We had a wonderful day on Monday at our Animation conference. Oscar Stringer and Helen came along to show us how to animate and we used the wonderful software Zu3D and Hue webcams. You can see the animations that the teachers made here.
One of the things that I didn’t get time to share on the day was a draft progression in animation. I have tried to write this previously but as time goes on, you look back at it and realise that it is wrong.
So here goes for take 2. This time I have taken the headings emergent, developing, experienced and expert as has been done in the great book Beyond Words: Developing children’s understanding of multimodal texts.
Once again I must stress that this is a working idea and is not the final outcome.
- take turns to speak and ensure everyone contributes
- explain their views and listen to others and agree next steps
- create short, simple texts making adventurous choices
- combine images and sounds
- reflect on own work
- plans are focused on images and are not always referred to when animating
- organise roles and take on different roles, actively including others
- distribute tasks and check progress
- create texts with a beginning, middle and end
- show imagination through humour, atmosphere and suspense
- choose and combine images and sound for particular effects
- if used, voice over is clear and well-paced
- reflect critically on own work
- planning acknowledges image, sound, time and number of shots
- plan and manage a group overtime
- understand different ways to take the lead
- understand and use a variety of ways to criticise and respond to criticism
- vary the pace and develop viewpoint
- create multi-layered texts
- use a range of techniques to engage the viewer
- integrate sounds and images for different purposes
- where appropriate, layers of sound are used
- planning is an integral aspect of animating containing all relevant information
- adopt a range of roles when needed
- acknowledge others’ views and adapt/modify own views in light of what they say
- use and experiment with a range of devices to hold the viewer’s interest
- develop pace and emphasis
- use terms appropriate for critical analysis
- entertain and interest viewers
- where appropriate, create animations that are open to interpretation
- planning drives the creation of the animation
What have I missed out and what doesn’t fit with what you know about children animating?