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The Gruffalo Animation

The Gruffalo Animation. By Manjeet Bhamra. Animated stories. Animated stories are engaging because they mix cartoon-like pictures with the added attributes of music, sound and text. Kids love them because their stories come to life and they all stimulate children to create and think.

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The Gruffalo Animation

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  1. The Gruffalo Animation By Manjeet Bhamra

  2. Animated stories • Animated stories are engaging because they mix cartoon-like pictures with the added attributes of music, sound and text. • Kids love them because their stories come to life and they all stimulate children to create and think. • Allowing children to experiment with animation software is a powerful way of teaching about characters, setting, and plot in a visual way.

  3. National Literacy Strategy KS1 • Engage with and respond to text • Create a visual adaptation of a simple text using toys, modelling clay, play figures and stop frame animation techniques Speaking and listening • Retell stories, ordering events using story language Department for children, schools and families The National Strategies “It is enormously motivating for children to create animated stories, supply a soundtrack, sequence events, and find the traditional skills of storytelling.” (Rudd & Tydesley: 2006: 139)

  4. Why “The Gruffalo”? • Well known and favourite book within the group of children “The Gruffalo” by Julia Donaldson and Axel Scheffler • The rhyme and rhythm in the story helped the children to recognise phonic patterns. • The text invites the children to participate and discuss as they collaboratively make out the meaning The National Curriculum (2007) for English requires that pupils should be taught to read with fluency, accuracy, understanding and enjoyment, building on what they already know.

  5. Order of sequence to make the animation • created scenery • Made characters using plastercine • Voice recorded on camera • Take photographs • Followed the pages of the book to re-enact story • Progress through the plot • Download these into Sony Vegas Pro 9 • Put them into sequence • Edited as appropriate, speed, sequence delete etc • Insert voice recordings • Insert music Worked individually and in groups

  6. Differentiation • The project can be differentiated accordingly, through the amount of photographs and slides produced, and through the choice to add narration or sound to the animation. • Pupils who excel in the task could be introduced to the further editing techniques available on Sony Vegas Pro Version 9. Other packages can be used such as Windows Movie Maker

  7. Enjoy the movie…

  8. Bibliography • DfES, (2009) Primary National Strategy; Primary Framework for Literacy and Mathematics Surrey, DfES • Donaldson, J. & Scheffler, A. (2004) The Gruffalo, Macmillan Children's Books, London • Smith, M. (2002) Howard Gardner, multiple intelligences and education http://www.infed.org/thinkers/gardner.htm (Assessed November 2009) • (2007) QCA Curriculum guidance for the foundation stage, Ref QCA/00/587, p.12 (Assessed November 2009)

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