Rationale

The creation of this Arts resource was collated with arts activities, that scaffold the students’ development through their Arts learning, as outlined in the

achievement standards of the Australian curriculum (Australian Curriculum Assessment and Reporting Authority, 2015; Dinham, 2014).

This package was created to be a series of activities, that can be broken up into a sequence of lessons focused on providing students and teachers with the

appropriate learning and assessment possibilities. The student package can be used at the discretion of the teacher to explain the concept of stop motion

animation. The use of the student resource in the classroom allows for students to explore and engage with the activities to create their final assessment piece

(Dinham, 2014).

The open ended nature of the summative assessment, according to Dinham (2014) gives the student the opportunity to bring their own unique response to their

animation, and allow for students to fully engage in the authentic art experience.
Foundation to Year 2 Band Description
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities,
fostering a strong sense of wellbeing and developing their connection with and contribution to the world.

They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks
with peers and experience being an audience to respond to others’ art making.

As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of
artworks expressing what they like and why.

Achievement Standard
By the end of Year 2,

 Students communicate about media artworks they make and view, and where and why media artworks are made.
 Students make and share media artworks using story principles, composition, sound and technologies.
YEAR 2 AUSTRALIAN CURRICULUM ASSESSMENT ASSESSABLE LEARNING EXPERIENCES AND RESOURCES
ELEMENTS
Motion of the Content descriptors (formative /
Ocean summative)

MAKING RESPONDING

Activity 1: Respond to Feedback on Making LEARNING EXPERIENCES

Intro to Stop media artworks the worksheet
- Introduce the topic of stop motion animation.
motion and consider that is
Responding - Have students watch the short animation and respond to the animation
where and why completed on
through the worksheet.
people make the short seven
1-2 lessons - Have student hand in the worksheets for the teacher to give feedback on.
media artworks, second
starting with animation. RESOURCES

media from
- Stop motion YouTube video:
Australia
https://www.youtube.com/watch?v=csc_qX8E43c (found Activity 1, student
including media
booklet).
artworks of
- Activity 1 worksheet (found in Activity 1, student booklet).
Aboriginal and
- Computers
Torres Strait
Islander Peoples
(ACAMAR057)

Activity 2: Explore ideas, Feedback on Making LEARNING EXPERIENCES

characters and the completed

Planning - Spilt the group into the two groups have one group work on drawing the
settings in the storyboard and storyboard for the short stop motion video.
2-4 lessons Responding
community completed - Have the second group brainstorm ideas for their own stop motion animation, after
through brainstorm, as a watching the example video.
 stories in formative
images, assessment to RESOURCES
sounds and make
- Stop motion YouTube video: https://www.youtube.com/watch?v=csc_qX8E43c
text judgement
(found Activity 2, student booklet).
(ACAMAM054) about if the
- Stop motion example YouTube video:
students need
https://www.youtube.com/watch?v=q_CdXiXYU40&feature=youtu.be (Found in
more assistance Activity 2, Student booklet).
on storyboards. - Brainstorm worksheet (Found in Activity 2, Student booklet).
- Storyboard template (Found in Activity 2, Student booklet).

Activity 3: Use media Explore ideas, The teacher will Making LEARNING EXPERIENCES

technologies characters and ask the students

Creating - After watching the video, the teacher will send groups of two into a small area in
to capture and settings in the questions as they
Sound the classroom or a wet area to experiment with different objects to make sounds.
explore the Responding
edit images, community
different sounds RESOURCES
sounds and through stories
they can make
3 lessons text for a in images, - Foley Artists YouTube Video: https://www.youtube.com/watch?v=UO3N_PRIgX0
using different
(Found in Activity 3, student booklet).
purpose sounds and text
objects.
- Collection of different objects like alfoil, crepe paper, rice, sand, ect.
(ACAMAM055) (ACAMAM054
- Computers.

Activity 4: Use and The student will Making LEARNING EXPERIENCES

experiment be formatively
Making the - Students will be given a piece of paper to draw their plan for their stop motion
with different assessed on their
Characters character.
plan of their Responding
materials, - Have different stations set up around the classroom with different materials set up,
character and the
techniques, for students to start creating their characters.
2-3 lessons technologies completion of RESOURCES

and processes their character.

- Clay, paper, colouring pencils and pens, sand, ect.; for creation stations.
to make - Paper for the planning of their characters.
artworks - Computers.
(ACAVAM107 - How to build a bunny YouTube video
https://www.youtube.com/watch?v=omhYBHFY75U (found in Activity 4, Student
booklet).

Activity 5: Create and Respond to The final Making LEARNING EXPERIENCES

present media media artworks summative

The Making - Students will create their own stop motion animation about the ocean or the
artworks that and consider assessment will
of Motion beach, using imovie or any other animation software.
have the Responding
communicate where and why - Have different stations set up around the classroom with different materials set up,
students
ideas and people make for students to start creating their animation scenes.
assessed on their
2-3 lessons stories to an media artworks, - After exporting their animation, students will reflect on their animation.
own stop motion
audience starting with
animation and RESOURCES
(ACAMAM056) media from their response to
- Clay, paper, colouring pencils and pens, sand, ect.; for creation stations.
Australia their stop
- Copies of student brainstorms
including media motion.
- The characters the students created from Activity 4.
artworks of
- Storyboard template (found in Activity 4, Student booklet).
Aboriginal and
- Computers.
Torres Strait
- Animation software.
Islander Peoples
(ACAMAR057)
Year 2 Media Arts Standard Elaborations
Assessment Task - Marking Guide
Assessment Task Name: Motion of the Ocean

Task Description: Students will create a stop motion animation about the ocean or the beach, from their point or view.
Learning Area Media Arts
Achievement Standard By the end of Year 2, students communicate about media artworks they make and view, and where and why media
artworks are made.

Students make and share media artworks using story principles, composition, sound and technologies.

Making
making and sharing of media artworks demonstrating skilful and effective use of:
 composition
A
 sound
 story principles
technologies
 making and sharing of media artworks demonstrating effective use of:

B  composition
 sound
 story principles

 technologies
making and sharing of media artworks demonstrating use of:
 composition

C  sound
 story principles

 technologies
making and sharing of media artworks demonstrating guided use of aspects of:
 composition

D  sound

 story principles

 technologies
making and sharing of media artworks demonstrating directed use of aspects of:
 composition

E  sound

 story principles

 technologies
 Responding

Insert below relevant Responding standard elaborations (ACiQ Australian Curriculum in Queensland) from QCAA website.

clear and informed communication about:

A  media artworks made and viewed

 why media artworks are made

informed communication about:
 media artworks made and viewed
B
 why media artworks are made

communication about:
 media artworks made and viewed
C
 why media artworks are made

guided communication about:

 media artworks made and viewed
D
 where and why media artworks are made

directed statements about:

E  media artworks made and viewed

 why media artworks are made