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1. Introduce project, rubric, and
journal aspects; students are paired by teacher; dyads discuss briefly,
then choose an animal as a subject
2. Research begins: students gather
examples of illustrated locomotion (movies, text descriptions) from
Internet research
3. Introduce ‘stop-motion’ animation
techniques and using Quicktime Pro to render still images into a movie
4. Students create background scenery
for their animation, with appropriately-scaled props, using butcher
paper and magic markers, as well as what they know about sea life and
depth layers in the ocean
5. Students create their
clay-and-wire models for the animation
6. Filming begins: the animation
frames are created by making digital photographs of the model set
against the background. When the sequence is completed, the images are
downloaded to a project folder in a computer.
7. Sequencing, timing, and looping of
the animation begins: students use quicktime pro to make the project as
realistic as possible.
8. Final production begins:
narration, music and titles are added to movie, and movie is recorded on
a video tape for presentation
9. Presentation of movie by dyad
10. (COPYRIGHT LESSON) Visit the
Copyright Basics page at
http://www.law.duke.edu/copyright/copykids/cbasicsframes.htm
to read about copyright law and
discover why it is a good idea to register intellectual property, though
it is not required for the piece to be protected under the law.
11. Visit the Register Your Work page
at
http://www.law.duke.edu/copyright/copykids/regframes.htm
to register the animation sequence
created and presented in steps 1 through 9. |