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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

"Animation Creations", Connected, level 2, November 2018

27 February 2019

The first page of the article

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 a PDF version of the teaching notes here: Animation Creations, Connected, level 2, November 2018

Other useful resources

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
  • explain the outcome to be produced
  • describe the attributes for an outcome that take account of the need or opportunity being addressed and the resources available.
2
Planning for practice
  • identify key stages required to produce an outcome
  • identify the particular materials, components and/or software required for each key stage.
2
Outcome development and evaluation
  • describe potential outcomes through drawing, models, and/or verbally
  • evaluate potential outcomes in terms of identified attributes to select the outcome to produce
  • produce an outcome in keeping with the brief
  • evaluate the final outcome in terms of how successfully it addresses the brief.
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.

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