Claymation

Materials: VanAken Modeling Clay, Video camera (analog), Assorted paper and art materials for sets and props, blank VCR tape, VCR, Lights, Armature wire

Directions: An open discussion of the art of animation is presented to the class. Students are asked to contribute their favorite animated images covering cartoons, claymation and computer generated images.
Examples:
· Disney cartoons
· Gumby and Pokey television show
· Nightmare Before Christmas Movie
· Toy Story Movie


The discussion covers the similarities between the different types of animation as well as the science of animation including the concept of persistence of vision.

The children are asked to reference the simple flip books they created in fifth grade. If a student has not created a flip book, this is then suggested as a homework activity. Index cards are offered to use as the frames in the flip book.Directions for creating a flip book are in the Handouts Section.

The concept of creating frames is discussed.

Students are then asked to select partners for the Production Teams. Production Teams should be comprised of no more than four students. The students come up with a name for their Production Team.

During the next period, students use a piece of 12 x 18" white drawing paper folded in half. This will serve as the space for production notes and sketches. All thoughts and sketches for the final claymation animated short are recorded here.

Suggested items for Production Notes:
· Simple storyboard (written or illustrated)
· Sketches of main character(s)
· Sketches of set design
· Notes concerning props

Production notes should be discussed and approved w/by teacher.

Students can begin sculpting characters and creating the sets. It is very important that all students are equal participants in every step of the creating process. There will be disagreements between students, but these must be resolved in a mature fashion as would be expected in the professional arena.
A piece of poster board is adequate for the background set. Students may use any type of art material to decorate the sets. Emphasize the importance of keeping the set simple so as not to compete with the action. The poster board can be folded into a three-panel screen. This is stable and adds a little depth of space to the overall image.

Props can be created from scratch or brought in from home. Trees are imitated by adding twigs to a lump of clay. Model cars work well when a car is needed for the set. Doll furniture is effective. Students should give some thought to the placement of the props so that they do not interfere with the videotaping.

The animation clay used for this project is very color intense and can be kneaded to create other colors. The primary colors, black and various skin tones are the only colors purchased. Mixed colors are welcomed, as long as the group creates them.

The most successful characters ranged from 4 to 7 inches tall. Most students used animals or human characters. It is recommended that a wire armature be used inside the taller characters to give the sculptures added support. Animation clay becomes very supple when handled. The wire often controls unwanted drooping during the filming process. The level of detailing that can be achieved is amazing. Simple tools and techniques work very well. The only additional piece of equipment used was a garlic press. All figures are stored in individual shoeboxes for safe-keeping.

When students have completed all the required items, it is suggested that the students go through a dress rehearsal. This is a very important step as many problems will arise that will need the immediate attention of some creative problem solving. For instance, if the main character has to jump up in the air, how will the group keep the character frozen long enough to film the individual frames? The obvious solution would be to attach a piece of fishing line to the character so that he/she can be suspended during the filming. Very often, the fishing line may need to be attached to a dowel for extended reach (similar to a fishing pole). Most groups will encounter some problems along the way. When working as a team, the solutions are usually excellent and very do-able.
 

The filming process requires approximately 40 minutes. A staging area is set up on top of a lab table. The use of intense spotlights helps the final images, but may cause shadows. Place the lights where they will light up the area where the action is going to take place. Even though the use of a digital movie camera would work well, we chose the more traditional video camera as that is the type most students have at home. Many of the students wanted to create more animations at home and where able to use their traditional analog camera.

Filming:
· A sheet of paper with the name of the Production Team and the members was filmed first for 8 - 10 seconds. The Production Team sets up the set and props.
· The character(s) are placed in the first position ready for filming. With the RECORD button in STANDBY position, a quick click of the button produces one frame still. The students then move their characters to the next position using small incremental steps. (The simplest of movements needs to be broken into 3 to 6 steps.) Each movement is recorded as a single frame.
· This process continues until the entire storyboard is acted out.
· Completed animated shorts usually run from 20 to 30 seconds.
· The films are previewed with the viewer in the camera. If acceptable, the animation will be copied to a blank VCR tape and added to the works of the other groups creating a single compilation of the claymation projects.

NOTES:
· Inclusion of sound was purposefully neglected. The students need to focus on the production of the visual image. Adding audio would have been complicated and distracting.
· At some point, the claymations will be captured and converted to a digital format using Adobe Premiere or iMovie. Adding an audio music soundtrack can be added during the conversion process. Converted movies can be seen at the Claymation Student Gallery as Quicktime movies.
· Students brought in blank VCR tapes. Copies of the claymation projects were copied so that the students had their own personal copy.
· A film schedule was posted outside of the art room. Time slots during and after school were marked and available to the students. It was required that all Production Team members be present for the filming.

View Claymation Student Gallery