1.

ClaymationMetamorphosis (art + science, art + technology)

Making "stop-action" or frame-by-frame animations has never been easier or morerelevant. Students are familiar with manyhigh-quality films and cartoons using manipulated clay characters, and this lesson plan willintroduce them to the basic techniques andprocesses of media production.

Starting with a storyboard plan, students will build characters and film theiractions one frame at a timewith a digital camera. Theframes will then beassembled in a softwareprogram and played insuccession without timelapse between them tomake a movie.

This lesson plan connectsvisual problem-solving witha familiar scientific theme —the metamorphosis of abutterfly. Any theme can beadapted to the steps outlined below. Because ofthe complexity of thisproject, allow 8 classperiods and have studentswork in groups. The finished movie can becopied on CDs for everyonein the class.

Grade Levels 5-12Note: instructions andmaterials based on a classof 25 students. Adjust asneeded.

Objectives

• Students will learn tocommunicate their ideasand imagery through avisual technique popularwith mass media

• Students will gain anunderstanding of theplanning and production

MaterialsVan Aken® Claytoon Sets,Neutral (33227-0049) andHot (33227-0059) colors, oneof each per project

Twisteez Wire(33407-1050), one wire perproject

Blick Premium Cardstock,Holiday Green (11408-7099),one sheet, cut to 9" x 12"

Blick Student WatercolorPaper (10028-2158), cut to 9"x 12"

Crayola® EducationalWatercolor Set(00309-1009), share 6 setsacross classroom

Sargent Art®

Colored Pencils(22046-1012), share6 sets across classroom

Digital Camera, Tri-pod

Desk lamp

Computer with Microsoft®

PowerPoint®, Adobe®

Photoshop®, Adobe® ImageReady®, Apple® iMovie® orother software program withanimation capabilities

Objectives, continued

required for claymation animation

• Students will be able to connect theirideas and visual art skills to communications in other subjects, such asmath, science and literature

• Students will learn to manipulate modeling clay over a wire armature toprovide animation to a character

Preparation

1. Design a simple set area in which the Metamorphosis will take place. In thisexample, a watercolor background andleaf shape cut from cardstock is all that isneeded for the set. Depending on agelevel, have students design the set orprepare it for them in advance. Larger setswill require more materials, so keep itabout 9" x 12", with as much depth asneeded.

2. Make a frame template based on the set,about 3" x 4" frame size, make multiplecopies. Allow room for written dialogue.

3. Make another template the same size asthe set; have multiple copies available.

Process

1. Storyboard: Divide class into teams of sixand have two students on each teamresponsible for planning a stage ofdevelopment — the egg and larvae stage,pupa (chrysalis) and adult stage. Use sixtemplates per stage and draw with colored pencils, in order, what takes placein that stage and how they imagine themovement to evolve. Individual actionframes are not necessary — templatesmay represent what will actually bemultiple frames in the animation.

2. Characters: Teams will create thecharacters using the set-sized templatefor accurate proportions. Use a non-hardening modeling clay. Claytoon isbright, very easy to work and doesn’tleave oily stains.

The young larvae can be simple clayshapes.

For the mature larvae (caterpillar), formfive 1/8" dia balls of black, white andyellow. Flatten to a disk. Bend a loop onone end of a 4" Twisteez wire and threadthe disks on in sequence. This will make iteasy to bend for a crawling motion.Because the mature larvae will be in many

Process, continued

frames and will have clay wrapped aroundit for the chrysalis, it's a good idea tomake an “understudy” or two.

For the pupa stage, plan to wrap clayaround the mature larvae during filming.

For the adult butterfly, make two versions:one with folded wings as it emerges fromthe chrysalis and one with extendablewings. For the extendable wings, bend thewire into wing shapes and mold the clayover the top.

3. Studio: Position digital camera on a tri-pod, shooting straight down. Turn off flashand auto focus. Use a low resolutionsetting. Remember that the camera has toremain in the same position. If there's achance it might get moved, mark exactpositioning on the floor with tape. Placeset beneath and tape to table surface orfloor so that it doesn't move. It's best toshoot in a darkened room, using adirectional light source, such as a desklamp, to illuminate. The lamp will need tostay in the same place as well.

4. Film: Capture the Metamorphosis, oneframe at a time, making small adjustmentsto the characters between frames. Themore frames, the smoother the transitions.

5. Animate: Upload digital images into acomputer software program:

Powerpoint — Insert the pictures intoLarge Photo Slides, (found in theFormatting Palette under Change Slides).On the Transition Palette, (a drop-downselection from Slide Show), set slides tochange automatically every 0 seconds. Donot use mouse click or transition effectsand apply to all.

Adobe Photoshop or ImageReady —assemble images as layers. Use theanimation palette to make frames fromlayers. Set transition to 0 seconds and loop once.

iMovie — import photos as clips. Assign atime frame of .01 seconds to each clip. Donot apply transitions.

Many other programs are available thatwill work as well. Adjust to your currenttechnology.

2.

Options

- Add music and frames giving credits to thecreators of the movie

- Choose other themes involving Metamorphosis ortransition in science and nature: the life cycle of aflower, frogs, seasons, the solar system, etc.

Copyright © 2006 Dick Blick Art Materials. All rights reserved.JD

3.

National Standards

Content Standard #1 — Understandingand applying media, techniques andprocesses

5-8Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes toenhance communication of theirexperiences and ideas

9-12Students apply media, techniques,and processes with sufficient skill,confidence, and sensitivity that theirintentions are carried out in theirartworks

Content Standard #3 — Choosing andevaluating a range of subject matter,symbols, and ideas

5-8Students integrate visual, spatial, andtemporal concepts with content to communicate intendedmeaning in their artworks

9-12Students reflect on how artworksdiffer visually, spatially,temporally, and functionally, anddescribe how these are related tohistory and culture

Content Standard #6 — Making connections between visual arts andother disciplines

5-8Students compare the characteristics of works in two ormore art forms that share similarsubject matter, historical periods, orcultural context

9-12Students compare the materials,technologies, media, and processesof the visual arts with those of otherarts disciplines as they are used increation and types of analysis