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Daily moves – Lesson Plan

https://docs.google.com/presentation/d/1v0oL8Mt_K3kGZpzI38Skwi5F2-ntW5WfGaaJyZ0tm38/edit?usp=sharing

Grade Level/Course: Grade 8 – Arts Lesson Time Frame: 4 classes of 75 minutes.

Context of learning: For the end of December and beginning of January students will be at home  and taught through an online platform. They will not have access to any of the art materials that  are available in the classroom and there is not enough to lend to every student. They do have a  sketchbook and pencils that were purchased at the beginning of the year as well as a computer  and access to a digital camera at home. 

Rationale: Teenagers use various means of communication. One of these is texting using a digital  device. From the use of words, to text abbreviations and emojis, this form of communication has  evolved in order to more accurately express what the writers mean to say. In more recent years, 

there has been a rise in the use of GIF animations to further convey the writers’ actual message,  expression or feelings. Yet how do you illustrate and animate movement or expressions? How do  you create these three to ten second snapshots that convey information, engage your audience  and tell a story?

In order to develop their communication skills, as well as appropriate a popular digital medium,  students will delve into the world of digital animation. Through the use of digital photography as  well as traditional drawing, we will discover how to tell a story, explain a process or even showcase  our personality using a simple digital animation method: the GIF animation. 

Question of Inquiry: How do you communicate through animations?

Art Lesson Outcome: Students will create animated GIFs.

Learning Objectives

Students will: 

• draw multiple drawings that illustrate a movement and in order to create an animated GIF.  • shoot photographs and use sequence photography in order to use these images in  photoshop to create an animated GIF.

• demonstrate the use of the following technical tools: importing images into photoshop onto  different layers, creating and using a timeline, creating a frame animation, looping an  animation and exporting a timeline to create a GIF animation.

• express a narrative by means of a GIF animation. 

• communicate their initial intention as well as assess their artwork using art specific  vocabulary.

Acquired knowledge and skills:

In previous art lessons students have learnt how to: 

• navigate Google Classroom.

• use Google Meets.

• share a screen on Google Meets.

• upload an image onto their individual Google Drives.

• rename files.

• resize and crop images. (I will probably have to go over these again)

• draw parts of the face: eyes, ears, mouth and nose. 

• shade drawings.

• use light (light table or a window) to trace an image from one drawing to another. • use registration marks. 

• frame an image using a digital camera.

• work with basic file formats (jpeg, png).

New knowledge, skills, vocabulary and concepts to discover, understand, demonstrate and/or use  throughout the art lesson.

Diverse learners

This lesson is conceived, sequenced, scaffolded, illustrated, supported and delivered with diverse  learners at the forefront of considerations. (See Diverse Learners – Considerations for details.)

Lesson Sequence

This lesson is broken up into 4 classes of 75 minutes. It is supported by a slide presentation that refers  to presenter notes. These notes include guidelines to follow, questions to ask, approach to use as  well as a timeline to refer to throughout each class. 

Class 1 Tasks

15 mins – Group Activity: Question about effective communication, what is communicated and  how art class relates to digital artists. How and why are GIFs relevant to us as individuals? Fundamentals: Cover basic knowledge of what is a GIF, its origins and specific vocabulary.

25 mins – Work Time: Students will draw multiple drawings

Working from previously explored parts of the face students choose what they want to  illustrate, trace images in order to keep continuity and express chosen intent. Go through guided steps to break down movement. Cover Key Poses and in-between…

15 mins – Troubleshooting Teacher discussions with small groups or individuals.

10 mins – Documenting and set-up for next class.

Tell them where we are going with digital photography, what tools we will need and set  work expectations (images done… or just about depending on when the next class is…)

Question of inquiry: How do you communicate through animations?  

Outside of class: Reflection for next class: Short answer videos (60 to 90 secs reflections uploaded  to their individual folders.) Answer question of inquiry as well as: What do they intend to  communicate?

Class 2 Tasks

15 mins – Group Discussion: 

How do you communicate through animations? – Sharing recorded answers. What does loop effect create? Introduce to nuances of communication.

Use artist work to guide them through reflection.

Tutorials: Go over vocabulary with them. Ask questions to verify understanding… Layer= cake, ground, clothing when cold…

Frame=1 image in a sequence of images in animation

Looped=never ending, circle, oval race track,

Exported=Exit from program/app – taking creation with them

Choice of Tutorial to use, show references: Show the group what each tutorial looks like,  where to find the information (Google Classroom) what the information contains and how  to use it. DO NOT go over every detail just yet. 

Can show them the tiny short one as an example.

25 mins – Work Time: Students will create GIFs from photographs of drawings.

Key guidelines: Frame every image you draw (centered)

Save onto Drive (or upload to Drive)

Rename each image in order of desired sequence

Let students go through tutorial steps to work in Photoshop.

15 mins – Troubleshooting

Teacher discussions with small groups or individuals. Tell group when moving to a break out  session on specific subjects.

10 mins – SAVE WORK and set-up for next class.

Tell them where we are going with sequence photography, what tools we will need and set  work expectations (photos done, GIF animation functional tests…done work??)

Question of inquiry: How do you communicate through animations?  

Reflection for next class: Short answer videos (60 to 90 secs reflections uploaded to their individual  folders.) Answer question of inquiry as well as: How their work looks so far? What type of  adjustments do they think need to be done?

Class 3 Tasks

5 mins – Set-Up Get class ready to start

25 mins – Troubleshooting and Work Time

Cover some basic or recurring problems with class.

Teacher discussions with small groups or individuals. Troubleshoot out loud with group on  mute to work through recurring problems. Tell group when moving to a break out session  on specific subjects.

30 mins – Work Time

Bring group back to question of Inquiry: How do you communicate through animations?  A few answers as a group. Bring students to reflect on Sequence Photography – Burst images  and Animation. What is this image communicating?

How could this apply to our art projects: creating GIF animations.

How many “Frames” or “Shots” do they see?

Going over the Basics (same principles as drawings).

What are we going to create from the photographs we will take?

Why works? Why it doesn’t?

Ask students what do they think will work? (What kind of expression? Short and simple!) What do they think they will need? (Tools, camera, computer, …)

Go over some basic technicalities built on prior knowledge. (How many pictures? Framing?  Still background?)

10 mins – Assessment

Tell them where they can find the assessment rubrics, sheets and evaluations. Also, cover what they will need to reflect on and set work expectations (photos done, GIF  animation functional covered and first tests?? Will finish work next class.)

Question of inquiry: How do you communicate through animations?

Reflection for next class: Short answer videos (90 to 180 secs reflections uploaded to their individual  folders.) Answer question of inquiry as well as: How their work looks so far? What type of  adjustments do they think need to be done? What do they intend to communicate with  photography-based GIF? How is their device working to take pictures?

Class 4 Tasks

15 mins – Troubleshooting the Tutorials: Help students through the work to be done.

30 mins – Work Time: Time to get tasks done. Work with students and see what needs to be one.

20 mins – Assessment & Reflection: Cover Self-Assessment of technical work and Reflection on  process. Remind them to record reflection for next class: Short answer videos (180 secs reflections  uploaded to their individual folders). 

Answer question of inquiry: How do you communicate through animations? How does your work  look? What did you communicate? What works and/or doesn’t with your animations? Open question: About effective communication, what is communicated and how art class can be  a fun, safe, open, … space to explore many means of communication. 

Evaluation

The evaluations will be a mix of self-assessments, formal evaluations and reflections.

Self-assessments will be used to determine if the artwork is progressing, compare student’s chosen  intention with in-progress and finished artworks as well as to develop a creative practice. The self assessments will be short self-recorded videos of student’s thoughts on specific subjects, questions  and themes that are then saved on their individual Drives.

Formal evaluations will be used to grade technical skills and application of assignment criteria in  student’s artworks as well as to evaluate the use of acquired vocabulary. Formal assessments will be  done in rubric format, with four levels per demonstrated skill. 

Reflections: will be used to generate ideas, discuss concepts introduced as well as formulate  responses to questions posed throughout the lesson. These will either be recorded using videos,  written online (shared document) or conducted via Google Meets with teacher.

Evaluation criteria for: 

Draw multiple drawings: Similarity between drawn images (tracing and overlay).

Sequence photographs: Framing used to reinforce movement (stability of background and framing of main  subject).

GIF animations: Looped animation (2 to 5 seconds), continuity of illustrated and photographed movements  (+/- 15 f/s), duration of frames reinforces intent of narrative (same time and /or variability of timing).

Express a narrative and communicate their initial intention: Use of art specific vocabulary, reflection on  lesson’s concepts.

Dissemination

A group Drive will be used to share the different GIF’s with the other students in the class. Also, a  looped video sequence of the GIF’s will be published on the school’s website (if appropriate and  permitted by students, parents/guardians, school and schoolboard). I would love to have a class  website where all artworks could be visible to the public.

Resources

Adobe Creative Cloud (2017, September 1) Emilie Muszczak Creates an Animated Self Portrait in Photoshop  and Animate | Adobe Creative Cloud [Video]. YouTube. https://www.youtube.com/watch?v=cIKGQLG2tFY

Adobe Creative Cloud (2017, March 8) How to Create an Animated GIF in Photoshop | Adobe Creative  Cloud [Video]. YouTube. https://www.youtube.com/watch?v=omdfcGYEqPY

Create an animated GIF from a series of photos. (2020, July 28) Adobe. Retrieved November 30, 2020  https://helpx.adobe.com/ca/photoshop/how-to/make-animated-gif.html

Création d’un GIF animé à partir d’une série de photos. (2020, October 3) Adobe. Retrieved November 30,  https://helpx.adobe.com/ca_fr/photoshop/how-to/make-animated-gif.html

Galer, M. (2015, September 16). How to make an Animated GIF in Photoshop [Video]. YouTube.  https://www.youtube.com/watch?v=Qtar5T13dt8

Stancikaitė, A. (2020). Aistė Stancikaitė. Retrieved November 26, 2020 https://www.stancikaite.com/

Newton, P. (2016, June 6). Animation for Beginners: How to Animate a Head Turn. Design & Illustration. Retrieved December 1, 2020, https://design.tutsplus.com/tutorials/animation-for-beginners-how-to animate-a-head-turn–cms-26487

References

(2018, January 10). 5 Reasons to You Should Be Using GIFs in Your Social Media Campaigns, Social Report. Retrieved November 26, 2020, from https://www.socialreport.com/insights/article/115005444323-5- Reasons-to-You-Should-Be-Using-GIFs-in-Your-Social-Media-Campaigns

Bakhshi, S., Shamma, D.A., Kennedy, L., Song, Y., de Juan, P., & Kaye, J. (2016) ‘Fast, Cheap, and Good: Why  Animated GIFs Engage Us.’ CHI ’16: Conference on Human Factors in Computing Systems, San Jose,  California USA May https://dl.acm.org/doi/10.1145/2858036.2858532

Jiang, J., Fiesler, C., & Brubaker, J.R. (2018). ‘The Perfect One’: Understanding Communication Practices and  Challenges with Animated GIFs. Proceedings of the ACM on Human-Computer Interaction, 2(CSCW),  Article No,: 80 https://dl.acm.org/doi/10.1145/3274349

Miltner, K.M., Highfield, T., Never Gonna (2017). GIF You Up: Analyzing the Cultural Significance of the  Animated GIF. SAGE Journals: Social Media + Society, 3(3), 1-11. 

Miltner, K.M., Highfield, T., Never Gonna (2017). GIF You Up: Analyzing the Cultural Significance of the  Animated GIF. SAGE Journals: Social Media + Society, 3(3), 1-11.  

https://journals.sagepub.com/doi/full/10.1177/2056305117725223

Oswald, V., (2013) Examples of Extreme Sequence Photography. Resource Magazine, Retrieved December  2, 2020, from http://resourcemagonline.com/2013/05/examples-of-extreme-sequence-photography 3/26539/

Reyes, M., Kaeppel, K., & Bjorngard-Basayne, E., (2018) Memes and GIFs as Powerful Classroom Tools.  Teaching with Technology, Retrieved November 28, 2020, from https://www.facultyfocus.com/articles/teaching-with-technology-articles/memes-and-gifs-as powerful-classroom-tools/

Simmons, M., (2019, April 27). How to Make GIFS Using Still Photos in Photoshop. Matthew Simmons, Retrieved December 1, 2020 https://www.matthewsimmonsphoto.com/blog/2019/4/27/how-to-make-gifs-using still-photos-in-photoshop

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