Lesson Plan Title: ____Claymation: Social Injustice!

Length: 2 classes______________________
Unit: https://claymationstation2.weebly.com/

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. What is Claymation?
2. What are other forms of animation?
3. What is the definition of social injustice?
4. How can the Stop Motion Studio app be used?

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)

You are hired to make a PSA commercial for the public. Funding is granted to you to choose a social injustice that you think needs attention. It is
your job to design a video and make the parts through Claymation. Ideas must be clear and concise with only the aid of visual imagery.

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,
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.

-Expression
-Cultural
-Improvisation
-Movement

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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. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

-Societal and cultural issues are expressed through a variety of media and techniques by artists to promote positive change.

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)

1. Provided art and cultural information, students will be able to create a Claymation production that clearly express a cultural issue(s). (Create; Create;
Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas; Art learning:
Expressive features)

2. Using Claymation videos, students will be able to analyze the intended message by identifying the techniques and materials used to express meaning about
issues in our culture. (Blooms: Analyze - Standard: Reflect - GLE: Artists make connections amongst different art features and characteristics. - Art learning:
Materials and Techniques / Critical Reflection - Literacy)

3. Given direction, students will be able to create movie on the Stop Motion Studio App that synthesize their ideas about a social injustice: relevance, personal
meaning and, solutions. (Blooms: Create - Standard: Reflect - GLE: Evaluative criteria is used when responding to works of art. - Art learning: Ideation -
Literacy)

4. Given storyboards, students will be able to plan a successful movie that expresses a cultural issue(s) clear enough that a peer audience can analyze it.
(Creating; Reflect/Creating; Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art; Ideation; Numeracy)

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.)
Information will be provided to cater to all learners. -Students that are unfamiliar can be paired with
Oral and Visual explanation will be utilized those who are more experienced in videography
throughout the lesson.

Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
Students will be given work time to view videos to
further enhance their production and claymation Students will be given time to research their social
skills. injustices so they can be well informed on their topic.
Students can integrate any found objects of their
choosing.

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.

Vocabulary: assemblage, movement, social injustice, improvisation,

Literacy Integration:
-Create a paragraph explaining research on chosen social issue
-Articulate ideas behind work during questioning activity during exhibition
-What is the social injustice being expressed?
-What techniques and materials did they choose to express this?
-In what ways could they improve their video?
-What things stand out as quality work about their video?

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.

-Sketchbook and pencil

-Clay
-Water Bowls
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 -Clay Tools (Fork, needle tool, knife)
- iPhone or Droid
-Apps: Stop Motion Studio and Google Drive
-Found Objects

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.

-Powerpoint Claymation
-Storyboard prompt worksheets

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Create PowerPoint explaining Animation/Social Injustice
-Create Claymation video explaining a social injustice\
-Have materials set out for students to use for night class

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

-Students will be instructed how to properly use the clay tools.

-Make sure you have permission to film someone before doing so.
-Appropriately address social injustices, especially in the case of sensitive topics

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.

At the beginning of my Powerpoint:

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 -What is Claymation?
-How is it made?
-What is social injustice?
What are other forms of animation?
-How can a social injustice be expressed through clay?

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.

1. Students will begin a research component for their Claymation movie. Students will be asked to write a one paragraph description of their
chosen social injustice. Some questions to reflect are why is it important/relevant now? Does it have personal meaning? Is there a solution?
2. After a discussion about how storyboards are used to plan movies they will begin creating their own. Storyboards will be completed
following the research component. Students will plan out their Claymation movie and characters based off examples and the rubric
discussed.
3. Example of a social injustice being depicted through Claymation will be shown.

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

Teacher will Student will

Students will be pre-assessed with a discussion over:
1. What is Claymation? Student will incorporate building elements to create a work of art.
2. What are other forms of animation?
3. What is the definition of social injustice?
A Powerpoint will supply students with information on Animation.
This includes: Students will collaborate in a group to work effectively on a project.

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-A brief history/explanation of animation ranging from Vitruvian
Man, the Magic Lantern and Mickey Mouse
According to Oxford Dictionaries, animation is the the technique
of photographing successive drawings or positions of puppets or
models to create an illusion of movement when the movie is
shown as a sequence Students will use expressive features to convey an idea.
-Explanation of what qualifies as a social injustice
Social injustice definition says that it is a situation when unfair
practices are being carried in the society.

-Different types of animation and animation software

Stop Motion Studio is the app we will be using today to create
Students will use elements of history and culture to integrate into their
Animation own works.

Other Methods:

Adobe Flash: Used to create 2D simple animations, iMovie,We

Video,Storyboard That

Types:

1. Traditional animation
2. 2D animation
3. 3D animation
4. Typography Animation
5. Clay animation
6. Sand Animation
7. Flip book Animation
-Claymation and how to create demonstrated through this video:
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https://www.youtube.com/watch?time_continue=1&v=PHTQr0kfA98

Will lead into an introduction of their own Claymation movie prompt on

a social injustice. They will be assigned to pair up with someone they
dont normally work with to create community in the classroom.
-We will come up with a definition of a social injustice and what makes a
successful animation. We will go over the rubric together so students can
be clear on the assignment. Students will also be asked to incorporate
two art elements (line, color, texture) into their Claymation character.
-I will be asking students to come up with a Claymation movie regarding
injustice with a partner. Partners will be randomly selected so students
can all learn to work together.
-Students will be given storyboard prompt to fill out after examples are
given of Claymation regarding current injustices, so they can begin
thinking about their own animation prompt. In their storyboard prompt
they must come up with the character, setting, materials, and plot points.
Students will be asked to complete a research component of their project
so they can learn more in depth about their issue. A research component
will be assigned that includes origin of issue, why it is important today,
and what can be done to solve it. Students will all share a one paragraph
reflection on the issue (with at least 2 cited sources) and how it is
impacting our world.

Students will develop a mastery of their clay building animation skills. A

variety of clay building techniques will be incorporated into the students
works (coil, slab and pinch technique). Students will spend this lesson
building their own Claymation characters and taking pictures through the
free app Stop Motion Studio for Droid and IPhone.
They can upload to Google Drive on their phones which is another free
app.

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An exhibition night will occur the final hour of class. Students will learn to analyze other works and their intended meaning.
Students will view each others videos and fill out questions:
What is the social injustice being expressed?
What techniques and materials did they choose to express this? Students will articulate the ideas and intended meaning behind their
In what ways could they improve their video? works.
What things stand out as quality work about their video?
After all students have completed questionnaire on each video we will
engage in a discussion. Students other than the pair that made the video
will get an opportunity to answer these questions aloud which will be
compared to what the group who made the video was actually trying to
express.

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.)
An exhibition will act as the final activity.
Students will be given prompt questions to reflect after every groups video has been shown to give back to the group who made the video.

What is the social injustice being expressed?

What techniques and materials did they choose to express this?
In what ways could they improve their video?
What things stand out as quality work about their video?

Students other than the group who made the video will get the first opportunity to participate in a class discussion that goes over these questions.
After everyone has responded to the video, the producers will get the opportunity to articulate to the class their intended meaning whether that
aligns with the class response or not.

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. Provided information to research, are students will be able to express issues Criteria Advanced Proficient Partially Basic
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in history into their works of art? Proficient
1. Students are Students Students Students Understanding of
able to express a accurately express accurately express accurately express social injustice is
2. Using artwork, can students analyze the artistic choices in other productions social injustice a social injustice a social injustice a social injustice not demonstrated
that express social injustice? through through through through in video and/or
claymation. claymation with claymation claymation with paragraph
deep demonstrated in somewhat
3. Given prompts students can students create sketches that synthesize their understanding video and understanding
ideas about a social injustice to be created in Claymation? demonstrated in paragraph demonstrated in
video and video and
paragraph. paragraph 1
4. Given time to research social injustices, can students develop a series of 3
plans for potential Claymation production? 4 2
2. Analyze other
Students can Students can Students can Students cant
students
analyze and analyze and somewhat analyze express any
claymation
articulate articulate and articulate understanding of
regarding social
understanding of understanding of understanding of issue and how it
injustice
issue and how it issue and how it issue and how it is being expressed
is being expressed is being expressed is being expressed in claymation.
in claymation. in claymation. in claymation.
1
4
3 2
3. Students can Student plans Student doesnt Student does not
plan sketches to Student has most of the account for most create any plan
be transferred to detailed material production in of the materials or for production
video and plot plans in their storyboard plot in storyboard
storyboard for
their production
4 3 2 1

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.)

This lesson was my first encounter of teaching or having any experience with Claymation. That being said, I think the lesson went fairly well. I
was pleasantly surprised to find out that students were staying after class after the morning session to continue to set up for their movie production.
This makes me think that they were excited and engaged about the topic. Also, most of the students could clearly articulate their thoughts and
ideas being conveyed through their Stop Motion video and research paragraph. Artistic intent was crucial to my objectives so it was good to see
that this had been addressed. Additionally, by the end of the session the students seemed to be familiar with the Stop Motion Studio app and the
techniques of creating claymation. For future, I would do more of a demonstration on how to steady your phone for the filming process as this is
pretty integral to Claymation. I wish that I had more time to work on my lesson and unit plan too to ensure that all the cogs of the wheel fit
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 together so to speak. I envision myself using the Stop Motion Studio app to teach student about relevant problems that they are passionate about
again as this seemed to engage my CSU peers.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. are available at https://claymationstation2.weebly.com/
8/9/16 Fahey

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