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Wallace and Gromit’s Birthday Surprise! - Cracking...
Transcript of Wallace and Gromit’s Birthday Surprise! - Cracking...
AGE
8-11
Cracking Ideas® Competition
About this resource and curricula links
Wallace and Gromit’s Birthday Surprise
Making Rockets
Storyboarding
PLUS cracking curricula linked classroom activities supporting:D&T, Science, Art & Design, Literacy, English, PSHE and regional equivalents
Creativity and storytelling
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Wallace and Gromit’s Birthday Surprise!Create a cracking storyboard
Contents
www.crackingideas.comfor free teaching resources and competitions
The competition closes
22nd July 2016
Send us your entries
Online
You can upload entries atcrackingideas.com/competitions
By post
Send your entries with a completed entry form (download from crackingideas.com/competitions) to:
Cracking IdeasIntellectual Property OfficeFREEPOST CF4185NewportNP20 1ZZ
Teachers/group leaders – please ensure one entry form is submitted for class/group entries, and that individual entries are labelled with the child’s and school/group name.
One winning entry in each age category will win:
• A visit from an Aardman expert formodel-making workshop sessions and a screening in your school
• PLUS a multi-user licence for the Animate It! software by Kudlian for your school.
Please read the competition terms and conditions at
www.crackingideas.com/competitions
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More cracking activitiesWe’ve developed some cracking activities to help young people get creative and develop their own unique ideas for the competition (and they’re UK curricula linked too!). Read on to find out more about using the ‘My ideas have value’ assembly to launch the competition, the ‘Wallace and Gromit’s Birthday Surprise’ storyboarding activity and our ‘Making Rockets’ activity.
priZE
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Visit WallaceAndGromit.com for games, activities and fun!
CREATIVE SOFTWARE
Wallace and Gromit want to go on a special birthday trip but where will they go? There’s only one place that Wallace wants to go – and that’s into space! But how do they get there? We need you to create the story of their birthday surprise as a storyboard. We’d love to see your story come to life so if you have time, you could turn your storyboard into a film too!
You can enter your cracking idea for a storyboard as an individual or as a group.
Wallace and Gromit’s Birthday Surprise
Cracking Ideas® CompetitionThis year’s Cracking Ideas® competition is all about developing unique ideas and having fun with creativity. The Intellectual Property Office are celebrating the 40th birthday of the world-famous Aardman studios and, with the help of Wallace and Gromit, Morph, Shaun the Sheep and Timmy too, we need young people aged 4–18 to develop some cracking ideas to help celebrate this special birthday.
Get cracking and take part!
Cross-curricula links
ENGLAND 2014
Art & Design; English – Spoken language; Science – Working scientifically, Materials, Forces; PSHE
4 5
NORTHERN IRELAND
Language and Literacy – Talking and Listening; Science and Technology – Movement and Energy; Personal Development and Mutual Understanding; Personal Development
SCOTLAND
Literacy and English – Listening and Talking; Sciences – Forces; Health and Wellbeing –Social Wellbeing
WALES 2015
Art & Design; English – Oracy; Science – Communication, Enquiry
The activities specifically address the learning outcomes for Design and Technology for 8 to 11-year-olds, but will also challenge children’s creativity and storytelling skills as they design and make a rocket and storyboard a new space adventure as a birthday surprise for Wallace and Gromit.
Cracking Ideas Competition, age 8-11Cracking Ideas Competition, age 8-11
It is not essential to undertake all the activities to enter the competition
Options for a one-off activity, extended project or fast-track competition entryare provided under Step 2. MAKING ROCKETS
Begin by showing/reminding children of Wallace and Gromit’s first trip to the moon:
youtube.com/watch?v=Kb0ooQKbflM (3 mins)
Discuss the feasibility of Wallace and Gromit’s rocket design. Use this discussion to develop the understanding that creativity, particularly in relation to film and animation, does not need to be grounded by realityor feasibility.
Introduce the task allowing for blue-sky thinking timein paired or small groups to elicit initial thoughts,responses and ideas.
1. StarterQuestions you could ask:
• Can you explain how Wallace’s rocket is going to fly?
• Do you think his ideas would work in real life and can you explain why you think that?
• What difficulties would Wallace face in real life?
Wallace and Gromit’sBirthday Surprise
The Cracking Ideas® resources have been designed to stimulate children’s imaginations and creativity both in school and beyond and can be used either as a one-off storyboarding activity towards competition entry, or developed beyond the Design and Technology lesson provided into a space themed extended project with cross-curricular links to Science.
However you choose to use the resources, by incorporating the ‘My ideas have value’ assembly you will also be supporting youngsters to understand that creativity has a value called intellectual property (IP), which can be protected to help ensure that the unique ideas, creations or work of an individual or group cannot be copied or reused without crediting or benefiting the creator. Further information on IP and the role of the Intellectual Property Office can be found here: www.crackingideas.com/aboutip
About this resource
6 7
England: Design & Technology (Key Stage 2)
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes and computer-aided design.
NI: Art & Design (Key Stage 2)
Engage with observing, investigating, and responding to first-hand experiences, memory and imagination; collect, examine and select resource material to use in the development of ideas.
Scotland: Art & Design (Second level)
I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.
Wales: Design & Technology (Key Stage 2)
Develop a simple specification for their products indicating their intentions and approach. Develop and communicate their design ideas in a variety of ways,using ICT and models where appropriate.
Designing
Cracking Ideas Competition, age 8-11Cracking Ideas Competition, age 8-11
Moving on from initial group responses, focus children onto their individual rocket designs.
Brainstorm a list of design criteria for your rockets to adhere to, using the key considerations overleaf to decide on your approach based upon the time available and/or desired learning outcomes.
You might want to show the children Nick Park from Aardman sketching Wallace and Gromit’s rocket from ‘A grand day out’.
youtube.com/watch?v=6jwp-0oEoJM (watch from 18:24)
N.B. if you used the ‘My ideas have value’ assembly ask children, ‘why do you think Nick signs his sketch at the end?’ to remind them about what they’ve learned about IP and discuss the relevance of IP with respect to the designs they are about to create.
Developing Ideas A and B
Using the brainstormed list of criteria as a starting point children create a rocketdesign specification;
Consider:
• How big will the rockets be? Big enough to house your storyboard characters? Or small enough to be launched effectively?
• What will the rockets be made of?
Discuss possible design ideas. N.B. ensure children understand the difference between being influenced by someone else’s design and copying it outright. Remind them of IP as introduced in the ‘My ideas have value’ assembly (don’t worry if you didn’t get chanceto use the assembly just visit:
youtube.com/watch?v=8d2hJlOCYj0(1:15)
to show a very engaging short introductionto IP and its significance to children’s own design ideas).
Children sketch individual design responses [use the ‘My Rocket Design’ template] and list possible materials required to make their design.
Developing Ideas B
Children may like to research real rocket designs.
Here is a useful link to the BBC guide torocket science:
bbc.co.uk/guides/zqcmvcwChildren will need to consider material properties with respect to the suitability of their use in producing a working prototype.
Possible considerations:
• Weight• Suitability to hold liquid or gas• Durability
Discuss how your choice of method of propulsion will affect the design of the rockets.
‘My RocketDesign’ template
YOU WILL NEED
‘Making Rockets’evaluation sheet
My Rocket DeSIGN
Design criteria:
8-11 resource support materials My rocket design (competition entry)
www.crackingideas.com/competitions
Materials:
© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office
Name:
Evaluation SheET
How unique is your design?
8-11 resource support materials ‘Making Rockets’ evaluation sheet
www.crackingideas.com/competitions
Does it meet your criteria?
What went well? What could be improved?
My critera Yes / No
© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office
Name:
2. Making rocketsFAST TRACK TO COMPETITION ENTRY
For anyone looking to fast track to competition entry an easy-to-make template of Wallace and Gromit’s ‘A Grand Day Out’ rocket can be downloaded as a storyboard stimulus at
wallaceandgromit.com/resources allowing you to skip straight toStep 3. STORYBOARDING on page 10.
Key considerationsA. Will the rockets be aesthetically pleasing in design, manually propelled, to use as props in your Birthday Surprise storyboards?
Or
B. Will the rockets be functional models for launch propelled by air or water, by chemical reaction or mechanically powered?
Your design choices here will clearly affect the length of time required to complete the activity as well as the process of designing and making:
• rocket designs responding to option A can be purely creative and can therefore be achieved within a single extended Art/ Design Technology or topic session.• rocket designs responding to option B are better suited to an extended project or themed topic approach over a series of sessions allowing for additional time to research ideas, investigate materials and test feasibility of designs. Teachers using this option will also be able to meet some of the learning objectives for Science referenced under cross-curricular links, page 4.
Both of the above options are explored on page 7 alongside the relevant Design and Technology learning objectives and their regional equivalents.
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Cracking Ideas Competition, age 8-11Cracking Ideas Competition, age 8-11
England: Design & Technology (Key Stage 2)
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
NI: Art & Design (Key Stage 2)
Evaluate their own and others’ work and how it was made, explain and share their ideas, discuss difficulties and review and modify work to find solutions.
Scotland: Art & Design (Second level)
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within artand design.
Wales: Design & Technology (Key Stage 2)
Discuss their products, and evaluate their work, e.g. explain why and how they made their product and what they think about its function, features.
Evaluating
Developing Ideas A and B
Children self and peer assess their designswith respect to their original specificationsand their creativity [Use the ‘MakingRockets’ evaluation sheet].
Consider:
• Uniqueness of design*• How well their final design meets their original criteria• Identify features they are particularly satisfied with• Identify elements that they could improve.
* Remind children of the value of theirindividual designs with respect to IP. If youare videoing children’s responses perhapsthey could indicate key design features and discuss any influences. N.B. now would be a good time to (re)play the intro to IP film clip from the ‘My ideas have value’ assembly to support children in their evaluation of their design’s creativity:
youtube.com/watch?v=8d2hJlOCYj0
Evaluating Ideas B
Children test launch** their designs and evaluate their functionality as well as overall design.
If more than one method of propulsion isused then effectiveness and comparison of methods could also be evaluated. Forexample, children could measure how far the rockets travel, or how high they go.Recording the ‘flight’ on video might be agood idea so that the children can make comparisons later. Remember to get them to evaluate the creativity of their designs too.Use the ‘intro to IP’ film clip from the ‘Myideas have value’ assembly to remind themwhy their creative input into theirdesign matters.
England: Design & Technology (Key Stage 2)
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
NI: Art & Design (Key Stage 2)
Use a range of media, materials, tools and processes such as: drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction, selecting which is appropriate in order to realise personal ideas and intentions.
Scotland: Art & Design (Second level)
I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
Wales: Design & Technology (Key Stage 2)
Work to their specification to make products. Choose appropriate materials, equipment, tools and techniques, from a range made available to them.
Making
Communicating Ideas A and B
Using the materials available together with their design specification for reference, children make their rockets.
Communicating Ideas B
If rockets are designed and made to be launched then you will need to add additional time for testing, which, in case of disaster, may be best left until after the storyboarding is complete.
Below are some links to external websites containing ideas/instructions for different methods of propulsion:
Air powered
www.planet-science.com/categories/experiments/technology/2012/03/make-an-air-rocket.aspxWater powered
www.bbc.co.uk/bang/handson/waterbottlerockets.shtmlChemically powered
www.stevespanglerscience.com/lab/experiments/acid-base-rocket
www.instructables.com/id/Mentos-and-Diet-Coke-RocketMechanically powered
www.instructables.com/id/50-Foot-Rubber-Band-Rocket/
** Ensure that any launch activity is risk assessed appropriately and that the required level of supervision is adhered to.
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Cracking Ideas Competition, age 8-11
3. Storyboarding
Cracking Ideas®
Generator
YOU WILL NEED
Wallace and Gromit’s Birthday Surprise planning sheet
Wallace and Gromit’sstoryboard template
cracking iDeasgenEratoR
8-11 resource support materials Cracking Ideas® Generator
www.crackingideas.com/competitions
Use the prompts and key words generated by the Cracking Ideas® Generator to help you think of a good story for your Birthday Surprise journey into space.
Write down any ideas that come to you on Post-it notes so that you can organise and rearrange them.
Whose story is it?Who is your main character?
Wallace gromit shaun
good bad sinister madPicture your rocket shooting into space;
where is it going? What can you see?
Moon sun planet
cheese Earth starsWhat do you enjoy doing? What would a great birthday
surprise be for you?
Presents celebration
friends animals
new technology experiences
Close your eyes and imagine you are a character in the story. How
do you feel? What will you do next?
Now open your eyes and think about what your audience would
like to see/feel?
Fun excitement
contraptions suspense
What sort of ending will your space
adventure have?
Happy intense
funny surprise
© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office
spaceman sheep
bizarre dramatic
cliffhanger
humour drama relief
Example Wallace and Gromit storyboards can be found here:
www.telegraph.co.uk/culture/culturepicturegalleries/6395400/Wallace-and-Gromit-storyboard-drawings.html
Getting startedChildren use the rockets they have made as a stimulus to support the individual storyboarding of a new space adventure for Wallace and Gromit’s Birthday Surprise.
Did you know that in the original ‘A Grand Day Out’ script, the 3-minute-long rocket-building sequence was a single sentence? This is why storyboarding is important to develop ideas and demonstrate the action involved in the proposed film or animation.
You can watch a film clip introduced by Merlin Crossingham, the Creative Director of Wallace and Gromit, to demonstrate the storyboarding process here:
www.youtube.com/watch?v=3EZWYpEXPV0
Key considerationsA. The plot i. Will the making of the rocket be included in the storyboard (as in the original ‘A Grand Day Out’)?
ii. Will the storyboard focus on the journey into space and/or your final destination?
iii. What will your birthday surprise be? • Will it be someone or something at the destination? • Or someone they meet along the way?
B. The characters i. Who will be the main focus of the story?
ii. Will you use Wallace and Gromit or create your own new character(s)?
iii. Will you, yourself, be in the story?
Questions you could ask:
• How well do you think the pictures tell the story?
• What could you do to improve your storyboard?
• What challenges do you see in turning these into an animation? How might you overcome them?
Split children into small groups and use the ‘Cracking Ideas® Generator’ to help them get their creative juices flowing.
Then use the ‘Wallace and Gromit’s Birthday Surprise planning sheet’ to help individualsstructure their ideas.
Finally, use ‘Wallace and Gromit’s storyboard template’ to realise children’s creative talent. Don’t forget to include dialogue and sound effects! Remind them to sign and date their work too, so that they can benefit from their IP should anyone decide to use their ideas. Copyright is the automatic right given to your storyboard creations (provided of course that the work is new and original), which means that they can’t be copied, distributed or used without permission. To find out more about copyright go to www.gov.uk/copyright
Share and peer evaluate finished storyboards.
SToryboarD8-11 resource support materials Wallace and Gromit’s storyboard template
Plan your Wallace and Gromit Birthday Surprise using this storyboard template. Draw a series of pictures to show the events and use the space underneath to explain the action and sound effects.
Action:
www.crackingideas.com/competitions
Action: Action: Action:
Action: Action: Action: Action:
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5 6 7 8
© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office
Name: Story title
Telephone: Email:
Region: Age:England 4-7 yearsWales 8-11 yearsScotland N. Ireland 12-16 years
Address / School:
birthday planning shEetName:
8-11 resource support materials Wallace and Gromit’s Birthday Surprise planning sheet
www.crackingideas.com/competitions
Who is your story about? Write the names of your characters here
then...
next
First...
Problem / main idea
© Aardman Animations Ltd 2016Intellectual Property Office is an operating name of the Patent Office
Solution / outcome
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Now you are ready to enter your storyboards into the Cracking Ideas® competition. Follow the guide on page 2 to submit entries online or in the post. If you are submitting multiple entries, please ensure that each entry has the pupil’s name, class and school name.
4. Send us your storyboards
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