Unit Plan Title: _Animation Through Clay Length: _2 classes__________________________

Course Name Animation and Videography Grade Level High School

Standards Grade Level Expectations

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
3. Interpretation is a means for understanding and evaluating works of art
1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of
ideas
2. Assess and produce art with various materials and methods
3. Make judgments from visual messages
1. The work of art scholars impacts how art is viewed today
2. Communication through advanced visual methods is a necessary skill in everyday life
3. Art is a lifelong endeavor

Colorado 21st Century Skills Creative Process in Visual Art Studio Thinking

Critical Thinking and Reasoning: Think Deep, Think Different Develop Craft: Learning to use materials, tools and techniques
Information Literacy: Untangling the Web Engage and Persist: Learning to embrace problems and not give up
Collaboration: Working Together, Learning Together Envision: Imagine the possible next steps; see what is not there
Self-Direction: Owning Your Learning Express: Convey an idea, feeling, personal meaning
Invention: Creating Solutions Observe: Seeing things that otherwise might not be seen
Reflect: think, talk and evaluate your work and the work of others
Stretch and Explore: Reach beyond ones perceived capacities
Understand Art World: Learn about contemporary and past art(ist)

Lesson Titles and Description Lesson Length Sequence

Animation Introduction Is an exploration of how an artist can utilize clay materials 2 hours 1st class
to create a movie about social and political injustices. Students will be asked to
articulate ideas behind movies and concepts being expressed in Claymation after
being shown examples. A research component will guide the intent behind their
movie productions.
Claymation Station 2 hours 2nd
Students will develop a mastery of their clay building animation skills. A variety of
clay building techniques will be incorporated into the students works. Students will
spend this lesson building their own Claymation characters and taking pictures
through the free app Stop Motion Studio for Droid and IPhone. Collaboration skills
will be honed as we build class community by working in new partner groups.

Movie Night 1 hour 3rd class

This will act as an exhibition night to analyze and articulate intended meaning
behind the Claymation productions. After each video the class will reflect on the
chosen techniques and materials executed and how the intended meaning is being
conveyed. Students will articulate their thoughts and analyze each others works.

Unit: Focusing Lens/Lenses:
Timeless, Transferrable and
Universal (I.E. Beliefs/Values,
Identity, Relationships.
Tension/Conflict, Freedom, Design,
Aesthetic, Patterns, Origins,
Transformation, Change, Influence,
Collaboration, Intention,
Play/Exploration, Synergy/Flow,
Choices, Balance, Inspiration,
System, Structure/Function, Reform)
Transformation Unit: Prepared -Make informed critical evaluations of visual and
Graduate
Competencies
material culture, information, and technologies
- Explain, demonstrate, and interpret a range of
purposes of art and design, recognizing that the
making and study of art and design can be
approached from a variety of viewpoints,
intelligences, and perspectives
- Analyze, interpret, and make meaning of art and
design critically using oral and written discourse
- Recognize, articulate, and debate that the
visual arts are a means for expression

Unit: Standards (Visual Arts Standard # - Name; GLE #, # and #)

and Grade Level
Expectations
(Unit must have all
2 Comprehend;
standards; NOT all 2. Historical and cultural context are found in visual art
GLEs.)

2 Reflect;
1. Reflective strategies are used to understand the creative process.

1 Create;
1. Demonstrate competency in traditional and new art media, and apply appropriate and
available technology for the expression of idea.
 4 Transfer;
2.
Communication through advanced visual methods is a necessary skill in everyday life

Unit: Inquiry (3-5 questions; at least 2 from each lesson)

Questions
(Engaging-Debatable: Can emotive qualities be expressed through claymation?
In art, what does it
mean when something is Why does the issue chosen need to be addressed through visual imagery?
beautiful? How can
something be so ugly it
is beautiful?)

Unit Strands Comprehend/Reflect/Create/Transfer

Unit: Concepts: Transformation

Timeless, Technique
Transferrable and
Universal (I.E.
Expressions
Composition, Patterns, Composition
Technique, Rhythm,
Paradox, Influence,
Culture
Style, Force, Culture,
Space/Time/Energy,
Line, Law/Rules, Value,
Expressions, Emotions,
Tradition, Symbol,
Movement, Shape,
Improvisation,
Observation)

For each statement you create below align with Standard (S), Grade Level Expectation (GLE), and Evidence Outcome (EO). Include Numeracy, Literacy and Technology, when
appropriate, at the end of the alignment.) : It would be written as S.#-GLE.#-EO(s)._,_-GLE.#-EO(s)._,_ (Literacy/Technology) or separate with ; and begin with new standard. Refer to
Inquiry Questions, Relevance and Application and Nature of Statement when writing statements.

Enduring Understandings: My students will UNDERSTAND... Conceptual Guiding Questions Factual Guiding Questions
(Timeless, Transferrable and Universal. Shows a relationship between two
or more concepts.)
Artists understand how to transform materials in groups to Are your groups ideas cohesive? How long does it take for your group
express their ideas. (Creating; Reflect/Creating; Achieve the ability Why does this issue need to be to create a one minute Claymation?
to plan, anticipate outcomes, and demonstrate craftsmanship in addressed? Can people articulate the thoughts
creating a work of art; Ideation; Numeracy) driving your video?

Artists understand how culture impacts their art making and how How did the chosen social injustice What social justice is being
they choose to express ideas. (Blooms: Create - Standard: Reflect - impact your art? conveyed through your video?
GLE: Evaluative criteria is used when responding to works of art. - Art
learning: Ideation - Literacy)
Artists understand how to utilize visual techniques to convey How is your idea being expressed? What techniques were utilized to
meaning. make your Claymation?
(Blooms: Analyze - Standard: Reflect - GLE: Artists make connections
amongst different art features and characteristics. - Art learning:
Expressive features and characteristics in art - Literacy)

Artists understand how different culture and media influence their What made you settle on that social What expressive features are in your
ideas. injustice? video that help convey your thoughts?
(Understanding; Comprehend; Understanding works of art involves
knowledge of historical and cultural styles, genre, and artists over time;
Art History/Culture)

Critical Content: My students will KNOW... Key Skills: What my students will be able to DO...
(NOT Timeless, Transferrable and Universal. Factual information in the unit (Timeless, Transferrable and Universal. What students will do AND be able to
[topics] that students must know.) transfer to new learning experiences as a result of learning the unit.)
SWK how to utilize different clay building techniques to make
Claymation.
SWK how to use photography to make a fluid video. Students will be able to creatively problem solve to express their thoughts in new
ways.
SWK how to express social injustice through art. Students will be able to articulate their thoughts about current world problems.
SWK how to use techniques on stop motion Studio to create a work of Students will be able to utilize different presentation techniques to convey ideas.
art.
SWK how to plan with storyboards to create a claymation production
with the Stop Motion studio App.

Academic Vocabulary Slab, coil, Movement, Express

Technical Vocabulary Stop Motion, Social Injustices, Advocacy
Literacy Integration Articulate their thoughts behind the videos based off prompt questions during Movie Night.
Numeracy Integration Frame amount, time length for video, repetition through frames