Animate It Lite, I Can Animate Lite, iMovie
advertising, photo retouching, alter, persuade, stop-frame animation, frame, storyboard, narration
Is Seeing Believing? lesson from Common Sense Media. Click on the link above to access the Yr 5 materials. You will need to create a free account with Common Sense Media to use the comprehensive lesson resources. This lesson can be support by the Dove Evolution video and the 'Talking to your kids about media and body image tip sheet' - both links can be found above.
I can identify marketing elements designed to draw my attention.
I can understand that images can be edited digitally and can discuss rights and permissions associated with this.
Pupils will be creating their own stop-frame or stop-motion animation. Opportunity to discuss stop-frame animation examples such as Wallace and Gromitt, Shaun the Sheep, and Morph. Look at Morph example above. How are these films made? Make links to flick book examples, J2Animate or Purple Mash 2Animate. In stop-frame animation characters are moved and a photo taken, they are then moved again and another photo taken. When all the photos are shown one after another the viewer observes movement. Demonstrate to pupils how to take a photo or frame. Then to make small changes to an object. One suggestion is that pupils get used to animating simple objects like a pen, a pencil sharpener, plasticine or another similar object that doesn't easily fall over. Take two photos or frames and then move the object slightly. Don’t move the tablet between frames. Hold the tablet in place on a stand or tripod if you have one. Demonstrate how frames can be deleted or moved, especially if a photo of a hand appears in some of the frame. Allow the pupils time to experiment with taking frames and moving an object. Show videos to the class and evaluate - “How can we improve these next time?”
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
● text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
● presentation, e.g. page orientation; animations; transitions; removing and alter images; use background; use action buttons to create hyperlink; embedding objects.
I can use software tools to enhance the outcomes for specific audiences.
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Pupils are to plan out a very simple narrative for an object or objects. Storyboard - first this happens, then this, and finally this. Talk to the pupils about inserting ‘pauses’ into their animation to improve the final animation. This stops the animation ‘rushing’ to the end which some may have found in the previous activity. To make a pause take several frames where nothing moves. If the animation is running at 12 frames per second, how many frames would equal half a second? Add 12 frames at the beginning of their animation and 12 frames at the end. Pupils to evaluate the final animation. Was your animation an improvement on the previous one? What would I do next time to make it better?
Plan out a new short narrative or base it on the previous animation. Create a simple storyboard template of the shots you will need. Introduce a long shot, extreme close up and point of view. Pupils could build a simple set using half a cardboard box which is decorated appropriately. Show the pupils how to export their finished film. An opportunity to import the finished animation into your video editing application e.g. iMovie and add titles, music and sound effects. Final animation then exported for others to view. Explain to the teacher / class / group why the animation was created in this why. Was it effective? Invite feedback from others.
I can independently create and plan work before beginning a digital task.
I can explain reasons for layout and content of my own work and the work of others.
I can comment on reasons for layout and content.
Before beginning this activity, it maybe helpful if pupils have some pictures or video on the device that they can use. However, they can also capture photos or video during the editing process. Pupils create a new project. Show pupils how to import photos and video clips into their project. Demonstrate how to trim a clip to shorten or possibly lengthen. Look at the Ken Burns effect and change the start and end points. Encourage pupils to add a title, a caption, change transitions, music and narration. Allow time for the pupils to experiment with these tools, to create their video.
Explain to the pupils that they are going to create a ‘digital story’. Digital Stories (example) are multimedia movies that often combine photographs, sound, music, text, and a narrative voice to tell a personal story. Pupils must plan (storyboard) and create the video. Excellent literacy opportunities for developing writing and oracy. Pupils write a story from a personal perspective, something that has happened to them. They will need to narrate the story over appropriate still images that highlight their story. Set a time constraint on the length of video, e.g. 2 minutes. Talk to the pupils about what will make this project a success, e.g. clear speaking voice, photos at the appropriate point in the narration, titles, suitable music in the background. After presenting or publishing the videos, remember to evaluate the videos against this success criteria. Pupils can also read the BBC Bitesize webpage, "How to create digital video and audio" (see link above).