2exploringcreativityandict-teacherguide · 2exploringcreativityandict-teacherguide contents ......

2 EXPLORING CREATIVITY AND ICT - TEACHER GUIDE

CONTENTS............................................................................................................ 3

................................. 4

...................................................... 5

.................................................................. 6

..................................................................................................................... 7............................................................................................................. 7

..................................................................................... 8................................................................................. 9

.............................................................. 10............................... 11

................................................................................................ 12............................................................................................................. 13

.................................................................................................. 14.............................................................................................. 15

............................................................................................................. 15

................................................................................... 16.............................................................................. 17

............................................................................................................ 17

.................................................................................................... 18

...................................................................................................... 19............................................................................................................ 19

.............................................. 20

........................................................................................................ 21..................................................................... 22

............................................................................................................ 24

........................................................... 25

............................................................................................................... 26......................................................... 27........................................................ 28

........................................... 29........................................................................................................................ 30

............................................................................................................ 30

ABOUT THIS UNIT OF STUDY

LESSON 1: PLANNING A DIGITAL STORYTELLING PROJECTEXAMPLE OF CLASS SCRIPT AND STORYBOARD

LESSON 2: THE THREE C’S AND THE THREE S’SCAMERA ANGLESRESOURCES NEEDEDCAMERA SHOTS QUIZ ANSWERSCAMERA ANGLES QUIZ ANSWERS

LESSON 3: EXPLORING STYLE AND CHARACTERCELTIC DRESS AND JEWELLERY SUGGESTED ACTIVITIESCHARACTER DEVELOPMENTRESOURCES NEEDED

LESSON 4:EXPLORING SETTINGS INSTORIES AND FILMSDISCUSSING THE SETTINGRESOURCES NEEDED

LESSON 5: ALLOCATING SCRIPT LINESAND PLANNING DRAWINGSDRAWING PLANNING WORKSHEETSRESOURCES NEEDED

LESSON 6: PRODUCE FINAL DRAWINGSFOR DIGITAL STORYSAMPLE EXPRESSIONSRESOURCES NEEDED

LESSON 7: CREATING A COMIC-STYLE STORYBOARDSAMPLE STORYBOARDPREPARATION AND GETTING STARTEDRESOURCES NEEDED

LESSON 8: ASSEMBLING PROJECT WITHDIGITAL STORYTELLING SOFTWAREGETTING STARTEDNARRATION AND SOUNDS, OPENING TITLESADDING PICTURES, TEXT, AND END CREDITSPICTURE EFFECTS, TRANSITIONS, ADDING MUSICFINAL STAGESRESOURCES NEEDED

EXPLORING CREATIVITY AND ICT - TEACHER GUIDE 3

ABOUT THISUNIT OF STUDY...

IN THIS UNIT, THE CÚ CHULAINN ANIMATED SERIES IS USED TO PROMOTE

CREATIVITY AND THE USE OF ICT IN THE CLASSROOM. THIS UNIT OF STUDY WILLINTRODUCE THE STUDY OF FILM LANGUAGE AND COVER THE CORE SKILLS INVOLVEDIN FILM-MAKING, INCLUDING STORYBOARDING, DRAWING, DIGITAL STORYTELLING,VIDEO EDITING, ANIMATION AND CREATING A MUSICAL SOUNDTRACK - ALL AREASWHICH CAN BE FORMALLY ASSESSED BY CCEA'S USING ICT ACCREDITATION SCHEME.

THE CÚ CHULAINN ANIMATED SERIES WAS PRODUCED BY THE NERVE CENTRE WITH A

TARGET AUDIENCE OF KEY STAGE TWO PUPILS. THE SERIES IS AVAILABLE IN BOTHENGLISH AND IRISH, AND FOLLOWS THE HEROIC DEEDS OF THE HOUND OF ULSTERFROM HIS BOYHOOD ADVENTURES TO HIS TRAGIC DEATH IN THE EPIC ENCOUNTERBETWEEN ULSTER AND CONNAUGHT.

THE AIM OF THIS UNIT IS TO PROVIDE TEACHERS WITH THE KNOWLEDGE,TECHNIQUES AND APPROACHES THAT WILL ENABLE PUPILS TO CREATE THEIR OWNCOMICS, DIGITAL STORIES AND MUSICAL SOUNDTRACKS EXPLORING THE WORLD OFTHE CELTS.

HOW DOES THIS UNIT OF STUDY SUPPORTTHE NORTHERN IRELAND CURRICULUM?

AREAS OF LEARNING

LANGUAGE & LITERACY: READING; WRITING; TALKING AND LISTENINGTHE WORLD AROUND US: HISTORY - LIFE IN EARLY TIMESPERSONAL DEVELOPMENT & MUTUAL UNDERSTANDING: MUTUALUNDERSTANDING IN THE LOCAL & WIDER COMMUNITYTHE ARTS: ART & DESIGN, MUSIC

FOCUS: ART & DESIGN; USING ICT

SKILLS & CAPABILITIES

THINKING SKILLS AND PERSONAL CAPABILITIES: THINKING; PROBLEM-SOLVING AND DECISION-MAKING; MANAGING INFORMATION; WORKING WITHOTHERS AND BEING CREATIVE.

CROSS-CURRICULAR SKILLS: COMMUNICATION; USING ICT

CCEA'S USING ICT ACCREDITATION SCHEME

DESIRABLE FEATURES COVERED IN THIS UNIT INCLUDE: WORKING WITH TEXT;WORKING WITH IMAGES; WORKING WITH SOUND; DESK TOP PUBLISHING; MOVINGIMAGES AND RESEARCHING. PUPILS CAN SHARE THEIR COMPLETED WORK ONLINETO COVER THE DESIRABLE FEATURE 'ONLINE COLLABORATION'.

THE BIRTH OF SETANTATHE STORY OF CÚ CHULAINN BEGINS WITH HIS

UNUSUAL BIRTH.

EPISODE 1

LESSON 1: PLANNING A DIGITALSTORYTELLING PROJECT

VIEW ‘CÚ CHULAINN - THE ANIMATED SERIES’

GROWING UPTHE STORY OF SETANTA GROWING UP ANDBEGINNING HIS TRAINING.

EPISODE 2

THE NAMETHE STORY OF HOW SETANTA GOT THENAME CÚ CHULAINN.

EPISODE 3

IN LOVE AND WARCÚ CHULAINN FALLS IN LOVE WITH EMER BUT WILL

HIS DESTINY COME BETWEEN THEM?

EPISODE 4

THE GREAT CHALLENGETHE STORY OF THE BROWN BULL OF COOLEY.

EPISODE 5

THE HERO'S DEATHCÚ CHULAINN FIGHTS MAEVE'S ARMY TO THE

DEATH.

EPISODE 6

CREATE A CLASS SCRIPT BASED ON AN EPISODE OR A SCENE FROM ONE OF THE EPISODES.

THE CLASS MAY CONTRIBUTE TO A COLLECTIVE STORY WHERE THE CLASS DEVELOPS THESCRIPT AND EACH PUPIL CONTRIBUTES A DRAWING OR DRAWINGS TO THE FINAL DIGITALSTORY. ALTERNATIVELY, EACH PUPIL CAN DEVELOP THEIR OWN SHORT VERSION OF A CUCHULAINN LEGEND OR SCENE.

PUPILS WILL DEVELOP THEIR DRAWINGS TO BE USED IN A DIGITAL STORY WHICH WILL BEASSEMBLED USING DIGITAL STORYTELLING SOFTWARE SUCH AS WINDOWS MOVIE MAKEROR PHOTOSTORY, TO COMBINE THEIR DRAWINGS WITH TEXT, VOICEOVER AND MUSIC.


�

TEACHER GUIDE

CU CHULAINN

I

STORYBOARDS...STORYBOARDS COMBINE CHILDREN'S LOVE OF DRAWING AND SKETCHING WITHWORDS. IT IS A TOOL THAT CAN ASSIST THEM TO GATHER THEIR IDEAS, PLAN THEFLOW OF EVENTS, AND THEN WRITE THE STORY.

STORYBOARDS CAN BE PLANNED USING COMICLIFE SOFTWARE.

TEACHER GUIDE

HHOOWW CCUU CCHHUULLAAIINNNN GGOOTT HHIISS NNAAMMEESScceennee 11

NNaarrrraattoorr::11.. MMyy nnaammee iiss CCiiaarraa aanndd II''mm ggooiinngg ttoo tteellll yyoouu tthhee ssttoorryy ooff hhooww CCuu CChhuullaaiinnnn ggoott hhiiss nnaammee..

22.. CCuu CChhuullaaiinnnn wwaass aa ffaammoouuss cceellttiicc wwaarrrriioorr ffrroomm lloonngg,, lloonngg aaggoo..

33.. WWhheenn hhee wwaass aa bbooyy hhee wwaass ccaalllleedd SSeettaannttaa aanndd hhee ttrraaiinneedd ttoo bbee aa wwaarrrriioorr aatt tthhee ccoouurrtt ooff KKiinngg CCoonnoorr..

44.. OOnnee ddaayy KKiinngg CCoonnoorr wwaass iinnvviitteedd ttoo aa ffeeaasstt bbyy CChhuullaaiinnnn tthhee bbllaacckkssmmiitthh aanndd tthhee kkiinngg iinnvviitteedd aallll hhiiss wwaarrrriioorrss iinncclluuddiinngg SSeettaannttaa ttoo jjooiinn hhiimm..

KKiinngg CCoonnoorr::55.. ““LLeett uuss ggoo aatt aallll ssppeeeedd ttoo tthhee ffeeaassttaanndd mmaakkee ssuurree tthhaatt eevveerryyoonnee lleeaavveess ttooggeetthheerr””..

NNaarrrraattoorr::66.. AAllll tthhee wwaarrrriioorrss jjuummppeedd iinnttoo tthheeiirr cchhaarriioottss aanndd ffoolllloowweedd tthhee kkiinngg......

77.. AAllll eexxcceepptt SSeettaannttaa wwhhoo wwaass ppllaayyiinngg wwiitthh hhiiss hhoouunndd..

here is an example of aclass script divided intoseparate script numbers...

here is an example of astoryboard...

CÚ CHULAINN ANIMATED SERIES ON DVD OR INTERNET

CONNECTION TO VIEW THE ANIMATED SERIES ONLINE

RESOURCES NEEDED...

DVD PLAYING SOFTWARE OR INTERNET BROWSER

SOFTWARE...

LESSON 1 WHITEBOARD RESOURCE

HANDOUTS AND GUIDES...

WHITEBOARD

HARDWARE...


__

__

__

CAMERACHARACTERCOLOUR

THE THREE C'S

STORYSETTINGSOUND

THE THREE S'S


TEACHER GUIDE

LESSON 2: THE THREE C’S AND THE THREE S’SBEGINNING WITH THREE OF THE BASIC CAMERA SHOTS AND THREE OF THE BASICCAMERA ANGLES USED IN THE CÚ CHULAINN EPISODE.

INTRODUCTION AND OVERVIEW OF THE PROJECT1

DISTRIBUTE WORKSHEETS ON THE THREE C’S AND THE THREE S’S AND EXPLAINTHAT THESE ARE THE SIX THEMES YOU WILL BE EXPLORING OVER THE PROJECT.

2

WATCH EPISODE(S) OF CÚ CHULAINN TO BE EXPLORED IN PROJECT3

EXPLAIN BASIC CAMERA SHOTS. DECONSTRUCT EPISODE BY USING THE WHITEBOARD AND PAUSING THE EPISODE TO SHOW EXAMPLES OF THE THREE BASIC CAMERA SHOTS.

4

DISTRIBUTE AND DISCUSS THE CAMERA SHOTS WORKSHEET.5

LONG SHOT MID OR MEDIUM SHOT CLOSE UP

CU CHULAINN

I


DEMONSTRATE CAMERA SHOTS USING EITHER A WEBCAMERA OR A PROP SUCH AS A GLUE STICK OR THICKMARKER AND PRETEND IT IS A CAMERA. USE THE CAMERAOR PROP AND HOLD AT DIFFERENT DISTANCES. HAVEPUPILS GUESS WHAT SHOTS THE CAMERA IS TAKING.

USETHE LESSON 2WHITEBOARD

RESOURCE FOR SAMPLECAMERA SHOTS.

6

DISTRIBUTE THE CAMERA SHOTS QUIZ AND HAVEPUPILS COMPLETE AS INDIVIDUALS OR IN GROUPS.

7

EXPLAIN THE THREE BASIC CAMERA ANGLES. DECONSTRUCT THE EPISODE BY USINGTHE WHITEBOARD AND PAUSING EPISODE TO SHOW EXAMPLES OF THE CAMERA ANGLES.

8

DISTRIBUTE AND DISCUSS CAMERA ANGLES WORKSHEET.9

DEMONSTRATE CAMERA ANGLES BY USING A WEB CAMERAOR A PROP SUCH AS A GLUE STICK OR THICK MARKER.

10

HIGH ANGLE SHOT LOW ANGLE SHOT POINT OF VIEW

TEACHER GUIDE

QUIZ!DISCUSS ANSWERS AS A GROUP.

USETHE LESSON 2WHITEBOARD

RESOURCE FOR SAMPLECAMERA ANGLES.

DISTRIBUTE THE CAMERA ANGLES QUIZ AND HAVEPUPILS COMPLETE AS INDIVIDUALS OR IN GROUPS.

11 QUIZ!DISCUSS ANSWERS AS A GROUP.

CU CHULAINN DVD OR VIEW EPISODES ONLINE

RESOURCES NEEDED...

DVD PLAYING SOFTWARE OR INTERNET BROWSER

SOFTWARE...

PUPIL WORKSHEETS: THE THREE C’S AND THE THREE S’S • CAMERA SHOTS •CAMERA SHOT QUIZ • CAMERA ANGLES • CAMERA ANGLE QUIZ



WHITEBOARD

HARDWARE...


TEACHER GUIDE

WHAT CAMERA SHOT?WRITE THE CAMERA SHOT IN THE BOX. IS IT A CLOSE UP, MID OR LONG SHOT?

MID SHOT1

CLOSE UP3

MID SHOT5

LONG SHOT7

LONG SHOT2

LONG SHOT4

CLOSE UP6

CLOSE UP8

ANSWERS...


WHAT CAMERA ANGLE?WRITE THE CAMERA ANGLE IN THE BOX. IS IT A HIGHANGLE, LOW ANGLE OR POINT OF VIEW SHOT?

POINT OF VIEW: HOUND’S TEETH1

POINT OF VIEW3

LOW ANGLE SHOT5

LOW ANGLE SHOT7

HIGH ANGLE SHOT2

HIGH ANGLE4

LOW ANGLE SHOT6

POINT OF VIEW8

ANSWERS...

TEACHER GUIDE


TEACHER GUIDE

LESSON 3: EXPLORING STYLE AND CHARACTER CHARACTER DEVELOPMENT AND THE IMPORTANCE OF CONTINUITY WHEN CREATINGA VISUAL STORY AS A TEAM.

DISCUSS WHY A COMMON STYLE, OR CONTINUITY, IS IMPORTANT WHEN CREATING A VISUAL STORY AS A TEAM.

1

DISCUSS STYLE OF CHARACTERS INCLUDING CELTIC CLOTHING, ORNAMENTATION,WEAPONS ETC. ADDITIONAL DISCUSSION IDEAS AND TIMELINE AVAILABLE INWHITEBOARD RESOURCE CELTIC DRESS AND JEWELLERY.

2

DISTRIBUTE AND DISCUSS WORKSHEETS:

CELTIC DRESSCELTIC JEWELLERYCÚ CHULAINN & CELTIC WARRIORS

IRISH WOLFHOUND

3

CU CHULAINN

I


CELTIC DRESS AND JEWELLERYSUGGESTED DISCUSSIONS OR EXTRA ACTIVITIES...

TEACHER GUIDE

DISCUSS THE TIMELINE.1

DISCUSS WHAT FABRIC AND MATERIALS WOULD HAVE BEEN AVAILABLE TO PEOPLE AT THE TIME I.E. WOOL, LEATHER, LINEN, GOLD, SILVER, GEMS.

DISCUSS AVAILABLE DYES FOR CLOTHES. WOULD IT HAVE LIMITED THEIR COLOURRANGE?

WHAT MIGHT ANCIENT PEOPLE HAVE DECORATED THEIR CLOTHES WITH?

SUGGESTED ACTIVITY: DESIGN AN ANCIENT GARMENT.

DO YOU THINK SILK AND OTHER SUCH LUXURY GOODS WOULD HAVE BEEN AVAILABLE AT A PRICE IN IRELAND, FOR EXAMPLE IF YOU WERE A KING?

2

EXPLORE ANCIENT IRISH ARTIFACTS FROM THE NATIONAL MUSEUM OF IRELANDIN CONTEXT OF DRESS AND ORNAMENTATION.

IRELAND'S GOLD PERMANENT COLLECTION

HTTP://WWW.MUSEUM.IE/EN/EXHIBITION/GALLERY/IRELANDS-GOLD-PHOTO-GALLERY.ASPXHTTP://WWW.MUSEUM.IE/EN/EXHIBITION/PREHISTORIC-IRELAND.ASPXHTTP://WWW.MUSEUM.IE/EN/COLLECTION-LIST/THE-COLLECTIONS-ANTIQUITIES.ASPX

3

1,000 BC 1,000 AD500 BC 500 ADB.O.C.

350 BCTHE ARRIVAL

OFTHE CELTS

432 ADTHE ARRIVAL OFST. PATRICKIN IRELAND

370 ADEAMHAINMHACHA

(NAVAN FORT)SEAT OF THE KINGSOF ULSTER, BURNEDTO THE GROUND


CHARACTER DEVELOPMENT

AGREE ON THE LOOK OF THE CHARACTERS FOR YOUR DIGITAL STORY BY USING

A SHOW OF HANDS, THE WHITEBOARD AND CHARACTER DISCUSSION HANDOUTS. HAVE THE PUPILS WRITE THEIR SUGGESTIONS AND NOTES ON

THESE PAGES AS YOU MAKE NOTES ON THE WHITEBOARD.

1

HAVE PUPILS COMPLETE CHARACTER DEVELOPMENT WORKSHEETSBY DRAWING THEIR VERSION OF THE CHARACTER USING THE AGREED DESCRIPTIONI.E. HAIR COLOUR, BUILD, CLOTHING, ETC.

2

TEACHER GUIDE

CHARACTERDISCUSSIONWORKSHEETS


TEACHER GUIDE

CU CHULAINN DVD OR VIEW EPISODES ONLINE

MATERIALS NEEDED...

NONE

SOFTWARE...

PUPIL WORKSHEETS:• THE CELTIC DRESS• CELTIC JEWELLERY

• CU CHULAINN AND CELTIC WARRIORS

• IRISH WOLFHOUND

DISCUSSION WORKSHEETS: SETANTAKING CONORCHULAINNTHE GUARDSTHE HOUND

CHARACTER DEVELOPMENT WORKSHEETS: SETANTAKING CONORCHULAINNTHE GUARDSTHE HOUNDOTHER CHARACTERS



WHITEBOARD

HARDWARE...


TEACHER GUIDE

LESSON 4: EXPLORING SETTINGS IN STORIES AND FILMS

INCLUDING THE TIME, LOCATION, BACKDROP, MOOD, AND EVERYTHING IN WHICHA STORY TAKES PLACE.

DISTRIBUTE THE HANDOUTS AND DISCUSS THE SETTING AND OTHERSETTINGS, ALSO REFER TO THE THREE C’S AND THE THREE S’S.

1

2

FOR SUGGESTED DISCUSSION POINTS SEE LESSON 4 WHITEBOARD RESOURCE: DISCUSSING THE SETTING.

3

DRAW 2 SETTINGS FROM THE CÚ CHULAINN EPISODE.4

CU CHULAINN

I


DISCUSSING THE SETTING

TEACHER GUIDE

HAVE THE STUDENTS DISCUSS FILMS AND OTHER SETTINGS IN STORIES THATTHEY KNOW. FOR EXAMPLE, IN TIM BURTON’S 'A NIGHTMARE BEFORE CHRISTMAS',THE SETTING IS THE NIGHTMARISH HALLOWEEN TOWN AND ALL ITS MACABRE CAST. DISCUSS THE CONTRAST WITH CHRISTMAS TOWN WHERE EVERYTHING ISCOLOURFUL, BRIGHT AND PRETTY. DISCUSS HOW THE MOOD AND LIGHT IS DIFFERENT IN THE TWO TOWNS.

DISCUSS ANY STORIES FROM THE CURRENT CURRICULUM AND WHERE THE STORY IS SET.

1

SUGGESTED POPULAR FILMS TO DISCUSS:

PIRATES OF THE CARIBBEAN TAKES PLACE MOSTLY AT SEA ON BOARD SHIPS. IT IS SET IN THE LATE1600'S, AS THE COSTUMES ARE 17TH AND 18TH CENTURY.

WALL-E TAKES PLACE IN THE FUTURE WHEN THE EARTH IS LITTLE MORE THAN A SCRAP HEAP.

FINDING NEMO TAKES PLACE IN THE OCEAN AND THE FISH TANK IN THE DENTIST'S SURGERY.

TOY STORY ALTHOUGH THEY DO VENTURE OUTSIDE MOST OF THE STORY IS SET IN ANDY'S BEDROOM.

SHREK IS SET A LONG TIME AGO IN A LAND FAR AWAY.

LORD OF THE RINGS IS SET IN THE FANTASY WORLD OF MIDDLE EARTH.

THE BOY IN THE STRIPED PYJAMAS IS SET IN A NAZI CONCENTRATION CAMP.

RATATOUILLE IS SET IN A RESTAURANT IN PARIS, FRANCE.

STAR WARS HAPPENS IN A GALAXY FAR AWAY.

HARRY POTTER FILMS: ON JK ROWLING'S WEBSITE IT SAYS THAT HARRY IS BORN IN 1980. THE STORYMOSTLY TAKES PLACE AROUND HOGWARTS SCHOOL OF WITCHCRAFT AND WIZARDRY.

2

CHOOSEA STORYOR FILM

NONE

MATERIALS NEEDED...

NONE

SOFTWARE...

NONE

HARDWARE...

PUPIL WORKSHEETS: THE SETTING • OTHER SETTINGSLESSON 4 WHITEBOARD RESOURCE


WHAT ARE THEVISUAL CLUES THATTELL US THE TIME,PLACE OR SPACE?

IS IT RURAL,OR CITY?

IS IT A CERTAINERA LIKE THE 20'S,

THE 40'S,OR THE FUTURE?

DOES THE STORYTAKE PLACE IN APARTICULAR COUNTRY?

IS IT GRIM ANDDARK OR BRIGHTAND CHEERFUL?

DOES THE STORYTAKE PLACE INSIDE, (I.E.ANDY'S BEDROOM IN ‘TOY STORY’)OR OUTSIDE?


TEACHER GUIDE

LESSON 5: ALLOCATING SCRIPT LINES AND PLANNING DRAWINGS

DISCUSSING AND PLANNING PUPILS' INDIVIDUAL DRAWINGS IN THE CONTEXT OFTHE CAMERA SHOTS AND ANGLES THEY WILL USE AND THE CHARACTERS DEVELOPEDBY THE CLASS.

POSSIBLY CUT THE SCRIPTINTO INDIVIDUAL SCRIPTLINES WITH NUMBERS AND

ALLOW PUPILS TO PICK THEIRLINES FROM A HAT.

IF WRITING A COLLECTIVE SCRIPT, DIVIDE THE SCRIPT TO SUIT HOW MANYPUPILS ARE IN THE CLASS, I.E... IFYOUR SCRIPT HAS 63 LINES AND YOUHAVE 21 PUPILS, THEN EACH PUPIL WILLBE RESPONSIBLE TO MAKE DRAWINGSFOR 3 SCRIPT LINES.

1

GIVE EACH PUPIL A COPY OF THE SCRIPT TO KEEPTHEIR INDIVIDUAL LINES IN CONTEXT.

2

DISCUSS THEIR LINES IN GROUPS TO GET SUGGESTIONS AS TO WHAT THEIRIMAGE/DRAWING MIGHT BE (SOME LINES ARE MORE TRUNCATED OR OBSCURE THAN OTHERS).

REMIND THE CLASS ABOUT USING THE CAMERA SHOTS AND ANGLES THEY HAVELEARNED ABOUT.

3

SHOW REMINDERS ON THE WHITEBOARD TO HELP THEM REMEMBERTHE SHOTS AND ANGLES.

4

CU CHULAINN

REMEMBER...

DISTRIBUTE THE DRAWING PLAN WORKSHEET.

5

I


TEACHER GUIDE

NONE

MATERIALS NEEDED...

NONE

SOFTWARE...

WHITEBOARD

HARDWARE...

PUPIL WORKSHEET: DRAWING PLANLESSON 5 WHITEBOARD RESOURCE


PUPILS MUST NUMBER THEIR SCRIPT LINE AND EITHER PASTE OR WRITE THEIR SCRIPT LINE IN THE APPROPRIATE BOX.

SHOW PLAN EXAMPLE ON THE WHITE BOARD.

THESE ARE JUST ROUGH SKETCHES, NOT FINISHEDDRAWINGS.

6

PUPILS SHOULD WRITE WHICH SHOT AND/OR ANGLE THEY ARE USING AND EXPLAIN WHY NEXT TO EACH SKETCH.

7

REMINDER...

WHAT CAMERA SHOTAND ANGLE?

WHO OR WHAT IS GOINGTO BE IN THE SHOT?

PLAN EXAMPLE

REMIND THE CLASS THAT EACH BOX IS LIKE THE TV SCREEN.YOU HAVE TO CHOOSE YOUR APPROPRIATE SHOT AND ANGLE

AND

YOU MUST FILL THE SCREEN.

NO TINY PEOPLE FLOATING ABOUT.

IF TWO PEOPLE ARE SPEAKING TO EACH OTHER, THEY FACEEACH OTHER SO THE CHARACTERS MUST BE DRAWN FROM A

SIDE VIEW, ETC...


TEACHER GUIDE

LESSON 6: PRODUCE FINAL DRAWINGS FOR DIGITAL STORY

TODAY THE PUPILS SHOULD FINISH THEIR FINAL DRAWINGS FOR THEIR DIGITALSTORY. REMIND THE PUPILS OF THE IMPORTANCE OF USING THE DIFFERENT CAMERA SHOTS AND ANGLES THEY HAVE LEARNED ABOUT.

HAVE PUPILS WRITE THEIR NAME AND THE SCRIPT NUMBER ON THE BACK OF THEIR PAGE IN PENCIL NOT TOO HEAVY AS IT WILL SHOW UP ON THE SCAN.

1

ALL PAGES MUST BE LANDSCAPE (SIDEWAYS).

THIS IS TO PREVENT UNSIGHTLY GAPS AT THE SIDES OF THE IMAGE OR CROPPED IMAGES IN FINAL DIGITAL STORY.

2

REMIND PUPILS TO THINK OF THE PAGE AS A TV OR FILM SCREEN. YOU MUST FILLTHE PAGE AND THINK OF EVERYTHING YOU WOULD WANT TO SHOW ON THE SCREEN.

3

CU CHULAINN

REMEMBER...

NOT THIS WAY...ALL PAGES THIS WAY...

I


TEACHER GUIDE

PAPER AND COLOURING PENS

MATERIALS NEEDED...

SCANNING SOFTWARE

SOFTWARE...

WHITEBOARD, SCANNER OR DIGITALCAMERA TO DIGITISEDRAWINGS

HARDWARE...

PUPIL WORKSHEET: COPY OF THE SCRIPT •COMPLETED DRAWING PLANSLESSON 6 WHITEBOARD RESOURCE


USE THE LESSON 6 WHITEBOARD RESOURCE TO SHOW PUPILS REMINDERS OFCAMERA SHOTS AND ANGLES AND EXAMPLES OF EXPRESSIONS FOR CLOSEUPS OF FACES.

4

FINAL PREPARATION

REMINDERS

CONOR EXPRESSIONS

CU EXPRESSIONS

SCAN IMAGES AT 150 DPI RESOLUTION FOR GOOD SCAN QUALITY.

ADJUST THE HUE, SATURATION AND CONTRAST WHERE NECESSARY.

SAVE THE IMAGES AT 72 DPI AND USE FILE NAMES WHICH CORRELATE TO THE

SCRIPT LINES, E.G. 1.JPG, 2.JPG, 63.JPG, ETC...

RECORD THE SCRIPT AS SEPARATE AUDIO FILES WITH FILE NAMES CORRELATINGTO THE SCRIPT LINES, E.G. SCRIPT LINE 1 WOULD BE SAVED AS 1.WAV.


TEACHER GUIDE

LESSON 7: MAKING A COMIC-STYLE STORYBOARD

STORYBOARDING IS AN INTEGRAL PART OFTHE DIGITAL STORYTELLING PROCESS.

IT HELPS PUPILS TO PLAN THEIR STORY AND PREPARE FOR USING MOVING IMAGE SOFTWARE SUCH AS WINDOWS MOVIE MAKEROR PHOTOSTORY.

USING COMICS CAN MAKE TASKS SUCH ASSTORY PLANNING FUN FOR PUPILS.

IT ALLOWS THEM TO PLAN OUT THE TEXT AND IMAGES THEY ARE GOING TO USE IN AN ATTRACTIVE WAY.

PLUS PUPILS WILL HAVE THEIR OWN COLOURFUL COMIC VERSIONS OF THEIRSTORY TO PRINT OUT WHEN THEY ARE DONE!

CU CHULAINN

COMIC MAKINGSOFTWARE

WHY STORYBOARD?

WHY COMICS?

COMIC LIFE SOFTWARE IS RECOMMENDED BECAUSE IT IS EASY TO USE, AFFORDABLE, AND MAKES GREAT-LOOKING COMICS.

SCHOOLS CAN PURCHASE AND DOWNLOAD THE SOFTWARE AT WWW.PLASQ.COM.

IF YOU CAN'T GET YOUR HANDS ON A COPY OF COMIC LIFE, YOU COULD USE MICROSOFT WORD TO MAKE A SIMPLE STORYBOARD - USE TABLES TO LAY OUT YOUR PANELS, TEXT BOXES FOR THE NARRATION AND SPEECH BUBBLES FOR DIALOGUE.

I


TEACHER GUIDE

THIS SAMPLE STORYBOARD USES PICTURES FROM THE CÚ CHULAINN ANIMATED

SERIES. PUPIL STORYBOARDS SHOULD INCLUDE THEIR OWN DRAWINGS AND TEXT.

SAMPLE STORYBOARD

USE THE INTERACTIVE WHITEBOARDTO DEMONSTRATE HOW TO USE THE SOFTWARE. DEMONSTRATE EACH STEPBEFORE YOU ASK PUPILS TO DO A STEPON THEIR OWN COMPUTER.

FIRST, POINT OUT TO PUPILS THE DIFFERENT PARTS OF THE SOFTWARE'SWORKSPACE, E.G. COMIC LIFE'S 'LIBRARIES' PANEL, 'BUBBLES' PANEL,ETC..., SO THEY ARE FAMILIAR WITHWHAT EACH SECTION OF WORKSPACE ALLOWS YOU TO DO.


TEACHER GUIDE

PUPILS SHOULD EITHER HAVE A COPY OF THEIR INDIVIDUAL STORY THEY WROTE,OR A PRINTED COPY OF A COLLECTIVE SCRIPT/STORY THE CLASS PRODUCED TOGETHER.

IF THE STORY IS QUITE LONG, THEN PUPILS COULD BE ALLOCATED A SCENE FROMTHE STORY TO STORYBOARD. IT SHOULD BE A SCENE THAT THEY HAVE CONTRIBUTEDTO WITH THEIR ILLUSTRATIONS.

HAND OUT PUPIL WORKSHEET: STORYBOARDS FOR THEM TO USE AS A GUIDE.

1

3

SCAN IN PUPILS' DRAWINGS AND SAVE THEM AS JPEGS.COPY THEM INTO A SHARED FOLDER ON THE COMPUTERNETWORK THAT PUPILS CAN ACCESS. DISTRIBUTE THEDRAWING PLAN WORKSHEET.

PREPARATION

USE THE LESSON 7 WHITEBOARD

RESOURCE FOR ONOVERHEAD GUIDE.

CLICK ON 'HELP' INCOMIC LIFE FOR DETAILEDINFORMATION ABOUT HOWTO USE THE SOFTWARE

TIP: YOU CAN ALSO USE A DIGITALSTILLS CAMERA TO TAKE PICTURES OF THE

DRAWINGS. THIS IS A FASTER WAY TO DIGITISETHE DRAWINGS RATHER THAN SCANNING, BUT

THE QUALITY WON'T BE AS GOOD.

OPEN THE COMIC-MAKING SOFTWARE 2

GET STARTED...

WHITEBOARD


TEACHER GUIDE

HAVE PUPILS SELECT A PAGE TEMPLATE AND DRAG IT ONTO THEIR FIRST PAGE.

4

NUMBER THE INDIVIDUAL PANELS ON THE PAGE. USETHE LETTERING TOOL OR TEXT BOX TOOL TO DO THIS.

THESE WILL CORRESPOND TO THE SENTENCES INTHE PUPIL'S STORY OR SCENE, E.G. THE FIRSTPICTURE & SENTENCE WILL APPEAR IN PANEL '1', ETC...

PUPILS CAN PUT IN EXTRA PAGES IF NEEDED TO CONTINUENUMBERING AS MANY PANELS AS THEY WILL NEED.

6

PUPILS SHOULD SELECT AND DRAG THE PICTURES THEY WANT TO USE INTO THE NUMBERED PANELS TO ILLUSTRATE THEIR SENTENCES.

8

ADD THE NAME OF THE STORY, SCENE NUMBER AND PUPIL NAME TO THE FIRST PANEL (BOX FOR A PICTURE).

CHOOSE A PAGE TEMPLATE

TITLE PANEL

NUMBER THE PANELS

SHOW PUPILS WHERE TO FIND THE SHARED FOLDER ON THE COMPUTER NETWORKWHERE THEIR DRAWINGS ARE STORED.

7ADD PICTURES

5

LOOK AT SAMPLESTORYBOARD TO SEE

WHERE NUMBERSSHOULD GO.

PRINT OUT THE STORYBOARDS SO PUPILS CAN USETHEM AS A GUIDE FOR THEIR DIGITAL STORYTELLINGSESSION WITH MOVING IMAGE SOFTWARE SUCH AS MOVIE MAKER.


TEACHER GUIDE

HAVE PUPILS FORMAT THEIR TEXT TO CHANGE THE COLOUR, FONT, SIZE, ETC.

10

12

DRAG A TEXT BOX INTO PANEL 1 AND TYPE IN THE FIRST SENTENCE.

REPEAT ADDING TEXT BOXES TO THE REMAINING PANELS UNTIL THEENTIRE TEXT FROM THE STORY OR SCENE HAS BEEN ADDED. ONLY ADD ONE SENTENCE PER TEXT BOX.

ADD STORY TEXT

USETEXT BOXES

FORNARRATION

USESPEECHBUBBLES

FOR DIALOGUE

SAVE THE WORK INTO AN APPROPRIATE FOLDER ON THE COMPUTER.11SAVE

PRINT

9

COMPUTER SUITE WITH WHITEBOARD

HARDWARE NEEDED...

COMIC LIFE (PREFERRED) OR MICROSOFT WORD

SOFTWARE...

PUPIL WORKSHEET: STORYBOARDS

PRINTOUTS OF PUPILS' STORIES/SCRIPTS




LESSON 8: ASSEMBLE PROJECT WITH DIGITAL STORYTELLING SOFTWARE SUCH AS MOVIE MAKER, PHOTOSTORY, OR IMOVIE

PUPILS' DRAWINGS SHOULD BE STORED IN A SHAREDFOLDER ON THE COMPUTER NETWORKFOR PUPILS TO ACCESS.

IF PUPILS ARE WORKING ON A COLLECTIVE SCRIPT,YOU CAN PRE-RECORD THESCRIPT USING SOUNDRECORDING SOFTWARE SUCHAS AUDACITY.

SAVE EACH SENTENCE AS ASEPARATE NUMBERED AUDIOFILE.

COPY THE SOUND FILESINTO A SHARED FOLDER ONTHE NETWORK FOR PUPILSTO ACCESS.

SOUND EFFECTS CAN BE DOWNLOADEDFROM THE INTERNET (SEARCH FOR FREESOUND EFFECTS) OR RECORDED USINGMUSIC SOFTWARE SUCH AS AUDACITY.

VROOOM!COPY THE SOUND FILES TO BE USEDINTO A SHARED FOLDER ON THE NETWORK FOR PUPILS TO ACCESS.

MUSIC CAN EITHER BE PRODUCED BYTHE CLASS AND RECORDED INTO THECOMPUTER, DOWNLOADED FROM A MUSIC SHARING WEBSITE, OR TAKENFROM AN AUDIO-CD.

USE MUSIC THAT SUITS THE SUBJECT CONTENT,E.G. CELTIC MUSIC WOULD SUIT A STORY ABOUT CÚ CHULAINN.

CU CHULAINN

PREPARATION:PICTURES

PUPILS WILLBE ABLE TO

RECORD THEIR OWNNARRATIONWITHIN THE DIGITAL

STORYTELLINGSOFTWARE.

SOUNDS

TEACHER GUIDE

I

GIVE EACH PUPIL A SET OF HEADPHONES.

USE A HEADSET WITH A MICROPHONE ATTACHED SOEACH PUPIL CAN RECORD THEIR OWN NARRATION.

HAVE PUPILS PLUG THE HEADSETS INTO THE HEADPHONE & MICROPHONE SOCKETS ON THE COMPUTER (HEADSETS WITH MICROPHONES WILL HAVE 2 LEADS THAT CONNECT TO THE COMPUTER).


TEACHER GUIDE

PUPILS SHOULD HAVE A PRINTED COPY OF THEIR STORYBOARDS WHEN THEY ARE AT THE COMPUTERS TO USE AS A GUIDE.

1

WINDOWS MOVIE MAKER SOFTWARE IS RECOMMENDED FOR DIGITAL STORYTELLING PROJECTS USING STILL IMAGES, TITLES & MUSIC ON THE PC.

OTHER PC SOFTWARE SUCH AS PHOTOSTORY CAN ALSO BE USED. IF YOU AREUSING MACINTOSH COMPUTERS, USE IMOVIE.

THIS LESSON PLAN OUTLINES THE GENERAL STEPS IN MAKING A DIGITAL STORY,BUT EACH SOFTWARE PACKAGE WORKS SLIGHTLY DIFFERENTLY. SEE WEB RESOURCES AT THE END OF THIS LESSON PLAN FOR LINKS TO ONLINE TUTORIALS FOR USING MOVIE MAKER, PHOTOSTORY AND IMOVIE.

DIGITAL STORYTELLING SOFTWARE

SEE LESSON 7: MAKING A

COMIC-STYLESTORYBOARD

GET STARTED...

HEADSET WITHHEADPHONES

IF YOU FIND YOU CAN'T RECORD SOUND USING A HEADSET (SOME SCHOOLS HAVE HARDWARE RESTRICTIONS), YOU COULD TRY USING A USB MICROPHONE (PLUGS INTO COMPUTER'S USB SOCKET).

ALTERNATIVELY, PUPILS CAN JUST USE TEXT ALONGSIDE THEIR IMAGES TO TELL THE STORY INSTEAD OF RECORDING NARRATION.

USBMICROPHONE

HEADPHONESPLITTER

2

IF PUPILS ARE DOUBLING UP ON A COMPUTER, USE

HEADPHONE SPLITTERSSO THAT 2 PUPILS CANLISTEN AT THE SAME

TIME.


TEACHER GUIDE

OPEN THE DIGITAL STORYTELLING SOFTWARE YOU ARE GOING TO USE, E.G. MOVIEMAKER, PHOTO STORY, OR IMOVIE.

3

USING THE WHITEBOARD, POINTOUT THE DIFFERENT PARTS OF THE SOFTWARE'S WORKSPACE, E.G. MOVIE MAKER'S COLLECTIONS WINDOW, TASKS PANEL, PREVIEW WINDOW, TIMELINE, ETC. AND EXPLAIN WHAT EACH AREA IS USED FOR.

4

PUPILS CAN RECORD NARRATION WITHIN THE PROGRAMMEUSING HEADPHONES WITH MICROPHONES.

RECORD EACH SENTENCE SEPARATELY AND GIVE EACH SENTENCE'S SOUND FILE AN APPROPRIATE NAME, E.G. SENTENCE 1, SENTENCE 2, ETC... SO THAT EACH SOUND FILE IS EASILY RECOGNISEABLE AS TO WHAT IT IS.

5

IF YOU HAVE ANY PRE-RECORDED AUDIO (SOUNDEFFECTS OR A PRE-RECORDED SCRIPT) SHOW PUPILSWHERE THE AUDIO FILES ARE STORED.

IMPORT AUDIO FILES INTO PROGRAMME.

INSERT AUDIO FILES INTO APPROPRIATE LOCATION ANDORDER IN THE TIMELINE.

6

TIP: DEMONSTRATEEVERY STEP OF

USING SOFTWARE ON THEWHITEBOARD BEFOREYOU ASK PUPILS TO

DO A STEP!

OPEN SOFTWARE

NARRATION & SOUNDS

ADD AN OPENING TITLE INCLUDING STORY NAME, SCENE NUMBER, AND PUPIL NAME.

FORMAT YOUR TITLE BY CHANGING THE FONT, SIZE, COLOUR AND ALIGNMENT.

MOVIE MAKER & IMOVIE ALLOW YOU TO CHANGE THE TITLE'S ANIMATION STYLE (HOW THE TITLE APPEARS AND DISAPPEARS ON THE SCREEN).

7OPENING TITLE

WHITEBOARD

POW!

BOOM!CRACK!HHOOWWLL!!

HOW CÚ CHULAINN GOT HIS NAME

Scene 1by John Dooli�le


TEACHER GUIDE

HAVE PUPILS SAVE THEIR WORK EARLY ON AND OFTEN BECAUSE COMPUTERS DO'CRASH', ESPECIALLY WHEN WORKING WITH FILES CONTAINING LOTS OF PICTURESAND BIG AUDIO FILES!

8

DRAG PICTURES INTO THE TIMELINE. PLACE THEM IN THE CORRECT ORDER THAT THEY SHOULD APPEAR IN THE STORY.

ADJUST THE DURATION OF THE PICTURE IN RELATION TO THE LENGTH OF ITS ASSOCIATED AUDIO CLIP. THE PICTURE USED TO ILLUSTRATE A SENTENCE SHOULDAPPEAR ON THE SCREEN FOR THE DURATION OF THE VOICED SENTENCE.

10

SAVE WORK

SHOW PUPILS WHAT FOLDER THEIR SCANNED PICTURES ARESTORED IN ON THE COMPUTER NETWORK.

HAVE PUPILS IMPORT THE PICTURES THAT THEY WILL USE INTHEIR STORY OR SCENE INTO THE PROGRAMME.

9ADD PICTURES

IF PUPILS ARE NOT RECORDING NARRATION, THEN THEY WILL NEED TO ADD TYPED TEXT TO THEIR STORY. PUPILS SHOULD ADD EACH SENTENCE OF THE STORYTO THE PICTURE THAT ILLUSTRATES THE SENTENCE.

IF SENTENCES ARE BEING VOICED OVER, YOU MAY NOT NEED TEXT ON THE PICTURES, UNLESS YOU WANT TO ADD SOME CAPTIONS, E.G. CHARACTER OR PLACENAMES.

FORMAT THE TEXT BY CHANGING THE FONT, SIZE, STYLE, COLOUR AND ALIGNMENT.

11ADDING TEXT

ADD END CREDITS. PUPILS CAN LIST THE VARIOUSROLES THEY AND OTHERS PLAYED IN THE MAKING OF THE DIGITAL STORY.

FORMAT THE TEXT BY CHANGING THE FONT, SIZE, STYLE, COLOUR AND ALIGNMENT.

IN MOVIE MAKER & IMOVIE YOU CAN CHANGE THE ANIMATION STYLE OF THE TEXT.

12END CREDITS

THE ENDDIRECTED BY...

DRAWINGS BY...

NARRATED BY...

EDITED BY...


TEACHER GUIDE

OPTIONAL: PUPILS CAN APPLY SPECIAL EFFECTS TO THEIR PICTURES TO CHANGE THEIR APPEARANCE.

EXPLAIN THAT EFFECTS SHOULD BE USED SPARINGLY, AND ONLY TO ENHANCE THE EFFECT OF A PICTURE E.G. EFFECTS COULD BE APPLIED TO PICTURES TO MAKE THEM LOOK 'OLD' -THIS MIGHT BE SUITABLE FOR SOME HISTORICAL STORIES.

13

FINE TUNE ANY MUSIC OR AUDIO USED IN THE STORY.

PUPILS CAN ADJUST THE VOLUME LEVELS OF AUDIO FILES. NARRATION SHOULDBE CLEAR, WITH ANY ACCOMPANYING MUSIC NOT OVERPOWERING THE NARRATION.

MOVIE MAKER AND IMOVIE ALLOW YOU TO FADE MUSIC IN AND OUT. IT WOULDBE A GOOD IDEA TO FADE OUT ANY MUSIC AT THE END OF THE STORY SO THAT ITDOES NOT STOP TOO ABRUPTLY.

16

OPTIONAL: PUPILS CAN APPLY TRANSITIONS IN MOVIEMAKER AND IMOVIE.

A TRANSITION IS AN EFFECT GIVEN TO HOW ONE PICTURE BLENDS INTO THE NEXT PICTURE.

EXAMPLES OF TRANSITIONS MIGHT INCLUDE, DISSOLVE, WIPE, EASE IN & EASE OUT.

TRANSITIONS WORK BY TAKING A PORTION OF THE LAST PART OF A CLIP AND THE BEGINNING OF THE NEXT CLIP, AND BY BLENDING THE TWO USING DIFFERENT STYLES OF TRANSITIONS.

NOTE: TRANSITIONS WILL AFFECT TIMINGS, SO PUPILS WILL HAVE TO ADJUST THEIR AUDIO & PICTURE TIMINGS AFTER PUTTING IN TRANSITIONS.

14

PICTURE EFFECTS

TRANSITIONS

SHOW PUPILS WHERE THE MUSIC FILES TO BE USED ARE STORED ON THE COMPUTER NETWORK. DEMONSTRATE HOW TO ADD MUSIC TO THEIR STORY.

PHOTOSTORY HAS SOME MUSIC THAT IS PROVIDED WITHIN THE PROGRAMME.

PHOTOSTORY & IMOVIE ALLOW YOU TO ADD MUSIC WHICH WILL PLAY THROUGHOUT THE STORY, UNDERNEATH THE NARRATION.

MOVIE MAKER WILL ONLY ALLOW FOR ONE AUDIO TRACK TO PLAY AT A TIME, SO YOU WILL ONLY BE ABLE TO ADD MUSIC WHERE THERE IS NO NARRATION. IT IS RECOMMENDED TO USE SHORT PIECES OF MUSIC TO GO WITH THE OPENINGTITLES AND END CREDITS.

15ADD SOME MUSIC

TRANSITIONS CANADD MOVEMENT

TO A DIGITAL STORYTHAT USES STILL

PICTURES


TEACHER GUIDE

PREVIEW & PROOF THE MOVIE.

IF THERE ARE ANY CHANGES TO BE MADE, MAKE THEM NOW BEFORE MOVIES ARESAVED AND EXPORTED.

IF THERE IS TEXT IN THE STORY, CHECK FOR SPELLING OR GRAMMAR MISTAKES.TYPOS CAN EASILY DETRACT FROM THE QUALITY OF SOMEONE'S WORK.

17

SAVE THE WORK A FINAL TIME BEFORE EXPORTING AS A MOVIE.18

EXPORT THE WORK AS A SELF-CONTAINED MOVIE FILE THAT CAN BEPLAYED ON ANY COMPUTER.

19

FINAL STAGES

WATCH THE FINISHED MOVIES USING THE OVERHEAD PROJECTOR FOR THE WHOLE CLASS TO ENJOY!

20THAT'S IT!

PUPILSCAN EXHIBIT THEIR WORK BY

UPLOADING THEIR MOVIES TO A CLASS E-PORTFOLIO OR THE SCHOOL'S

SOCIAL NETWORK.

COMPUTER SUITE WITH WHITEBOARD.

HEADSETS WITH MICROPHONES FOR EACH PUPIL.

IF PUPILS ARE DOUBLING UP ON COMPUTERS, HEADPHONE SPLITTERS ARE NEEDED SO TWO HEADSETS WILL WORK ON ONE COMPUTER.

HARDWARE NEEDED...

WINDOWS MOVIE MAKER (PC), PHOTOSTORY(PC), OR IMOVIE(MAC), AUDACITY TO RECORD A COLLECTIVE SCRIPT.

SOFTWARE...

PUPIL WORKSHEET: PUPILS' COMPLETED STORYBOARDS FROM PREVIOUS LESSON



MOVIE MAKER TUTORIALS: GO TO WWW.MICROSOFT.COM AND SEARCH FOR'MOVIE MAKER TUTORIAL' FOR THE LATEST TUTORIALS

PHOTOSTORY TUTORIALS: GO TO WWW.MICROSOFT.COM AND SEARCH FOR'PHOTOSTORY TUTORIAL' FOR THE LATEST TUTORIALS

IMOVIE TUTORIALS: GO TO WWW.APPLE.COM/ILIFE/IMOVIE/

AUDACITY TUTORIALS: GO TO HTTP://AUDACITY.SOURCEFORGE.NET/HELP/

WEB RESOURCES...

STORYBOARDA STORYBOARD CAN LOOK A BIT LIKE A COMIC BOOK. IT IS A WAY OF PLANNING YOUR ANIMATION. USE BIG BOXES TO DRAW PICTURES OF THE SHOTSIN YOUR ANIMATION. USE THE SPEECH BOXES TO WRITE YOUR IDEAS AND ANYNARRATION OR SOUNDS YOU WANT TO ADD.

YOUR NAME:

IDEAS FOR NAME OF YOUR FILM:

PAGE OF

SHOT SHOT

SHOT SHOT

2exploringcreativityandict-teacherguide · 2exploringcreativityandict-teacherguide contents ......

Documents