The Teachers' Animation Toolkit

Language for learning
Through the activities in this unit pupils should be able to understand 
and use vocabulary relating to:
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 examinations. Skills learned could 
also transfer to ‘A’ level Art, Photography and Media Studies.
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

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The Teachers’ Animation Toolkit
Resources:
Video clip: SOW 2: TV Adverts
Worksheet: Cut-Out Figures: p. 85 of this book.
Citizenship issues: http://www.controlarms.org
TV advertisements using animation: 
http://www.videosift.com/video/Len-Lye-A-Colour-Box-Free-Radicals
Hands Guinness Ad: 
http://www.youtube.com/watch?v=IQDjynOzgCk
TV commercial history:
http://www.aardman.com/commercials/
http://en.wikipedia.org/wiki/History_of_animation
http://www.vod.com/video/36131/History-Of-Advertising-Animation-
1940-1950/
http://www.aaacaricatures.com/hannabarberacartoons.html

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Schemes of Work
117
This scheme of work took fi ve full school days to complete, 
when assigned to a group of 15- to 16-year-old students. We 
began with a cineliteracy day to introduce animated music video 
history, languages and genres. This was followed by one day of 
storyboarding and set building, two days of production, and one day 
of post-production and evaluation.
In line with national averages, of the 17 students involved 4 have 
some kind of learning diffi culty. The animation project enabled these 
students to achieve in a way that I had not witnessed before. They 
became confi dent and articulate, in part due to working within a safe 
environment for a concentrated amount of time, but also due to the 
high expectations placed upon them and their loyalty to the group.
(Sally Hurst Head of Art and Design)