Art Education Lesson Plan with the OSF Standards

The Science and Art of Animation

Title of the lesson

5th Grade
Grade Level

Animation, Mixed media, Computer Science

Area of Study

Students will create a collage-style PowerPoint to brainstorm

ideas for their artwork.
Students will include aspects of their culture and identity in their
artworks.
Students will create a loop animation made up of 5 or more
frames.
Objectives
Students will utilize Scratch to put together their animation.
Students will be able to express how they feel about peers
artwork/ideas in a respectful and constructive way.
Students will reflect on their project and explain how it connects
to their culture and/or identity.
Students will use three or more different media in their artwork.
Creating
VA5.CR.1 Engage in the creative process to generate and
visualize ideas by using subject matter and symbols to
communicate meaning.
B. Apply available resources, tools, and
technologies to investigate personal ideas through
the process of making works of art.
VA5.CR.3 Understand and apply media, techniques,
processes, and concepts of two-dimensional art.
C. Utilize a variety of materials in creative ways to
make works of art (e.g. mixed-media, collage, or
Standards
use of available technology).
Presenting
VA5.PR.2 Develop and maintain an individual portfolio of
works of art.
Responding
VA5.RE.1 Use a variety of approaches for art criticism and
to critique personal works of art and the artwork of others
to enhance visual literacy.
B. Explain how selected elements and principles of
design are used in works of art to convey meaning.
Connecting
 VA5CN.1 Investigate and discover the personal
relationships of artists to community, culture, and the
world through making and studying art.
B. Explore and interpret ideas, themes, and events
from diverse cultures of the past and present to
inform one’s own work.

Computer Science Standards

CSS.IDC.3.5.4Use a variety of technologies within a
design process to identify and solve problems by creating
new, useful, or imaginative solutions.
A. Explore and practice a deliberate design process
for generating ideas, testing theories, creating
innovative artifacts, or solving authentic problems.
CSS.CT.3-5.5Develop and employ strategies for
understanding and solving problems in ways that use the
power of technological methods to develop and test
solutions
C. Test and debug (identify and fix errors) a
program or algorithm to ensure it runs as intended.
D. Create programs that include sequences,
events, loops, conditionals, and variables
Demonstrations – Teacher will demonstrate techniques and
clean up on a class wide and individual basis.
Project-Based Learning – Students will participate in a hands-on
project to learn new skills or techniques.
Teaching Strategies Chunking – Project and lessons will be split into concise sections
that the project length will not be overwhelming to students.
Individualized Instruction – Teacher will assess individuals’ skills
and help those who are struggling and challenge those who are
very skilled.
Acrylic paint, paint brushes, water cups, crayons, markers,
Materials colored pencils, graphite pencils, erasers, pens, cardstock,
construction paper, magazines, scissors, and glue.
PowerPoint
Computers
Tools/Technology Internet
Light box
Scratch website
Animation, Frames, Culture, Identity, Collage, Light box, Coding,
Vocabulary Scratch, Principles of Design, Elements of Design

Students will write a reflection on their artwork that discusses

Language Support how it connects to their culture/identity as well as what principles
and elements of design they utilized.
Procedures

Day one of the project, the concept will be introduced. Create a

five or more frame mixed media loop animation that includes
aspects of your culture and/or identity. We will go over different
ways to integrate culture into artwork with collage, pattern, and
imagery. Animation will be defined, as well as vocab associated
with it and simple loop animations will be shown as examples.
Additionally, a presentation on modern, hopefully local, mixed
media artists from diverse cultures will be given. During this
presentation we will discuss the differences in their culture, how
they express their cultures, and what principles or elements of
design they use in their mixed media artwork. Next, we will start
putting together a digital collage of our ideas. We will move to a
computer lab to do this, and a brief explanation of how to put
images into a PowerPoint, save a PowerPoint, and name it will
be given. We will also discuss how to safely search on the
Internet. In the PowerPoint, students can include multiple slides,
typed ideas, pictures, website links, etc. To help students to
figure out what to search, there will be a list of prompts either
given out or put on the board to help guide students:
• What are important patterns to your culture?
Introduction
• Are there any important folklore, stories, or legends in
your culture?
o What imagery do those stories have?
• What are important colors, objects, or animals to you?
• What artists do you like?
o For this one, students can use the PowerPoint of
culturally diverse (hopefully local) modern artists to
look at for inspiration.
• What materials do you enjoy or gravitate towards?
• What books, shows, movies, games inspire you?

Day two of the project will be about finishing the PowerPoint, but
near the end the students will be split up into groups of 2-3 and
they will talk about what they found/what ideas they have. For
this activity, there will be a brief discussion before hand about
etiquette and how to give constructive ideas to peers. There will
also be prompts on the board to help students share.
What aspects of your culture or identity did you include?
What materials are you thinking of using?
What do you think you want to animate?
 Day three will be back in the art room and we will begin the
artwork. The artworks will be on 3x3 sheets of paper. A demo on
how to use a light box to make different animation frames will be
given. Students will then draw their first frame, and take turns
using a light box to draw out the next frames of their animation.
This will help teach students patience, sharing materials, time
management, and collaboration. Students will make sure to
number and sign their panels on the back for clarity. The
animation sketches will be completed by end of Day four of the
project.

On day four, students will finish up the sketches, and begin to

decorate the frames. They will have access to acrylic paints,
markers, colored pencils, crayons, construction paper, glue, and
magazines/photos for their artwork. This will continue into days
Process five, six, and seven (if necessary).

On day seven or eight, students will return to the computer lab to

learn about scratch and coding. A demo will be given on how to
sign up for and use scratch (with school email), and students will
be given a day to mess around with it.

In the next class students will be given digital photos or scans of

their animation frames by the teacher and will be shown how to
add their own files into the program. They will then use the rest of
the class to put their animation together and write a quick
reflection.
What parts of your culture and/or identity did you include?
What materials did you use for your animation?
What was your favorite part of the process?
Did you enjoy using Scratch? Why or why not?
On the second to last day of the project, we will walk around the
computer lab and share our projects with each other. We will
name our artworks and submit the link to it online so the teacher
can grade it. Students are encouraged to comment on their
favorite parts of a peer’s work, as well as how they relate to it.
We will also discuss the differences in our cultures and/or
personal preferences, and how that influenced our projects.
Closure
Finally, students will write a second reflection on how their
culture and identity differ from others in the classroom. This will
be a paragraph long reflection, and should be prompted by the
following questions:
• How is your culture different from some of your peers?
• How is your identity different from your peers?
 • How can we be accepting of other people’s cultures and
identities?
• How can we learn about other people’s cultures and
identities?

Accommodations/Differentiations for Special Needs

For the 504 students in the classroom, their accommodation will

be discussed with parents, councilors, and special education
teachers if needed.
There will be printed and digital instructions for projects as well
as individual guidance for each student in class if needed during
IEP/504
any part of the project, especially the beginning brainstorming
phases.
Students will also be given definitions of the vocabulary as well
as videos to help them understand concepts as well as Scratch if
needed.
Verbal and visual instructions will be provided including
demonstrations and visual references for vocabulary and
examples of the project. Additionally, there will be time set aside
Students who have in class for students to ask questions. For the Scratch aspect of
dyslexia the project, they will be given extra time and additional videos to
help with the process. They will be given extra times on written
worksheets and reflection if needed as well as the option to give
a verbal reflection instead of written.
ESL students will be given a lot of visual imagery in
presentations as well as demos. Students will be given printed
instructions in English and their first language. They will also be
given videos in their first language that help them to understand
the coding aspect as well as how to use the art materials.
Additionally, vocabulary sheets in English and in their first
ESL
language to help.
The written reflection can be in the ESL’s students first language,
or in English if they choose. If it is not written in English, I will
consult with the ESL teacher to help translate to check progress.
I will also be in communication with the ESL teachers to help
check on students’ understanding and to discuss best practices.
For the gifted students I will offer options of more animation
frames or larger frames (7x7), or the inclusion of more elements
Students need extra in their animation. Additionally, I will offer more comprehensive
accommodations reflection questions for students to better meet their needs.
Evaluation/Assessment

1 2 3 4
Elements of Students Students Students used Students used
Design used one used two two materials two or more
material and material s and used materials for
did not and did not Principles and the animation
utilized effectively Elements of frames and
Principles utilize Design. effectively
and Principles utilized the
Elements of and Principles and
Design. Elements of Elements of
Design. Design.
Creativity Students did Students Students Students
not try to tried to communicated effectively
communicate communicate aspects of communicated
their culture aspects of their culture aspects of
or identity in their culture and/or identity their culture
their and/or in their and/or identity
animation. identity in animation. in a creative
their way.
animation.
Craftsmanship Student does Students’ Students’ Students’
Summative not create an animation is animation is animation is
assessments animation at not clean not clean, but clean, and the
all. and is not it is effective. frames are
effective. easily
identifiable in
the final
animation.
Attitude, Students did Students did Students Students
Habits, not clean not clean cleaned their cleaned their
Participation their their workspace workspaces
workspace at workspace to well enough, and tools
all, did not an adequate participated excellently,
participate degree, did minimally to participated
during class, not discussions, during
treated adequately treated discussions,
technology participate technology treated
with no care, during with a bit of technology
and was discussions, respect, and with care, and
never on did not treat were were on task
task. technology minimally during class
with distracted. time.
adequate
respect, and
 were
distracted
often.
Coding Students Students Students code Students code
code did not code did not was effective. was effective
work at all. work and clean.
properly.

Will be graded out of 20 points. Each category worth 4.

The PowerPoint collage/idea gathering will be used to determine whether
students understand the intentions of the project and have a clear vision of what
they want to make.

There will be a check-in on day four to make sure students are done with at least
the sketches of all their frames.

The first reflection will be to determine students grasp on the material, principles
and elements of design, and if they can explain their ideas.
Formative
The day that they are introduced to and play around with Scratch will be used to
assessments
monitor their level of understanding of the program as well as if they will need
additional guidance in programming their animation.

The critique will also be used in a similar way and will act as a secondary mode
of assessments on explaining ideas as well as assessing how respectful they are
of their peers.

The final reflection will be used to determine their grasp of culture, respect, and
identity. This will also be another way to see how much they learned from being
exposed to other people’s cultures.
The teacher will compile project assessments for each class and assess
students’ understanding of the vocabulary and concepts and identify any failure
to communicate concepts properly. The teacher will also compile written
Plans to reflections to see how well students understood and connected to the theme of
analyze the the project. The teacher will also take notes on the art itself and what skills
data and use students may need to work on. The teacher will also assess students’
the results understanding of Scratch by looking at the code, and how effective the
integration with computer science was. These evaluations will be used to build
the next projects as well as reflect on past projects and the flow/progress of the
classes.

Communication Strategies
Students:
• Verbal and Written instructions
• In-class demonstrations of techniques
• Printed and/or digital instructions
• Check-in with each student during the process
• Guided help
• Discussions on etiquette and clean up skills during project if necessary
• Teacher will also help guide students as they are sharing the light boxes in order
to minimize conflict
Teachers:
• Discussions with science/computer science teachers on best ways to approach
teaching Scratch
• Post best artworks (as sequential art) in the hall, or the full animation on a screen
if available
• Discussions with ESL teacher about best practices
Parents:
• Provide parents with students rubric evaluation for project
• Send project panels with students after it is done being displayed at school, or
after it is graded
• Share link to animation with parents through email, so they can view it
• Discuss any behavioral problems with parents, teachers, and councilors if
something comes up

Resources/Research
Computer Science Standards
https://case.georgiastandards.org/00fcf0e2-b9c3-11e7-a4ad-47f36833e889/8cbdc9b6-
4d06-11ea-8089-0242ac150004/213

Scratch
https://scratch.mit.edu/

Glossary

Animation – many pictures or images put together one after the other that appear to
move.
Frames – an individual picture or image in an animation
Culture - beliefs and behaviors that are traditionally practiced by a group of people.
Identity – who you are.
Collage - make various colors, images, textures and even text from separate pieces and
then merge them together to form an interesting new image.
Light box - a device for providing a strong uniform light on a surface.
Coding - using a set of instructions to make computers do a task
Scratch – a free programming language and code editor that helps young learners
understand coding logic using blocks and visual aids.
Principles of Design - Contrast, Emphasis, Movement, Repetition, Proportion, Rhythm,
Balance, Unity, and Variety and they are the foundations of creating art and are the rules
for how Artists arrange elements.
Elements of Art - The seven most common elements include line, shape, texture, form,
space, color and value, with the additions of mark making, and materiality.

Evaluation Rubric

Evaluation Elements OSF Standards CACMA Elements

1. Content
Instructional planning 1, 2, 3, 7, 8, 9, 10
organization

2. Alignment
Objectives and standards 1
3. Objectives

Procedures (introduction, process,

1, 3 4. Procedures
conclusion)

5. Engagement
Professional teaching strategies 3, 7, 8, 9
6. Communication

5. Engagement
Communication strategies 7, 8, 9, 10
6. Communication

Technology 3, 4, 10, 11

Accommodations/differentiations for
4 7. Modification
students’ needs

Assessments 5, 6 8. Assessments