The Teachers' Animation Toolkit

Language for learning
Through the activities in this unit pupils should be able to understand 
and use vocabulary relating to:

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Schemes of Work
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written narratives and scripting
the moving image, for example, composition, close-up, focus, 
viewpoint, viewer, kinetic, the representation of time, sound 
and sense of space, narrative, overlay, harmony, movement, 
rhythm
methods and processes, for example, collage, montage, 
storyboard, cartoon, illustration
equipment, for example, ICT, digital camera, photographic 
camera, fi lm camera, video camera, optical toys, projectors, 
image manipulation
Future learning
Individual students should ideally be given opportunities to develop 
their technical control of materials and processes and develop ideas 
for individual work for GCSE Art examination. Skills learned could 
also transfer to ‘A’ level Art, Photography and Media Studies.
Adapting the project
Students could generate their own stories but in using established 
fairy tales they engage with a useful template for narrative structure. 
It is useful to provide students with a selection of lesser-known fairy 
tales so as to avoid plagiarism of well-known fi lms.
Assessment
Each student needs to ensure that they keep a record of their own 
individual contribution to enable consistent moderation.
Individual contributions could include:
ideas and storyboards
analysis of existing animations
artwork, such as sets and characters
the fi nished media artefacts
Resources:
Video clip: SOW 1: Tell me a Story
Animation Styles: 
Cut-Out Animation:
p. 85 of this book.

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The Teachers’ Animation Toolkit
Animations by: Oskar Fischinger, Jan Svankmajer, Caroline Leaf, 
Petra Freeman, Ruth Lingford, Jonathan Hodgson, Lotte Reiniger, 
Aardman and Studio Ghibli. (See