COURSE TITLE:

PIXAR STORYTELLING: STEM to STEAM

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
60
60

INSTRUCTOR:

Debora Supplitt
debbiesupplitt54@gmail.com

 

COURSE DESCRIPTION:

This course meets OSPI’s STEM requirements

Art, history, science, math, and literature can come alive through digital storytelling, a skill that is now simple and entertaining to learn thanks to the partnership with Pixar Studios and Khan Academy. Short video modules covering the craft of storytelling will take you through the steps for creating animated stories and presentations. A large variety of lessons that incorporate art, science, technology, math, and design are available for different grade levels (5/6, 7/8, 9-12).

Participants will go through two volumes of Pixar short films videos and will develop their own storytelling activity sheets using handouts from Teachers Pay Teachers and hands-on activities provided by Khan Academy. This course is geared to teachers and their students, grades 4-12 and to home school educators. It’s an excellent way to fulfill STEM/STEAM requirements as well as to provide students with skills for the 21st century.

Test and other materials: Pixar Short Films Volume 1 and Volume 2 can be purchased new for $12.99 each from: https://www.amazon.com/Pixar-Short-Films-Collection-1/dp/B000V1Y44G

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Recognize and evaluate how Art, Science, Math, Technology and Design apply to interactive animation.
  • Apply aesthetic judgment and critical thinking skills in order to develop blended STEAM Storytelling lessons and/or units.
  • Demonstrate specific understanding of the technical, conceptual, and critical vocabulary and terms in animation art.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Pixar Short Films Volume 1 and Volume 2 will showcase the development of the fist Computer Generated (CGI) Short Film,"The Adventures of Andre and Wally B" 1984. This short film, developed in collaboration with Lucas films and Pixar animation, was groundbreaking and helped spark the film industry's interest in computer animation. View the shorts that take you through the storytelling journey. These short films changed the animation and entertainment world. Pixar Short Films Volume 1 and Volume 2 can be purchased new for $12.99 each from: https://www.amazon.com/Pixar-Short-Films-Collection-1/dp/B000V1Y44G
                                                                                                                                PLUS
Plot Chart Diagram Arc - Pixar Short Films Study (w/ Answer Keys) Free download from Teachers Pay Teacher:  https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822

  • Pixar Short Films Volume 1 and Volume 2 (two separate videos)

                  ISBN# ASIN: B000V1Y44G and ASIN: B0091NWBK4
                  by Pixar and Disney Studios
                  Discover these short films and witness the magic of the visual masters of storytelling.                  
                  These dazzling short films have changed the face of CGI animation and entertainment.                  
                  Witness the development of the first CGI shot to the amazing animated shorts of today.                  
                   Dual discs in DVD and Blu-ray will provide access for any classroom presentation.

  • Plot Chart Diagram Arc-Pixar Short Film Study (w/answer key)
    by Created For Learning.  Teachers Pay Teacher
    This resource is a Free Download from Teachers Pay Teachers. Plot Charts are a                  
     necessary story analysis skill. Your students will be begging for more storytelling activities                  
    as they watch Pixar Short Films and analyze the plot.

  • PIXAR SHORT FILMS COLLECTION 1
    by PIXAR SHORT FILMS COLLECTION 1

    Buy from Amazon

MATERIALS FEE

Pixar Short Films Volume 1 and Volume 2 can be purchased new for $12.99 each at Amazon.com.

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1: Getting To Know You; Introduction

Getting To Know You:

Write a 250-500 word response to the following questions and post your answers in the online response box.

  • Please introduce yourself (i.e. teaching assignment, location, level, etc.).
  • Discuss why you chose this course?
  • What is your background?
  • Describe your previous experience, if any, with S.T.E.A.M. and Computer Animation.
  • Describe your classroom or home based setting, what age or grade and finally for what disciplines you would like to integrate and develop your lessons and unit plan for. 

Post your response to the Assignment Response Prompt Box.

Assignment #2: John Lasseter and Pixar Short Films

View the following video:

  1. “A Day in the Life of John Lasseter”, YouTube 25:10 https://www.youtube.com/watch?v=iZre2MUyvoQ
     
  2. Download and print:  Plot Chart Diagram Arc – Pixar Short Films Study (w/ Answer Keys) pdf file: https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822
     
  3. Review and select the Plot Chart Diagram Arc - Pixar Short Films Study Power Point presentations that will work best for your setting.

Plus

  1. Choose five (or more) short films from Pixar Short Films: Volume 1: The Adventures of Wally and Andre must be viewed as a reference point to the first computer generated video.  Available on Amazon.com
     
  2. Choose five (or more) short films from Pixar Short Films: Volume 2. Available on Amazon.com
     
  3. Write a 2-3 page word document covering two or more of the following topics:
  • Discuss the videos and evolution of Pixar computer animation.
  • Discuss the foundational storytelling downloaded resource: Plot Chart Diagram Arc-Pixar Short Films Study (w/ Answer Keys).
  • Express your opinion on why and how these videos integrate S.T.E.A.M. into the classroom curriculum.

Assignment #3: The Kahn Academy: Pixar In A Box Modules

Create a Resource file on your desktop and or keep an physical binder to keep your findings and resources within easy access.
Sign into Kahn Academy account at:  https://www.khanacademy.org/partner-content/pixar.
In the Search bar, enter Pixar in A Box. 

  • Click on Pixar in a Box | Partner Content | Kahn Academy
  • Scroll down and view:Pixar Film Making Pipeline Video https://www.khanacademy.org/partnercontent/pixar/start/introduction/v/pipeline-video
  • Copy, save, print and review the eleven-page "Learners Guide" document, and keep in your resource folder or binder.
  • Go to: the “Educator’s Guide”: Copy, save, print and review the eight-page "Educator’s Guide " document. (File in your resource folder or binder).  https://www.khanacademy.org/partner-content/pixar/start/introduction/a/educator-guide
  • Choose a level to review and find your lessons-5-6 lower level lessons, 7-8 mid-level lessons or 9-12 higher-level lessons.
  • From the "Educator’s Guide" under "Find Your Lesson" select the grade level they wish to explore for their grade level, age ability and/or setting. 
    5-6=15 lessons
    7-8= 6 lessons
    9-12=7 lessons
    "Find Your Lesson" access, download, copy and paste into a word document the lessons for the level you have selected. Store in your resource binder, folder or desktop folder
  • Return to the Pixar In A Box HOME page.Click on “The Art of Storytelling” for your next assignment.
  • Write a one to two page document discussing:

              How the "Educators and Learners Guide" could help to support a S.T.E.A.M.(Science, Technology, Engineering/Design, Art and Math) curriculum.

PLUS

              Given a STEM to STEAM core model (Science, Technology, Engineering/Design, Art and Math choose two core areas and include in your discussion paper, the careers highlighted in the Kahn Academy's Pixar Studio that align with STEM design and how they align with S.T.E.M. to S.T.E.A.M model.

Assignment #4: The Art of Storytelling

View the six (6) videos in “The Art of Storytelling” and complete the four (4) activities that correspond to the videos. Not all videos have activities to post.

Video 1:  Introduction to storytelling:
https://www.khanacademy.org/partnercontent/pixar/storytelling/we-are-allstorytellers/v/storytelling-introb

Video 2: Your Unique Perspective: 
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-all-storytellers/v/video1-final

Activity 1: Expressing memories
A:   Think of a memory that you remember vividly. It should be a memory that
       comes easily to you.
B:    Why do you think you remember this so well?  Try connecting one or more
        emotions to his emotions to his memory.
C:    Now try and express your memory and emotion in some way. The goal is
        to get it out of your head. Here are some ideas for what you could do.

  • Verbally: Tell your memory to someone that you know. Can you make them feel the emotion?
  • Written: Write your memory in less than a page. Do the emotions come out in your words?
  • Visually: Express your memory using only lines and shapes. Do the emotions come out in your drawings?
    Here is a linked examplehttp://www.peonqueen.com/ArtSpace/temp_exhib/art1/line.html

Video 3: Your Favorite Stories:
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-all-storytellers/v/video2-stories

Activity 2: Your three favorite films
A:   Identify the three films that you would take to a deserted island....
B:   Why do you think you connected with these stories?
       Come up with at least one reason or each.
C:   What, if anything, do these three films have in common?
       How are they different?

Video 4:  What if….: 
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-all-storytellers/v/video3-final

Activity 3: What if...
A:   Return to your 3 favorite films and try reframing each of them in terms of a "what if" 
       statement. Share these with someone (written or verbally) and see if they can guess
       what movie it is from!
B:   Now it's your turn. Come up with 3-5 of your own “what if” ideas.
Post your activities in the Assignment Response Prompt Box.

Vidoe 5: World and Characters: 
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-all-storytellers/v/video-4-world-character

Activity 4: Characters & Worlds
A:   Return to your 3 films. Identify the worlds and characters in each.

  • Write these down.Who are the main characters?
  • Is there a character you identify with most?
  • Where does the movie take place? Is it one world or multiple worlds?

B:   Try mixing a character and world from different movies.
       Try this a few times and see what happens.

C:   Return to your three "what if" statements from the previous exercises.
       Pick your favorite one.
      Can you imagine a possible character and world?

D:   Optional:  Draw or write about what life would be like in this “what if” world.
Post your activities in the Assignment Response Prompt Box.

Video 6: Advice: 
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-allstorytellers/v/video-5-launch
Review the Glossary and maintain a journal of glossary terms.
Glossary of terms can be found at the end of the these sections:  

1. We are all storytellers
2. Character
3.  Story Structure.

Your written response will be the four (4) activities that correspond to the six (6) videos.
All the written responses to the videos should be posted in the assignment #4 response prompt box.

Assignment #5: Characters

View the seven (7) videos in “Character” and complete the five (5) activities that correspond to some of the videos.

Video 1: Introduction to Character:                     
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/piab-characters

Warm Up: Activity
Warm Up – Elevator test:

  • This is an activity you can return to many times during the creation of a character.
  • Pick a character from one of your favorite films. How would they respond to being trapped in an elevator? Draw or write a single page about what happens.
  • Return to a character you are in the process of creating and do the same thing.
  • Disclaimer: One does not literally have to get locked in an elevator to do this exercise!
    Post your activities in the Assignment Response Prompt Box.

Video 2: Internal vs. External Features:
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/character-                    

Activity 1: Internal & External Features

  • Return to your three favorite films and identify a main character in each.
  • Identify three of their external features.
  • Identify three of their internal features.
  • Identify three internal and external features of someone that you know.
  • Return to one of your character ideas from the last lesson. Brainstorm some possible answers to the following questions (feel free to work alone or in a group)
  • External features:
  • Is your character a human, animal, object?
  • What kind of clothing do they wear?
  • How does your character move?
  • What's the first thing you'd notice when looking at them from a distance?
  • Internal features:
  • What do they like to do?
  • What do they fear?
  • What emotion do they most often feel?
  • How would they respond if trapped in an elevator?
    Post your activities in the Assignment Response Prompt Box.

Video 3: Wants and Needs:  
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/2-character

Activity 2: Wants vs. Needs
A:   Return to the main characters from your three favorite films. Identify a want
      and a need for each character.
      For example: In Monsters Inc. Sulley wants to be the best scarer but he
       needs to be a father figure.
B:   Try to identify one of your own wants and needs.
C:   Return to your character idea from the previous exercise. Brainstorm
       answers to the following questions:

  •   What do they want most?
  •   Who do they want to become?
  •   What might they need in order to succeed?
    Post your activities in the Assignment Response Prompt Box.

Video 4: Obstacles: 
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/character-3

Activity 3: Obstacles
A:      Return to your three favorite films. Identify one obstacle the
          main character you selected faces in each.
B:      Identify an obstacle that you've faced in your life. What was
          it preventing you from getting?
C:      Return to the character that you are developing. Brainstorm
          a few possible obstacles                  
          they might face.
Post your activities in the Assignment Response Prompt Box.

Video 5: Character Arc: 
https://www.khanacademy.org/partnercontent/pixar/storytelling/character/v/character-4

Activity 4: Character Arc
A:  Identify the arc of the main character in your 3 favorite films.

  • What do they want at the beginning?
  • What did they realize they need by the end?

B:    How have you changed as a result of overcoming an obstacle?
C:    Brainstorm ideas for how your character might change as a result
        of the obstacles you’ve identified in the previous exercise?

  • What might they want at the beginning?
  • What might they realize they need at the end?

Post your activities in the Assignment Response Prompt Box.

Video 6: Stakes:
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/stakes

Activity 5: Stakes
A:   Return to the main characters from your three favorite films.

  • What was one important choice they had to make where
    the stakes were high?
  • What were the stakes?
  • Can you identify them as internal, external or philosophical?

B:     Think about a difficult choice you had to make in your own life. 
         What was at stake?
C:     Return to one of the obstacles your character might face from
         the previous exercise.                    
         Now think of the choice this obstacle forces them to make.
         Answer the following:

  • What are the possible stakes of this choice?
  • Can you come up with an internal, external or philosophical stake which applies to this choice?

Post your activities in the Assignment Response Prompt Box.

Video 7: Advice:
https://www.khanacademy.org/partner-content/pixar/storytelling/character/v/character-6
Your written response will be the five (5) activities that correspond to the seven (7) videos. All the written
responses to the videos should be posted in the assignment response prompt box.
Post to the online Assignment Prompt Box

Assignment #6: Story Structure

View the seven (7) video clips in “Story Structure” and complete the five (5) activities.

Video 1: Introduction to Story Structure:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/piab-storystructure

Video 2: Story Spine:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/video1afine

Activity 1: Beats

A:     Beats can show the most important moments in your story. They show WHAT is
         happening, not HOW. Choose a format (outline form, using index cards,
         sketchbook, etc.) to identify and describe the beats that are part of the structure
         in each of your three favorite films.
B:     Play the “Story Spine game” with a group of people. Go around in a circle and
         improv the development of a story. Start with “once upon a time” and have one
         person at a time spontaneously fill in the blank for each line.
C:      Develop a story spine for your own film idea. Try sharing your spine with
          someone and iterating a few times…
Post your activities in the Assignment Response Prompt Box.

Video 3: Theme:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/video2b-fine

Activity 2: Theme

A:     Describe the moral or theme of your three favorite films. Can you
         identify the lesson that the main character(s) learns by the end of the film?
B:    Think of a story from your own life. What was the moral of your story?
        What did you learn and why?
C:    Return to the story you are developing and try the following:

  • Brainstorm ideas for the moral in your own story (return to the needs
    of your main character from the Character lesson)
  • Try retelling your original story spine in order to reinforce (clarify) the
    moral at the end.

Post your activities in the Assignment Response Prompt Box.

Video 4: Act 1:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/video2b-fine

Activity 3: Act 1
A:     Identify the First Act in your three favorite films.

  • Who is/are the main characters, and why do we care about them?
  • Where and when does the story take place?
  • How do we learn what type of movie it is?
  • What is the inciting incident? (how is the world disrupted?)
  • What or who is the antagonist?

B:     Now dream up what you want to present in the first act of your own film.

  • Ask yourself Who/What/When/Where
  • Try fitting it into the first three steps story spine, and flesh each
    step out with 3-4 sentences….

Post your activities in the Assignment Response Prompt Box.

Video 5: Act 2:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/video-4-structure

Activity 4: Act 2
A:    Identify the Act 2 in your three favorite films.

  • What is the want/goal of the main character(s) at the start of Act 2?
  • What (if any) is the point of no return or turning point (when the
    character learns something and changes their path)?
  • What (if any) is the low point?
  • What did the character learn by the end of the second act?

B:    Now develop the information you want to present in Act 2 of your own film

  • What is the want/goal of your main character(s) at the start of Act 2?
  • Why does your character reach a low point, if any?
  • Describe the point of no return or turning point (where your character
    learns something new and realizes their needs.)
  • Try fitting this into the Act 2 steps of the story spine (fill each step
    out with 3-4 sentences.)

Post your activities in the Assignment Response Prompt Box.

Video 6: Act 3:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/video5a-fine

Activity 5
A:    Identify Act 3 in each of your three favorite films.

  • What was the crisis?
  • How is it resolved?
  • How does the main character demonstrate that they learned
    what they needed?
  • What was the theme or moral?
  • Was the character arc emotionally satisfying? Why or why not?

B:    Now develop the information you want to present in Act 3 of your own film.

  • What is the crisis?
  • How could it be resolved?
  • How will the main character demonstrate that they learned what they needed?
  • What is the theme or moral?
  • Do you think the audience will find the ending emotionally satisfying? Why?

Post your activities in the Assignment Response Prompt Box.

Video 7: Advice:
https://www.khanacademy.org/partner-content/pixar/storytelling/story-structure/v/advice-final

Your written response will be the five (5) activities that correspond to the seven (7) videos.
All the written responses to the videos should be posted in assignment #6 response prompt box.
Post to the online Assignment Prompt Box.

Assignment #7: Visual Language

View the eight (8) video clips in Story Structure and complete the five (5) activities.
Video 1:  Visual Language:
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/visual-language

Video 2:  Line:
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/visual-line

Activity 1: Lines
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/a/visual-activity-1

A:     How is line used to convey meaning and emotion within the frame below?
         Can you identify the primary direction of lines that direct your eyes to different
         parts of the frame?

B:     On a blank sheet of paper write down two different feelings that you’ve had
         recently (one at the bottom left, and the other at the bottom right). Visually
         represent the feeling on the left as a line traveling across the paper to the right.
         Then transform the line as it starts to take on characteristics of the feeling on
          the right. For example:

C:     Create a character with just one line and give it a name and short description.
         Try creating additional characters using multiple lines.
 

Post your activities in the Assignment Response Prompt Box.

Video 3:  Shape
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/video2

Activity 2: Shape
A:      Study the above image for a few minutes.

  • Can you locate the main shapes in this image?
  • How does shape influence where you look and what meaning and emotion
    is conveyed?

B:     Find a frame from one of your three favorite films. Notice how shapes are used.

  • What are the unique characteristics that help establish the mood and story?
  • On a piece of paper, draw the composition using the simple shapes.
    Feel free to overlay each frame and trace on top of it with a highlighter.

C:     For your own story, identify the main shape for your main character(s).

  • What does the shape of the character imply?
  • Does their shape change over time?
  • Put this character in a scene from your story and try sketching out the
    composition using simple shapes.
    Post your activities in the Assignment Response Prompt Box.

Video 4:  Space                 
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/video-3-testfinal

Activity 3: Space
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/a/visual-activity-3
A:
    Study the above image for a few moments and then answer the following
         questions:

  • How is the illusion of depth achieved?
  • Are there any objects that show size differences?
  • Can you see how shapes and lines contribute to the depth of this scene?
  • Try answering the same questions using the frame you found from one of your favorite films.

B:     Try the following:

  • On a piece of paper, draw a horizontal line and place an “x” somewhere on it.
    This will be your vanishing point.
  • Now, draw squares of different sizes, some above, below, to the left and right of
    the vanishing point.
  • Using a ruler, connect the corners closest to the vanishing point with straight lines
    and see if you can establish a sense of depth.

C:    Try creating an image from your original story that displays the illusion of depth using
         positioning, weight, location, and size of lines or objects.

Post your activities in the Assignment Response Prompt Box.

Video 5: Motion
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/video-3-testfinal

Activity 4: Movement
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/a/visual-activity-4

A:    What kind of movement (motion lines or line of action) is implied in the
        above images?
        Compare the role lines play in achieving a sense of movement in both.

B:    On a piece of paper, try drawing motion lines that indicate the speed or
        direction of a simple shape (for example, a bouncing ball).

  • Find a frame from one of your three favorite films which shows movement. On a
    sheet of paper, swiftly sketch the line(s) of action or motion lines that provide
    the sense of movement in the image.

C:     Draw a character from your story performing different movements.
         Use line of action to guide each pose.

  • Combine line of action in a character with motion lines to create a scene
  • with lots of movement from your story. Don’t be shy with your use of lines
    and shapes!

Post your activities in the Assignment Response Prompt Box.

Video 6: Tone
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/video5-testzz

Activity 5 Tone:
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/a/visual-activity-5

A:    In the above image, how is tone used to help create emphasis and direct the
        viewer’s eye?

  • What mood is conveyed?
  • What kind of contrast is used (low, higher, highest?)

B:     Draw a row of 7 boxes. At one end, make the box as dark as possible.
         At the other end, leave the box empty. Fill in the rest of the boxes so that they
         gradually go from dark to light. You can do this with a  pencil, pen, marker,
         paintbrush or anything else!

C:     On the sheet of paper you drew your movement lines, try adding shading to
         show different values of light and dark. Try to create emphasis and help direct
         your viewer’s eye to the most important element of your scene.
Post your activities in the Assignment Response Prompt Box.

Video 7:  Color
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/video5-testzz
 
Activity 6: Color
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/a/visual-activity-6

A:    In the above image, how is color used to help create emphasis and direct
        the viewer’s eye? What mood or emotion is conveyed? What kind of colors are
        used (similar, contrasting, complementary?)

B:    Looking at the frame from one of your favorite films, notice how color influences
        the emotional impact of the scene.

  • With color pencils, pastels, crayons or markers on paper, create a version of
    this frame using different colors.
  • How does this change the meaning of the scene?

C:     Return to your story spine from the previous lesson. For each beat, compose
         an image that directs the viewer’s eye, conveys meaning, expresses emotion,
         and supports your story point. This is where your understanding of visual language
         can start to shine through!
Post your activities in the Assignment Response Prompt Box.

Video 8:  Advice:
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/visual-advice

Your written response will be the six (6) activities that correspond to the seven (8) videos. All the written responses to the videos should be posted in the assignment #7 response prompt box.
Post to the online Assignment Prompt Box.

Assignment #8: Film Grammar

Review the seven (7) videos on “Film Grammar” and complete the five (5) activities:

Video 1: Introduction to Film Grammar:
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/film-grammar-overview

Video 2:  Major vs. Minor Beats:
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/major-minor-beat

Activity 1: Major and minor beats
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/a/exercise-1-film
A:
   Pick a scene or sequence from one of your three favorite movies
        and do the following:

  • What is the major beat in the story that it depicts?
  • Break this major beat down into a bullet point list of minor beats.
  • Remember, each minor beat represents one event or idea (this happens,
    this happens, this happens...).

B:     Pick two major beats from your own story spine and break them
         down into a bullet point list of minor beats.

Post your activities in the Assignment Response Prompt Box.

Video 3: Basic Shot Types:
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/basic-shot-type

Activity 2: Basic shot types
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/a/exercise-2-film
A:
  Pick a scene or sequence from one of your favorite movies, review it,
       and answer the following questions:

  •   Can you find a moment where changing shot types (wide shot, medium
      shot, close-up) help emphasis a story point?
  •   How does the staging and framing heighten the emotional impact of
      the scene?
  •   Can you find a shot where the rule of thirds is followed?

B:     Return to the minor beats you identified in your story from the previous
         exercise. For each beat choose a shot type which would work well (wide,
         medium, close) and then do the following:

  • Sketch the frame for each of these three shots from the camera’s point of view.
    Remember to consider what you want the audience to know, and what you want
    them to feel.
  • Consider using either “centering” or “rule of thirds” to place your subjects within
    the frame.
  • To help you visualize the staging, imagine looking down on each of the three shot types.
    Put the camera and character(s) where you imagine they need to be in order to create
    the shot type.
    Add any notes, lines, or details that would indicate direction for camera or character.
  • Check out the lesson on Virtual Cameras to learn how different shots are created in
    Pixar films.

Post your activities in the Assignment Response Prompt Box.

Video 4: Extreme Shots:
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/filmgrammar-3

Activity 3: Extreme & Angles
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/a/exercise-3-film
A:    Choose a scene from one of your favorite films which contains an
        extreme shot or angle.

  • What kind of extreme shots or angles are used?
  • How do these shots help the story?
  • What emotional effect do they have?
  • When looking at framing of these shots, can you identify where
    aspects of Visual Language (line, shape, space, movement, tone
    and color) are used to create emphasis and lead the viewer’s eye?

B:    Return to the minor beats from your own story you identified in the
        previous exercises.

  • Identify at least one minor beat where you think an extreme shot or
    angle might work well.
  • Why did you choose this shot from a story perspective?
  • How do you think the shot will help emphasis the emotional impact
    of that moment?

Post your activities in the Assignment Response Prompt Box.

Video 5:  Dynamic Shots: 
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/dynamicshots

Activity 4: Dynamic shots
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/a/exercise-4-film
A:    Find a scene from one of your 3 favorite movies that creates drama
        by using dynamic shots.

  • What kind of dynamic shots are used in this scene?
  • How do these shots improve the storytelling?
  • Do these shots affect the emotional impact of the scene?

B:   Identify a moment in your own story where you might want to use
       dynamic shots.

  • What kind of camera movement would be most effective? Why?
  • What effect will this have on the your story?
  • What effect will this have on the emotional impact of the scene?

Post your activities in the Assignment Response Prompt Box.

Video 6: Storyboarding
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/storyboarding-scene

Activity 5: Storyboarding
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/a/exercise-5-film

A:    Finally, it’s time to apply what you’ve learned and practiced to the
        story idea you’re developing.  For this exercise you should set aside
        at least an hour where you can really focus on your storyboarding.

  • Choose a scene from your story and break it down into minor beats.
  • Each beat should represent one or two shots.

B:     As seen in the previous video work through visualizing the staging,
         framing, and motion used to communicate each idea in the scene
         using simplified drawings.

  • For the first iterations, go ahead and make lots of mistakes so you get
    them out of the way as you continue to rework and refine your scenes.
  • Go ahead and add descriptive words that would help others understand and
    follow your vision.
  • Use lines, arrows, frames within frames, directional lines, etc. that would
    visually indicate direction, shot types, or anything else needed to convey your ideas.
  • You can find plenty of blank storyboard templates online, or you can draw your own.
    You can also use index cards, which are easier to pin up and move around when
    you want to show it to someone else.

Post your activities in the Assignment Response Prompt Box.

Video 7: Advice
https://www.khanacademy.org/partner-content/pixar/storytelling/film-grammar/v/filmgrammar-advice

Your written response will be the five (5) activities that correspond to the seven (7) videos. All the written responses
to the videos should be posted in the assignment #8 response prompt box. Post in the online Assignment Response Box.

Assignment #9: Review and Discussion

This is the last assignment for Clock Hour Participants. Make sure you contact the instructor stating that you are now completed the assignments required for this course.

  • Discuss in a one to two page document how you would utilize the founder of Pixar, Pixar videos, Story Plot downloads, and online modules for your setting.
  • Include the grade level, program or setting.

Post to the Assignment Response Prompt Box.

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

 



Assignment #10: 400 and 500 Level

 

Pixar Lesson Plans
Select a Lesson Plan template or Google STEAM Lesson Plan Template. Here are two examples:

  1. https://sites.google.com/a/freeholdtwp.k12.nj.us/steam/home/curriculumPlanning/STEAM-Lesson-Template
  2. http://steamedu.com/wp-content/uploads/2016/07/2016-STEAM-Lesson-Plan-Template-and-Instructions-5July16.pdf

Choose one of the three hands-on activities outlined in the Pixar In A Box Educators guide.
https://www.khanacademy.org/partner-content/pixar/start

Using your chosen lesson plan template develop three lesson based on the Pixar hands on
activities that best fits the needs of your setting.
                                                                          PLUS
From the area selected create 10-25 multiple-choice questions that can serve as a formative
(pre-test) and summative (post test) assessment to administer to a future class.
                                                                          OR
Choose one of the five Pixar sections The Art of Storytelling, Characters, Story Structure,
Visual Language or Film Grammar. Using your chosen lesson plan template develop three
lessons based on the selected sections.
                                                                         PLUS
From the area selected create 10-25 multiple-choice questions that can serve as a formative
(pre-test) and summative (post) assessment to administer to a future class.
Copy, paste and print this assessment for your resource folder or binder.

Post to the online Assignment Prompt Box.

 

Assignment #11: Pixar STEAM Unit Plan

  • Create a Unit of a minimum of 5 lessons created from the five Categories The Art of Storytelling, Characters, Story Structure, Visual Language or Film Grammar based on the content from this course.
  • Discuss in 3-5 page word document how this Pixar Storytelling unit could be used in your classroom, what materials and devices would be necessary to have available. Discuss the common core subjects might be bridged using your developed unit plan and the learning outcome your students would achieve as a result of implementing your Pixar unit.

Post to the online Assignment Response Box.

Assignment #12: (500 Level ONLY)

Option A)

  • Develop and administer to your class or group of students a pre-and post-assessment
    on Pixar, Masters of Storytelling.
  • Include any vocabulary and technique questions that students may have.
  • Write a 3-page paper showing your developed pre and post assessment results
  • Describing the any pre formative, summative data that you gathered on any pre-
    and post-testing assessment you developed.

                                                                 OR
Option B)

  • Develop a Power Point, maximum of 15 slides; presentation on Pixar in the Box
    and how this courses videos and activities crossed the any subject other curriculum areas.
  • Include any created examples and/or student samples.
  • This presentation should be available to present to administration, staff, teachers and/or
    your classroom students.
                                                              OR

Option C)

  • Another assignment of your own choice with your instructor's prior approval.

Post to your Assignment Response.

C. INTEGRATION PAPER

Assignment #13: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word Integration Paper answering these 5 questions:

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?


INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Debora Supplitt M.F.A-A.Ed./M.Ed. received her Masters (M.Ed.) and Bachelor of Art (B.A.) degree from San Francisco State University and Masters of Fine Arts in Art Education (M.F.A.-A.Ed,) from Boston University. She has worked with students of all levels, including preschool, elementary, middle school, high school and professional educators, since 1980. She is certified in Washington, Oregon and California in Pre/K-12-Adult Special and Elementary Education and is highly qualified in the core areas of Art, Music, Reading, and Special Education as well as being a trained Intervention Specialist. Debora knows the importance of providing a creative environment where all students and teachers can thrive. Presently she is working in her dream position as a full time middle school Art Teacher. Debora provides classroom teachers with the tools and resources needed to integrate art into the daily curriculum and is always busy developing new, creative and fun workshops for teachers. She is passionate about providing exciting, meaningful, useful and fun filled continuing education for all teachers.

 

BIBLIOGRAPHY

PIXAR STORYTELLING: STEM to STEAM

Created for Learning, 2013.  Teachers Pay Teachers, Plot Chart Diagram Arc - Pixar Short Films Study (w/ Answer Keys). Accessed June 2017. https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822

Disney Studios, 2011.  A Day in The Life of John Lasseter. Running Time: 25:10. Accessed June, 2017. https://www.youtube.com/watch?v=iZre2MUyvoQ

Disney Studios and Pixar, 2007. Pixar Short Films Collection; Volume 1. Running Time: 54 minutes. ASIN: B000V1Y44G  Accessed June, 2017.  https://www.amazon.com/Pixar-Short-Films-Collection-1/dp/B000V1Y44G

Disney Studios and Pixar, 2012. Pixar Short Films Collection; Volume 2.  Running Time: 1 hour 15 minutes.  ASIN: B0091NWBK4  Accessed June, 2017.   https://www.amazon.com/Pixar-Short-Films-Collection-2/dp/B0091NWBK4/ref=sr_1_1?s=movies-tv&ie=UTF8&qid=1497723096&sr=1-1&keywords=pixar+short+films+collection+volume+2

Lasseter, J. 2016. John Lasseter Looks Back 30 Years of Pixar.  6:35 Accessed June, 2017. https://www.youtube.com/watch?v=f_PwPK_zKKU

Kahn, S. 2015. Kahn Academy: Pixar/Disney Modules accessed June, 2017.

Introduction: Pixar Pipeline
https://www.khanacademy.org/partner-content/pixar/start/introduction/v/pipeline-video

Introduction to Virtual Cameras
https://www.khanacademy.org/partner-content/pixar/virtual-cameras/virtual-cameras-1/v/virtual-cameras?ref=Pixar_Recommended_video

Introduction to Combinatorics
https://www.khanacademy.org/partner-content/pixar/crowds/crowds-1/v/introcrowds?ref=Pixar_Recommended_videos

Welcome to Rigging
https://www.khanacademy.org/puppies/piabsandbox/rigging/v/rigoverview?ref=Pixar_Recommended_videos

Math Meet Artistry
https://www.khanacademy.org/partner-content/learnstorm-weekly-activities-home/ls-weekly-activityeight/weekly-activity-8-get-started/v/intro-animation?ref=Pixar_Recommended_videos

Introduction: Pixar Pipeline
https://www.khanacademy.org/partner-content/pixar/start/introduction/v/pipeline-video