Creating Stop-Motion Credits

Goal: For students to share a little about themselves through their creative expression.

Creating Stop-Motion Credits
  • Intro

Creating Stop-Motion Credits

Contributed by Andy Gaukel

Goal

For students to share a little about themselves through their creative expression.

Directions

  • Give each student a cut-out paper shape and an array of colorful markers.
  • First, students write their names in large block letters on their papers.
  • Ask them to think about what colors and patterns best describe their personalities. For example, perhaps a student sees themselves as fun and creative, therefore, they may choose to decorate the letters of their name with rainbow colors and swirly lines.
  • Ask students to decorate the letters of their names with the colors and patterns they think best represent their personalities.
  • As students finish, have them come to the front of the class in pairs, to animate their names.
  • Tip: You can also have the students decorate the backgrounds behind their names/credits.
  • Animating:
    1. Ask one student to start as the photographer and the other to start as the animator.
    2. The student who is animating places their name on the board.
    3. When they are happy with where they have placed their name, tell them to say, “GO” to the student acting as the photographer. This signals the photographer to take one photo.
    4. The animator then moves their name to another space on the board. They can either have their name appear to move across the board (by making small movements), or disappear and reappear on another area of the board (by making big movements). Once they have placed their name again, have them say, “GO” for the photographer.
    5. Ask them to repeat this process 10 times in order to get 10 photos of their name.
    6. When the student finishes animating their name, have them swap roles.
  • When this process is completed for the first pair, ask all students to pause what they are doing and watch while the first pair plays the clips of animated names for the class.
  • Repeat this process until each student has animated their name.
  • Students who are finished can sit close to the animation workspace to watch the process.

Transition into Activity

Before you begin this activity, ask the students to talk about film credits. Why do they exist? Whose names are listed in the credits of a film? Show students an example of a film’s final credits.

Transition out of Activity

As always, before moving on to the next activity, each group can share what they created to the whole class.

Classroom Arrangement

Set up one workspace where each student will move and animate their name as the rest of the class watches. Students can color and decorate their names at their desks and then come forward to the front of class to animate.

Materials

  • Before lesson, TA should pre-cut fun shapes of paper (1 per student) about 6-inches wide and 4-inches high. Rectangles work well; however, TA could even cut out wackier, amorphous shapes as well. For example, splat shapes.
  • Connect a laptop or tablet device to a SMART Board or Promethean Board and have the stop-motion software open and ready to take photos.
  • Have a large supply of colorful Markers (enough that each student can use multiple colors).
  • If there is no SMART Board/Promethean Board, have a Stop-Motion animation application or Program Device with camera.
  • If a SMART Board/Promethean Board is not available, you can show students the process and the video clips recorded by the students on your laptop screen.

Supports/Adaptive Materials/Tools

  • Have adaptive handles available, along with pre-cut letters, stickers, stamps, and colored tape.
  • Print out students’ names ahead of time and have students decorate their names instead of focusing on writing the block letters.
  • Use visual timers so all students have an opportunity to animate, and aren’t lost in the decoration process.
  • This is a great time to teach your students about the onion skin feature in stop motion animation and use it to help students understand how to create paths for the objects they are animating.

Role of the Teachers and Paraprofessionals

  • To support individual students.
  • To pair students up.
  • To manage timers.
  • To support flow of students so everyone gets a turn to animate (i.e. having students “on-deck” etc.).

Remote Adaptation

The TA could print and cut out each name and share their screen with the animation app or program open. Students can help direct the TA as they move their names. The TA can also ask students to decorate their names using Google drawing and then print and animate the decorated names during the following lesson.

Art forms

Time

30-45 mins