The Teachers' Animation Toolkit

4.2 TV ADVERTS

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Schemes of Work
113
to develop characterization, a script and storyboard for an 
animation
to make a set and props
to capture the animation using stop-motion techniques and 
use software to edit
to record all stages of the project for GCSE work journals
to create effective artwork
to use ICT and software effectively
This scheme of work took four full school days to complete, when 
assigned to a group of 14-year-old students. It involved one day 
of storyboarding and preparing art work, two days of production, 
and one day of post-production. This was supported by a prior 
cineliteracy day to introduce animation history and literacy.
Stage 1: Storyboarding and pre-production
Students prepared storyboards, selecting a range of four to fi ve 
different types of shot including close-up, medium shots and wide/
establishing shots.
They identifi ed all backgrounds, characters and props required and 
prepared these.
Stage 2: Production
Working in small teams, students shot the scenes in the 
storyboards. They added additional cutaways or alternative takes as 
required. They assembled and reviewed the scenes as a rough cut. 
They checked that the narration and/or dialogue fi tted and adapted it 
as needed.
Stage 3: Post-Production
Students recorded and captured all required dialogue, narration and 
sound effects. They composed background and titles music using 
the software package Acid. They edited the images and sounds 
together using Premiere Pro.
They discussed and evaluated the end results with the rest of the class.

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114
The Teachers’ Animation Toolkit
Stage 4: Assessment
At the end of this project most pupils had:
explored ideas and values and ways to express them via the 
language of the moving image
researched contemporary advertising and the history of 
animated fi lm
organized and used visual and other information in their work
analysed and commented on their own and others’ images 
and related this to what was intended
adapted their work to refi ne their own ideas and intentions
The more advanced students exploited the characteristics of 
the media and made choices about using them, analysed and 
commented on the context of their own and others’ work and 
explained how their own ideas had infl uenced their practice.
Prior learning
It is helpful if students have:
developed the habit of collecting visual and other sources of 
information to support their work
Editing using Premiere Pro

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Schemes of Work
115
used collage, model-making and mark-making techniques
used digital images and the internet as an integral part of 
their art and design work
compared the moving image with other forms of visual 
imagery and considered their varying impacts
developed the habit of refl ecting on their own and others’ 
work in order to generate ideas for adapting and developing 
their work