"Animation Creations", Connected, level 2, November 2018
27 November 2018
Ryan Kothe, an animator from Auckland, uses stop-motion animation to make short videos and advertisements. In this article, he explains how to create your own stop-motion animation movie.
You can find the article and teaching notes here: Animation Creations, Connected, level 2, November 2018
Other useful resources
- Toyota asks kids to design their dream car of the future – The finalist's drawings were brought to life in a tiny animated vine video.
- Instructional writing and digital technologies – See the designing and developing digital outcomes tab to see instructional videos made by students.
- Captivating contexts: Horror movies – These students made horror movies and musical movies.
Discussion questions
See teacher guidance in the technology indicators for the three components of technological practice, brief development, planning for practice, and outcome development and evaluation at curriculum level 2. Teachers provide the need or opportunity for the animated clip. To develop the conceptual statement in negotiation with the students and develop a list of attributes for the animation, questions could include:
- What is the need or opportunity that we are meeting when making our animations?
- What are some broad descriptors (attributes) for our animations, for example:
- Who will the audience be?
- Where will we view the animations?
- How long will the clip be?
- What is the purpose of the animation?
- When do we need to have it finished by?
- What resources are available?
- What style will the animation be (students could refer to an existing animation)?
Similar questions around each of the components could be developed for discussions with the students. For example outcome development and evaluation:
- Sketch storyboards for your animation. Describe your animation (either verbally or in writing)
- Which storyboard meets the brief (conceptual statement and attributes) that we agreed on?
- Make your final animation and evaluate this to see how successfully it met the brief.
Indicators of progression for discussion starters
| Component | Indicator | Level |
| Brief development |
| 2 |
| Planning for practice |
| 2 |
| Outcome development and evaluation |
| 2 |
| Technological area | Progress outcome | |
| Designing and developing digital outcomes | PO1: In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later. | |