OVERVIEW OF ENTIRE PROGRAMMING
My overall vision for this unit is: (What are the students going to gain/ know by the end of my
visits?) Elder Issapaakii will share the story of the Big Dipper to inspire the Students to show their
understanding of the location and movement of individual stars and groups of stars (constellations)
through stop animation
Core Curriculum Objectives (cut and paste from Alberta Program of Studies
www.education.alberta.ca)
-Describe the location and movement of individual stars and groups of stars (constellations) as they move through the
night sky
Art Objectives (what do I want the students to know about my art form by the end of my visits)
To be able to plan, shoot and deliver a stop motion video about constellations.
Key art form vocabulary for the teacher (ex. Tableau, blocking, grid pattern, etc)
Story board
Shot
Frame
Frame speed
Subject
Motion, movements
Director, camera operator, animator
Download
Compression
Voice over
Audio
LESSON ONE (60-75 minutes)
Number of Learners: 21
MATERIALS (provided by LTTA): Play dough, small little felt stars, black construction or sketch book
paper, pastels, pastel no smudge spray. Colored wipe board markers
Curricular Outcome(s) to be satisfied: When the students leave the room today, he/she will
Hear Elder story of big dipper and learn that constellations are a group of stars that appear to form a pattern or
picture
Art Outcome(s) to be satisfied: When the students leave the room today, he/she will have listened and
shared the story of the big dipper and explored patterns through visual arts to understand Constellations
Hook (15 minutes)
 Elder opens our session with a smudge
 Name circle: Give each student a 5 X 7 piece of black paper
 Have them choose a pastel color that represents their mood
 Draw a line or pattern that represents how they are feeling
 Connect the images to form a pattern
“ A constellation is a group of stars that appears to form a pattern or picture”
Development (20 minutes) The Big Dipper:
 Elder introduces the North star and the importance of sharing stories to explain how things
came to be
 Elder, teacher, artists using the power point prompts with images/text take turns reading the
story of the Big Dipper
 Have students create an inside /outside circle: Inside circle A/Outside Circle B
 Teacher, artists, Elder ask student reflection questions on story
For Ex. What patterns do you see? What do you think the message of the story is? How does this
help us to understand the constellations?
Application (20 minutes) Create your own constellation/introduce animation
 Divide students into groups of 3
 Give them a blank sheet of black paper and some play dough or stars
 Give them the name of a constellation and its definition or description
 Have each group create a pattern or constellation
Closure (5-10 minutes)
 Connect all the constellations to form the night sky
Personal Reflection: What would I do differently?
What do I need to communicate with the teacher before the next lesson?
LESSON TWO (60-75 minutes)
Number of Learners: 21
MATERIALS : Dowling, Play dough, small little felt stars, black construction or sketch book paper,
pastels, pastel no smudge spray. Colored wipe board markers
Curricular Outcome(s) to be satisfied: When the students leave the room today, he/she
will
Describe the location and movement of individual stars and groups of stars (constellations) as they
move through the night sky
Art Outcome(s) to be satisfied: When the students leave the room today, he/she will
explore the constellations, through movement to help them create art work, shoot and create stop
animation that shows the movement of the constellations in the night sky
Hook (15 minutes) Elder Greeting and Sky story: Sun and Moon
Development: Dowling Dance (15 minutes)
 Group students into pairs
 Play music
 Give each pair 1 piece of dowling and have them begin to move around the room as the music
plays holding the pieces of dowling between their two index fingers
 Start to group pairs together to form small circles
 Assign each circle group: sun, moon, earth, a constellation
 Have them create the night sky through movement

Group reflection
Application: Night Sky inspiration bags
 Give each group of 4 an inspiration bag filled with:
 text about Constellations and night sky
 art supplies: play dough, felt stars, black paper, pastels, images of night sky, quotes from
story told by elder and a blank story board
 Have kids in their production teams brainstorm and story board a story that shows the
location and movement of individual stars and groups of stars (constellations) as they
move through the night sky
 Create artwork for animation
Closure: Closing Circle lead by Elder
 Student reflection: One word swoosh game
Personal Reflection: What would I do differently?
What do I need to communicate with the teacher before the next lesson?
LESSON THREE (60-75 minutes): Intro to animation
Number of Learners: 21
MATERIALS: digital cameras, tripods, completed artwork
Curricular Outcome(s) to be satisfied: When the students leave the room today, he/she will
Describe the location and movement of individual stars and groups of stars (constellations) as they move through the night
sky
Art Outcome(s) to be satisfied: When the students leave the room today, he/she will finish their artwork
and shoot it using digital cameras to make a stop animation
Hook (5-10 minutes): Elder greeting and story about teamwork
Development
 Show short sample animations created by students
 Using the completed artwork, we will set up 4 animation stations.
 Using the storyboards we will go over how to animate their artwork and tell their story.
 Add voice over or statements about constellations to their story boards
Application:
 Set up cameras and tripods
 Assign roles: director, Camera operator, animator(s)
 Shoot animations
 On rotation download images using card reader into Frame by Frame on 2 Mac books that artist will
bring
 Have team decide on frame rate and delete any mistakes
Closure :
 Export animation into movie files
Personal Reflection: What would I do differently?
What do I need to communicate with the teacher before the next lesson?
LESSON FOUR (60-75 minutes): Animation Part 2: Adding sound and text
Number of Learners: 21
MATERIALS : Mac books (2)
Hook (5-10 minutes) Elder greeting
Development:
 In their production teams, Have students practice their voiceovers with Elder
 Start rotating groups, 2 at a time to record voiceover in I movie
Application:
 Add in sound effects
 Export completed movies
Closure (5-10 minutes)
 Show movies, serve popcorn :D
Personal Reflection: What would I do differently?
What do I need to communicate with the teacher before the next lesson?
EXPLANATION OF TERMS
Hook: Motivation of students, (show an interesting object to motivate discussion, pose a
challenging question, read a relevant story etc.), which connects to the focus of the learning.
Development: Involvement of students which will lead to the acquisition of skills and
knowledge.
Application: Devise learning experiences which will encourage the application of the acquired
skills and knowledge in new situations.
Closure: Check for Understanding. Often this is a sharing activity.