Name of Project: Ball Bounce
MCAD Teaching Artist: Tara Reynolds
Teacher(s)/ Schools: Jacquelyn Williams (3rd), Kenwood Elementary / Jennifer Boyson, Myers-Wilkins (5th)
Age or Grade Level: 5th Grade (10-11 years) / 3rd Grade (7-9 years)
Visual Arts Content / Standards
220.127.116.11.1 18.104.22.168.2 22.214.171.124.1 126.96.36.199.2 188.8.131.52.1 184.108.40.206.2 220.127.116.11.1
Overview of Project
An introduction for 3rd and 5th graders to basic animation and creation of a flipbook in one hour. They will learn one of the twelve basic fundamentals of animation, stretch and squash. They will learn stretch and squash by looking at a quick example of the fundamental being used in a quick two-second video that will be looped. Before starting our project I will show them examples of a regular ball, a stretched ball, and squashed ball then have them draw the different types of balls. After the students get the hang of things from the drawing exercise we will begin the flipbook, step-by-step.
“Big Ideas”/ Essential Question(s)
Animation can make our ideas come alive.
Student Outcome Objectives
1. Students will create a flipbook using 1 of the 12 basic principals of animation: stretch and squash.
2. Understand and apply fundamental principals of animation in a flipbook by observing them in professional and one another’s artwork.
3. Overall, I want them to create something that they will always cherish because it is their own drawing and they made it come to life on their own.
Essential drawing skills, and know how to listen and ask for help when needed.
Lesson Preparation Timeline
Prepare lesson plan and practice
Created post-it note flipbook for each student.
Purchase mechanical pencils and erasers for students to keep.
Examples of Artwork
Use a traditional ball bounce animation and will create a diagram of different types of balls for demo. And after work I will show them other things they can make with stretch and squash if they keep practicing on their own.
Simple Ball Bounce: https://www.youtube.com/watch?v=4eORwGYk08w
Types of Balls: http://www.animatorisland.com/say-no-to-stickmen/sandsball/
Professional Stretch and Squash: https://www.youtube.com/watch?v=lGGAVq-XY70
Assess by ‘looking at student work’ to see if students have use the fundamental of animation in their work
Mechanical pencils with erasers
Prepared post it not flip books
Printer paper for sketching
Learning Activities and Timing
1. Welcome students, and give overview of the project. Define stretch and squash by showing them an example. 5 minutes.
2. Project drawing with and for them: show them the regular, vertical stretched, diagonal stretched and squashed. Have them write underneath their balls for reference. 10 minutes.
3. Go around the room and check to see if they understand with other teachers. 5 minutes.
4. Hand out all of their materials: Post-it Flipbook, pencils, and erasers. Then show them what we are going to be creating emphasizing that we need to draw on each different page a new ball and we will start from the bottom. As well as mentioning that we need to follow the arch that is pre-made for them. 5 minutes
5. Draw under the projector step-by-step with them showing the ball we will draw first on the chart I have made (ball 1 goes on page 1, flip the page, ball 2 goes on page 2, flip the page, etc.) While reminding them what sort of ball they are drawing (ball 1 is regular, ball 3 is stretched, ball 5 is squashed, etc.) “Look at me when you are finished” will be said after the first three then “raise your hand if you need help” after. 15 minutes
6. Stop to ask if everyone is following along, take 5 minutes for students to catch up if need be.
7. Finish the rest of the flipbook 10-15 minutes depending on clean up
4. Clean up 5 minutes at most if we’re not giving (mechanical) pencils away.
Teaching Artist Reflection
An issue anticipated with this lesson was the possibility that some students may find animation to be too difficult and then give up. Before this lesson, I couldn’t gauge what types of animation would be too hard or too easy for the fifth graders. I now have a sense of the students needs and abilities for various ages.