LESSON 4 Stop-Motion Animation Workshop

Storyboarding and Storytelling

• Use the technique of brainstorming to identify a Introduction topic for your group animation production; This guide outlines the important stage of “planning” for your final stop-motion animation video. You will be • Engage in critical reflective thinking as part of the introduced to the process of storyboarding and story- decision-making and problem-solving process; telling, and view examples of other students’ work. You will then be introduced to the process of creating a • Invent and incorporate unique visual symbols and collaborative storyboard. movement to create personal meaning in art;

• Appreciate the diversity of individuals, as reflected in their artwork. Learning Outcomes Upon completion of this lesson, you will be able to: Storyboarding Your Idea – • Explain the importance of storyboarding and sto- rytelling in relation to your stop-motion animation Telling a Story project; Great animation starts with a great “idea” for a story. Tell- ing stories is an age-old method used to communicate • Use various media and technology to convey mes- ideas and recreate and preserve culture, memories and tra- sages and meaning; ditions. By learning how to tell a story through animation, you will be challenged to use symbols and movement to • Work interactively, co-operatively and collabora- effectively convey your messages and stories. The intent is tively to plan and create a storyboard; to tell a meaningful story that expresses a strong message to its intended audience.

1 1 nfb.ca/stopmo nfb.ca/stopmo pleted Storyboard. on theNFBMediathequeStoryboardSheetand To viewthestoryboard examples found inthe video, click ing video: To learnaboutstoryboardingattheNFB,watchfollow- better youranimatedvideowillbe! and endtoyourstory.Remember,thebetteryouplan, ensure thatyourgroupdevisesadistinctbeginning,middle the actingandtimingrequirementsforeachscene.Please be incorporatedlater.Yourgroupwillneedtofigureout incorporate thekeyposesinstory;in-betweenscan to finish before youbegin animating. Your storyboards will requires youtoplanoutthescenesofyourmoviefromstart comic strip.Storyboardingincludessceneplanning,which written withimagesaswellwords,similartoagiant tions) beginlifeasastoryboard,whichisscriptofsorts All animationproductions(andmanylive-actionproduc- 6 and7). fredericback.com/ateliers/index3.en.shtml. films inthehopeofmakingthisworldabetterplace. passion fortheenvironmentledBacktomakeanimated meaningful stories.Thewebpagesbelowexplorehowhis mated films that can inspire your students totell their own communities. Backhascreatedseveraloutstandingani- to amessageofpeaceandrespectfortheEarthits tional figure. Hisworkisanexpression ofhisdedication animated filmTheManWhoPlantedTrees,isaninspira- Frédéric Back,authoroftheacclaimed,Oscar-winning Storytelling andInspiration Individual LearningActivity: St orybo d St arding ad Stop-Motion AnimationWorkshop (4 min30s) Storyboarding YourIdea orytelling (See themes NFB Com-

2 group include: Some popular and relevant themes identified for your age list ofsubjects. video. Pleaseidentifyrelevantthemesfromthefollowing to helpintheselectionofagoodtopicforyouranimated Your firsttaskasateamistoeffectivelybrainstormideas Group LearningActivity:BrainstormingaTopic world ofanimatedfilmproduction. essential toworkingsuccessfullyinthecompetitivereal reflects theviewthatstrongteamworkskillsaredeemed age allocationfortheteamworkcomponentofthisrubric the productionprocesswillbegraded.Thehighpercent- guidelines foryourteamandidentifieshoweachsectionof The than ifyouhadcompletedtheprojectonyourown! skills, yourteam’sfinalproductwilllikelybemuchbetter committed to theproject and useyour group’s diversity of considered valuable.Ifyouworktogethereffectively,are eryone’s ideas and contributions to the project are to be their own unique expertise and talents to the group, ev- equally andsharetasks.Aseachteammemberwillbring laborative fashion.Eachteammembershouldparticipate All teamsareexpectedtoworkinarespectfulandcol- of thestudioportionstop-motionanimationlessons. people fortheconceiving,planningandproductionstages teacher willassignyoutoaProductionTeamoffoursix You willcreateyourmoviesincollaborative teams. Your Brainstorming and Introduction to Teamwork 2 Racism, ActiveHealthy Lifestyles • • SubstanceAbuse • Bullying • MediaLiteracy • Social Studies • Technology • Health • Science • English • Stop-Motion AnimationRubricseeAnnex01provides Diversity &Body Image TheEnvironment • Arts(Art,Music,Theatre) • Math • grades 7andup) (for advancedcurriculums— all otherstepsoftheproductionprocess! Note: Pleasetakeyourtimewhendevisingtopicandstoryforanimatedvideo,asthisinitialdecisionwillaffect idea foryouranimation.Thethatyouselectshouldbeinterestingandmeaningfultoallteammembers. storm. Onceyourteamidentifiesatheme,youmaywanttoresearchitontheInternethelpcomeupwithspecific You may choose a topic from the above themes, or think up one of your own. The

“peer occasions” “special “sealing” “murmuring” “sports” “trapping” pressure” “discoveries” events” “famous “outer space” “wonders of “nuclear energy”“nuclear “sickness” “mutations” “disease” “cures” “AIDS” “magic” “legends” “fantasy” “legends” “magic” “witches” “fables” “myths” “fairies” “icebergs” “polar bears” “traditions” “whales” “hunting” “f “icebergs” “hunting” “whales” bears” “traditions” “polar “tsunamis” “earthquakes”“tsunamis” “bacteria” “microscopes” “equilibrium” “family” “war” “peace”“family” “gravity” “electricity” “pulleys &levers” world leaders heros role models famous people “forests” “waterfalls“music” “occupations” “poverty” “wonders of the world” “planets” “stars” “black holes” “mountains” “peer pressure” “discoveries” “trapping” “sports” “mu “icebergs “leprechauns” “m ” “magic “legends” “sickness” “disease” “cures” “AIDS” “nuclear energy” “mutations” “tsunamis” “earthquakes” “equilibrium” “microscopes” “bacteria” “family” “war” “peace” “gravity” electricity “pregnancy” “birth” “teen pregnancy” “marriage” “friendship” “endangered species” “ocean” “marine life” “life” “death” “pregnancy” “birth” “teen “pregnancy” pregnancy” “birth” “marriage” “friendship” “endangered species” “ocean” “marine life” “ocean” species” “endangered “life” “marine “death” “leprechauns” “metamorphosis” “ecosystems” “metamorphosis” “leprechauns” “lightning” “forests” “waterfalls” “occupations” “music” “poverty” world”the “mountains” “planets” “stars” holes” “black ” “polar bears” “traditions” “whales” “hunting” “fishing” I am brainstorming I am etamorphosis” “ “fantasy” “fables” “myths” “witches”“fairies” “sealing” “special occasions” rmuring” “famous events”“outer space” ecosystems” “lightning” 3 ” “pulleys & levers” Thought Bubble below may help you brain -

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LESSON4 nfb.ca/stopmo Stop-Motion Animation Workshop

Storyboarding and Storytelling

Learning Activity: Creating a Collaborative Storyboard Creating Your Storyboard Once your team has come up with a potential topic for your animation, you will need to have your idea approved You may use a copy of the NFB Storyboard Sheet to by your teacher. Once given the go-ahead, your group will help plan out your storyboard, use storybook templates need to begin storyboarding. found on the Internet or create your own storyboards from scratch. Keep your story and message simple and concise, as it takes 24 frames to make up one second of animation. Learning Activity: Cartoon Animation The process will likely take longer than you might think.

Watch the following NFB video to learn how an artistic ani- Note: The average animated movie length will vary and de- mated film is made and to get an idea of the enormous time pend upon topic selection and length of class time. Your commitment involved in storyboarding. teacher will help each class group determine an appropri- ate run time. Sleeping Betty: Interview with Claude Cloutier (2007, 4 min 32 s) Use this Storyboard Rubric to ensure that your team in- nfb.ca/film/sleeping_betty_interview] cludes all information and components when designing and completing your storyboard. Synopsis: Animator and director Claude Cloutier talks about his film, Sleeping Betty, and the process of ani- mation. (Recommended for grades 7 and up.) Questions you might want to consider include:

• What is your setting? Storyboard Websites To see examples of the intricacy of storyboards made by • How many characters do you need in the shot? professional artists, please visit the following websites: • Do you need any important props in the shot? Stephen McCallum’s Animation/Media Production stephenmccallum.blogspot.com/2009/07/storyboards.html] • What type of shot (close-up, wide shot, (Storyboard for the NFB’s From Flores, 1991) establishing shot, etc.) do you need?

Michael Sporn Animation, Inc. • What is the shot’s angle (i.e., how/where is the michaelspornanimation.com/splog/?p=1536] camera positioned)? michaelspornanimation.com/splog/?cat=2] (Storyboards from the Disney classics Sleeping • Do you need any special lighting? The lighting Beauty and Cinderella) depends on what type of mood you’re trying to convey (for example, you may need candlelight, The Necktie: Animated Storyboard (2008, 1 min 27 s) moonlight, a dark alley or a bright sunny day). nfb.ca/film/necktie_animated_storyboard] • Will you use any special effects?

nfb.ca/stopmo 4 4 Stop-Motion Animation Workshop LESSON 4 Stop-Motion Animation Rubric ANNEX 01

Remember, all great stories start with a great idea. Great stories make great animation.

Very Needs Mark Excellent good Good Improvement %

The idea for the story The idea for the story The idea for the story The idea for the story was excellent. Idea for was very good. Mes- was good. Message needs work. Message Message extremely 15% story sage very clear. fairly clear. is unclear. clear.

Extremely well More planning re- planned—excellent Well planned—very Fairly well planned— quired—flow needs flow. good flow. good flow. work. Story- Drawings extremely ef- Drawings very effective Drawings fairly effective Actions and emotions 15% board fective in conveying the in conveying actions in conveying actions of story not clearly con- actions and emotions and emotions of story. and emotions of story. veyed in drawings. of story.

Characters are ex- Characters are very tremely interesting— Characters are interest- Characters are vague— interesting—very good excellent effort. ing—good effort. more effort required. effort. Characters Characters are Characters are suitable Characters’ suitability 10% Characters are very extremely suitable to to storyline. to storyline is unclear. suitable to storyline. storyline.

The set/props do The set/props do a very The set/props do a fair The set/props need ef- an excellent job of good job of enhancing job of enhancing the fort to help enhance the Set/ enhancing the produc- the production’s aes- production’s production’s aesthetics 5% Props tion’s aesthetics and thetics and mood. aesthetics and mood. and mood. mood.

Students display Students display very Students display fairly Students’ knowledge of Design excellent knowledge of good knowledge of good knowledge of design elements 10% design elements. design elements. design elements. lacking.

Movement in the movie Movement in the movie Movement in the movie Movement in the movie is very smooth. is smooth. is generally smooth. is irregular/jumpy. An excellent attempt to A very good attempt to A good attempt to The incorporation of Movie 15% Production incorporate “principles incorporate “principles incorporate “principles the “principles of ani- of animation” and/or of animation” and/or of animation” and/or mation” and/or “tricks” “tricks” into movie. “tricks” into movie. “tricks” into movie. is not apparent.

Extremely creative More thought and cre- Work is very creative. Work is creative. Creativity work. ative effort required. 10%

The team worked The team had difficul- The team worked very The team worked well extremely well ties working together well together—shared together—shared most Teamwork together—shared tasks and sharing tasks and 20% tasks and activities. tasks and activities. and activities. activities. Total /100

5 nfb.ca/stopmo Stop-Motion Animation Workshop LESSON 4 NFB STORYBOARD SHEET ANNEX 02

TITLE:

ANIMATION TEAM:

BEGINNING DESCRIPTION

MIDDLE DESCRIPTION

END DESCRIPTION

6 nfb.ca/stopmo Stop-Motion Animation Workshop LESSON 4 STORYBOARD EXAMPLE ANNEX 03

7 nfb.ca/stopmo Stop-Motion Animation Workshop LESSON 4 Storyboard Rubric ANNEX 04

ALL STORYBOARDS START WITH A GOOD IDEA FOR A STORY.

Very Needs Mark Excellent good Good Work %

All main events of Most main events of Some main events of The main focus Scene the story are identi- the story are identi- the story are identi- of the story is on “non /4 Selection fied through choice of fied through choice of fied through choice of essential events”; some scene selection. scene selection. scene selection. scenes are incomplete.

Captions clearly iden- Most captions clearly Some captions clearly Captions don’t clearly tify each scene and identify each scene and identify each scene and identify each scene Captions help to connect the help to connect the help to connect the or help connect the /4 storyline. storyline. storyline. storyline.

All main characters are All main characters The main characters All main characters are identified; their actions are identified, but their are not well identi- identified; their actions and emotions match actions and emotions fied; their actions and Characters and emotions match /4 the storyline extremely don’t always match the emotions are unclear in the storyline very well. well. storyline. relation to the storyline.

The set/props relate The set/props relate Some of the set/props There is difficulty relat- extremely well to the very well to the pur- relate fairly well to the ing the set/props to the Set and /4 Props purpose, mood and pose, mood and coher- purpose, mood and purpose, mood and coherence of the story. ence of the story. coherence of the story. coherence of the story.

Most ideas are not gen- All ideas are generated Most ideas are gener- Some ideas aren’t gen- erated and organized and organized in a logi- ated and organized in a erated and organized in in a logical sequence. cal sequence. logical sequence. a logical sequence. The Thinking The originality and The plot is quite original The plot is very original plot is fairly original and /4 Skills creativity of the plot is and creative. The mes- and creative. The mes- creative. The message lacking. The message sage is very clear. sage is clear. is somewhat clear. is unclear. Total /20

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