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. 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. 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. Allowing children to experiment with animation software is a powerful way of teaching about characters, setting, and plot in a visual way.

National Literacy Strategy KS1 Engage with and respond to text 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 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 Retell stories, ordering events using story language Department for children, schools and families 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) (Rudd & Tydesley: 2006: 139)

Why “The Gruffalo”? Well known and favourite book within the group of children 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 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 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. 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.

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

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. 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 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

Enjoy the movie…

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