The Origins of Stop Work Animation- Lotte Reiniger
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Watch the below clip of Lotte's work. Take note of the intricate detailing in her silhouette's. Now THAT'S a LOT of cutting out!
Walt Disney's- Steamboat Willie- 1928
Shadow Theatre Adaptations- Dance
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Responding
Answer the following questions about Lotte Reiniger.
You will be reflecting on her influencing the animated film era and her depictions of stories through drama narrative structure.
1. Who was Lotte Reiniger and what did she do that helped to shape the film industry today?
2. How has Lotte's film making influenced today's animation films?
3. What was the basic performing principle that Lotte used to create film with?
4. How has this performance principle influenced other art forms you may be aware of?
You will be reflecting on her influencing the animated film era and her depictions of stories through drama narrative structure.
1. Who was Lotte Reiniger and what did she do that helped to shape the film industry today?
2. How has Lotte's film making influenced today's animation films?
3. What was the basic performing principle that Lotte used to create film with?
4. How has this performance principle influenced other art forms you may be aware of?
Your Task:
Students in groups of three are to devise a short film of 3-5mins in length based on a sort picture book of their choosing.
Picture Book- Must have a clear introduction (setting, strong character reference), problem, resolution and character wrap up.
Students in groups of three are to devise a short film of 3-5mins in length based on a sort picture book of their choosing.
Picture Book- Must have a clear introduction (setting, strong character reference), problem, resolution and character wrap up.
Ideas for Short Film Styles
- Stop Work Animation
- Illustration (like flipbook)
- Real-Life Filming
- Shadow Puppet Theatre (Lotte Reiniger style)
Process
Students devise a script from their storybook with a clear structure and equal roles for each child to participate in both production and character performance. Planning and documentation MUST be presented.
Making/Skills
Use of camera and angles to show dramatic tension and mood.
Making/Skills
Students respond to learnt knowledge throughout the process and respond to feedback and create constructive criticism for the final product.
Making/Skills
Experimentation with elements of drama: voice, movement, expression, role, character, tension, mood.
Curriculum:
Watch the below video to give you some tips on ideas on how to shoot/film a short film.
Students devise a script from their storybook with a clear structure and equal roles for each child to participate in both production and character performance. Planning and documentation MUST be presented.
Making/Skills
Use of camera and angles to show dramatic tension and mood.
Making/Skills
Students respond to learnt knowledge throughout the process and respond to feedback and create constructive criticism for the final product.
Making/Skills
Experimentation with elements of drama: voice, movement, expression, role, character, tension, mood.
Curriculum:
- Dramatic action (the driving force and forward motion of drama to create dramatic meaning) driven by narrative structure and dramatic tension (ACADRM035)
- Script formatting and conventions, including planning and documentation. Improvisation skills (finding a resolution and signalling a conclusion) to enhance drama.Experimentation and refinement of ten (10) elements of drama: Voice, Movement, Expression, Role, Situation. Character, Time, Tension, Mood-when creating improvised, devised or scripted drama (ACADRM036)
- Responses that explain how the elements of drama and production elements are used to communicate meaning in drama, using drama terminology (ACADRR038)
Watch the below video to give you some tips on ideas on how to shoot/film a short film.
When students have worked out a basic idea for their film, they can create a storyboard. Storyboards look like comic books and have a picture for every shot in the film.
The ACMI website has a storyboard generatorto help students plan their story.Students can use devices such as smartphones or tablets to record their films.
The Behind the News website has some tips to help students with the filming process.
Click on the below image to take you to your storyboard generator.
The ACMI website has a storyboard generatorto help students plan their story.Students can use devices such as smartphones or tablets to record their films.
The Behind the News website has some tips to help students with the filming process.
Click on the below image to take you to your storyboard generator.
| 870_storyboard-template_v2.pdf |
Camera Angles and Shots for Mood and Scene
Film Making 4 Kids!
The Lost Thing by Shaun Tan
- Identify aspects of literary texts that convey details or information about particular social, cultural or historical contexts (ACELT1608)
- Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- Use comprehension strategies analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
Discussion Points
- What does the creature look like?
- Where does it come from?
- Why didn’t people want to help? Why was no one willing to help?
- What does Pete mean ‘Maybe it doesn’t belong to anyone? anywhere?
- Double Page (image/ no text) What do you see?
- What is the general environment and atmosphere of the story?
- Explain the dress, attitude and actions of the figures.
- Discuss the setting (future)
- What does being “lost” mean?
- What messages does the author give us? Moral?
- What does belonging mean?
Academy Award Winning Short Films
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| year_6_storybook_film_rubric.pdf |
