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Goal:
Students
write screen play and produce movie or animation of the transit
including narration.
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Grade
Level:
7-12
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Objectives:
Identify the differences between storytelling and storyboarding
Describe
the Transit of Venus in terms of the setting as on a stage
and the movement across that stage.
Use
the principles of flip animation to create a simple animated
Transit of Venus
Narrate
their animation.
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Subject
Area or Standard:
Science,
Language Arts, Media
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Materials
Needed:
- Small
notebooks with blank pages that can be flipped (a 2-3 inch
square of sticky notes works well).
- Pens,
pencils
- Drawing
paper and art supplies
- Sources
describing the Transit of Venus
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Websites:
Chasing
Venus
Smithsonian Institution Libraries Online Exhibition, March
2004 to January 2005, http://www.sil.si.edu/exhibits/Chasing-Venus.htm
How to do it
http://www.pixar.com/howwedoit/index.html#
Origins of American animation
http://memory.loc.gov/ammem/oahtml/oahome.html
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Resources:
Chasing
Venus
Smithsonian Institution Libraries Exhibition, March 2004
to January 2005, Smithsonian Institution Libraries Gallery,
National Museum of American History, Washington, DC
According
to Pixar, a film goes through 4 stages: 1) development,
creating the storyline, 2) pre-production addressing technical
challenges, 3) production, making film; and 4) postproduction
"polishing" the final product. Upon completion,
ask students to describe how their development matched that
of Pixar.
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Procedures:
Note:
The process if just as important as the product. Students
can produce a very simple product and still learn the process.
- Students
research the Transit of Venus by visiting various sites
or looking at printed information.
http://www.venus-transit.de/TransitMotion/index.htm
down load the poster
http://agnes.dida.physik.uni-essen.de/~backhaus/VenusProject.htm
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Students
come up with idea for an animated film about transit and
pitch their idea to class.
Student
writes a "treatment"-- a short document that
summarizes the main idea.
Student
may submit alternative treatments.
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Class
chooses or endorses one treatment or combination of treatments
to produce and assigns various tasks to individuals.
a. One will produce storyboards or blueprints of the various
scenes
b. One will start writing script
c. One will create models for each "actor".
d. One will design the background or setting.
- Together
decide on mood, lighting, look and feel for animation, e.g.,
scientific and studious or fun and imaginative.
- Demonstrate
simple animation using a circle placed at different positions
on ten or more slips within a small sticky notepad. Tell
students that increasing or decreasing the number of sheets
of paper and the difference of the circle's position can
affect the look of the animation. Then have students experiment
with their own images and animation.
- Layout
final version of animation including number of frames used
for each.
- Create
frames and "in between" frames where needed and
match to a recording of the script.
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Alternatives:
If
class has access to cameras, scanning equipment and other
software and hardware, use in place of pencil and notepads.
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