Delaware Recommended Curriculum Unit Template Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for a teacher’s thoughts and creativity. The information we have included represents one possibility for developing a unit based on the Delaware content standards and the Understanding by Design framework and philosophy. Subject/Topic Area: Visual Art Grade Level(s): 4 Searchable Key Words: cartoon, animation, cel, storyboard Designed By: Dave Kelleher District: Red Clay Time Frame: Eight 45 minute classes Date: November 18, 2008 Revised: May 2009 Brief Summary of Unit Creating, performing, responding and making connections are learning concepts that are at the core of the Visual and Performing Arts curriculum. This unit will stress the responding concept and the product for responding will be animation. Students will view animated cartoons (non-computer generated) and analyze how multiple uses of “one image”, or cel (short for celluloid- thin sheets of clear plastic that characters are drawn on and then painted), create a story in motion and convey the point/opinion of the animator. Ultimately, focus will center on one individual cel and how it relates to the given point/opinion and, due to its cartoon nature, may/may not effectively convey the opinion (i.e. some people might find it difficult to relate to a serious topic when the character presented is an adorable pink bunny with a bowtie). Because the art world had previously considered animation beneath it, artistic skill and creativity in the creation of characters, emotions, storyline, and backgrounds were often ignored. Now, major auction houses like Sotheby’s and Christie’s devote attention to major sales of animation cels which can command five figure results, especially when depicting a moment of a key scene and/or key character(s). Because of computers, traditional cel animation is now obsolete. Computers are able to quickly produce images with little costs, unlike the pen/paint/cel sheet process of traditional animation that was painstakingly done by hand. However, students will understand the animation process by becoming “animators” and will create their own images in the same manner as a traditional animator, culminating in a cel image of their own creation. The transfer task will require students to apply their understanding by creating their own cel set-up that conveys a thought/view. This unit is scheduled to be taught in May. Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) DE Content Standards Standard 1- Understanding and applying media, techniques, and processes 1.2 Use selected two-dimensional and three-dimensional media to communicate ideas 1.6 Identify different media, techniques, and processes that are used to create works of art Standard 3- Choosing and evaluating a range of subject matter, symbols, and ideas 3.2 Integrate a variety of sources for subject matter, symbols, and/or ideas which best communicate an intended meaning in works of art 3.6 Analyze how the use of subject matter, symbols, and ideas are used in works of art Big Idea Through art, humans express their world Unit Enduring Understandings Students will understand that… Art is a form of expression that employs a system of visual symbols Artists make thoughtful choices in creating works of art Certain images/symbols obtain mass appeal Certain images/symbols evoke emotion Unit Essential Question(s) To what extent can you be limited in your expression through art? How and why is art used as a vehicle for communication? Knowledge & Skills Students will know…. Key terms- animation, cel, storyboard Sequencing in animated film production- story/storyboard, conceptual art, model sheets, layout drawings, backgrounds, animation rough, animation clean-up, cel creation Emotion can be increased/diminished/introduced through a chosen media Students will be able to… Emulate the process/result of an animator Analyze/interpret works of others/their peers Develop a thought/idea from beginning to end Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) Essential Questions: To what extent can you be limited in your expression through art? How and why is art used as a vehicle for communication? Suggested Performance Task(s) Students are in charge of their own animation company and must develop a new series featuring characters of their own creation. They will create concept art (design the look/feel of the animated series), the storyboard (like a comic strip, each segment of action is depicted like a visual script- usually each moment is on separate pieces of paper to be moved as the story changes), backgrounds, model sheets (these show various poses and expressions for each character from different angles), animation drawing (which is traced or photocopied onto a blank cel). For presenting to network executives (their classmates), students must pinpoint a key moment of their animated storyline to depict with one cel set-up (a single or multiple cels on top of a background). Rubrics/checklists for Performance Tasks 4 3 1 2 Satisfactory Animation Outstanding Good Developing Cel Concept- Much effort and originality Effort and originality Some effort and Little effort and in creating non- in creating non- originality in originality in creating copyrighted characters and copyrighted characters creating non- non-copyrighted story idea with a n event or and story idea copyrighted characters and story crisis characters and story idea idea Storyboard- Shows all of the most Shows most of the Shows few of the Shows random events important events of the important events of most important that do not create a story, is easy to “read”, the story but might events of the story story, little/no effort and has included the event have some “flow” but is hard to used in creating to depict on the cel problems, and has read/understand storyboard included the event to depict on the cel Background Background image chosen Background image Background image Background image has relevance to chosen has relevance depicted has little depicted has no event/crisis, drawing and to event/crisis, relevance to relevance to painting done in a drawing and painting event/crisis, drawing event/crisis, drawing preplanned and neat done fairly neat and painting done and painting are messy manner, final effect is show lack of control and poorly done interesting and eye- catching Model sheet Characters are original, Characters are Characters are Characters are poorly creative and eyecatching. interesting. The roughly drawn and drawn and missing The depiction of body depiction of body lacking detail. The depictions of body views and facial views and facial depiction of body views and facial expressions are inventive, expressions are views and facial expressions. expressive, and well represented in a neatly expressions are not drawn. drawn manner. varied or interesting. Animation Characters are drawn Characters are drawn Characters are Characters are poorly rough/ neatly with light blue with light blue pencil, roughly drawn with drawn with light blue clean-up pencil, carefully outlined and outlined with light blue pencil, and pencil, and poorly with black felt tip marker. black felt tip marker. hastily outlined outlined with black Characters have evolved Characters have with black felt tip felt tip marker. from storyboard and evolved from marker. Characters Characters have little displays an obvious storyboard. have evolved from similarity to earlier personality. storyboard. development Cel- Cels have been painted on Cels have mostly been Cels have mostly Cels have been painted back, with much attention painted on back, with been painted on on both sides, no to painting sequence some attention to back, some smaller attempt at painting (small to big areas) and painting sequence details have been small details, and preplanned color (small to big areas) and omitted from a painting skills are application. Painting is mostly painted unique color, and poor. extremely neat and rest of carefully. painting appears cel is clean. rushed and rough. Cel Set-up Cels and background Cels and background Cels and background Cels and background together create a clean, together are neat and together are together are too messy, colorful, eye catching interesting and depicts obviously a bit distracting, and image that depicts an easy an easy to understand rough and depicts confusing- audience is to understand moment. moment. and event is vague lost at what is happening in scene Critique- Actively participates, uses Participates, uses Passive participant, Requires yes/no correct critique etiquette, correct critique uses general ideas to responses, evaluates uses multiple criteria to etiquette, uses some express their work on personal discuss artwork criteria to discuss thoughts on the tastes rather than artwork artwork lesson criteria, poor etiquette Other Evidence Assessment will encompass: Preliminary work- Teacher-created samples for students to work through process Group critique Peer assessment (formal/informal) Student Self-Assessment and Reflection Students bring in examples of animation images they find interesting and/or exemplary Reflection by writing- notes/ideas/opinions about the process Group peer critiques (think/pair/share) Artist statements Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve