STOP MOTION ANIMATION IN THE CLASSROOM
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STOP MOTION ANIMATION IN THE CLASSROOM
• 3 x 45 minute lessons.
• Can be taught in either in 3 continuous lessons or split over several days
• Recommended for an 8th Grade English class
Equipment Needed:
Technical requirements (see Appendix)
• Stop Motion apparatus
• App: ‘Stop motion studio’ on a phone
• Mobile devices
• Optional: Light
• Optional: Smartboard- only if Smartboard / projector is the desired presentation
format
Class room equipment
• Scissors
• Coloured paper for backgrounds
• Drawing materials – pencils, thick markers
Objects for animation
• Props / images that pertain to your subject matter
• Pacman props – A3 print out (see Appendix) Pacman cut-out, best to print out on
yellow paper. Ghost - print out on colored paper.
• 1 Apple and 1 Kinder Regel for each group
Print Outs (view appendix)
• Storyboard worksheet (2 for each group)
• Homework sheet
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 1STOP MOTION ANIMATION IN THE CLASSROOM
Class Room set up
• Divide learners into groups of five or six per group.
• Each group should gather around a table large enough to fit the apparatus (usually
two desks)
• At least one person from each group needs to download the app on their phone prior
to class. Each phone should be fully charged.
Part One: Animation Techniques // 45 minutes
Goal: Acquiring the necessary skills to make an animation
Introduction (5 Minutes)
The teacher poses the questions:
What is an animation?
What did you discover in your previous knowledge task?
Possible answer: “Stop motion animation is the illusion of objects moving through a
series of photos”
How do we make an animation?
Teacher demonstrates how to use the app.
1. Teacher opens app, and shows them how to start the animation, clicks new film,
then the camera icon.
2. Teacher shows the students how to set up apparatus and places camera in the
apparatus.
3. Ask four learners to take an object from classroom e.g. Pen, eraser
4. The teacher takes one photo of the four objects and then asks the learners to move
the objects from one direction to another (e.g. left to right) and takes another photo.
5. Take ten photos and show the learners the film.
Play the film again: As the learners to think about the speed of the objects, why is one
thing moving faster or slower than others? Students should identify that by moving
objects greater distances between each frame the objects move faster. Explain that for
each second of animation leaners need to take 12 photos (12 frames per second)
Within a class format this can be done to smaller groups.
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 2STOP MOTION ANIMATION IN THE CLASSROOM
Task 1: Pacman Maze (7 Minutes)
Show maze (and a video of Pacman if you wish).
Rules of task (write on board if you wish):
• Pacman and ghost must move at the same speed,
• Pacman’s objective is to eat all the counters (or candy)
• The ghosts’ objective is to stop Pacman
• If the ghost touches Pacman, Pacman dies
• Both Pacman and the ghosts can navigate left right up and down but not through
walls. Place counters (or candy) evenly throughout the maze.
• You have seven minutes to complete the task regardless of who wins the game.
Techniques:
• Move – left, right, up, down
• Speed - Fast, slow
• Disappear and Appear
Learners should view their result and should understand the techniques.
Task 2: Apple vs. Chocolate (15 Minutes)
Introduce the idea of anthropomorphism, ask the learners what they discovered from
their pre-task homework assignment. In their animation groups, each person describes
an example of anthropomorphism.
Techniques:
Subtraction
Rotation
Materials:
Speech bubbles
1 Kinder regel
1 Apple
scissors
marker
Each group is given an apple and a kinder surprise, Teacher explains that these are not
just any old apples or kinder regels... they must have a conversation with each other.
The task is to animate the movement and to add a conversation with speech bubbles.
Learners should view their result and should understand the techniques.
Once learners have completed the task, demonstrate how to add audio. Two people of
the group are designated to speak the roles of the apple and Kinder Regel. Find a quiet
place in the school for audio.
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 3STOP MOTION ANIMATION IN THE CLASSROOM
Part Two: Planning your animation as a group // 45 Minutes
Goals:
Sharing and developing ideas together
Working within a time-limit
Set up:
For part two and three, learners must work in the same group. The teacher should
decide if the learners are in groups that will be productive and effective.
Equipment:
Materials for animations (images to be cut out)
Pen and paper for notes
Introduction: 10 minutes
Pre-task discussion: TEAMWORK
Teacher explains: Teamwork is about compromising and coming to an agreement and a
solution that you can agree on. This also means putting aside your ideas for the benefit
of the group.
Teacher writes these questions on the board. The leaners answer the questions in their
animation groups, one person takes notes. Leaners spend a maximum of five minutes
on these points in total and note down three points for each question.
• What is important when working together?
• What are your ideal working conditions when working in a group?
• What can be difficult about working in a group?
• When do we need to work in groups?
*In case of any conflict in the groups, these answers can be referred back to.
Optional games: (see Appendix)
To help with the idea of group consensus: Alien, Cow, Tiger
To help with combining ideas together: Animal Spirit
Teacher explains that their needs to be a focus on working as a group, the best
animations are always made by the groups who made compromises and work together.
Groups should know that compromise is key- combining ideas is a good way to
compromise. The goal is choosing the right idea for the group, not for an individual.
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 4STOP MOTION ANIMATION IN THE CLASSROOM
Teacher presents concept of what the animation will be about- this may change based
on subject matter, also state your desired outcome/ expectation for the length of
animation. For example, in a history lesson, your subject matter could be about how
the Berlin Wall fell, a science lesson about global warming or in our case our subject is
‘Small talk film festival- mini conversations between character animals and objects.
Task: In your group make a short animation for the Small talk film festival
Explain the grouop will choose 2 – 3 characters, objects or animals and think about
what they would say to each other when they meet for the first time.
For example, if a vampire met a sunbed for the first time what would they say to each
other, that might be an awkward conversation as they come from different backgrounds,
how do they feel? How do they react?
What would a mummy from the pyramids of Egypt say to a mother in a park? What
would vegetarian at Starbucks say to a hungry zombie? The conversation can range to
serious to absurdity. There are no right or wrong answers.
Each group is given a pack of materials (images of characters or photos) which they
should lay out on their group table or one long table at the side of the room. Now it’s
time for the groups to develop their idea. Give out timeline worksheet (in appendix
and below): depending on the learning profile of your class and their ability to work in
groups you can either let the students follow this process independently or check in
with the class after every step. The timeline is key to ensure that everyone in the group
participates and generates ideas.
Learners should do these steps in English, especially. (Write the following on board or
hand out sheets to groups)
1. Look – at the materials and consider which characters to use in the animation (1
minute)
2. Think – class sits quietly for one minute whilst each learner thinks and makes notes
on what their group could make (1 minutes)
3. Pair – in pairs exchange ideas (3 minutes)
4. Share – each learner shares their idea to their group. (6 minutes)
5. Compromise/ Combine then decide: Each learner in the groups should have the
chance to say which ideas they like. (6 mins)
• Which ideas are possible in the time that you have?
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 5STOP MOTION ANIMATION IN THE CLASSROOM
• Discuss and decide until a consensus is reached.
• Sentences starters the learner can use are:
“I feel like this idea would fit the group because...”
“I think this idea is achievable in the time period”
“I like the idea because it’s: funny, clever, silly, playful”
5A. Optional check point: Depending the expectation of the end outcome this may be a
good opportunity for the teacher to check content of work before it goes into production
stage.
6. Story Board - The story will be divided into three storyboard panels/scenes. (Please
note, for longer animations several panels will be required). Please refer to the filled in
storyboard example in the Appendix. Each group should nominate a recorder who will
fill out the worksheet based on the groups ideas (5 minutes).
Optional: If there is time, each group may present their idea/storyboard to the class.
7. Choose Roles - Teacher explains that because of time restraints that each group will
divide into mini groups (A and B) and decide upon their roles to ensure a continuous
workflow. Within the mini groups, choose the roles for each of the scenes (Animator
or Camera operator), roles may change scene by scene to give every student an
opportunity to experience each role. Learners should write their roles in the Storyboard
Template.
Workflow:
Teacher explains the workflow: Both mini groups work simultaneously, Group A starts
with stopmotion apparatus and animates the title sequence whilst all of Group B
prepares the materials, and decides upon the compositions and animation techniques
for scene one. Once Group A completes the title sequence, Group B switches to
stopmotion apparatus and animates scene 1 and Group A then prepares the materials,
and decides upon the compositions and animation techniques for scene two and so on.
Example:
Group A: Panel 1 – title sequence “Runaway”
Group B: Panel 2 – Sally has a fight with her brother because he broke her toy, and she
runs away from home
Group A: Panel 3 – She finds a hidden spaceship and blasts off
Group B: She lands on Mars and discovers a planet full of broken toys
Extension optional ONLY IF THERE’S TIME: Panel 5 – Credits: Story by Heather and
Mark
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 6STOP MOTION ANIMATION IN THE CLASSROOM
Part Three: Producing the Animation // 45 - 90 mins
(time depends on the desired outcome / expectation)
Goal: Using new skills and ideas to create the work
Production stage
The group completes their animation. The should use the mini groups, with group A
starting and group B cutting out pictures and arranging letters and speech bubbles
for their scene. The group should keep in mind how much time they have. As a rule of
thumb, divide the number of scenes you have with the total amount of time, minus 10
minutes for post-production (audio and export) and try to stick to that timeline
Post Production
• Editing: Edit out any unwanted frames
• Voice over actors: Learners should designate voiceover actors in
• Sound engineering: Ensure that room/recording space is quiet, press record, ensure
that audio is timed correctly and check that audio is clear.
• Optional:
• Exporting the animation: When the animation is complete export film (only if teacher
wishes to collect / share them / show them on projector). The export method should
be written on board e.g. email address.
Presentation:
Teacher should decide upon the presentation method (presenting animations on the
projector will add 20+ minutes for the animations to be emailed and downloaded etc.)
The quick method, is simply gather the class to the to the front of the room and a
learner from each group shows their animation on their phone. After each animation,
the teacher should facilitate a brief feedback round of positive comments, what did you
like in the animation and why?
Class Feedback:
The teacher should facilitate a brief feedback / verbal reflection of the round of positive
comments, what did you like in the animation and why?
Teacher leads the feedback in English, and supports the learners to answer questions
in English offering words or phrases when needed, repeating vocabulary should be
collected on the board.
Reflection (homework):
These same questions are given to each student to answer at home for homework.
Examples of questions to consider for homework or feedback:
How did you feel working in your group?
Which techniques did you find effective?
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 7STOP MOTION ANIMATION IN THE CLASSROOM
Which other contexts in schools could you imagine using stop-motion animation?Why
was your group work successful?
Re lect upon your contribution in group.
What did you ind interesting about working with stop motion animation?
APPENDIX
Pro Animation tips
To avoid unwanted shadow – use sel ie lights, close curtains.
To avoid colour temperature changing – deactivate auto white balance and auto
exposure on the app.
To delete an unwanted frame: Click on the timeline, click on frame, click delete (this
will be permanent)
Equipment
Amazon:
Stopmotion apparatus/ iphone Stand: (www.amazon.de/gp/product/B075D195MM)
Lights: Selfie Rings (www.amazon.de/gp/product/B01N0I2QZI)
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 8STOP MOTION ANIMATION IN THE CLASSROOM
Homework:
Preparation:
Preparation Homework:
Give learners these tasks a few days prior to the lesson so they come in with some
previous knowledge.
Watch a clip of Wallace and Gromit.
Answer: How do you think this film was made?
Learn necessary Vocabulary: forward, reverse, pause, play, subtraction, appear
disappear, composition, focus, out of focus, audio track, rotation, addition, subtraction,
exchange, transform (most 8th graders will already know these words)
except: Anthropomorphic, compromise
Answer: What is anthropomorphism?
Find examples of anthropomorphism.
“Objects and animals take on human personalities, for example films where dogs talk
and have human emotions.”
Preparation:
Preparation Homework:
Give learners these tasks a few days prior to the lesson so they come in with some
previous knowledge.
Watch a clip of Wallace and Gromit.
Answer: How do you think this film was made?
Learn necessary Vocabulary: forward, reverse, pause, play, subtraction, appear
disappear, composition, focus, out of focus, audio track, rotation, addition, subtraction,
exchange, transform (most 8th graders will already know these words)
except: Anthropomorphic, compromise
Answer: What is anthropomorphism?
Find examples of anthropomorphism.
“Objects and animals take on human personalities, for example films where dogs talk
and have human emotions.”
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 9STOP MOTION ANIMATION IN THE CLASSROOM
ALIEN, COW, TIGER // 5 MINS
Aim of exercise:
In any creative process with a group, finding consensus on ideas can be challenging. This
simple exercise is a way to practice converging together one idea.
Set up:
In a big empty space, the group should stand in a circle facing inwards.
Instructions:
Explain the objective of the exercise is to converge (or agree) on one idea and to do that one
must submit to the will of the group rather than hold onto their own ideas. There are 3 different
creatures the group can choose to make: a Cow, alien or tiger and the challenge is completed
when the entire group has chosen the same creature, such as everyone is a cow for example.
Demonstrate how to make the creatures: To make the cow, put you fists to the top of the head
to form horns. To make alien, point your index finger out and put your hand on your head so
the index fingers are pointing up like antennae. To make a tiger, form your hands like claws and
put them in front of your body as if you were catching prey. To start the exercise the instructor
counts down 3,2,1 and the group should instantly form one of the creatures, either a cow, alien
or tiger. The group quickly looks around to see what creature was in the majority. The instructor
counts down again 3,2,1 and group once choses a creature. This process continues until the
entire group is the same creature. Please ensure that there is no talking during the game.
ANIMAL SPIRITS // 5 MINUTES
Aim of Exercise:
Encouraging all kids to participate and feel part of the creative process can be difficult, the aim
is to achieve this by way of the collective creation of a design for animation.
Set Up:
All the kids sit in a circle on the floor.
Instructions:
Give each of the children a piece of paper and a pen. Choose an animal and tell them they have
20 seconds to draw it. It is not important to draw them well, everyone draws strangely when un-
der such a time constraint. You choose a picture and tell them you ‘like this one best’ and give a
reason as to why. The child whose picture you chose, names the next animal to be drawn, then
chooses which picture they like best saying why and so on to the next round. You can do this
roughly 5 times depending on the number of students and how much time you have. You then
ask the students which animal they would be and why if given the choice, imaginary animals
are welcome. Next, you take another piece of paper, draw one part of the animal you’ve chosen,
pass the picture on and ask each child in turn to add a part from their animal. At the end, you
will have the protagonist creature for your animation. You ask where this animal would go and
what it would do, and so begins the collective design process for the story of the animation.
InterACT English gGmbH
Planufer 92B 10967 Berlin
Tel. 030 20339702
www.interactenglish.de
info@interactenglish.de
Geschäftsführer
Mark William Hansen & Charles Justin Beard
Handelsregister - Amtsgericht Charlottenburg
HRB 188932 B 10Group Name:
Small Talk Film Festival
a Panel 1 b Panel 2 a Panel 3 Panel 4
b
Group A Roles Group B Roles Group A Roles Group B Roles
Camera Operator: Camera Operator: Camera Operator: Camera Operator:
Animator 1: Animator 1: Animator 1: Animator 1:
Animator 2: Animator 2: Animator 2: Animator 2:
Title of Your film: Characters: Characters: Characters:
Action: Action: Action: Action:
Dialogue: Dialogue: Dialogue:You can also read
