Creating a Flip Book

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Keith Haring Flip-Book reposted from http://www.haring.com/



Instructor: Amy Johnson

Grade Level: Middle Grades 5th-8th grades

Media: cardstock- such as 3.5 x 4 in notecards, paper clamps, pens, pencils, markers

Time: 1-2 hour long session(s)

Objectives:
TLW define animation, thaumatrope, and flipbook
TLW choose appropriate images that can be combined sequentially to show movement
TLW create a 20 page minimum flip book.

Procedure:
Step 1: Students will view the “History of Animation” Power Point by Amy Johnson. The teacher will discuss the origins of animation as toys such as thaumatopes, zoetropes, and flipbooks in Victorian Europe and Colonial America. The teacher will define thaumatrope, zoetrope, and flipbook for the students and provide examples via the Power-Point and hand-held exemplars as well. She/he will encourage students to think about the time period of the invention of these items and ask why the students believe animation began as a toy.

Step 2: The teacher will focus on the example of the flip book and ask if students have ever made on before. S/he will ask the students who have made on before about what s/he thought was hard about the project. The teacher will identify that the project is not so much hard, as it is tricky. S/he will underline that students will need to keep items numbered and keep their drawings exact.

Step 3: The teacher will lead the students in a demonstration in how to build a flip book. At the beginning of this demonstration she/he will present the students with the worksheet entitled “How to Make a Flip Book.” Students will be encouraged to follow along as the teacher presents the demonstration. The teacher will stress the importance of following directions and coloring neatly for this project.

Step 4: The students will begin working on their flipbooks while the teacher circulates. The teacher will provide assistance to students as needed.

Step 5: Once the students are finished, each student will be asked to demonstrate her/his flipbook for the class. They will be asked to define thaumatrope, flipbook, and animation in their own words. During the presentation the teacher will assess the student’s work using the checklist system provided.

Step 6: At the conclusion of class (or classes as the case may be) the teacher will ask the students at their tables to define the word “animation” and “flipbook” before leaving class. As each group defines it orally to the teacher, they are dismissed. The teacher may keep or allow the students to keep their thaumatropes. *In the event of sending the thaumatropes with the students: it may be better to leave them with their homeroom teacher since the students will be likely to play with them in class otherwise.

Art Materials:
-cardstock cut into small pieces (note-cards work fine)
-scissors
-pencils
-markers
-permanent markers
-paper clamps of the small variety

Vocabulary:
Animation: a rapid display of images in order to create an illusion of movement.

Thaumatrope: A disk or card with a picture on each side is attached to two pieces of string. When the strings are twirled quickly between the fingers the two pictures appear to combine into a single image.

Flipbook: A small book consisting of a series of images that give the illusion of continuous movement when the edges of the pages are flipped quickly.

Technology
-DLP Projector
-Computer
-Power-Point
-Worksheet “How to Make a Flip Book”

Accommodations/Modifications:
The Power-Point for this lesson features active .gif file animations that create flashing. This is a SERIOUS health hazard for students with epilepsy. Be aware for of any students you have with epilepsy and/or any students who show signs of reacting poorly physically to the flashing. Should your classroom have students with epilepsy: Delete the flashing imagery in the Power-Point and instead show the students actual exemplars of the animations. Follow the instructions and goals of the students’ IEP. For students who need more structure/rules, take the time to have some independent instruction with them. Have the student mimic the technique back to you, so you can assure mastery

Evaluation/Assessment:
Students will be assessed according to the following checklist (a full version with room for all student names is enclosed; this is just a sample):
7 checks = A
6 checks = B
4-5 checks = C
3 checks = D
0-2 checks = F

student name





skills assessed





20 page flip book





images align (accurate construction)





Images neatly drawn





Makes sense sequentially





able to define thaumatrope, animation, and flipbook in their own words





Flipbook is colored





Flipbook flips easily