ARTISTIC THINKING UNIT INSTRUCTION PLAN

utilizing the
MU Art Education Lesson Plan Format
Developed by Dr. Kathy Unrath
*Lesson plans are always accompanied by a teacher-made
exemplar of potential student work!

1. NAME : Emily Pfaff

2. TITLE OF UNIt: Organic and Geometric stop motion
3. GRADE LEVEL(S): 3rd

4. STANDARDS:
NATIONAL VISUAL ARTS STANDARDS:
Elaborate on an imaginative idea. VA:Cr1.1.3a
Demonstrate an understanding of the safe and proficient use of materials, tools,
and equipment for a variety of artistic processes VA:Cr2.2.3a
Apply knowledge of available resources, tools, and technologies to investigate
personal ideas through the art-making process. VA:Cr1.2.3a
Investigate and discuss possibilities and limitations of spaces, including
electronic, for exhibiting artwork VA:Pr4.1.3a
Identify exhibit space and prepare works of art including artists statements, for
presentation. VA:Pr5.1.3a
Speculate about processes an artist uses to create a work of art. VA:Re.7.1.3a
Determine messages communicated by an image. VA:Re.7.2.3a
Interpret art by analyzing use of media to create subject matter, characteristics of
form, and mood. VA:Re8.1.3a
Evaluate an artwork based on given criteria. VA:Re9.1.3a
SHOWME VISUAL ARTS STANDARDS: Raypec:
I can create art using organic and geometric shapes
I can identify multiple solutions for my art
ISTE'S Standards
ISTE 1a
ISTE 1b
ISTE 2a
ISTE 2b
IStE 2d
ISTE 4a

ISTE 4b
ISTE 4d
ISTE 5a
ISTE 5b
/ 21st Century Learning and Innovation Skills (4Cs) -critical thinking and problem
solving, creativity, communication and collaboration,

5. RATIONALE and GOALS FOR THIS LESSON:

Through the creation of a stop motion film students will learn to use organic and
geometric shapes in their art.
Students will learn how to problem solve and work collaboratively.

6. ENDURING BIG IDEA: (Define the BIG IDEA)

Students will view work by Tim Burton and PES films to introduce them to stop motion.
After being introduced to stop motion students will learn to work collaboratively to create
a stop motion film that includes organic and geometric shapes. Students will also work
on experimenting and problem solving.

7. ESSENTIAL QUESTIONS:
Students will discover and investigate how to make a stop motion film using
organic and geometric shapes. They will identify multiple solutions for their film to
make it a successful video.
What is the pros and cons to publish on these either of these sites?
What would you change about this project?
What went well for your group?
What advice do you have for other students trying to do this process?
Do you see three organic and three geometric shapes?
Do you understand the story being told?
What other feedback to you have?
What went well, what did not go well? What do you need to do differently? Other
students in the class will then ask questions of the group too.
What do you notice about my art?
Who is Tim Burton?
What movies did he make?.
How was this movie made?
What is stop motion?
What do you think the characters were made out of?
Thumbs up if you think this movie took a long time to make. Thumbs down if it
took a short time.

Show me on your hands the number of years it took to create this film.
Why do you think the artist used clay?
What are the characters feelings?

8. KNOWLEDGE BASE AND KEY CONCEPTS:

Students will learn how to create a stop motion film using lego movie maker.
Along with what organic and geometric shapes are.
Tim burton films- Nightmare Before Christmas, Frankenweenie, Vincent, Corpse
Bride, (part of James and the Giant Peach)
Henry Selick- Coraline
PES films- Western Spaghetti, Honda, Fresh Guacamole
The nightmare before Christmas consisted of 110,000 frames
One minute of the movie took a week to film.
The movie took more than three years to make.
Coraline- 90 to 100 sec of film was completed each week
Students will learn that stop motion takes a long time to create and that our film
will have to be very very short. They will also learn that they will only be able to
tell a small part of the story.
Students will learn that the artist had to work together to create each
masterpiece.
9. OBJECTIVES:
Students will be able to create art with organic and geometric shapes.
Students will be able to identify multiple solutions for their art.
The following objectives will not be assessed. Students will know what stop
motion is.
Students will complete a digital planning guide.
Students will create a background and props that include the use of organic and
geometric shapes.
Through experimentation and play students will decide on the best solution for
their art.
Students will create a stop motion film.
Students will give feedback on final film.
We will decide as a class where to share our stop motion films.
10. VOCABULARY:
Stop motion, organic, geometric
10. LESSON SEQUENCE - LESSON VIGNETTES:
Day 1 introduce stop motion and stop motion artist. Day 2 and 3 students will use the
google docs planning guide to plan out their stop motion film. Day 4-5 students will

create props and background. Day 6 students will experiment using Lego movie maker
app making a stop motion film. We will then reflect on the process. Day 7 and 8
students will create a stop motion film. Day 9 students will view classmates films and
give feedback day 10 students will share videos digitally.
Anticipatory Set- (Opening that engages and motivates students)
o After viewing the nightmare before Christmas trailer ask students how was
this created? How could we create our own stop motion films?
o What questions will you pose about the art they view?
o How are these films art? How were they created? What mood are the
characters exhibiting?
o What questions will you use to put students in a position to understand the
concepts, skills and techniques involved in your studio activity? What is
an organic shape? What is a geometric shape? What is stop motion?
What is a shape that has rules? What is a shape that you invented?
Body of lesson- (Students actively engaged in learning) (students will
create a stop motion film)
Closure- After the project is complete students will upload their work
digitally. As a class we will decided if we want the work to be uploaded on
the school's art weebly site or on individual sites? Or is there somewhere
else that we could upload it that would work better? Students will then
conduct a gallery walk and view each other's art.

Standards

VA:Re.7.
1.3a
VA:Re.7.
2.3a
VA:Re8.
1.3a
ISTA 5a

Major Learning Activities:

21st C Skill

1. Activity-Introduce stop motion.

What is stop motion? (Day 1)
Objective- Students will know what stop motion is.
Who is Tim Burton?
What movies did he make?
I will wright on the board a list of his stop motion movies as
the students say them.
The Nightmare before Christmas, Frankenweenie, Vincent,
The Corpse Bride.

communic
ation and
collaborati
on
and critical
thinking

Students will then vote on one of these movies to watch a clip

of.
https://www.youtube.com/watch?v=xpvdAJYvofI
https://www.youtube.com/watch?v=fxQcBKUPm8o
https://www.youtube.com/watch?v=29vIJQohUWE
https://www.youtube.com/watch?v=G9boDkpEyvc
Students will be asked different questions then given 2-3

minutes to discuss the question with their table partner.

How was this movie made?
What is stop motion?
What do you think the characters were made out of?
Students will then view a clip of The nightmare before
Christmas.
Thumbs up if you think this movie took a long time to make.
Thumbs down if it took a short time.
Show me on your hands the number of years it took to create
this film.
(The nightmare before Christmas took over three years to
make. The movie consisted of 110,000 frames. It took one
week to film one minute of the film.)
Why do you think the artist used clay?
What are the characters feelings?
Students will be given the remaining part of class to explore
other stop motion films and artist that were not covered
during the discussion.
(PES on YouTube, Coraline, Frankenweenie, Vincent, James
and the giant peach,) The names will be listed on the board
and the students can either use kidrex to read about the artist
or they may look up the films and explanations on YouTube.
Closing- Last five minutes of class students will close their
devices and share with their table partner one interesting
thing that they learned.
Two to three students will share what film they watched and
something they learned from it or something they found
interesting.
I can
create
art that
uses
organic
and
geometri
c
shapes.
VA:Cr1.1
.3a
VA:Cr2.2
.3a
VA:Cr1.2
.3a

2. Activity- Planning guide (Day 2 and 3)

Objective- Students will complete a digital planning guide.
I can create art that uses organic and geometric shapes.
Students learned about organic and geometric shapes in
second grade. Students will review what an organic shape is
and what a geometric shape is.
Geometric - shapes with rules, they are always drawn the
same way.
Organic- Braking the law!! These shapes can be drawn many
different ways.
Students will talk with table partners to give an example of a

Communic
ation and
Collaborati
on
critical
thinking
and
problem
solving
creativity

VA:Re8.
1.3a
ISTE 1a
ISTE 1b
ISTE 2d
ISTE 3a
ISTE 4b
ISTE 5a
ISTE 5b

organic and a geometric shape.

I will call on one person from each group to share their
example
I will show students my stop motion plan example.
Students will then split into groups. I will chose the group
leader. The group leader will then chose two other students to
be in their group.
Students will then complete digital planning guide that I have
shared with them using chromebooks.
Materialschromebooks, digital planning guide
https://docs.google.com/document/d/16Ae4L6x6BgUQG0WSt
iJ_-u4Qrkd8vr_DBDKZ46R-DGc/edit?usp=sharing
Closing- Show me 1-5 on you hand how are you feeling about
this project. 1 you need more instruction, 5 your group feels
confident.

I can
create
art that
uses
organic
and
geometri
c
shapes.
VA:Cr1.1
.3a
VA:Cr2.2
.3a
VA:Cr1.2
.3a
ISTE 1a
ISTE 1b
ISTE 2d
ISTE 3a
ISTE 4b

3. Activity -Props and background (day 4 and 5)

Objective- Students will create a background and props that
include the use of organic and geometric shapes.
Introduction: You have now created a digital plan you will use
the construction paper, scrap paper and digital plan to create
your props and background. I will then show students my
props and background.
What do you notice about my art?
They should say something along the lines of it being very
basic.
When creating your props and background it is important to
keep it very simple.
Students will need to check with me before starting the art
making process to make sure their digital plan is completely
filled out.
Using their digital plan each student will need to make at least
one organic and one geometric shape.

Communic
ation and
Collaborati
on
critical
thinking
and
problem
solving
creativity

ISTE 5b

Materials- construction paper, scrap paper, markers, crayons,

digital plan
Other supplies may be used if student approves with teacher
first.

I can use
organic
and
geometri
c shapes
in my art.
I can
decided
on
multiple
solutions
for my
art.
VA:Cr1.1
.3a
VA:Cr2.2
.3a
VA:Cr1.2
.3a
VA:Re.7.
2.3a
VA:Re8.
1.3a
VA:Re9.
1.3a
ISTE 1a
ISTE 1b
ISTE 2d
ISTE 4a
ISTE 4b
ISTE 4d
ISTE 5a
ISTE 5b

4. Activity- Lego movie maker experimentation and play (day

6)
Objective- Through experimentation and play students will
decide on the best solution for their art.
Today you will be playing and exploring the Lego movie
maker app. I want you to go on and create your stop motion
film with what props and backgrounds you have created.
Each group will also be given a locker shelf to place their
iPad on. When class is 20 minutes to being over, I will stop
you and we will share what we have learned. There is no right
or wrong way to use the app. I just want you to play around
with it, and find out what works best for your group.

Communic
ation and
Collaborati
on
critical
thinking
and
problem
solving
creativity

Students will then be given an iPad, locker shelf and 20

minutes to play around with the Lego movie maker app.
After 20 minutes I will stop the students and have them pick
up supplies and flip iPad over.
Next students will share their current stop motion film by
mirroring the image using apple tv.
The group will be asked: What went well, what did not go
well? What do you need to do differently? Other students in
the class will then ask questions of the group too.
If needed we will finish this discussion the next time the class
meets.
materials- iPad, Chromebook, props and background, apple
tv, projector, locker shelf
Closing- Thumbs up if it helped you to have a
experimentation day. Thumbs down if it did not.

I can use 5. Activity-Stop motion film (day 7,8)

organic
Objective- Students will create a stop motion film.

Communic
ation and

and
geometri
c shapes
in my art.
I can
decided
on
multiple
solutions
for my
art.
VA:Cr1.1
.3a
VA:Cr2.2
.3a
VA:Cr1.2
.3a
VA:Re.7.
2.3a
VA:Re8.
1.3a
VA:Re9.
1.3a
ISTE 1a
ISTE 1b
ISTE 2d
ISTE 4a
ISTE 4b
ISTE 4d
ISTE 5a
ISTE 5b

VA:Cr2.2
.3a
VA:Re.7.
1.3a
VA:Re.7.
2.3a
VA:Re8.
1.3a
VA:Re9.
1.3a

After being given feedback students will decided on multiple

solutions for their film.
Show students stop motion film that I created.
https://drive.google.com/file/d/0BzK9aZD9eO22RUFvOUJFU
0x4cWM/view?usp=sharing
Ask students what they would change.
If I were to change my film I would add sticky tack to the
dinosaurs arm and head so that when Im not moving those
parts they stay still. I would also make sure that you cannot
see my hand in the video. I would also make sure that I take
photos all in the same direction so the images all align. ( title
screen does not look the same as movie) Because the
dinosaur is in my room it might be neat to include a photo of
the front of the art room for the title screen.

Collaborati
on
critical
thinking
and
problem
solving
creativity

Last art class you were given feedback on your current film. I
have wrote down notes for you to help you with deciding on
solutions for your stop motion film.
I have taped off where you should place the iPad on the
locker shelf so it aligns correctly.
Students will create stop motion film.
I will walk around and check on progress.
Closing- as students line up ask the class what is one piece
of advice that you would give the class?

6. Share stop motion film and give feedback (day 9)

Activity- View films and give feedback.
Objective- Students will give feedback on final film.
You have created your final film. In your small groups you will
rotate around the room and view each other's stop motion
films and give feedback.
If you are the group leader please open the shared doc that I
have shared with you. Then assign someone in your group to
open up the stop motion film.
https://docs.google.com/document/d/1WTOhoo9dHwZUSmx8

Communic
ation and
Collaborati
on

ExKhoBOirLauCCdMLX-qYj8dmqE/edit?usp=sharing
ISTE 5a
ISTE 5b
ISTE 5d

Your group will spend 4 min viewing each group's film. Within
the 4 min you need to watch the video, then fill out the google
doc.
Do you see 3 organic and 3 geometric shapes?
Do you understand the story being told?
What other feedback to you have?
Please remember netiquette and to give helpful feedback. I
will give a 1 minute warning and at the end of that minute
your group will rotate to the next film.
Closing- Ask students to share one thing that they found
interesting that another group did.

VA:Pr4.1
.3a
VA:Pr5.1
.3a
ISTE 2a
ISTE 2b

7. Conclusion (day 10)

Activity -Digitally share stop motion film
Objective- We will decide as a class where to share our stop
motion films.
Now that we have produced are films where should we
publish them to view in later dates?
We could publish them on our art portfolios or on the Shull
elementary art Weebly.
What is the pros and cons to publish on these either of these
sites?
As a class vote to where we will publish.
If students chose to upload into portfolio follow the following
steps:
Have students open google slide portfolio. (instructions on
how to create a google slide portfolio on midterm Pinterest
transformation lesson plan)
add new slide
click on insert
click on video
click on url - students will be able to copy video url into this
tab.
Video will upload to their google slide.

Communic
ation and
Collaborati
on
critical
thinking
and
problem
solving

closingWhat would you change about this project?

What went well for your group?
What advice do you have for other students trying to do this
process?

12. ASSESSMENT/RUBRIC: My school grades on the standards referenced

reporting system. The main targets I wanted my students to learn about are I can
create art using organic and geometric shape and I can identify multiple solutions
for my art. For a three the student should have put in the planning guide what
shapes they would be creating. When the film is finished I will ask students to
identify what organic and geometric shapes they made. To reach a three for I can
identify multiple solutions for my art there should be change from the day that
they experiment to the final day of creation. With the completion of the project I
will ask each group what they changed from the experimentation day to the final
day. I will also ask them what they would change in the future. If each student
can give me at least two changes then they will reach their target of a three.
Student success will look like the majority of the class reaching a three on both of
these targets. The evidence that learning has taken place will be evident through
the planning guide, video, and below rubric.

Learning
Target

1.1 I can create

art using
geometric and
organic shapes.

I can
identify
2D
shapes.

I can create
art using
geometric
or organic
shapes.

I can create art

using
geometric and
organic
shapes.

I can create
3D shapes
in drawing or
painting.

2.1 I can identify

multiple solutions
for my art.

I can
recognize
the need for
change.

I can identify a
solution for
my art.

I can identify
multiple
solutions for
my art.

I can use
problem
solving skills
in art.

13. STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL

NEEDS:
How will you differentiate for your diverse classroom population? By allowing the
students to be in small groups it will help with the diverse classroom population.
Having the students create a planning guide will help the students stay on task.
How will you keep students engaged? Students will stay engaged by having their
planning guide open at all times. Each student has a job, by being able to see the
planning guide all students will be able to work at all times. I will also walk around
the room to make sure students are staying on task. In my classroom we have
color coded days. A blue day is perfect day, Green day we made one mistake
such as not cleaning up on time or not staying on task. Yellow day we made two
mistakes and red we made three or more. If students start to get off task I will say
are we having a blue day or green day? What does a blue day look like? Often
this is all it takes to get students back on task.
What will you do to challenge students who are highly talented? I dont feel like
this project needs any accommodations for highly talented students. The project
allows for a lot of choice. The students chose what the video is about, what the
characters look like, and they can ask for different materials. Students in this
category will flourish because they have so much free reign over this assignment.
What have you planned for those who finish early?
For students who finish early, I will ask them to review their video. I will review it with
them and as a group we will decided if any changes should be made. If time allows
students will create a second video. If time does not allow for a second video then
students can choose what media in the classroom to use to create a piece that includes
organic and geometric shapes.
14. MATERIALS, TEACHING RESOURCES/REFERENCES:
Google slides
https://www.youtube.com/watch?v=xpvdAJYvofI- Nightmare before Christmas
https://www.youtube.com/watch?v=fxQcBKUPm8o - Vincent
https://www.youtube.com/watch?v=29vIJQohUWE- Frankeniweenie
https://www.youtube.com/watch?v=G9boDkpEyvc - Corpse Bride
https://www.youtube.com/watch?v=qBjLW5_dGAM - Western Spaghetti
https://www.youtube.com/watch?v=oA50CIWObHk - Coraline
https://docs.google.com/document/d/16Ae4L6x6BgUQG0WStiJ_u4Qrkd8vr_DBDKZ46R-DGc/edit?usp=sharing - planning guide
https://docs.google.com/document/d/1WTOhoo9dHwZUSmx8ExKhoBOirLauCCdMLXqYj8dmqE/edit?usp=sharing- Stop motion viewing questions
https://drive.google.com/file/d/0BzK9aZD9eO22RUFvOUJFU0x4cWM/view?
usp=sharing - Stop motion video example
Chromebooks
10 ipad (1 ipad for every 3 students)
apple tv
projector

paper
glue
scissors
scrap paper
markers
crayons
pencil
Lego movie maker app (free)
locker shelfs
15. PREPARATION REQUIRED:
What materials, tools, and resources do you need for this class?
Google slides
https://www.youtube.com/watch?v=xpvdAJYvofI- Nightmare before Christmas
https://www.youtube.com/watch?v=fxQcBKUPm8o - Vincent
https://www.youtube.com/watch?v=29vIJQohUWE- Frankeniweenie
https://www.youtube.com/watch?v=G9boDkpEyvc - Corpse bride
https://www.youtube.com/watch?v=qBjLW5_dGAM - Western Spaghetti
https://www.youtube.com/watch?v=oA50CIWObHk - Coraline
https://docs.google.com/document/d/16Ae4L6x6BgUQG0WStiJ_u4Qrkd8vr_DBDKZ46R-DGc/edit?usp=sharing - planning guide
https://docs.google.com/document/d/1WTOhoo9dHwZUSmx8ExKhoBOirLauCCd
MLX-qYj8dmqE/edit?usp=sharing- Stop motion viewing questions
https://drive.google.com/file/d/0BzK9aZD9eO22RUFvOUJFU0x4cWM/view?
usp=sharing - Stop motion video example
Chromebooks
10 ipad (1 ipad for every 3 students)
apple tv
projector
paper
glue
scissors
scrap paper
markers
crayons
pencil
Lego movie maker app (free)
locker shelfs
Would also be nice if the digital learning teacher could come in and help with the
first day of creating the stop motion film.
What do you need to practice and prepare for this lesson?
For teacher practice you need the planning guide, a iPad with the Lego movie
maker app installed (free app) and paper. Nothing else really needs prepared

because we are using paper and scraps. Markers are already organized in
supply boxes. Glue and scissors are already on tables with pencils. App needs to
be installed on all iPad. I will have to ask to borrow iPad from teachers.
What did you learn from creating your teaching exemplar?
I learned that its important for the students to have a practice day. It did not take
long for me to create the video probably only like 15 to 20 minutes. But it became
frustrating when pieces were moving that I did not want to move. Because of this
I will offer sticky tack to the students. The music teacher created the stop motion
film with me. I wanted an accurate representation of working with someone. It
was extremely helpful and we were able to bounce ideas back and forth.
Sometimes it took two hands to move the props or to hold the props. I think it
would be ideal to only have two students per iPad but I do not have enough IPad
available to me to meet this goal. I feel confident that the students will be able to
work in groups of three.

16. TEACHER REFLECTION: How will you know that this lesson is successful
and meaningful? List indicators.
I have learned through standards referenced reporting that the end product is not what
is important it is the skill being gained. The major indicator will be if the majority of my
students reach a three on my standards referenced reporting proficiency scale. When
the project is over I plan to ask the students what they think of it. If the students like it
and feel like it should be taught again then this would be another major indicator for it
being successful and meaningful. Another look for would be how independent are the
students being. Are they able to work independently? Or do they need a lot of help? If
they need a lot help then I need to think about if this project is grade level appropriate.
Examples

Stop Motion Group Worksheet

Group Members
Names______Emily_______________________________________________
Target: I can create art using geometric and organic shapes.
I can identify multiple solutions for my art.
DirectionsWith your group discuss an idea for stop motion animation with paper cutting. It must include
geometric and organic shapes. Possible ideas could include: When Organic Meets Geometric,
or The Shapes Are Coming! or Meet the Shapes or you can create your own!
Write a short story about what will happen:
Dragon walks through the room. Stops shoots out a rainbow from her mouth onto a canvas. The
quote Art is what you can get away with. Andy Warhol will then appear.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is the title of your Stop Motion Animation?
Rainbow Delight
_______________________________________________________________________

What will the background look like?

Front of art room with easel, chalkboard and green rug.
________________________________________________________________________
Jobs-

Background Designer___________________________________________________________
Paper Shape Mover

__________________________________________________________

Stop Motion Animator___________________________________________________________

List the organic shape(s) you made

for the movie-

List the geometric shape(s) you made

for the movie-

Dinosaur

Canvas - Square

Hair bow

Green rug- Rectangle

Nam
e

Color wheel- Triangles/ circle

Rainbow

https://drive.google.com/file/d/0BzK9aZD9eO22RUFvOUJFU0x4cWM/view?
usp=sharing - Stop motion teacher created movie example