
aboriginal myths and themes into two of the animation projects. The Aboriginal
theme that I will be using is the notion of Transformation. Many aboriginal myths
and stories tell of men transforming into a spirit animal and the Aboriginal culture
cherishes the environment and believes animals are sacred creatures. I hope to
express these ideals through the Aboriginal art I will show in my unit, and I will
encourage the aboriginal student in the class to express their heritage and culture
through art.
I want my students to view any cultural art in a non-stereotypical way and
value it based on its artistic components and elements. The final project in this unit
requires students to collaborate and illustrate a story of transformation.
Collaboration serves as a good motivator for students because they will have to
work together socially and artistically to develop their ideas and create their final
animation. To ensure that each student, regardless of ethnicity, participates in the
final project, I will assign roles for each individual in the group, and ask that the
4

roles alternate so everyone in the group has a chance to experience each roles
responsibilities.
21st Century Learning
Throughout this unit, I will use the 21st century learning curriculum that has
been adapted by the school: cooperation, courage, caring, and concern, and
incorporate this learning into my unit instruction and classroom environment. My
T.A. informed me that her classroom rules are based on the notion of respect,
mutual respect for each other, respect for art materials, and respect for the
students learning. This notion of respect will fit into the way I teach this unit, by
creating critical thinkers, ones who will think outside the box, incorporating projects
that are student centered and constantly using project based learning to inform my
instruction. Through my final project, I will utilize collaboration to provide the
students an opportunity to think critically about how the theme of transformation
can represent many aspects of culture and society. I will make my students aware
of the impact a piece of art work can have and how Art can illustrate the ideals of
21st century learning, through creativity, innovation, digital literacy, and selfdirection.

Unit Plan Sequence:

1) Pre-Assessment - Graffiti Wall
2) Introduction to Animation Process and Product through Power-point (Encounters:
Muybridge)
3) Introduction to Zoetropes Project using Pixar Zoetrope Video & showing zoetrope
demonstration video (subject demonstrate simple movement)
4) Create Zoetropes and two animation strips demonstrating simple movement
5) Exit Slips Their impression of the first project; What the students have learned? What
they want to learn? Where they still need further instruction?
6) Introduction to Transformation & Metamorphosis through Aboriginal Culture (Encounter:
Jackson Beardy, Thunder-dancer, Metamorphosis, and Thunderbird & BLU.
7) Introduction to Flipbooks Project, demonstration, & how to instructions (demonstrate a
simple transformation and metamorphosis from animal to human or vice versa)
Encounter: 2 types of flipbook videos
8) Work Period for Flip Books
9) Peer Review of Flip Books
10) Introduction to animation programs & group work exploratory classes
11) Practice & Experimentation with program for final project by bringing in standing
figurine
12) Introduction to Final Project (demonstrate and expand on metamorphosis, include at
least two transformation)
13) Work in groups to complete story board proposal for project
14) Project work time
15) Critique
Animation Terminology:

Lesson Summaries:
Lesson 1-3
6

To begin the unit of animation, students will complete a KWL chart and a
Graffiti wall (the students will continue to add to the wall once the unit progresses)
showing the teacher what they know regarding animation. During these three
lessons, the students will be introduced to the history of animation and the artist
encounter, Muybridge. The students will gain an understanding of the process of
animation and the steps that are involved to create fluid animated movement.
Zoetropes will be introduced to the students through the video, Pixars Zoetrope.
Students will then create a Zoetrope and two filmstrips demonstrating their
knowledge of the steps of animation and simple character movement, such as a ball
bouncing. As the students are working, they will be shown the artist encounters,
Duchamp and Degas, to further enhance their knowledge of how movement can be
portrayed in art. Students will be expected to be creative and exploratory, practice
animation, and understand that small drawn movements will create a fluid
animated product. To conclude the lessons, the students will complete an exit slip,
making the teacher aware of the understandings that were achieved.
Lesson 4-6
Throughout the course of these next lessons, the students will be introduced
one of many animation processes, Flipbooks and their history. Students will be
introduced to the theme of the unit, Transformation & Metamorphosis, a theme
portrayed in many aboriginal stories. The artist encounter that will represent this
theme is Jackson Beardy. The artist, BLU, will also be introduced as an artist who
portrays the theme of transformation, using stop-motion. Prior to beginning the
next project, students will be provided time to practice creating a Flipbook in their
exploratory sketchbooks. The students will then create Flipbooks, using post-it
notes, demonstrating transformation of an animal to object, or vice-versa. Following
the completion of the students flipbooks, they will participate in a peer review of
their completed product. This process allows the students opportunities to reflect
on self and classmates work. Throughout these three lessons, flipbook video
examples will be shown to the students to provide inspiration and spark creativity.
Lesson 7-9
These lessons will be devoted to introducing Stop-motion animation to the
students, through exploratory time to use particular animation programs. These
programs include ABCYAanimate, Pivot, and MonkeyJam. The students will be
provided work time to explore and create animations using these programs to gain
an further understanding of the animation process and in order to inform their final
project. The students will also be given an opportunity to bring in a figurine (which
can stand on its own) that they can use when exploring the program MonkeyJam.
These exploratory work periods will allow the students to gain experience using the
program that will be used in the final project. The final project will be introduced,
and the students will be working in groups, have assigned roles in the group, and
need to create a hand drawn stop-motion animation, using either whiteboards or
newsprint. In order to prepare properly before they begin production on their
animations, the students will be asked to meet as a group, brainstorm and create a
storyboard proposal of their animation. The theme of the final project will remain
7

metamorphosis and transformation and the students will be asked to portray at

least two transformations for their completed project.
Lesson 1016
The following lessons will consist of work periods for the students to work on
their final project animations. The students will be provided formative feedback
throughout these lessons, giving input into their ideas and providing support and
help when needed. The students will be expected to work as an animating team,
each having specific roles on the team, in order to have a final product that
demonstrates their knowledge. Once the projects are completed, a critique will take
place to showcase the final animations. A set of guiding critique questions will be
provided and each group will fill out a 3 stars and a wish template for each groups
animation during the critique to hand in and to complete their final mark. The
critique will conclude the animation unit.

Lesson
#1-3

Introduction to Animation: History,

Process, & Product / Zoetrope Project

Subject/Gra
de Level

Art: Grade 5

Unit

Drawing & Animation

Date
Time
Duratio
n
Teache
r

3 X 30 min lessons
Erin Hildebrandt

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

REFLECTION
Analysis: Students will study and analyze the individual character of natural

objects or forms.
DEPICTION

Actions & View-points: Students will refine methods and techniques for more
effortless image making.
Specific
Learning
Outcomes:

REFLECTION:

C. Students will understand that the condition under which a series of

images is viewed affects what is seen.
DEPICTION:

A. Different drawing techniques; e.g., seeing basic shapes, noticing the

direction of forms, plotting the position of extremities, are useful to
depict actions.
B. Using a finder or viewing frame helps to see an action within a format
LEARNING OBJECTIVES

Students will:
1. Students
2. Students
3. Students
4. Students

will
will
will
will

assess what they already know regarding animation.

understand the historical background of how animation was created.
understand the complex process involved in animation.
create a Zoetrope and demonstrate knowledge of creating movement.

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

Students are engaged with the Teacher & Presented Material (eye contact,
head nods, etc.)
Will observe students as they complete the KWL charts and add a word to
the Graffiti wall.
Formatively assess students answers during any group discussion.
Pre-Assessment (KWL Chart)
What do you know about Animation?
Discussion (Graffiti Wall)
Give me one word that describes what you know about
Animation?
Questions
How can we use different drawing techniques within an
image to create movement in a series of frames?
Students will discuss and collaborate to create a Graffiti wall on
the topic of Animation as a pre-assessment and ongoing
formative assessment
Students will create a Zoetrope and two animated strips
demonstrating basic movement.

Students will complete an Exit Slip following the 3 sessions.

LEARNING RESOURCES CONSULTED

http://www.learnalberta.ca/Home.aspx
How to: Make a Zoetrope Video

https://www.youtube.com/watch?v=eXgPPAhMuG8
Pixars Zoetrope https://www.youtube.com/watch?
v=5khDGKGv088
http://www.muybridge.org
http://www.stevespanglerscience.com/lab/experim
ents/build-a-zoetrope

MATERIALS AND EQUIPMENT

Poster Board for Graffiti Wall

KWL Chart for Pre-Assessment
History of Animation PowerPoint
Zoetrope Exemplars
Zoetrope Template
Circular Cardboard Containers (4)
Ruler
Plastic Thumbtack
Marker
Utility Knife
Scissors
Electrical Tape

PROCEDURE
Prior to lessons

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Learning Session
#1

Teacher Notes:
Assessments/
Differentiation

Session 1
- Prepare KWL Charts
- Hang up poster board for Graffiti wall
- Prepare History of Animation Power-point
Session 2
- Prepare Pixar Zoetrope Video (Attention Grabber)
- Prepare materials for Zoetrope creation
- Prepare How to create a zoetrope video
Session 3
- Have Zoetrope material available
- Prepare Exit Slip
Introduction

Pre-Assessment (KWL Chart & Graffiti wall)

Time
5 min

Students will respect classmates

Students will respect teacher and have full attention of
power-point

Students will raise their hands when asking a question

Body
Introduction to the History of Animation
Lesson begins with Pre-Assessments (see above)
Following Pre-assessment, students will then be
introduced to the History of Animation using a powerpoint presentation.
Power point will contain the Unit Plan overview so the
students will have an idea of what they will be learning
along with simple I Can statements from the
essential questions.
During the Power point, students will be able to ask
questions about the animation process.
Lesson will conclude with students adding to the Graffiti
wall with one word they learned from the lesson. (5
min)

Time

25 min

Encounter:
Eadweard Muybridge
During power point, be sure to watch the students to
make sure that they are engaged and actively
listening.
Keep notes of what is observed and how well the

10

Learning Session
#2

Teacher Notes:
Assessments/
Differentiation

Learning Session
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students

students are engaging with the content of the lesson.

Use the formative assessment, thumbs up strategy, to
check for understanding throughout the introduction.
During class discussion and the graffiti wall, make sure
students are sharing input constructively.

Introduction to the Zoetrope Project (20%)

Lesson begins with Pixar Zoetrope Video (Attention
Grabber)
(5 min)
Provide exemplars of Zoetrope
Explain Zoetrope Project Guidelines
Show How to: Video on creating Zoetrope
(5 min)
Provide materials to the students to create their
Zoetrope
Provide work time to construct Zoetrope
(15 min)
Cleanup
(5 min)
Students will be able to continue zoetrope creation
next class

30 min

Make sure students are working quietly on zoetrope.

Make sure students are working with materials safely &
respectfully
Teacher will continually walk around the room to check
for understanding and assist students when help is
needed.
Work period to complete Zoetrope
Students will be provided time in this class to complete
their zoetrope and movement scenes
Once students have completed their zoetrope, they will
hand in for assessment
Clean Up & Exit Slip
(5 min)
Students will do an exit slip to ensure understanding of
content.
Throughout the activity move around the room viewing
students work and providing feedback.
If students have any questions or if several students
are asking the same questions, use the clap strategy to
gain students attention to answer any questions.
Provide feedback and answer any questions that arise.
Observe the students interaction with the Art materials
If a student finishes early, they can sketch and practice
animated movements in their art journals.
Closure
Once students have handed in their Zoetrope projects, they
will complete and hand in their exit slips.
Exit Slip: Write down either 1 question about a concept that
you are having trouble with or a take-away from any content
learned.
Offer feedback while walking around the room during the
work period.

30 min

Time
5 min

11

Sponge
Activity/Activities

Exploratory Sketchbook
Students will be able to explore the process of animation and practice
demonstrating movement in their sketchbook.

KWL Chart Pre-Assessment

12

Exit Slip
13

Write down either 1 question or a Take-Away from class on the Film Reel

14

Muybridge Animation Video to demonstrate basic animation

Images that demonstrate movement in animation

Edgar Degas
Marcel Duchamp

Lesson
#3-6

Introduction to Theme of Transformation

& Metamorphosis / Flip book Project

Date

Subject/Gra
de Level

Art: Grade 5

Time
Duratio
n
Teache
r

Unit

Drawing & Animation

3 X 30 min sessions
Erin Hildebrandt

15

General
Learning
Outcomes:

Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

DEPICTION
Main Forms & Proportions: Students will modify forms by abstraction,
distortion and other transformations.
Actions & View-points: Students will refine methods and techniques for more
effortless image making.
EXPRESSION
Purpose 5: Students will create an original composition, object or space
based on supplied motivation
DEPICTION:
C: Students will understand that the metamorphosis and transformation of
shapes can be depicted where one shape becomes another.
A. Different drawing techniques; e.g., seeing basic shapes, noticing the
direction of forms, plotting the position of extremities, are useful to
depict actions.
EXPRESSION:
A: Students will understand how to create an original composition, using
space, objects, and referencing outside sources.
LEARNING OBJECTIVES

Students will:
Students will use what they already know regarding animation to inform their flipbooks.
Students will become familiar with the notion of transformation through an aboriginal
encounter
Students will understand the complex process and steps involved in animation.
Students will create a flipbook that demonstrates the theme of transformation (human
to animal or vice versa).

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

Students are engaged with the Teacher & Presented Material (eye contact,
head nods, etc.)
Formatively assess students answers during group discussion & work
periods
How can we use different drawing techniques within an
image to create movement in a series of frames?
How can studying various media influence the way we
create and visualize a story?
How can the process of animation demonstrate the
movement of actions and show transformation?
Students will create a flip book that demonstrates the theme of
transformation & metamorphosis
Students will complete a peer review of completed flipbooks
Students will add to the graffiti wall once new concepts are
learned

LEARNING RESOURCES CONSULTED

http://www.learnalberta.ca/Home.aspx
History of Flipbook Powerpoint
https://www.youtube.com/watch?
v=6wZ9TYNADWk - Post it Flip Book Exemplar
http://www.flipbook.info/history.php
https://vimeo.com/10793428 - man to whale
transformation
https://www.youtube.com/watch?v=yICL-LlYtNk man to werewolf.
https://www.youtube.com/watch?v=gDc1__9gXDU

MATERIALS AND EQUIPMENT

Poster Board for Graffiti Wall

Sketchbook
Power-point of Flipbooks
Flip Books Exemplars
Post-it notes
Stapler
Pencils / Pencil crayons
Sharpies
Erasers
Hole-punch & string

16

- man to plane to meteorite

https://www.youtube.com/watch?v=Y33sFnW9_so
- Video to end this section of the unit and
precursor final project.

Peer Review guiding questions

PROCEDURE
Prior to lessons

Expectations for
Learning and
Behaviour

Learning Session
#1

Teacher Notes:
Assessments/
Differentiation

Session 1
- Prepare History of Flipbooks PowerPoint
- Prepare artist encounter images
- Prepare Flipbook project guidelines
- Prepare flip book exemplars
Session 2
- Prepare Post it Note Flipbook Video
- Prepare final flipbook post-it note material
Session 3
- Prepare Peer Review of flipbook
Introduction
Students will respect classmates
Students will respect teacher and have full attention of
power-point

Students will raise their hands when asking a question

Body
Introduction to the History of Flipbooks & Flip book
Project
Lesson begins with a brief introduction to the history of
flipbooks
Following flipbook history, students will be introduced
to Artist encounters of transformation and
metamorphosis (Jackson Beardy & Blu)
(10 min)
The Flipbook project theme and guidelines will be
introduced.
Demonstration of How to build the flip-book for the final
project (sticky notes & staples OR hole-punch & string)
Flip book exemplars will be provided for the students to
explore and gain ideas.
Prior to beginning the project, students will have the
opportunity and will be urged to practice the flipbook
movements in their exploratory sketchbook with a
focus on transformation.
(15 min)
Lesson will conclude with clean-up & students adding to
the Graffiti wall with one word they learned from the
lesson.
(5 min)
Encounter:
Jackson Beardy, - Thunder-dancer, Metamorphosis, and
Thunderbird
Blu - Transform
During power point, be sure to watch the students to
make sure that they are engaged and actively
listening.
Keep notes of what is observed and how well the
students are engaging with the content of the lesson.
Use the formative assessment, thumbs up strategy, to
check for understanding throughout the introduction.

Time

Time

30 min

17

Learning Session
#2

Teacher Notes:
Assessments/
Differentiation

Learning Session
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

During class discussion and the graffiti wall, make sure

students are sharing input constructively.
Flip Book Project (25%)
Lesson begins with Post-it Flipbook Video (Attention
Grabber)
(5 min)
Provide exemplars of Flipbooks while students work,
both physical examples and video examples.
https://vimeo.com/10793428 - man to whale
transformation
https://www.youtube.com/watch?v=yICL-LlYtNk man to werewolf.
https://www.youtube.com/watch?
v=gDc1__9gXDU - man to plane to meteorite
Provide work time to work on flip-book project
(20 min)
Cleanup
(5 min)
Students will continue Flipbooks next class
Make sure students are working quietly on flipbooks.
Remind students that they must tell a story of
transformation in their flipbook project.
Make sure students are working with materials safely &
respectfully
Teacher will continually walk around the room to check
for understanding and assist students when help is
needed.
Peer Share & Work period to complete Flip Books
To begin this lesson, students will share their ideas and
what they have for their flipbooks already. This
assessment is to provide the students formative peer
feedback of their projects.
Peer feedback will be completed with 2 fellow peers.
(Students will need to find a peer they do not sit with to
share (Groups of 3)
Peer share guiding questions will be provided to
provide input
(5 min)
Students will be provided time in this class to complete
their Flipbooks.
(15 min)
Clean Up
(5 min)
Throughout the activity move around the room viewing
students work and providing feedback.
If students have any questions or if several students
are asking the same questions, use the clap strategy to
gain students attention to answer any questions.
Provide feedback and answer any questions that arise.
Observe the students interaction with the Art materials
If a student finishes early, they can sketch and practice
animated movements in their art journals.
Closure
Once students have completed this section of the unit, they
will be able to view a more advanced stop motion animation
to transition them into the final project.

30 min

30 min

Time
5 min

18

Feedback From
Students:
Feedback To
Students

Students will add to the graffiti wall a concept they

have learned.
Offer feedback while walking around the room during the
work period.

Sponge
Activity/Activities

Exploratory Sketchbook
Students will be able to explore the process of animation and practice
demonstrating movement in their sketchbook.

Blu - Transform

Jackson Beardy, - Thunder-dancer,

Metamorphosis, and Thunderbird

19

Flipbook Peer Review

Name: __________________________________
Please provide your peer with 3 stars (what you love) and a wish (a
suggestion) regarding their flipbook!!
Peer Feedback
Response 1:

Response 2:

20

Lesson
#7- 9

Introduction to Stop Motion Animation &

Exploration for Final Performance Task

Subject/Gra
de Level

Art: Grade 5

Unit

Drawing & Animation

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Date
Time
Duratio
n
Teache
r

3 X 30 min sessions
Erin Hildebrandt

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

DEPICTION
Main Forms & Proportions: Students will modify forms by abstraction,
distortion and other transformations.
Actions & View-points: Students will refine methods and techniques for more
effortless image making.
REFLECTION:
Appreciation: Students will interpret artworks for their symbolic meaning.
EXPRESSION
Purpose 2: Students will illustrate or tell a story.
Purpose 5: Students will create an original composition, object or space
based on supplied motivation
DEPICTION:
C: Students will understand that the metamorphosis and transformation of
shapes can be depicted where one shape becomes another.
1. Different drawing techniques; e.g., seeing basic shapes, noticing the
direction of forms, plotting the position of extremities, are useful to depict
actions.
REFLECTION:
C: Students will understand that artworks contain symbolic representations
of a subject or theme.
EXPRESSION:
B: Students will understand how to visually represent, create and illustrate a
story
A: Students will understand how to create an original composition, using
space, objects, and referencing outside sources.
LEARNING OBJECTIVES

Students will:
Students will
programs.
Students will
animation.
Students will
Students will

use what they already know about animation and explore animation
apply the notion of transformation while they explore and practice with
understand the complex process and steps involved in animation.
collaborate and brainstorm for the final project.

ASSESSMENTS
Observations:

Key Questions:

Students are engaged with the Teacher & Presented Material (eye contact,
head nods, etc.)
Formatively assess students answers during group discussion & work
periods
How can we use different drawing techniques within an
image to create movement in a series of frames?
How can studying various media influence the way we
create and visualize a story?
How can the process of animation demonstrate the

21

Products/Performa
nces:

movement of actions and show transformation?

Students will explore and work with specific animation programs
in order to further understand the animation process.
Students will complete a mind map/brainstorm within their final
groups to create their storyboard.
Students will add to the graffiti wall once new concepts are
learned.

LEARNING RESOURCES CONSULTED

http://www.learnalberta.ca/Home.aspx
Lego Movie Video How to do a brick animation:
https://www.youtube.com/watch?v=ukFWYeZeTw
http://www.abcya.com/animate.htm
Blu
Monkey Jam
Pivot Animation Program

MATERIALS AND EQUIPMENT

Student brought figurines

Acer Laptops (Monkey Jam)
(Possibility of I-pads)
Pivot (Computer Program)
Whiteboards & Whiteboard pens
Newsprint
Charcoal

PROCEDURE
Prior to lessons

Expectations for
Learning and
Behaviour
Learning Session
#1

Session 1
- Prepare Lego Video
- Prepare Acer laptops with ABCya animate program & monkey jam
- Prepare figurines that the students can use if they didnt bring
any
Session 2
- Prepare Material for exploratory animation
Session 3
- Prepare to introduce Final Performance Task: Guidelines, Rubric,
Groups, & Group roles.
Introduction
Students will respect classmates
Students will respect teacher
Students will raise their hands when asking a question
Body
Introduction to Animation and exploring types of
animation programs
Lesson will begin with an introduction to Lego Movie
How to video. This video will inform the students how
brick film animations are made.
Students will then be introduced to 3 types of
animation programs (ABCya animate, Monkey jam, and
Pivot)
Each program will be demonstrated so the students are
aware of basic operation.
(15 min)
Students will then split into groups of 8-9 and will do
exploratory centers of the animation programs
introduced.
(15 min)
Students will use figurines from home to use and
practice with the program Monkey Jam. This will give
them time to practice with the program they will be
using for their final project.
The other two programs will be used, as exploratory
tools, to gain a better sense of the steps the students
need to achieve to create a fluid movement in their

Time

Time
30 min

22

animations.
Students will have 12-15 minutes with each program.
Exploratory class will continue into following classes.
During any videos, be sure to watch the students to
make sure that they are engaged and actively
listening.
Keep notes of what is observed and how well the
students are engaging with the content of the lesson.
Be sure to check with each group to check for
questions and assist where needed.
During class discussion and the graffiti wall, make sure
students are sharing input constructively.
Continuation of Exploratory Class
Students will continue to explore animation programs,
going to the program next on their list.
The next two programs will be complete during this
class
(15 min each center)
Final Performance Task will be introduced in following
class.
Make sure students are working quietly when exploring
animation programs
Make sure students are working with materials safely &
respectfully
Teacher will continually walk around the room to check
for understanding and assist students when help is
needed.
Introduction to Final Performance Task
To begin this lesson, teacher will formatively assess
students thoughts regarding the exploratory centers
during a class group discussion, students will share
their thoughts and understanding of the animation
programs and be provided the opportunity to ask any
questions.
Students will then be introduced to the final
performance task project. The guidelines, rubric, and
groups will be discussed.
Students will be given the opportunity to ask any
questions regarding the final task.
(10 min)
Students will then be given time meet in their groups,
assign the group roles, and brainstorm to create a mind
map proposal story board for their final projects.
(15 min)
Students will hand in their proposal at the end of class
so the teacher can review the groups ideas.
Teacher will look over proposals and provide any
feedback to the groups the following class.

Teacher Notes:
Assessments/
Differentiation

Learning Session
#2

Teacher Notes:
Assessments/
Differentiation

Learning Session
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To

30 min

30 min

Provide feedback and answer any questions that arise.

Closure
Finalize lessons with a question period to make sure the
students understand the final project.
Students will add to the graffiti wall a concept they
have learned.
Offer feedback while walking around the room during the

Time

23

Students

work period.

Sponge
Activity/Activities

Exploratory Sketchbook
Students will be able to explore the process of animation and practice
demonstrating movement in their sketchbook.

Lessons #10 - 16
Students will be provided 4-5 work periods to complete their final
performance task. Following completion of Final project, students will
participate in a final critique, taking up to 2 classes.

Task Title

Erin Hildebrandt
Teacher
Art
Subject
Topic/Focu
Drawing & Animation
s

Performance Task for the Unit of Animation is composed of two parts:

1. Stop-motion animation (45%): Students will illustrate a story using the
theme of transformation & metamorphosis. Students will be able to
choose two approaches to their animation; 1) Using Charcoal & Paper
OR 2) Using whiteboards and whiteboard pens. Students will need to
demonstrate at least two transformations during their animation.
Students will need to use drawing techniques to complete their
animation, but will also have the option to use physical objects in their
animation.
2. Critique (10%): Students will participate in a final critique of their
animation projects using the strategy, 3 Stars and a Wish. A 3 stars
and a Wish template will be provided to each group that is critiquing
and will be handed in following each group presentation as part of the
critique mark. Guiding questions will also be provided to the students
to keep the conversation on track and to maintain a constructive and
comfortable atmosphere where the students feel safe to share and
receive feedback. As part of the grade of the critique, past
participation in formative assessments will also be considered.

Performance
Task
Overview

Materials

Sketching Paper (Cartridge Paper)

Charcoal
Pencils
Eraser
Whiteboards

Acer Laptops
Monkey Jam Program
I-pads (if available)

24

Whiteboard Pens

Learner Outcomes
General
Outcomes

GLO Component 3:
APPRECIATION:
Students will interpret
artworks for their
symbolic meaning.

GLO Component 5:
ACTIONS AND VIEWPOINTS: Students will
refine methods and
techniques for more
effortless image
making.
GLO Component 1:
ANALYSIS: Students
will study and analyze
the individual
character of natural
objects or forms.

GLO Component 4:
MAIN FORMS AND
PROPORTIONS:
Students will modify
forms by abstraction,
distortion and other
transformations.

Specific Outcomes

SLO Concept C: Students will

understand that artworks contain
symbolic representations of a
subject or theme.

SLO Concept A: Students will understand

different drawing techniques such as; seeing
basic shapes, noticing the direction of forms,
and plotting the position of extremities, are
useful to depict actions.
SLO Concept B: Students will
understand that using a structured
viewing frame helps to see an
action depicted within a format.
SLO Concept C: Students will understand
that the condition under which a series of
images is viewed affects what is seen.

SLO Concept C: Students will

understand that the metamorphosis
and transformation of shapes can
be depicted where one shape
becomes another.

Assessment Criteria
Students provide evidence of their learning
as they

Completion / Time and Effort

(Process)
This section includes work
done preparing for the final
project and on the
completion of the final group
animation. The process of
understanding animation is
an important portion of this
assignment alongside the
product.
I will ask myself: Do I see
preparatory work for this
project; storyboards,
sketches, and
experimentation.
Understanding of Content
(Cognitive)
Does the final product
demonstrate that you
understood what the
assignment and unit were
about?
I will ask myself: Does the
students animation video
demonstrate a clear
understanding of the
concepts taught?
Craftsmanship & Tool/Material
Responsibility (Psycho-Motor)
How well did the students
construct their final
animation, did the students
use all materials properly,
and did the students use
their learned knowledge of
animation appropriately in
the final prodcut.
I will ask myself: Was the
students work done
carefully, deliberately, and in
a high quality manner?

25

GLO Component 10
(i): EXPRESSION
Purpose 2: Students
will illustrate or tell a
story.
Purpose 5: Students
will create an original
composition, object
or space based on
supplied motivation.

GLO Component 2:
ASSESSMENT:
Students will impose
standards on
designed objects and
invent improved
versions.

SLO Concepts B: Students will

understand how to visually
represent, create and illustrate a
story.
SLO Component A: Students will
understand how to create an
original composition, using space,
objects, and referencing outside
sources.

SLO Concept B: Students will

understand that designed objects
can be evaluated on the basis of
function and attractiveness.
SLO Concept C: Students will
understand that criteria are
necessary for the evaluation of
designed objects.

Creativity (Effective)
Is the final animation project
eye catching and
innovative, does it have
cohesive composition and
movement, and does it
demonstrate transformation
of shape.
I will ask myself: Did the
student group take risks?
Did the students go above
and beyond the
requirements of the
assignment?
Critique
Critique will consist of
utilizing the strategy 3 stars
and a wish and the class will
critique each groups
completed animation with
constructive criticism and
respect.
Guided critique questions
from the teacher will be used
to maintain a confortable
environment for each
student to share their work.

Assessment Criteria
Level
Criteria

Excellent

Proficient

Adequate

Limited *

Insufficien
t / Blank *

26

Creativity
(X 2)

Understandin
g of Content
(X 2)

Craftsmanshi
p&
Tool/Material
Responsibilit
y

Completion /
Time and
Effort

The students
artwork
reflects an
exceptional
level of
creativity and
risk taking.
The students
personal
interpretation
of the final
task
demonstrates
a unique,
original and
expressive
point of view.
The students
artwork
demonstrates
a
comprehensi
ve
understanding
of the
concept(s)
taught. There
is a strong
evidence of
learning and
effective
application of
the lessons
content.

The students
artwork
demonstrates
substantial
creativity and
risk taking.
The students
personal
interpretation
of the final
task
demonstrates
a unique point
of view and
some
originality.

The students
artwork
demonstrates
minimal
creativity and
risk taking.
The final
product shows
little evidence
of personal
point of view
and originality.

The students
artwork
demonstrates
no evidence
of creativity
and risk
taking. The
final product
does not
reflect a
unique and
original point
of view.

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

The students
artwork
demonstrates
a substantial
understanding
of the
concept(s)
taught. There
is evidence of
learning and
satisfactory
application of
the lessons
content

The students
artwork
demonstrates
minimal
understanding
of the
concept(s)
taught.
Evidence of
learning and
the application
of the lessons
content is
somewhat
lacking.

The students
artwork
demonstrates
no
understandin
g of the
concept(s)
taught. There
is no
apparent
relationship
between the
students
artwork and
the lessons
content.

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

The students
use of art
media,
materials and
resources are
consistently
appropriate.
The student
demonstrates
extensive
care and
attention to
detail in the
final product.

The students
use of art
media,
materials and
resources are
generally
appropriate.
The student
demonstrates
a reasonable
amount of care
and attention
to detail in the
final product.

The students
use of art
media,
materials and
resources are
seldom
appropriate.
The students
completion of
the product
demonstrates
minimal care
and partial
attention to
detail

Art media,
materials and
resources are
inappropriate
ly used. The
students
completion of
product is
hurried with
no care for
attention to
detail.

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

All of the
requirements
are completed
to the best of
the students
ability.
Significant
time and effort
went into the
completion of
the
assignment.

Some of the
requirements
are complete
and the
artwork
requires
finishing
touches.
Sufficient
time and effort
went into the
assignment.

Minimum
requirements
are complete
and the
artwork
requires some
additional
work. Limited
time and effort
went into the
assignment

None of the
requirements
are complete
and the
artwork
requires plenty
of work.
Insufficient
time and effort
went into the
assignment

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

27

Critique
Particpation

Demonstrated by each group actively participating in the critique and the 3

Stars and a Wish template handed in following completion of the final
project critique.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
* Every group will be graded and each individual will be given the same mark as the group.

Final Grade
Performance Task:
/24
Critique:
/6
Total Marks
/30

28