Animated Flipbooks

Flipbook Animae Rubric

Video on Gertie the Dinosaur (1914)

Serving Art Educators
and Students Since 1994

Submitted by: Bob St. Cyr, Art Teacher and Photographer, Victoria, British Columbia, Canada

UNIT: Flip books & Comic Strips

TOPIC: Drawing, Design, Line, Shape, Form

LENGTH: 5 working classes

Standards:

PLO: A1; A4; B1; C2; E3; F3; H2

SWBAT: learn vocabulary related to making animation; practice elements of design in production of flipbooks, learn the history of flipbook art as a precursor to animation; S's will depict movement using simple flipbook techniques.

Vocabulary:

Persistence of Vision – As the eyes view a series of still images in quick motion their sensors retain each image momentarily giving the perception of one continuous picture in motion.

Registration – This is how to keep all images perfectly aligned for a clean, smooth motion when flipped through. It is a way to keep all images within a certain frame.

Key Frames – frames with the important changes in the subject of the animation; i.e., changes in drawing, set-up, and stages of movement.

Tweening – also called “morphing”, is filling in the frames between important key frames in an animation so that the transition is smooth and is co-related to the number of frames per second required for a given scene.

Flipbooks:

Flipbooks are a rudimentary form of animation made with multiple sheets of paper that show a series of images each changing a little from the next one. When one flips the pages, it gives the appearance of motion because of the persistence of vision phenomenon.

Procedure:

Time	Activity	Notes
5 mins.	Attendance Make sure Cell-phones are off and away Inspect uniforms	Check for food and drink
20 mins.	Watch part of Winsor M^cCay’s Gertie the Dinosaur (1914), at the beginning of cartoon animation. (See video below) Divide S's into groups of 4 or 5 Each group will be responsible to develop a short flipbook.	Group Project
10 mins.	After video, discuss the following Q's with S's: 1. Why is Winsor M^cCay considered one of the first true animators? 2. What do you think M^cCay would think about how animation is made and used today? 3. Do you think making an animation like M^cCay made takes a long time, why?	· Watch video · Show previous S's samples of flipbooks
30 mins.	Hand out assignment to each S's and go over with them Have S's selected their groups & report details to me Each group is responsible to develop a short flipbook and digitize it into a short animation Due date: ____ 4~5 members to a group Minimum length of animation is 1 minute Minimum number of drawings is 250 images Don’t forget to colour and soundtrack
5 mins.	Put things away and CLEAN UP, WASH UP, SWEEP UP, head off to next class

Materials:

Paper card template, Projector, Gertie animation, sample flip-card animation, Drawing Pencils, Ultra-Fine Point Markers

See another flip-books lesson on IAD

Book

The Complete Animation Course - The author covers all forms of animation, starting with the basics of making sketches in flip books, and concluding with the latest developments in computer-generated imagery.

Assessment:

Completed work, on task behaviour, rubric

Questions:

1. Why is Winsor McCay considered one of the first true animators?

2. What do you think McCay would think about how animation is made and used today?

3. Do you think making an animation like McCay made takes a long time, why?

Multi-page Flipbook with Tweening:

· Use the 18 card sheet template hand-out – each student gets two pages 36 frames in total.

· Begin drawing on frame one the first image of the flipbook.

· With each additional drawing, you will fill in the cards halfway between the ones you have already drawn – showing a little bit of movement – until all have been drawn.

· As you fill in the in-between cards, it is important to check your numbers and put cards back in order to make sure you stay on track with your drawing.

· The first – middle – last cards are key frames with small changes (morphs), in each card in-between these three.

· Once finished, align all cards, tap them and flip J

SCORE →

Excellent 4

Good 3

Satisfactory 2

Needs

Improvement 1

Group Members

Technical ability and presentation of work

How effectively did the group use tweening in their project?

Students worked on-task and cooperative as a group

TOTAL →

Prescribed Learning Outcomes

I. Image – Development & Design Strategies (Perceiving/Responding)

It is expected that students will:

· A1 identify, compare and contrast images of a given subject as used in others’ works

· A2 identify a variety of imagery sources and analyze & evaluate image development strategies used by self, peers and others

· A3 analyze the relationship between the form and function of particular 2D & 3D images

· A4 evaluate the effectiveness of the use of particular forms for a particular function

· A5 demonstrate respect for ethical and legal considerations associated with reproduction as an image development strategy

II. Image – Development & Design Strategies (Creating/Communicating)

It is expected that students will:

· B1 develop & make images:

◦ Using a combination of image development techniques & strategies

◦ Demonstrating an understanding of a variety of styles

◦ (or a series of images) demonstrating a growth in understanding of a subject or theme for specific purposes

◦ That deliberately engage varied combinations of the senses at once

· B2 draft, refine, and apply ideas relating to fields other than visual arts, using various image development strategies and sources

III. Context (Perceiving/Responding)

It is expected that students will:

· C1 demonstrate an awareness of the skills, training, & education needed to pursue a variety of art careers

· C2 demonstrate an understanding of the societal roles of contemporary artists and visual art forms

· C3 analyze the roles of various artists and the visual arts in reflecting, sustaining, and challenging beliefs and traditions in society

· C4 explain how the interaction of art and artists from different contexts can affect their style, purpose, and meaning

· C5 demonstrated an awareness of the values and meanings attached to collections, shows, and displays

· C6 analyze selected works and defend preferences, recognize the bias of their personal context

IV. Context (Creating/Communicating)

It is expected that students will:

· D1 create images:

◦ That support or challenge personal & societal beliefs, values, traditions, or practices

◦ That synthesizes the characteristics of other artists, movements, and periods through experimentation with a variety of styles

◦ Based on an understanding of historical and contemporary images and issues

◦ That reflect an understanding of responsibility to the context of a specific audience

· D2 develop & arrange a display or portfolio of work, taking into consideration the nature of the art work, venue and audience.

V. Visual Elements & Principles of Art & Design (Perceiving/Responding)

It is expected that students will:

E1 use the vocabulary of the visual elements and principles of art and design in discussion & art criticism

· E2 evaluate the use of the visual elements and the principles of art & design in their own images and in the images of others

· E3 analyze how individual visual elements, the principles of art and design, and their physical qualities are used to create meaning and effect in images

· E4 describe the influence that particular relationships of elements and principles of design have on personal preference

· E5 compare the expressive and physical qualities of a selected element as employed:

o In a variety of materials

o With a variety of technologies

o Through a variety of processes

· E6 recognize that there are different associations of particular elements and principles of art & design in different cultures.

VI. Visual Elements & Principles of Art & Design (Creating/Communicating)

It is expected that students will:

· F1 demonstrate a range of possibilities in utilizing the visual elements & principles of art & design

· F2 create a 3D image from a 2D image

· F3 demonstrated an awareness of the qualities of particular elements & principles of art & design

· F4 create images that alter the meaning or impact of other images through manipulation of the visual elements & principles of art & design

· F5 use a combination of elements and principles to create a particular mood in personally meaningful images.

VII. Materials, Technologies, & Processes (Perceiving/Responding)

It is expected that students will:

· G1 apply vocabulary for materials, processes, & technologies used in 2D & 3D image development

· G2 critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes

contribute to conveying meaning and achieving purpose

· G3 describe the development of an artistic material, technology, or process

· G4 identify tools and equipment used to create images

· G5 assess the safety, environmental, and legal considerations related to particular materials, technologies, and processes

VIII. Materials, Technologies, & Processes (Creating/Communicating)

It is expected that students will:

· H1 use a variety of materials, technologies, & processes, alone and in combination, to make personally meaningful images

· H2 select materials, technologies, & processes appropriate for a planned work or series of works

· H3 use, care for, and maintain materials, technologies and work space in a safe and environmentally sensitive fashion

· H4 invent, construct, and use a tool for a visual arts application

· H5 demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses.