Planning Backwards Model // Teaching Artist Practicum

Name of Project: Animated Wave Principle Flipbook Demo

School/Teacher/Classroom or Arts Organization/Mentor: El Colegio, Peter Glaser, Physical Science

Grade Level or Age of Participants: 9th – 11th grade

MCAD Teaching Artist: Amabelle Johnson

Number of Students: 10-20 students

VISUAL ARTS CONTENT OR STANDARDS

Grades 9-12 Visual Arts

9.2.1.5.1 1. Create a single, complex artwork or multiple artworks to express ideas.

CURRICULAR LINK / STANDARDS

Grades 9-12 Physics

2.2.1 Students will be able to use symbolic representations to represent data, to predict outcomes, and eventually derive further mathematical or algorithmic relationships that describe phenomena.

9P.2.2.1.2 Use algorithmic representations of Newton’s Law of Gravitation and Coulomb’s Law to 9P.2.2.1.3 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in or out of the system are known.

OVERVIEW OF PROJECT

Students will construct flip books that investigate wave formation through hand drawing and repetition to gain a deeper understanding of the physics and basic animation principles.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

  • What can animation teach/convey?

  •  WHY USE ANIMATION?

  • How can Animation and Physics compliment one another?

STUDENT OUTCOME OBJECTIVES

Students will:

  • 1. Construct flip book animation

  • 2. Understand the animation wave principle

  • 3. Demonstrate a wave animation in a hand drawn animation

PRIOR KNOWLEDGE

  • Examples of animation in cinema / understanding animation is created through frames

  • Knowing how waves are formed

 EXAMPLES OF ARTWORK

  • “Basic Wave Principles Guide” Animator’s Survival Guide by Richard Williams

  • Wave formation GIF examples - (hair, tails, flags, clothes, etc.)

  • ManZAnimator, Animation Wave Principle Reference, video, 2016: https://www.youtube.com/watch?v=tztDoqDYE_Y

  • Micah Buzan, Animation Tutorial: The Wave Principal, video, 2016: https://www.youtube.com/watch?v=kLPqW3g9yPs

ASSESSMENT

I will know students have understood the project when they:

  • Complete a functional flipbook

  • Apply a wave formation to their object of choice

  • Can re-create it using different objects

  •  Ask them to describe how it works when they share their books with one another

 MATERIALS

  • Colorful cardstock covers (20 pieces)

  • Canson Animation Paper (3 pcks)

  • Long 3 in. Metal Nails (1 pck)

  • Fasteners (50)

  •  2B Pencils (20 indiv.)

  • 3 Artograph Light Pads

  • Instructional Packets: https://drive.google.com/file/d/1hnPiAaB7PL_8gwEj7jy4zlt6-g97V29_/view?usp=sharing

  • PowerPoint: https://drive.google.com/file/d/1PXkQWuyUGV_XAEY_C4krZ6bwji1KAqRd/view?usp=sharing

 

LEARNING ACTIVITIES AND TIMING

1. Pre-prep: (30 mins)

  • Write on board of plans for the day/activities/big questions

  • Organize materials for flip books

2. Brief Intro to Physics in Animation: (5 min)

  • How does Animation and Physics compliment each other? If there were no physics in animation, how would it be different?

  • Powerpoint: Intro to the Wave Principle (how do you use it and where is it seen? w/examples)

3. Flipbook demo/prep: (10 min)

4. Wave Principle demo: (5 min)

a. Start from the back & number pages

b. Draw object of choice on pages (you’ll need to re-draw it)

c. Create your wave formation (using arcs)

d. Define it

5. WORKTIME: (25 min)

6. Presentation of flipbooks using projector: (10 min)

TEACHING ARTIST REFLECTION

Will students be able to feel comfortable starting off with a challenging principle if they haven’t done animation before? Will students stick to the wave formation or will they do choose their own subject?

This project fits with the curriculum as the students will be getting into learning about wave formations in the next unit, so this is a good intro to ways waves look like in real-life. Students will understand why physics in animation is important. Students can easily carry the flipbook around with them to share as it is travel-sized.

I will receive feedback from the student’s efforts, and Peter and Lynda’s reflections

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