Animation strips are one of the easiest forms of animation to make, and can provide an excellent introduction to the concepts underlying more complex animation techniques. The two tutorials accompanying this lesson describe two methods for viewing animation strips – using either a frame or a zoetrope. Both methods of animating can each be completed by students using a personal digital fabricator, but could also be attempted by an adult using an exacto knife.
- Students will create predesigned and original animations using digital fabrication.
- Students will demonstrate recognition of patterns contained in predesigned and original animations.
- Students will demonstrate the ability to extend patterns contained in predesigned and original animations.
Standards of Learning
- Mathematics 4.21 -- The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.
- A computer (Mac or PC) with the Fab@School Designer software installed.
- Access to a Silhouette digital fabricator.
- Access to a color printer.
- Sufficient sheets of 110 lb. cardstock.
- Creating a Zoetrope Video
This project is scheduled to last for three hours (divided into three 1-hour blocks).
During this lesson, students will be asked to design and manufacture animation strips that demonstrate the recognition, creation, and extension of numerical and geometric patterns.
- Explain to your students that animation strips are one of the easiest forms of animation to make, and can provide an excellent introduction to the concepts underlying more complex animation techniques.
- Introduce the two tutorials accompanying this lesson that describe the creation of a animation strip frame and zoetrope – two of the technologies for making the ‘animation’ in a animation strip visible to the human eye.
- Describe how students can use digital fabrication to create the frame and zoetrope needed to view animation strips.
- Show examples of animation strips. Below are four examples.
- Show an example of a numerical pattern that can be made concrete with a animation strip. Below is an example pertaining to the process of skip counting.
- Show an example of a geometrical pattern that can be made concrete with an animation strip. Below is an example pertaining to the phases of the moon.
- Describe how zoetropes were utilized before the invention of film, and provide an introduction to the concepts underlying more complex animation techniques.
- Show an image of the template used to create the body of the zoetrope machine.
- Demonstrate how when a student holds the zoetrope in their palms with the proper angle and lighting, and spins it while looking through the slits in the frame, an animation becomes visible.
- If you would like to show a video demonstration of creating the zoetrope, click on the link in the Materials section
- Have your students create predesigned animations based on the templates.
- Have your students create original animations based on modifying the templates.
- Have your students discuss their original animations with a partner.
- Have your students present their original animations to the class.
- Assess your students’ presentations using the rubric described in the ‘Assessments’ section of this lesson plan.
This section will describe assessment of activities involving the creation of animations for the goal of supporting VA Mathematics SOL 4.21. A performance assessment of the student generated animation strips should focus on:
(1) The extent to which they display evidence of the processes of recognizing, creating, and extending numerical and geometric pattern.
(2) The use of concrete materials, as well as number lines, symbols, tables, and words.
The following holistic rubric is a template for assigning a numerical value to the animation strips that your students create.
0: Not Scorable
Shows no attempt to recognize patterns.
Does not attempt the task, and therefore shows no creation.
Shows no attempt at extending the pattern.
Attempts to recognize a pattern, but it is incorrect and/or inappropriate.
Attempts the task, but does not present evidence of creating a pattern.
Attempts to extend, but fails to demonstrate any understanding of a correct strategy or of comprehending the task.
Attempts to recognize a pattern, but it is incomplete and/or unclear.
Attempts the task, and shows some evidence of creating a pattern but it is incorrect due to mistakes like mismeasurement, miscalculations.
Attempts to extend a pattern, and demonstrates some understanding of the task and a partially correct strategy, but fails to complete either.
Displays recognition of a pattern, and it is complete and clear.
Shows strong evidence of creating a pattern.
Communicates an understanding of extending the pattern.
Displays recognition of two or more patterns, both correctly and completely.
Shows clear evidence of creating two or more separate patterns.
Communicates an understanding of extending the patterns.
- This lesson on animations can be supported by the “Design and Create a Paper Music Speaker” lesson to facilitate a full multimedia experience for your students.