DIY/Cut-Out Animation

DIY/Cut-Out Animation Lesson Plan

Lesson plans are meant to support future facilitators with supplemental information needed to feel confident in running SHIFT programming.

You can play the video tutorials on DIY/Cut-Out animation and the Communication Styles video we have created to teach Shift content to participants.

Free software can be used, and professional equipment is not needed

*This module can be done in-person or in an online format*

Introduction

video

Cut-out Animation Activity

intro 1

The DIY/Cut-Out animation module for SHIFT explores different communication styles through the creation of short, animated scenes. We connect the course content to the art medium by viewing art-making as a contemplative practice. Just like building an art skill such as animation, learning communication styles requires focus and repetition. Participants will use cut-outs (from old magazines, books, drawings, etc.) as characters for their own short animations that illustrate at least one of the communication styles discussed in SHIFT’s Communication Styles video or presentation.

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intro 2

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They’ll be asked to self-reflect on forms of communication they see actively in their lives and be creative in how they depict them. Through the frame-by-frame process of stop motion animation, participants are challenged to think more deeply about the different forms that communication takes and all the nuances involved. Animations can be as literal or abstract as the participant wants. The product is less important than the learning process – so long as participants can confidently explain how their work represents the communication style they’ve chosen to illustrate.

We strive to coach assertive communication development when reviewing projects, during check-outs at the end of each class, and in more informals ways during everyday conversations. We have found that thoughtfulness and adaptations are always required to tailor the course to a given group of participants.

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learning goals

LEARNING GOALS

1. Participants will develop an understanding of different communication styles to help better navigate their work environment.
2. Participants will reflect on communication styles through animation, practicing their creativity, critical thinking, and innovation to understand the nuances involved in accurately depicting a communication style.
3. Participants will practice their assertive communication skills with others by engaging in group discussions, class activities, and presentations.

Project Expectations

PROJECT EXPECTATIONS

1. Participants will create a stop motion animation that portrays a communication style (passive, passive aggressive, aggressive, or assertive).
2. Participants will learn more about speaking assertively through presentations and class activities.
3. Participants will discuss communication styles they’re interested in by presenting their animations and debriefing their thoughts to the group.

Session-by-session Flow

SESSION-BY-SESSION FLOW

Class 1 Introductions, check-in, class norms, course outline & expectations, Communication Styles video or presentation, discussion, check out.
Class 2 Check-in, Flip Book assignment, work period, Flip book presentations, check out
Class 3 Check-in, DIY/Cut-Out Animation assignment, work period, checkout
Class 4 Check-in, work period, screening of final animations, final check-out and takeaways reviewing content from across the course

Daily Class Activities

Check-ins 1

CHECK-INS

At the start of every class, the daily check-in is integral to the SHIFT team-building process. It allows for the facilitators and participants to get to know each other, and creates an open and friendly environment for collaboration – something that arts-based education thrives on. The facilitator can check in with participants to get a better sense of where everyone is at and how folks may be feeling coming in. It also allows the facilitator the opportunity to adjust their materials or approach as needed.

The check-ins are also meant to empower participants to use their voices to express themselves. In our experience, many participants appreciate a process that gives them the floor, an opportunity to share whatever may be on their minds free of judgment. Participants learn that their words, opinions, and voices have weight – something that is integral to their ability to work in groups, advocate for themselves, and ultimately become better friends, partners, and colleagues. Empathy is the most important skill the facilitator should exercise here.

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Check-ins 2

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We begin with an ice-breaker question, which is meant to warm everyone up for group communication and individual contributions. Some examples we have used include:
* If you could travel anywhere in the world right now (all-expenses paid), where would you go and with whom?
* What did you eat for breakfast?
* What is a special food memory?
* If you could bring any fictional character to life, who would it be?
* If you were to compete in the Olympics, which sport would you choose to compete in?

Check-in questions can vary based on what the facilitator prefers. Some have used the “number scale” to break the ice by asking, “On a scale of 1-10 how are you feeling today (with 1 being the worst and 10 being the best)?” Facilitators will give participants the opportunity to elaborate on their ratings, to express why and/or how they are coming in to class that day.

The check-in questions can be based on the comfort level of the group and each participant always has the option to decline to answer any question they’re not up for. In that scenario, it’s still recommended to get their “1-10 scale” rating or something similar, in order to see how they’re feeling that day.

Group norms

It is recommended that facilitators establish group norms on the first session of the course that will help guide the work going forward. Group norms are rules that the class will decide on together as a unit. Things like treating one another with respect, giving everyone the space to express themselves free of judgment, listening to one another and not interrupting, to name a few. This is an opportunity for participants to claim some agency over how the classes will function, as well as gaining a better understanding of where their peers are at.

Group norms can be tailored and introduced based on the group and the values of the facilitators. For example, SHIFT instills the group norm of sharing one’s pronouns by introducing ourselves with them, “Hi, my name is Justine and I go by she/they.” This can help everyone in the room feel comfortable sharing about themselves and their ideas. Other group norms have included using “safe words” in the event that the material becomes challenging or too personal, such as “banana,” or “pineapple.” This gives participants the opportunity to let the facilitators know that they need a short break from the material and that they’re allowed to do so. It’s also not a bad idea to help identify the best time for breaks.

Presentations

We rely on presentations and videos to support this course, including the Communication Styles video and DIY/Cut-Out animation tutorial. The Communication Styles video is provided to you as part of this online guidebook, and is approximately 20 minutes in length. The DIY/Cut-Out animation tutorial is used to show participants how to approach the activity step-by-step, and is made available in this online guidebook as well.

Presentations are conducted through the video or using a Powerpointpresentation. We explore the main styles of communication one at a time by discussing their characteristics, how they’re used verbally and non-verbally, and most importantly, the impact that using these styles can have on ourselves, our peers, and our lives in general. Presenting the information requires filling in the blanks and using anecdotes or personal stories alongside other clarifying additions in order to provide context to whatever is being presented. Providing personal examples of workplace scenarios to illustrate a communication style is integral to the participant’s understanding and relies on the facilitators’ admission that everyone, no matter their skill or life experience, can improve the way they communicate. We are not defined by how we communicate and everyone uses all different styles at different times. It also helps to identify key indicators in communication as well as encouraging participants to connect with the material on a personal level. We’d like them to be considering how they communicate, how others in their lives communicate, and whether or not this leads to conflict in their lives. For example, the facilitator could tell a story from their own workplace experience that exemplifies the communication style being discussed in the presentation, and participants should be encouraged to also share their own workplace/school/life experiences. If a participant were to say, “I had a coworker who was such a jerk,” you can ask them what made them a “jerk” and relate it back to the content in the PowerPoint presentation about aggressive communicators.

Participants may sometimes express interpersonal issues they’ve experienced or are currently facing. Being able to engage with those conversations is crucial to supporting a participant’s learning – with the understanding that facilitators are not therapists or counsellors. It is less about offering advice and solutions, and more about providing the space for the participants to express themselves and relating everything back to the material.

Check out + thanks

At the end of every class, similar to how we check-in, we also debrief and check-out with participants. When debriefing, it is important to preface with the idea that there is no wrong answer. The SHIFT program will often end the class time with the question, “Which communication styles did we use today, and what did we not use?”

Another way of approaching the debrief is to ask participants to observe the communication styles in their own life and time outside of class. Remind them that they are all things to be practiced, honed, and noticed.

The debrief doesn’t have to be 100% related to the class activities but could also be something fun or apply to whatever is coming next in their day. It is also worth asking if a participant’s mood has changed or shifted since the check-in. If the number scale was used, a facilitator may ask what number they sit at as they exit the class.

While asking them to reflect on the class helps retain learning, it’s important to be conscious of how the participants are feeling and if they have the energy to keep reviewing.

Assignment Breakdowns

Flip Books

*Please watch the Flipbook and DIY/Cut-Out Animation tutorial video for more information*

Flip Books

The first activity participants are asked to do is a simple flipbook animation on a sticky note pad. This activity is a fun and very easy way to break down the mystery of animation and teaches the fundamentals of how animation works. Starting on the bottom page of a sticky-note pad, draw something simple. Animate this drawing by flipping down the next page and making your next drawing of the same object/character, but shifted slightly in one direction. Think ahead about what kind of movement you want to show, and then create that movement by creating each simple drawing on a new page, and repeating that step of shifting slightly each time.

cut-out Animation 1

DIY/Cut-Out Animation

Participants are asked to create a short animation portraying at least one of the four communication styles: passive, passive aggressive, aggressive, or assertive. Participants will start by finding two images (cut out from old books, magazines, etc.) which will serve as the primary characters for their animation. Thinking creatively and reflecting deeply on how their chosen communication style shows up in their lives, participants should use those characters to act out their chosen communication style. For example, an animation could feature an alligator snapping its jaws with red lines coming out of its mouth. Across from the alligator, a turtle could be withdrawing into its shell. The alligator could represent aggressive communication, speaking in an intimidating way to get the turtle (who could represent passive communication) to withdraw from the conversation. This is a more literal example, though they can be as abstract as the participants want – so long as they can confidently explain their reasoning of how what they created represents their chosen communication style. If participants want an extra challenge, they can try having characters portray one of the other three communication styles and then switching to a more assertive style. While all communication styles have their strengths and weaknesses, we feel that assertive communication is the most appropriate for navigating a healthy work environment.

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cut-out animation 2

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Encourage participants to connect their creations to their own insights about behaviours/scenarios they’ve seen in real life. This will make the follow up conversation more meaningful and personal. Remember, the quality of the animation is not as important as the process of learning, being creative, and having fun!

Step-by-step instructions on how to do cut-out animation are available in the tutorial video. In the beginning of the tutorial video, we start with the tools they will need. Then participants are asked to find two images from their books or magazines to cut out, which will be their animation characters. After they have their images, participants are shown how to create movement with their two images by using photographs taken on their phones. The animations should be around 50 frames (50 photos) for smooth motion. If participants wish to create longer sequences they may. Once finished, participants will show the class their work. To do so, we ask them to select their first photo they took and slowly scroll to their last photo, showing their two animated figures creating movement. The scrolling part will only work with iPhones. Anyone using an android can simply download a free stop motion App on their phone, where they can edit their animation. A list of free stop motion apps are listed below. Apps change regularly so it is highly recommended that you do your own research on apps so you can also help participants navigate any issues. Participants can also email their photos through WeTransfer.com to the facilitators, so that they can compile the animation as another alternative.

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cut-out Animation 3

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Once participants showcase their animation, there should be a debrief after each one. Try to engage them in a conversation around their work, making sure to give thanks and highlighting the positives. We sometimes ask participants to guess what communication style is being portrayed in the animations before having the creator speak about their work. As the facilitator, try to point out how the scenario could be resolved using assertive communication (if participants didn’t choose assertive). Being creative in your feedback will help cement the idea that communication styles are linked, we use all of them in our everyday lives and they can appear in many different ways.

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List of Materials:

* Old books, magazines, newspapers, etc. (Anything with images).
* Scissors or exacto knife + cutting mat
* Sticky note pad
* Pencil
* Markers
* Black sharpie
* Paper
* Construction paper (optional)
* Glue (optional)
* Cell phone (enough space for 50+ photos)

List of free downloadable phone apps participants can use to do their animations with:

Stop Motion Studios, Clayframes, I Can Animate, PicPac Stop Motion & Time lapse

*Please try these apps out before recommending them to participants since apps often change, no longer remain free, or may not work on all certain devices. We encourage you to do you own research and testing*

example 1

Example 1

YouTube examples: Animation examples and tutorials that can help participants learn more about animation.

example 2

Example 2

Sample Lesson Plan Model

class 1

The following lesson plans are based on a 2 hour x 4 sessions workshop model. The timelines are only suggestions - pace yourself with the group’s needs and make adjustments where necessary.

DIY/Cut-Out Animation Class 1

During this class you will check in with the participants, introduce yourselves, and outline the course content. Based on the duration of the class, create a timeline that suits the needs of the group.

Time

Activity

Materials

15 mins

Introductions: facilitators and participants will introduce themselves by sharing their name and pronouns, anything they’d like to say, and by answering a check-in question (e.g. what is your favourite meal?)

n/a

45 mins

Communication Styles video or presentation, pausing for discussion and sharing anecdotes/examples at the end of each style of communication

Communication Styles video

Communication Styles powerpoint

15 mins

Break

n/a

30 mins

Discussion of communication styles continued

n/a

15 mins

Check-out: ask participants to observe their own communication styles, as well as those used by others around them, and thank participants for engagement and listening

n/a

class 2

DIY/Cut-Out Animation Class 2

During this class you will check in with the participants and introduce the flipbook activity. You will also revisit the information presented in the first class to solidify the points during check-out.

Time

Activity

Materials

15 mins

Check in with the group (e.g. what did you get up to since the last class?)

n/a

45 mins

Introduce flip book assignment + watch flipbook tutorial video and begin work period

Flipbook tutorial video

Sticky note pad
Drawing tool of choice

15 mins

Break

n/a

30 mins

Presentation of completed flipbooks

Sticky note pad
Drawing tool of choice

15 mins

Check-out : Revisit the four styles of communication, discuss what participants have observed in their own life about communication

n/a

class 3

DIY/Cut-Out Animation Class 3

During this class you will check in with students, introduce the DIY/Cut-Out activity and host a work period.

Time

Activity

Materials

15 mins

Check in with the group (e.g. if you could travel anywhere in the world right now, where would you go and who would you bring with you?)

n/a

45 mins

Introduce DIY/Cut-Out assignment and screen examples of work that inspires you as a facilitator, then screen the stop motion animation tutorial video. Take any questions that participants have about the way the project will work, and discuss inspiration with participants individually if they need any help initiating the project.

DIY/Cut-Out animation tutorial video

Old books, magazine, newspapers, etc
Scissors or exacto knife + cutting mat
Paper
Drawing tool of choice
Construction paper (optional)
Glue (optional)
Cell phone with camera

15 mins

Break

n/a

30 mins

Work period

Old books, magazine, newspapers, etc
Scissors or exacto knife + cutting mat
Paper
Drawing tool of choice
Construction paper (optional)
Glue (optional)
Cell phone with camera

15 mins

Check-out: ask participants to share updates on their progress with the animation project, and to prepare to present their work in the following workshop

n/a

class 4

DIY/Cut-Out Animation Class 4

During this class you will host a work period, view final animations, and debrief. You will also have a final checkout with course takeaways and goodbyes. Be sure to touch on things learned over the workshops during the animation debriefs and final check-out.

Time

Activity

Materials

15 mins

Check in with the group (e.g. if you could bring any fictional character to life, who would you choose?)

n/a

45 mins

Work period + ask participants to compile animations on free apps. Technical issues may arise so the earlier you can start on this, the better.

Old books, magazine, newspapers, etc
Scissors or exacto knife + cutting mat
Paper
Drawing tool of choice
Construction paper (optional)
Glue (optional)
Cell phone with camera
Animation app of your choice

15 mins

Break

n/a

30 mins

Screening of final projects! We will take a look at each participants’ work on loop, first a couple times without feedback and then with constructive dialogue about the work. Ask participants to try to guess the communication style being portrayed and then the artist can reveal their intention. Respond with plenty of congratulations for their hard work!

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15 mins

Check-out: ask participants to share their learnings from the course and to reflect on the communication style (e.g. which styles they used most frequently at the beginning of the course vs. which they use most frequently now)
Celebrate all efforts, creativity, participation and focus on growth!

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